Continuity of Education Survey Information   Administration sent out a survey to students, teachers, and parents in May,  2020. The objective of the survey was to obtain stakeholder feedback on our  Continuity of Education plan and to provide input on the district plan for the  2020-2021 school year. The survey contained both open ended questions as  well as multiple choice questions.   Administration was pleased with the number of parents who responded.  With 2,338 student households in the district, we received 1,738 responses  from parents. Below is the breakdown of responses from our stakeholders.   

● Elementary Parents - 806    ● Middle School Parents - 486  ● High School Parents - 446  ● Students (4th-12th Grades) - 753 ( About 2,900 total students in 4th-12th  

Grades)  ● Staff (professional) - 248 (343 total)  

 Administration has spent considerable time analyzing the results of the  survey. These results are being considered as we develop our Health and  Safety School Reopening Plan and as we make modifications to our  Continuity of Education Plan. At the end of this report administration has  findings and recommendations from the review and analysis of the survey  results.   During the week of July 20, 2020, Administration will have several Zoom input  meetings for students, staff, and parents, to get additional input on our  Health and Safety Reopening plan.    The following is a summary of the survey results.      

 Survey Results - Multiple Choice Questions   Do you prefer live lessons on Zoom or recorded lessons that you can view when  convenient to your schedule?   Students: Almost even split with slightly more students wanting more asynchronous  lessons. Very few students wanted all of one or the other.

 Staff: Majority feel that students prefer recorded/asynchronous lessons. Most see a  balance of the two as the most beneficial  

  

    

I have maintained a connection with my teacher(s) throughout the COVID-19  closure?   Students: About half the respondents agreed. 36% were neutral on this question and  about 13% disagreed with this.  

 My child maintained a connection with his/her teacher(s) throughout the  COVID-19 closure?   Parents: About 77% of Elementary parents agreed with this. About 40% of Middle  School parents agreed and 50% of High School parents agreed.   

      

 

Elementary   

  

Middle School  

 

High School  

 

  

    

I have maintained a connection with my classmates throughout the COVID-19  closure?   Students: About 48% of students agreed with this with 23% in the neutral category.  

      I will be ready for the next grade level or course.     Students: 73% agreed   My students will be ready for the next grade level or course.   Staff: 72% respondents agreed, 23% were in the neutral area.   My child will be ready for the next grade level or course.   Parents: 70%-80% of respondents agreed.   

  On average how much time do you spend on schoolwork each instructional day?   High School: Majority of respondents spent two hours to more than four hours a day  on school work. 31 reported less than two hours a day.   Middle School: Majority of respondents spent two hours to more than four hours a  day on school work. 94 reported less than two hours a day.   Elementary: Majority of respondents spent one to three hours a day on school work.  55 reported spending more than three hours a day.   

 

 Would you say the workload has been:   Students: Majority - 63% - report it was just right with 24% saying it was too hard.   Staff: 81% report the workload was just right for their students   Parents:  Elementary: 51% responded that their child needed more rigor in his/her program  Middle School: 55% responded that their child needed more rigor in his/her program  High School: 46% responded that their child needed more rigor in his/her program   

Students  

 

Staff  

 

My child needs additional rigor in the distance learning program.   Middle School Parents   

   

     

The current schedule, 3 full days and 2 half days, worked well for my distance  learning program.   Students: 67% agreed with the statement, with 16% neutral   The current schedule, 3 full days and 2 half days, worked well for my students’  distance learning program.   Staff: 77% agreed and 16% were neutral   The current schedule, 3 full days and 2 half days, worked well for my child’s  distance learning program.   Parents:  Elementary: 50% agreed with the statement with over 26% neutral  Middle School: 46% agreed with the statement with about 28% neutral  High School: 47% agreed with the statement with 33% neutral  

  

Students  

 

Staff  

 

High School Parents  

 *my students distance  

learning program  

 Do you know how to access help from school if you needed it?   Students: 89% responded yes   

     

I am concerned about my child’s mental health during this quarantine and  distance learning.    

Parents:  Elementary: 48% responded yes  MS: 44% responded yes  HS: 47% responded yes    

Elementary    

 

  

  How satisfied are you with the District’s efforts to provide a quality educational  experience during the COVID-19 closure?   Parents   Elementary: 79% responded satisfied/very satisfied with 10% in the neutral category.  Middle School: 69% responded satisfied/very satisfied with 20% in the neutral  category.  High School: 73% responded satisfied/very satisfied with 17% in the neutral category.   Elementary   

    

When you experienced technology issues/challenges while instructing in this  remote learning environment, the district and school provided the support you  needed.   Staff: 81% responded yes with 16% neutral on this.   

  Open Ended Survey Questions Results   What worked well during distance learning?   Elementary School  Elementary parents felt that live daily contact with the child’s teacher and class was  important from a standpoint of keeping connected, socializing, and teacher/student  instructional support. They also appreciated the flexibility that the teachers and  administration gave in regard to assignments and participation. It was also noted  that having a set schedule helped parents with planning and that technology tools,  especially Seesaw, were very helpful in providing continuity of education.   Elementary students liked being able to work on their own time at their own pace.  They also reported that they enjoyed the opportunities for socializing (class Zooms,  virtual recess, live help from the teacher). According to the survey responses, the  students shared that having a shortened schedule on some days so they could do  other activities was their favorite part of the plan. The elementary students also  noted that they enjoyed getting more sleep.   Middle School  Middle School parents cited students being able to work independently at their own  pace was the biggest positive effect (including the ability to get more sleep in the  morning). Flexibility with completion of assignments was much appreciated by this  group as well. The use of daily Zooms and teacher availability for help and support  were also noted as strengths of the plan. The use of technology tools, especially  Canvas, were helpful to move instruction forward. A set schedule that included  getting work/assignments ahead of time helped with parent and student planning  of their days.   Middle School students also cited flexibility and the ability to work independently at  their own pace as major strengths. They also appreciated the time that they were  able to spend on areas not related to school (more time for family, friends, things  around the house). A significant number of students reported that getting more  sleep was a major positive of the plan. Finally, students noted that some daily live  activities, whether social or academic, were appreciated.       

High School  High School parents noted the same top two strengths as that middle school (being  able to work independently at their own pace and flexibility with completion of  assignments). The structured schedule and getting work in advance were essential  in helping students manage their time and to get more sleep. Daily contact,  whether through Zoom meetings, 1:1 support, or live instruction were also noted as  positives.   High School students, as reported by a number of surveyed groups, said that being  able to work on their own time and at their own pace was a strength. They also  noted the importance of getting more sleep and that they felt like they had more  time in their day for their lives outside of school (family, friends, home). Teacher  availability and support was also noted as a strength.   Staff  District staff report that the set daily schedule was a critical piece to the success of  the plan, highlighting the set times for teacher collaboration and planning. Teachers  also felt that most of their students were able to stay engaged in learning through  daily or scheduled Zoom sessions and the effective use of Seesaw, Google Classroom,  or Canvas. The staff felt it was important that they were able to provide both  asynchronous and synchronous learning opportunities for students. Staff noted that  they felt home-school communication and connections/relationships grew stronger  as a result of more frequent communication. Finally, staff felt that the support from  building and District administration through faculty meetings, professional  development, district-provided technology, grading flexibility, and frequent  communications helped make the plan a success.   

  What were the biggest challenges during distance learning?   Elementary School  Elementary parents reported challenges in keeping their children motivated and  engaged in learning. Reasons were varied but included distractions at home, level of  rigor, not enough work, too much screen time, and not enough structure in their  day. They were also concerned about the lack of social interaction and the amount  of direct (live) instruction provided by the teachers in the plan. Some parents felt  that they had to do more instruction at home than they thought they would/should  have to do and that distance learning was not as effective as brick and mortar  instruction.   Elementary students were most concerned about their lack of socialization during  the closure. They also reported that they would like more direct (live) teacher  instruction and would appreciate increased rigor. A few students reported that it  was challenging to learn on their own, especially in the area of Math. Some students  

noted challenges with consistency when it came to student expectations for work  and use of the LMS.   Middle School  Middle school parents were concerned about the lack of socialization for their  children and the challenges associated with keeping their children engaged in  learning throughout the school closure. More opportunities for direct (live)  instruction that mimic their daily routine/schedule are needed to help move learning  forward and to help keep students motivated and engaged. Some parents reported  that they felt the work was not rigorous enough and their child did not have enough  school work to do. Consistency in expectations for assignments and the use of  Canvas were noted as challenges, which may have contributed to some struggles  with executive functioning and time management.   Middle school students noted concerns about a lack of socialization. They reported  concerns that the workload was too heavy on certain days of the schedule and that  more teacher coordination of workload and advance notice of assignments would  help. They mentioned that special areas classes added to that load. The students  noted that more direct (live) instruction would have been helpful as well as greater  access to their teachers for help. Difficulty in learning concepts related to Math and  World Language were noted. Finally, some students reported that it was hard to stay  engaged and that they had a few technology issues related to teacher apps, Zoom,  and consistency in Canvas use.   High School  High school parents echoed the comments from middle school parents in regard to  being concerned about the lack of socialization for their children and the need for  more direct (live) instruction that mimics the structure of a normal school day.  Consistency in expectations was also noted in regard to schoolwork and the use of  Canvas. Some parents reported that their child struggled with time management  with distance learning and had too much work assigned. Some others felt as though  there wasn’t enough rigor in the work provided.   High school students reported that they were concerned with their ability to  socialize and stay connected to school. Students also reported that they struggled to  keep up/move forward in certain subject areas, including Math, World Language, Art,  and AP courses. Students noted that a more consistent use of Canvas would have  been helpful. The students voiced their concerns about the amount of work  required during the closure and some mentioned their displeasure with final exams.  Finally, some students shared that they would have liked greater access to their  teachers and better Zoom participation protocols.       

 Staff  Staff overwhelmingly reported challenges with keeping all of their students  connected and engaged, especially our youngest learners. Reasons cited included  lack of required attendance at Zoom meetings, lack of accountability to do their  work and do work on time, lack of responsiveness of parents after teachers reached  out multiple times, Zoom etiquette/behavior issues preventing productive  discussions and live instruction, and not enough time for intervention for struggling  students. Staff also shared that they had challenges related to assessment and  providing timely feedback to students. Finally, staff reported that they worked many  more hours than they normally would have during the closure and that there may  have been a discrepancy in the workload of students.   

  Suggestions for how we might be able to adapt our distance learning program?   Elementary School  The majority of the elementary respondents commented that they would like their  children back in the brick-and-mortar school building next year with social  distancing and other safety measures in place to make things as normal as possible.  Many also commented that there should be a distance learning option available for  students and families that may be uncomfortable sending their child to school.  Parents also reported that they would like to see the number of students in classes  or activities reduced where possible as they are concerned that their child will catch  COVID-19 at school and that social distancing will be difficult to enforce for kids.  Some parent responses suggested an alternative schedule that would limit the  number of students in the building at one time. They also shared concerns about  school not feeling normal with all of the safety protocols and social distancing  practices. If distance learning continues, parents felt that there should be  mandatory daily Zoom meetings, a set schedule for all students to follow, and more  feedback from their teachers on student work, progress, and performance. Finally,  some parents suggested greater use of outdoor spaces next year for instruction and  a need for review/catching students up from last year.   Elementary students shared that they would also like to be back in school with  safety measures in place. They also shared that the schools should consider ways to  help students follow the rules related to the mitigation procedures and social  distancing requirements. Some students suggested an alternative schedule to limit  the number of students and suggested that students be required to wear a mask.  Finally, students suggested time in the school day to reconnect with their friends at  the beginning of the year and more opportunities to be outside during the school  day as a mitigation measure to help stop the possible spread.     

Middle School  Middle school parents echoed the comments from the elementary parents wanting  to be back in a brick and mortar program with safety measures in place. They also  wanted a distance learning option available, as some parents remained concerned  for the safety of their child and about how hard it may be for students to follow the  mitigation measures that will need to be put in place. An alternative schedule to  limit the number of students in a given classroom or school building was mentioned  as well. Parents were also concerned that their child will not get to know their  teachers if we continue in a distance learning format, given they will not have met  them personally in class. Some parents further shared that they are worried  students will fall behind if we continue with distance learning and pass/fail grades.   Middle school students recommended that we ease back into school and the  curriculum. They asked that teachers remain patient with them as they reacclimate.  They also suggest that we go back to brick and mortar instruction, with safety  measures in place, while providing online options as well. They further  recommended mitigation procedures, such as frequent hand washing, masks,  sanitizing stations, and social distancing. Some students supported the idea of an  alternative schedule to limit the number of students in the building and in classes.  Middle school students had the same recommendation as their elementary peers in  that they requested time in the day at the beginning of the year to reconnect with  their friends. They also felt that support for student stress as we reenter school  should be considered.   High School  High school parents’ responses followed the same trend as the elementary and  middle school with parents asking for brick and mortar and distance learning  options. They also suggested caution in getting back to normal school, as they are  concerned for the safety of their children. An alternative schedule was suggested by  some to limit the number of students in classes and in the building. Parents of  seniors are concerned that their year will be impacted and would like the District to  start thinking about how we can make their senior year special if it continues to be  impacted by COVID-19. They shared that if we continue with distance learning, we  should make sure we are supporting students with their mental health and look for  ways to keep students engaged through asynchronous and synchronous lessons,  sports, and teacher training.   High school students were generally split between recommending a normal brick  and mortar schedule with a distance learning option and an alternative schedule to  reduce the number of students in classes and in the building. They also  recommended that we ease back into school and asked for patience and flexibility as  they reacclimate. Mitigation procedures, such as frequent hand washing, masks,  sanitizing stations, and social distancing were suggested. They felt that clear  communication of the back-to-school plan was important and that the District  should consider the needs of their peers in regard to student mental health and  support for this year’s senior class.  

 Staff  Staff provided a number of suggestions for consideration to adapt our plan. In  summary of the main suggestions provided, teachers felt strongly that there needs  to be a mandate for attendance, participation, and completion of student work  going forward with clear expectations from the District communicated to the  students and families. They also suggest continuity and consistency in the use of  learning management systems, especially in elementary school, for managing  student work and assignments. Staff suggest that we should strive for greater  consistency among grade levels, schools, and courses to avoid conflict and  comparisons and eliminate pass/fail grading. Staff would also like to see clear  policies and procedures regarding the DIstrict’s expectations regarding managing  their workload, communicating with students and families, and student workload.  Finally, staff would like continued professional development in best practices in  distance learning (teaching both synchronously and asynchronously) and to be able  to work out ways to get students the physical materials they need for greater  participation in meaningful learning at home (supplies, novels, instruments, etc.).   

  Staff Support of Students’ Social-Emotional Needs during distance learning   Staff report that they supported students in this area in a variety of ways including  holding lunch time meetings, having morning check-ins, scheduling regular Zoom  meetings, sending encouraging emails, and checking in with individual students.  Many teachers shared that they tried to not only move forward academically with  students but also provide opportunities for students to have some fun and enjoy the  class. Other teachers noted that they sent postcards home to students through the  mail to connect with them and encourage them. Also many teachers discussed how  they provided enrichment opportunities for students to keep them engaged in their  learning.   

  What specific challenges exist in supporting students’ social-emotional needs  during distance learning?   Staff report that it was hard to connect with all students. Some students would not  attend the Zoom meetings nor respond to email. Also teachers felt it was hard, over  Zoom, to be sure they understood how students were feeling and doing. Some  students were uncomfortable participating over Zoom.   

     

What additional social-emotional supports will students need to successfully  re-enter the brick and mortar program in the fall?   Staff feel that at the start of the school year, it is important to establish normal  routines as quickly as possible. Also, we should provide a lot of team-building and  community-building activities that allow for a lot of social interaction as we move  through the start of the year. We should balance the need of catching them up with  making sure they are able to acclimate to the physical learning environment in a  productive and healthy manner. Teachers also stated that smaller group/class sizes  would be important and that continued support of students from the behavioral  health team would be critical.   

  What specific social-emotional challenges exist for you during distance  learning?   Staff report that they missed their students and they worried a lot about their  students. They missed their colleagues as well and missed the daily support they  give and get from each other. They also report that balancing work and home was  very difficult. Many teachers had their own children home as they were working.  They felt a lot of stress to make sure they were providing a quality program for their  students and felt like it was a tremendous amount of work. They felt they were on  call and that it was hard to remove themselves from work.   

  During this period of high stress, what strategies have you utilized to effectively  cope with the current teaching and learning environment?   Staff report that they did a variety of things to cope with the stress of this challenge.  These include gardening, taking walks and getting exercise, playing with their  children, turning off the computer over the weekends, engaging in mindfulness  activities, keeping a set schedule, eating healthy, and playing with their dog. They  also talked about keeping a sense of humor, having fun with their students, being  flexible with students, and spending time researching best practices in online  learning to improve their practice.   

  What district/school support has been helpful in reducing your stress?   Staff report that the new schedule after spring break, with the two half-days, was  critical to allowing them to deal with the stress of the work. Being able to have  additional training and to work with their colleagues during this time made a big  difference. They also appreciated all of the resources the district provided to them  and they supported their principal’s support and the support of technology. Teachers  

appreciated being able to provide some asynchronous instruction. This allowed  them some flexibility in their daily schedule. They also state that their colleagues’  support was critical.   

  What suggestions do you have for further support from the district to reduce  your work stress?   Staff report that a “wellness day” would be great. Also they need quick, concise, and  clear communication, with limited emails. They also hope that work demands will be  kept at a reasonable level. They would like less paperwork, especially in special  education and they hope teachers will be able to continue to make educational  decisions, at the classroom level to meet their students’ needs. Also, they hope they  will be able to teach outside, to the degree possible, in the fall. If we return to  distance learning, they want more accountability for students. Teachers stated they  want as few changes as possible, and they want clear expectations for themselves.    Findings   After a careful review administration identified the following findings from the  survey feedback:   

● Parents want their students back in brick and mortar in the fall  ○ With appropriate safety mitigation strategies/procedures in place  ○ Some parents suggested considering alternative scheduling if that  

would allow us to open schools  ● Parents want a distance learning option for students in the fall  ● Parents appreciated the effort/dedication of teachers during distance learning  

this spring  ● All stakeholders liked the live Zoom meetings  ● Students and teachers identified the flexibility that asynchronous instruction  

gave them as important   ● Students generally felt the workload was about right, though about half the  

parents wanted more rigor in their children’s program  ● Parents would like to see more synchronous instruction if we return to  

distance learning  ● Teachers were able to connect well with most their students, but some  

students did not check in to live Zoom meetings  ● Many students felt they were able to maintain connections with their friends  ● About half the parents are worried about their child’s mental health during  

this pandemic and distance learning  ● Parents and staff were concerned about the limited student social interaction  

during the school closing  ● Elementary parents struggled with having to provide a lot of educational  

support to their children during distance learning  

● Students and Staff appreciated the schedule with two half-days built in  weekly  

● Teachers struggled with the stress of balancing home life with work life as  many of them had children at home as well  

● Teachers feel that community building and social interaction should be even a  greater priority than normal in classrooms to start the school year.  

● The social-emotional well-being of our students is a concern shared by  teachers and parents  

 Recommendations - Continuity of Education Plan    Based on this survey data and other feedback from our stakeholders, UCFSD  administration is considering the following adjustments to our Continuity of  Education Plan for the 2020-2021 school year.   

● Provide an instructional schedule with a balance between asynchronous and  synchronous instruction  

● Require students to check in daily  ● Maintain a daily schedule with live Zoom lessons included  ● Provide staff time to adapt curriculum to a remote learning program -  

Summer 2020   ● Encourage instructional activities that require student collaboration   ● Adjust grading and assessment parameters   ● Increase the emphasis on meeting the social-emotional needs of students   ● Provide staff time and support to plan strategies to meet students  

social-emotional learning needs during distance learning  

These findings also provide input for the development of our Health and Safety  School Reopening Plan. Two key areas, among the multitude of valuable input, that  certainly give guidance to the plan are:  

● Parents want their students back in brick and mortar school in the fall  ○ With appropriate safety mitigation strategies/procedures in place  

● Parents want a distance learning option for students in the fall   Conclusion   Administration wants to thank our stakeholders for your feedback and input. Your  responses have helped us reflect on our practices and will lead to continued  improvement in our instructional program. There are certainly challenges ahead as  we prepare for the 2020-2021 school year. Your partnership and support are critical in  meeting these challenges in a successful and on-going manner.    John Nolen Tim Hoffman  Assistant Superintendent Director of Curriculum and Instruction