the 2020-21 school year in mbusd

+

THE 2020-21 SCHOOL YEAR IN MBUSD

July 29, 2020

Manhattan Beach Unified School District

325 S. Peck Avenue

Manhattan Beach, CA 90266

Phone: (310) 318-7345, x5900

L.A. County is on the County Monitoring List

“Schools located in counties that are on the

Monitoring List must not physical open for

in-person instruction until their county has

come off the Monitoring List for

14 consecutive days.”

2

July 17: Governor Gavin Newsom’s Plan for Student Learning and Safe Schools

MBUSD Regular Board Meeting – July 29, 2020

Instruction in which the student and

instructor are in different locations,

including interacting through the use of a

computer and communications

technology, as well as delivering

instruction and check-in time with the

teacher; …

3

Definition of Distance Learning


2020-21 Phase-In Plan

Phase 1: Begin all TK-12 instruction in

distance learning.

• Distance learning components will include:

• Online learning platforms and curriculum

• Student Schedules

• Live Instruction

4


2020-21 Phase-In PlanPhase 2: Elementary hybrid model

Phase 2 would include several parts:

• Part 1: In TK an K, half the students attend in the

morning, then after a 90 minute break, the other

half attend in the afternoon

• Part 2: In grades 1-5, implement a high needs

hybrid, providing in-school support for high

need students (SDC, EL, DHH, and students not

meeting standards)

• Part 3: In grades 1-5, an A/B schedule where

students are in school two days a week and

receive distance learning 3 days a week

5

2020-21 Phase-In PlanPhase 2 (Continued)

• Parents would be given a choice of whether to

continue online learning or to enter the hybrid

program. The length of the online learning

choice will depend on when MBUSD begins

Phase 3.

6


2020-21 Phase-In PlanPhase 3: High Need Hybrid for grades 6-12

• When the Governor’s Conditions are met, provide

four days a week of in-school support for high

need students (MWell, SDC, EL, DHH, and students

not meeting standards) in grades 6-12



program. The length of the online learning choice

will depend on when MBUSD begins Phase 2

• Special education assessment center

7



Phase 4: Secondary Hybrid

• After learning from the implementation of the

elementary and high needs hybrid, the next phase

is moving to a hybrid schedule at MBMS and MCHS.



program. The length of the online learning choice

will depend on when MBUSD begins Phase 4.

8



Phase 5: Return to Full (Non-Hybrid) Learning

Once we move county-wide into level 4, moving back into

school somewhat close to school as we knew it on March

12. All students would be in class five days a week.

9


+ COMMUNICATION10


District, schools, and teachers will have a clear, consistent, concise,

and accessible communication plan that prioritizes student

connection to trusted school personnel. Family access to

information is imperative in a home learning format.

TK-2

• Seesaw, Class Dojo, and Google Classroom will be the

primary tools used to communicate assignments.

Additional communication may come through websites,

newsletters, emails, phone calls, and Aeries.

3-12

• Google Classroom will be the primary tool used to

communicate assignments. Additional communication

may come through websites, newsletters, emails, phone

calls, and Aeries.

• Google Calendar will be utilized as a primary

organizational tool for student planning (month/week-

at-a-glance).

+ COMMUNICATION11


Additional Communication Recommendations

TK-5

● Teaching and learning will adhere to consistent schedule

● Teacher Teams will communicate/post general classroom

information such as: “week-at-a-glance”, standards to be

covered, video links, assessment, etc.

● Prior to the school day, and in a consistent manner, daily

assignments and due dates will be communicated

6-12

Communicate to parents regarding class content

● Assignments posted in the same place and at a consistent time

○ Posting assignments - Assignments given that are due the next time

the class meets will be posted by the end of the previous class day; no

later than 3:30 p.m. (e.g. Period 1 meets on Monday, assignment

posted by 3:30 PM on Monday due the next time the class meets), and

the due time for submission will be at the beginning of the next time

the class meets.

○ Assignments with longer than one class period to complete will be due

at 11:59 pm on the due date.

+

Grades – Returning to 2019 Grading Practices

Elementary SchoolsMBUSD standards-based report cards.

Secondary SchoolsA-F grading system on transcripts according to the semester schedule adopted.

• Teachers will strive for consistent and timely inputting of grades into Google Classroom so students can track their individual progress.

• Students should be given opportunities to make up work where technology glitches prevent timely participation or submission of assignments.

STEERING COMMITTEE CONSIDERATIONS12


• Access for all pupils

• Daily, live interaction with certificated

employees and peers

• Content aligned to grade level/course

standards

• Academic and other supports designed to

address the needs of pupils

13

Learning Requirements


• Special education, related services, and

any other services required by a pupil’s

individualized education program (IEP)

• Designated and integrated instruction in

English language development for English

learners

• Nutritionally adequate meals

14

Learning Requirements


Compulsory education requirements apply for the

2020-21 school year (AB-77 43504). A pupil who does

not participate in distance learning on a school day

shall be documented as absent.

Daily participation may include, but is not limited to:

• Evidence of participation in online activities

• Completion of regular assignments

• Completion of assessments

• Contacts between teachers and pupils or parents

or guardians

15

Attendance


• As much a possible, learning materials are

available online

• Schools will distribute necessary “other”

materials and consumables at scheduled

times during the beginning of each trimester

or designated period, following safety

guidelines (e.g. printed material, novels,

math workbooks, ten frames, science

consumables, counters, base ten blocks,

other math manipulatives)

16

Pick-Ups: Novels, Textbooks, Manipulatives, and Supplies


The Steering Committee recommends

Schools PLP for the secondary comprehensive

online curriculum. Stakeholders agreed that

the curriculum must promote/provide:

17

Comprehensive Online Curriculum

• Consistency

• Flexibility

• Automated

Grading

• Pre-recorded

Instruction

• Clarity

• Rigor

• Immediate

Feedback

• Monitoring Tools

Between August 1-23, MBUSD facilitators will

build roughly five 2-hour learning workshops

in the areas identified as most important for

starting the year with distance learning:

• Google Classroom

• Zoom

• Best Practices in Online Teaching

• Screencastify

• Online Curriculum Platforms

18

Professional Learning for Teachers and Staff


Throughout the year, ongoing training will

include but is not limited to the following:

19

Professional Learning for Teachers and Staff

• Assessment software and

alternate forms of assessment

• Using online resources to the

max

• Behavior Strategies via Zoom

• SEL Intervention Strategies for

distance learning

• Understanding and Managing

Student Emotions

• How to teach in a distance

learning model (pedagogy)

• Online student engagement

(connectedness)

• Assessment software and

alternate forms of assessment

• Peardeck

• Restorative Circles

• Online curriculum platforms

• MTSS (RTI and PBIS)

• Antiracism and Implicit Bias

• How to re-engage students

when they are in refusal mode

• Assessment software


Distance Learning Collaborators (DLC)

First line of contact for site/grade/department in relation to DL

needs and questions.

• Online Curriculum platform(s) support

• “Guaranteed and Viable Curriculum” Champions

• One for each elementary grade (7)

• Secondary Math (1-2 MBMS, 1-2 MCHS)

• Secondary ELA (1-2 MBMS, 1-2 MCHS)

• Science (1-2 MBMS, 1-2MCHS)

• Elementary SPED (2-3)

• Secondary SPED (2-3)

20

Professional Learningand Support for Staff and Students


Provide opportunities (e.g. videos, articles,

workshops) for parents to learn about:

21

Parent Engagement and Support

• Preparing your child for their “Return to Learn”

• Learning progressions in reading, writing, and math

• Encouraging and supporting a growth mindset in their children

• How and why adults encourage students to work independently

and demonstrate what they know and are able to do

• How to navigate Clever, Single Sign On, Google Classroom, and

Aeries

• How to Manage Stress

• How to Keep Students Engaged in Learning: Addressing Zoom

Refusal and Participation

• Provide resources and contacts


22Elementary – Draft Possible Schedule1st Grade

23Elementary – Draft Possible Schedule5th Grade

24Middle School Recommended Schedule


25

Mira Costa – Draft Possible Schedule: 3x3


26

Mira Costa – Draft Possible Schedule: 3x3


27Mira Costa – Draft Possible Schedule: A/B

28

Special Day ClassRecommendations

• Determine how services will be delivered and

include the information in the Student Distance

Learning Plan inclusive of all special education

and related services

• Utilize support staff to work with students, for

example during asynchronous learning, gen ed

synchronous lessons using chat features, break out

rooms, etc. and other various tools to support

inclusion in general education

• Enable Zoom features to facilitate communication

between staff and students (i.e. individual chat

feature, polls)


29

Special Day ClassRecommendations

• Synchronous learning to include structured and

unstructured times for social connection (i.e. lunch

bunch clubs) in addition to academic goal work

• Collaborate with related service providers (i.e.

Speech, Occupational Therapy, School

Psychologists) to work on goals within the

classroom.

• Regular check-ins with family (beginning of the

year meeting/interview, surveys/check-ins)

• IEP team will help to provide parent

partnership/coaching for learning at home

(activities to support goals, behavior strategies to

access learning etc.)


30Learning Resource CenterRecommendations

• Determine how services will be delivered and

include the information in the Student Distance

Learning Plan inclusive of all special education and

related services

• Utilize support staff to work with students, for

example during asynchronous learning, gen ed

synchronous lessons using chat features, break out

rooms, etc. and other various tools to support

inclusion in general education

• Enable Zoom features to facilitate communication

between staff and students (i.e. individual chat

feature, polls)

• Access to general education lesson/activities (i.e.

Google Classroom)MBUSD Regular Board Meeting – July 29, 2020

31

Resource ClassesSecondary Level

• Essential standards for the subject area and are

aligned with general education curriculum

• Access curriculum (i.e. Google Classroom and other

platforms)

• Asynchronous learning to include but not limited to

(presentations, independent work, materials to

address IEP goals)

• Synchronous learning to include and not limited to

lessons via distance learning

• SEL- Consistent and ongoing

• May use small group via distance learning platforms


32

Related Services

• Synchronous learning for services may include:

• OT/COTA participation in small group, class Zoom

(indiv/group) following directed teaching

• Counseling / groups via distance learning

• Asynchronous learning may include:

• Access to materials (social stories, videos) to

help with social emotional needs via Google

Classroom or other platforms

• Access to materials such as Boom Cards, Kahoot,

activities in Google Classroom, Hearbuilder


33

Instructional Assistants

• Provide instructional and behavioral support to

assigned students within special and general

education settings using various platforms (i.e. using

Zoom chat, Zoom break-out rooms, etc.)

• Review classroom content/material and provide

feedback to students (i.e. Google Classroom)

• Collect data on student progress (as required)

• Teacher/staff collaboration; continue professional

learning as assigned


34

Learning Resource CenterRecommendations

• Synchronous learning to include and not limited to

work to help address IEP goals

• Combination of whole group, small group and 1:1

sessions, as appropriate to support instructional and

social-emotional learning

• Collaborate with related service providers (i.e.

Speech, Occupational Therapy, School Psychologist

to connect goal work across settings.

• Maintain ongoing communication/consultation with

families


35

Lower Elementary Curriculum & Instruction

Teaching and Learning

Synchronous - Students and teacher together in real time

• Teacher-led meaningful and purposeful instruction

• Small group instruction or 1:1 conferences in core

subjects

Asynchronous – Learning without live teacher/student

interaction

• Pre-recorded video lessons

• Independent practice

• Online curriculum


36


Teaching and Learning

Teachers will utilize live instruction with

students daily (this should include a

combination of whole group, small group, and

1:1 instruction)


37


Synchronous Social and Emotional Learning• Deliver 15 lessons from MindUp curriculum throughout the

course of the year• Highlight the competencies that are identified in the SEL

Visual Framework and the follow the calendar shared by the District SEL Committee

• Integrate the SEL LIFE SKILLS into any and all opportunities all day, every day.

• Daily check-in with students


Preparing for Hybrid Learning

The District is working with the Steering

Committee and District Departments to

address a checklist of what must be done

to initiate on campus learning.

• While we do not have a date of when we

will be eligible to initiate hybrid, we

will be ready when that time comes.

• Some of the sample tasks follow

38

• Suzanne Webb, Tami Simmons, Ed Jozefecick,

and Heather Hoffman

39


Re-Opening Guidelines

Designation of COVID-19 Compliance Team

• Site admin is identifying at least two, possibly

three, spaces (one for those with symptoms,

one for those in contact, and one for non-

COVID needs) at each school site

• M & O is preparing to install vinyl/plexiglass

to complete isolation areas

40


Re-Opening GuidelinesPlan or protocol for temporary on-site isolation upon notification of positive test or appearance of symptoms, fact sheets to provide to family, contact tracing, assurance of access to testing for all exposed individuals, reporting clusters to DPH, contingency plans for full or partial closures if necessary

• Cabinet is working with district nurses to

determine what first aid supplies to provide in

classrooms to minimize visits to the health

office

• Cabinet is determining procedures for

screening and contact tracing

41



• COVID-19 Compliance Team is developing

fact sheets, communication plans for (1)

exposure and (2) full/partial closures

• COVID-19 Compliance Team is developing

procedures for DPH reporting

42



• HR is developing lists of employees over 65

by classification

• HR will communicate with employees as they

are called to work on-site regarding

procedures for employees in this category to

initiate the interactive process as necessary

43



Employees 65+ or with underlying conditions “are assigned work that can be done from home whenever possible”

• During 100% distance learning, this is possible for

some, but not all, classifications of employees.

• M & O staff, IT staff, and some FNS staff must work

on site.

• The District is determining the need for teachers,

administrators, instructional assistants, office staff,

and others to be on site.

• During a move to hybrid in-person instruction,

work-from-home opportunities will be reduced.

44



Work processes reconfigured to increase opportunities for employees to work from home

• Maintenance staff is currently working on a

4-10 schedule, with half working M-Th and half

working T-F.

Other alternate/staggered schedules are being

examined if/as possible.

During a move to hybrid in-person instruction, staff

and student arrival times will need to be examined to

ensure the opportunity to provide for screening and

social distancing upon entry to campus.

45



Alternate, staggered, or shift schedules instituted to maximize physical distancing

• HR continues to communicate with employees

regarding requirements for self-quarantine

and procedures for leave

46



Employees told not to come to work if sick/exposed and have been provided leave information

• Uses by non-school educational providers

(BCLC, Montessori, SBAS, etc.) are permitted

• Building uses by churches and other

community groups are not permitted; the

Business Department is communicating with

these groups

• Use of parking lots is permitted

• Use of fields via City Shared Use agreement is

permitted (though use of school restrooms is

not)

47



No non-school uses

• CalOES is providing some PPE

• The Director of Operations is facilitating the

purchase of additional PPE and determining

procurement timelines.

48



PPE provided (face coverings for all employees, medical grade mask for employees who care for sick children or have close contact with students who cannot use a face covering)

• Additional PPE include:

✓ Face coverings

✓ Face shields

✓ Disposable masks

✓ Medical grade (N95) masks for employees

as needed and individuals who show

symptoms

✓ No-touch thermometers

✓ Gloves

✓ Gowns

✓ Eye protection

49



• Pre-arrival symptom check application in

development

• No-touch thermometers being procured

• Record-keeping procedures in development

50



Symptom checks before arrival; temperature check on site if feasible

• Classified staff breaks will be staggered and

scheduled at times that do not coincide with

classroom breaks

• Each break room will be assessed to

determine a maximum occupancy, and will

have signage designating maximum.

• Site administrators will discourage use of

break rooms

51



Staggered breaks to ensure physical distancing in break rooms

• Supervisors will continue to emphasize

requirements for face coverings and social

distancing and to ensure that appropriate

signage is prominently displayed

52



Instructions – wash face coverings daily, maintain physical distancing, wear face coverings when around others

• Operations staff will disinfect these areas

three times a day, with the schedule

determined based on instructional schedules

• Staff restrooms will be provided with

sanitizing wipes to allow properly trained and

authorized individuals to wipe down fixtures

before and after each use

53



Frequent disinfecting – break rooms, restrooms, classrooms, labs, health offices, counseling and other student support areas, front office, other offices, auditorium, gymnasium, library, other

• Site administrators will discourage use

• Signage will be developed to discourage use

and to establish the requirement that each

user must wash hands before and after use

and must thoroughly clean each item after

use.

• Employees directed to wash hands thoroughly

after visiting break rooms and restrooms.

54



Commonly shared items in break rooms (coffee pots, dishes, etc.) replaced with single use items or thoroughly cleaned after each use

• Each classroom, office, and restroom will be

provided with disinfecting supplies, which

will be stored safely and kept out of reach of

students

• Procurement in progress

55



Disinfectant and related supplies available to employees

• All elementary classrooms have wall

dispensers

• Secondary classroom dispensers have been

on order since April and are due in August

• Determining additional locations and will

procure gallon refillable pump bottles at

those locations

• Determining appropriate supplies and

monitoring procedures for preschool students

56



Hand sanitizer available at entrance/exits, offices, stairways, elevators, classrooms, break rooms

• Soap and water are available at all currently

installed sinks

• Determining whether and where to install

additional hand washing stations, including

sinks, soap, and paper towels

57



Soap and water available

• Employees with sinks in classrooms have

ample opportunities to wash their hands.

• Employees without sinks in their classrooms

will have sufficient supplies of hand sanitizer

in the classroom, and the District is exploring

options for nearby hand washing stations

58



Employees offered frequent opportunities to wash their hands

• M & O and FNS are in the process of ordering

extra equipment to limit sharing

• M & O is in the process of procuring

equipment to ensure that each custodian has

their own cart

• Where shared equipment is required,

employees will be instructed to clean/sanitize

after each use

59



Each employee assigned their own tools, supplies, equipment, workspace

• To the extent possible, work areas will be

divided and taped out to promote safe social

distancing

• Where employees must share workspaces or

equipment (mail rooms, teacher work rooms,

etc.), maximum occupancy will be

determined and posted, tape markings will

be put in place to demarcate 6’ distances, and

employees will be instructed to clean/sanitize

equipment after each use

60



Shared workspaces and hand held items eliminated

• Preliminary estimate: all staff and 2/3 of

students, with an average maximum of 20

individuals per classroom

• Operations Subcommittee is analyzing floor

plans to develop preliminary maximum

occupancy levels

• M & O will conduct walkthroughs to

determine accuracy of calculations

• Once confirmed, signage will be developed

and posted

61


Re-Opening GuidelinesDetermine maximum number of employees, maximum number of students per facility

• All elevators in the District do not allow for 6’

distancing and are therefore designated as

having a maximum capacity of 2 riders

• Signage will be developed and posted

62



Determine elevator capacity (6’ or 4 riders if elevator does not allow for 6’)

• As hybrid plans are developed, procedures

for staff supervision of students during school

entry/exit and during transitions from one

location to the next will be developed as well

63



Monitoring – hallways and stairways

• As hybrid plans are developed, elementary

schedules will be adjusted to provide for

staggered breaks.

• Where possible, this will also be done at the

secondary level

64



Staggering of breaks to avoid crowding on stairways

• Site administrators at MCHS, MBMS, and

Grand View are identifying routes for going

up and down

• Signage will be developed to designate

routes accordingly

65



Designation of up and down stairways

• The school day would be divided into shifts

only in the TK/K hybrid model and possibly in

the High Need hybrid model.

• Shifts can only be provided to the extend that

District staff can support appropriate

cleaning/disinfecting in between shifts

66



Divide school day into shifts to permit fewer students per class

• Each hybrid model under consideration will

limit the number of students on campus,

either limiting which groups of students can

come to campus, or, at the most, bringing only

the maximum number of students allowed

based on social distancing maps developed

for each classroom

67



Attendance is staggered to reduce overall number of students on a given day

• Parents will be given the option to select

distance learning

• Implementation of this may result in

disruption to student and teacher schedules

• Some classes (e.g., choir) will be required to

be online or the curriculum will be adjusted

to meet safety requirements.

68



Some classes moved entirely online

• Such spaces may be utilized to provide for

supervised child care and/or may be utilized

as “overflow” spaces, particularly in the

instance of the implementation of the High

Needs hybrid model

69


Re-Opening GuidelinesAlternative spaces (library, auditorium, cafeteria, gym, other) used to reduce students in classrooms

• Once maximum class occupancy numbers are

determined, classroom furniture allowing for

seating beyond the maximum occupancy will

be removed, as well as furniture designed for

group in-class activities and other furniture

that impedes social distancing as feasible

70



Classroom furniture set up with 6’ distance, floor markings, physical barriers when 6’ not possible

• Storage for furniture being removed will need

to be provided (preliminarily estimated at

one 40’ container for every 5-7 classrooms)

and located on campuses

• Movers may need to be hired to assist in

furniture removal

71




• Once furniture has been removed, remaining

furniture will be arranged, and floor markings

installed

• As needed, physical barriers will also be

provided

72




Preschool

• Pre-ordered meals picked up from the

kitchen. Developing safety protocols,

staggered pickup times. Children eat in

classroom as they currently do

73



School meal distancing

Elementary Schools

• Option 1 – Set up pre-ordered meal pickup

locations outside. Pickup times must be

staggered to stay organized and avoid

crowding

• Option 2 – Pre-ordered meals are delivered to

the classrooms. Need a designated area in the

classroom where meals will be dropped off.

Lunch times must be staggered to allow staff

time to distribute meals to each classroom

74




Secondary Schools

• Set up serving carts as pick-up locations

(student by alpha), carts will be in a

designated area, but distanced from each

other for safety, need markings, meals to be

pre-ordered. One pick-up location per school

site for students who did not pre-order (all

choices may not be available). Currently

determining where students will eat

75




• Mask and face shield required at all times for

kitchen staff, taping out work stations. May

need to add extra work tables and individual

floor mats so each employee knows their

designated area. This will help with social

distancing. HR determining the best practice

for signing timesheets.

76


Re-Opening GuidelinesFood prep and service operations redesigned, where possible, to achieve physical distancing between employees

• Approve Phases 1, 2, 3, 4, and 5

• Phase 1 – Distance Learning

• Phase 2 – Elementary Hybrid

• Phase 3 – High Need Hybrid (6-12)

• Phase 4 – Secondary Hybrid

• Phase 5 – Full Instruction

• Approve SchoolsPLP annual license

• $172,935.00

77


Recommendation for Approval

+

THE 2020-21 SCHOOL YEAR IN MBUSD

July 29, 2020

Manhattan Beach Unified School District

325 S. Peck Avenue

Manhattan Beach, CA 90266

Phone: (310) 318-7345, x5900

the 2020-21 school year in mbusd

Documents