LEA Reopening Planning Template

LEA Name: Village Green Virtual

Point of Contact: Rochelle Y. Baker, MSW, MEd

Contact Information: 135 Weybosset Street

Providence, RI 02903

Ph. (401) 831-2878

Fax (401) 633-6199

rbaker@vgcs.org

Table of Contents

1. Message from the Superintendent 2. Vision and Guiding Principles for Re-opening 3. Strengths and Challenges from spring 2020 4. Critical Components of the Re-opening Plan

A. Health and Safety B. Instruction C. Social-emotional and Mental Health Support D. Re-opening Operations E. Appendix A, high level budget F. Appendix B, photos of VGV stable pod environment G. Appendix C, basic reopening schedule

Superintendent’s Memorandum for the Reopening School in SY21

To: School Community, Valued Stakeholders, Fellow RI Educators

From: Dr. Robert Pilkington, Superintendent

Re: Reopening of school on August 31, 2020

Date: July 17, 2020

The period of March 23, 2020 to June 17, 2020 was unfortunate, memorable, frightening and educationally successful. VGV held its school community together through the relationships and rapport which were built over time as a small school community. We also had a student body, fAMily support mechanisms and a professional faculty which used their 100% cloud-based e-curriculum to its full capacity. We held together admirably and witnessed both personal and academic growth during a time of crisis. As a school community, we held it together every single day of the closure and our results are noteworty and self-actualize RIDE’s initial R&D purpose for initiating RI’s first “Brick and Mortar Virtual School.”

As a school, we communicated more, supported more and cared more; especially when the chips were down and we only had eachother to hold onto and to keep the spirit of our school alive. In many ways, the period of closure school were our finest days. Engagement was extraordinarily high, respect for the value of our e-courseware curriculum soared and teaching and learning becAMe more important than ever. We also missed eachother an awful lot.

VGV saw that during the closure, curriculum, teacher support and student success becAMe a crucial part of boosting the spirits of the school community. Certainly, we had logistical issues such as chrome book deliveries, food service distribution and hot spots to figure out. But, seAMless continuity of teaching and learning emerged as our greatest strength. We kept our students focused on what they could control and what gave instant performance feedback, and that was curriculum and their learning. Curriculum emerged as being critical to sound mental health. Now, it is time to turn our action towards re-opening school on August 31, 2020. As a “bricks and mortar virtual school” …

We will provide an “in school experience, every day and for every kid.” We will provide a safe and smart re-opening. We will continue to use the power of our 100% cloud based e-courseware to meet our

student’s needs, however, it will be back in the bricks and mortar environment. We will do whatever it takes to get back to work because our students and teachers need

a sense of normalcy above all else.

2. Vision and Guiding Principles for Re-opening

a. Five Components

i. The core values driving this plan are:

100% return to “Face to Face” (f2f) teaching and learning on August 31, 2020 is a reachable and feasible goal.

Re-opening can be accomplished safely with planning and community support. Our curriculum and school model facilitate simplified planning in key areas.

Our small school size and non-traditional physical plants make for C-19 adaptive environments.

Our proficiency and competency-based e-curriculum models are verified by externally validated performance data. RIDE’s goal for VGV, in addition to the creation of a fully e-courseware and non-textbook based school, was that a traditional view of time be subjugated to a proficiency and competency-based system.

Staggered sessions may decrease seat time but not learning time or learning opportunities.

ii: Hopes and aspirations for the fall

Our hopes and aspirations for the fall of 2020 is that we can resume school operations, with staggered start times, and provide F2F teaching and learning for 100% of our students while maintaining a safe and healthful environment.

It is our hope that the school can help our students and families return to normalcy.

It is our hope that our non-traditional physical plants will actually assist in providing stable environments which promote social distancing.

It is our aspiration that our sophisticated use of e-curriculum, which is externally designed and validated, as well as mandated by our authorized charter, will continue to expand.

It is our hope that the State Department of Education will recognize that the schools it authorizes with mandated proficiency based and competency based e-courseware have the ability to produce results without the fetters of a “seat-time” mentality. Student progress is quantified by third party and externally validated metrics on individual performance.

iii. The process of building the plan

The superintendent set the process in motion with conceptual and financial plans which created the structure or shell of the plan’s thinking. After setting in motion the process, which had been shared with the Board and had developed structures of enrollment and class size, physical plant use and financial accommodations for re-opening costs, the school’s on-site leadership then engaged the faculty and parents to construct logistical details. Re-opening planning began on the day which the Governor announced that schools would be returning with 100% of their student bodies on August 31, 2020. The school’s Board of Trustees

received conceptual plans on the re-opening in advance of RIDE guardrails being published. Once guidance and templates were published by RIDE, the school began to codify its preexisting deep thinking.

iv: Reinforcing the need to be agile and flexible

The concept of an independent charter school having to reinforce its need to be agile and flexible is an oxymoron. As a school with a small size, non-traditional physical plant, charter mandated customizable and externally produced e-curriculum, and a history of abolishing seat-time in exchange for third party validated proficiency for course completion metrics, we embody our industry and sector’s desire to be agile and flexible. As an R&D organization, our track record of institutional introspection and rapid mid-course shifting is legendary and fully acculturated. Please read, Inventing School, ISBN 978-0-692-66335-6 (Butler & Pilkington, 2016), Knocking it out of the PARCC, ISBN 978-0-692-80592-3 (Butler & Pilkington, 2016), and, A Personalized Learning Framework for Non-thematic Pathways: the VGV high school model, ISBN 978-0-692-86663-4 (Butler & Pilkington, 2017).

https://www.AMazon.com/s?i=stripbooks&rh=p_27%3ARobert+Pilkington+EdD&s=relevancerank&text=Robert+Pilkington+EdD&ref=dp_byline_sr_book_2

v: High level timeline

5/19/20 Survey published of learner attitudes towards DL

5/28/20 Discussion of conceptual planning at Trustee level

5/29/20 Mass purchasing of PPE for August 31, 2020

6/12/20 RIDE Unified calendar adopted and disseminated

6/16/20 Discussion of conceptual planning at Trustee level, published pre-planning document.

6/19/20 Receipt of the Guidance, Template and Guardrails from RIDE

6/20/20 to 6/29/20 Internal discussions on physical plant capacity and ergonomics

6/30/20 Kick-off Zoom call with DM Group

6/30/20 Delivery of Supt.’s draft plan to school admin

7/1/20 to 7/10/20 Plan details incorporated by admin with stakeholder feedback

7/13/20 to 7/16/20 Peer feedback and review

7/17/20 Submission of plan in present form as of 7/19/20

7/20/20 to 7/31/20 Iterative process with fine tuning, formal communication to parents and students regarding 8/31/20.

8/1/20 to 8/30/20 Final preparation to open

3. Strengths and Challenges from spring 2020

In many ways, the closure of school by the Governor on March 13, 2020 became an opportunity for acute school introspection and improvement. Because we were able to execute a school program without students on campus, much of the day to day became systems management instead of student management. The behavior management and issues such as social media drama and peer to peer and face to face interactions were lessened through our new “distance.” What we now saw was a structurally and philosophically sound organization which was facile in its use of a high quality and cloud- based e-curriculum.

Partnering with our curriculum providers, we were able to access reports on a deeper level than ever before. On a daily basis, data on student achievement became the school’s dashboard and activities and course completion rates increased. In comparing our performance envelope for 9/3/19 to 3/13/20 and then 3/23/20 to 6/17 or 18/20, we saw an almost universal rise in productivity.

As a high-tech school (essentially textbook-less and 100% e-curriculum based from day one) we had little challenges in the access or deployment of devices. Our teachers and students were both 100% fully trained and acculturated to the use of not only our on-line curriculum but also in our use of Google Classroom.

In short, “Closure School,” or our period of distance learning, became a successful proof point for our brand. It changed the way we think about our use of time, and our definition of productivity within the “brick and mortar virtual school” paradigm. Our charter plan prepared us for the period of closure in unanticipated but now predictive ways.

Neither the school, nor its students, faltered even one day from a lack of continuity of instruction. Teaching and learning were seamless and effective.

4. Critical Components of the Re-opening Plan

Health and Safety (COVID-19 Control Plan)

Provide Assuran

ce

Submit Evidenc

e

Face masks and coverings

x a. Inform students, staff, and visitors of the requirement to wear facemasks unless they can easily, continuously, and measurably maintain at least six (6) feet of distance from others for the duration of his or her time in a building.

x b. Procure and distribute cloth face masks (or surgical masks) to all staff and students who need one at no cost and have a plan to distribute additional face masks as the need arises (i.e. in the event of loss or damage).

x c. Inform staff and students of the need to clean their facemask between uses, or to dispose of it between uses (if disposable).

d. Implement other procedures, as needed.

Social distancing and organizing personnel

x e. Develop policies on general spacing and movement to increase the occurrence of

stable groups using consistent space (e.g. distance learning, staggered start times organization of students into “pods” or “stable groups to mitigate cross-class exposure, etc.). Include policies for before and after school programming here.

x f. Adjust policies for meeting area, dinning/cafeteria spaces, and bathrooms to comply with the guidance document and the requirements RIDOH has published on gathering sizes and gathering size restrictions outlined in active executive orders.

x g. Designate 6’ spacings and other social distance policies in high traffic areas (hallways, etc.).

x h. Distribute social distancing instructions to staff and students and post social distancing instructions/signage for visitors.

x i. Modify classroom layout to allow for six feet apart between staff and between students. Document where social distancing may not be possible and outline mitigation measures for these circumstances.

j. Make plans to address carpooling practices or shared vehicles, such as buses or delivery vehicles.

k. Implement other procedures, as needed.

Responding to a positive case or outbreak

x l. Develop a COVID-19 sick policy and communicate it to staff, students, and families.

x m. Assign a minimum of one representative to work with RIDOH on testing staff and students, contact tracing, case investigation, isolation and quarantine, and any other follow-up related to outbreak containment. Identify this representative to RIDE.

x n. Prepare the district to respond to a positive case or outbreak in a school building or

central office. Examples include: - Reviewing safety and response guidelines with personnel and agreeing to call

RIDOH in case of an outbreak or positive case

- Ensuring sick/attendance policies accommodate any quarantine or other-directed isolation of the individual, “stable group” or “pod” in which a positive case is located.

- Closing a portion or entirety of the workspace for a thorough cleaning x o. Describe your plan for managing staff and students if or when a someone in the

building tests positive for COVID-19. Minimizing access by COVID-19-positive or symptomatic individuals

x p. Communicate with staff and students the need to stay home if they test positive for,

have been exposed to, or have symptoms of COVID-19.

x

q. Established screenings that can be conducted verbally, by app, by phone, or by another method including, if necessary, the posting of an informational poster that communicates the screening requirements. Describe your district’s screening process and the communications that have been issued to staff and families instructing them to stay home if they test positive for, have been exposed to, or have symptoms of COVID-19. Align policies to RIDOH’s Community Mitigation Team.

r. Implement other procedures, as needed

Communication with staff and students

x s. Share information with staff and students to remind them of the requirement to stay home if they are sick and inform them of updated sick-time and attendance policies.

x t. Post signs or posters describing the district’s rules for wearing of masks, social distancing of six feet between people, and specifying, at the entrance of facilities, that sick individuals should stay home.

x u. Determine the steps you will take to prevent the spread of COVID-19 upon learning

of a staff or student who has tested positive for COVID- 19, including how you will work with RIDOH to identify which other staff or students will need to be quarantined and how you will communicate this information to the other community members while respecting health privacy laws.

x v. Communicate information to staff, students, and families in their preferred language or easiest mode of communication.

x w. Discuss with or distribute information to staff and students about how the district will address staff, student, or family concerns.

x. Implement other procedures, as needed.

Cleaning and decontamination

y. Instruct staff and students to wash their hands for at least 20 seconds with soap and water frequently throughout the day, but especially before they enter and exit a classroom, prior to any mealtimes, and after using the restroom.

x z. Make hand-washing facilities with soap and running water available to staff,

students, and visitors or provide hand-sanitizer (with at least 60% alcohol content) that can be used for hand hygiene in place of soap and water (sanitizer is an option only if hands are not visibly soiled.)

aa. Develop procedures for monitoring the supply of soap and/or hand-sanitizer, and replenishing it as needed.

x bb. Make a plan for or arrange for cleaning of buildings at least once per day. In addition, make a plan to comply with RIDOH regulations and CDC guidelines around the cleaning of bathrooms, etc.

x cc. Implement new procedures to ensure cleaning and disinfecting of

surfaces in restrooms, staff rooms, lunchrooms, meeting rooms, classrooms, shared spaces, and drop-off and pick-up locations in compliance with CDC guidelines.

dd. Implement other procedures, as needed.

Industry specific guidance and updates

x ee. Identify and review guidance specific to education and childcare on www.reopeningri.com/.

ff. Consult www.reopeningri.com/, the RIDOH website, and the Governor’s Executive Orders on a weekly basis or whenever notified of the availability of new guidance

ii. Stay in touch with key community partners regarding education and childcare specific guidance

Health and Safety Plan ASSURANCES:

Instructions: Provide assurances by marking an “X” in each box next to each item to demonstrate that you have incorporated it into your reopening plan.

X Inform students, staff, and visitors of the requirement to wear facemasks unless they can easily, continuously, and measurably maintain at least six (6) feet of distance from others for the duration of his or her time in a building.

X Procure and distribute cloth face masks (or surgical masks) to all staff and students who need one at no cost and have a plan to distribute additional face masks as the need arises (in the event of loss or damage, etc.).

X Inform staff and students of the need to clean their facemask between uses, or to dispose of it between uses (if disposable).

X Adjust policies for meeting area, dinning/cafeteria spaces, and bathrooms to comply with the guidance document and the requirements RIDOH has published on gathering sizes and gathering size restrictions outlined in active executive orders.

X Designate 6’ spacings and other social distance policies in high traffic areas (hallways, etc.).

X Distribute social distancing instructions to staff and students and post social distancing instructions/signage for visitors.

X Modify classroom layout to allow for six feet apart between staff and between students. Document where social distancing may not be possible and outline mitigation measures for these circumstances.

X Develop a COVID-19 sick policy and communicate it to staff, students, and families.

X Prepare the district to respond to a positive case or outbreak in a school building or central office.

X Communicate with staff and students the need to stay home if they test positive for, have been exposed to, or have symptoms of COVID-19.

X Share information with staff and students to remind them of the requirement to stay home if they are sick and inform them of updated sick-time and attendance policies.

X Post signs or posters describing the district’s rules for wearing of masks, social distancing of six feet between parties, and specifying, at the entrance of facilities, that sick individuals should stay home.

X Communicate information to staff, students, and families in their preferred language or easiest mode of communication.

X Discuss with or distribute information to staff and students about how the district will address staff, student, or Family concerns.

X Make hand-washing facilities with soap and running water available to staff, students, and visitors or provide hand-sanitizer (with at least 60% alcohol content) that can be used for hand hygiene in place of soap and water (sanitizer is an option only if hands are not visibly soiled.)

X Make a plan for or arrange for cleaning of buildings at least once per day. In addition, make a plan to comply with RIDOH regulations and CDC guidelines around the cleaning of bathrooms, etc.

X Implement new procedures to ensure cleaning and disinfecting of surfaces in restrooms, staff rooms, lunchrooms, meeting rooms, classrooms, shared spaces, and drop-off and pick-up locations in compliance with CDC guidelines.

X Identify and review guidance specific to education and childcare on www.reopeningri.com/.

X Post signs or posters describing the district’s rules for wearing of masks, social distancing of six feet between parties, and specifying, at the entrance of facilities, that sick individuals should stay home.

X Communicate information to staff, students, and families in their preferred language or easiest mode of communication.

X Discuss with or distribute information to staff and students about how the district will address staff, student, or family concerns.

X Make hand-washing facilities with soap and running water available to staff, students, and visitors or provide hand-sanitizer (with at least 60% alcohol content) that can be used for hand hygiene in place of soap and water (sanitizer is an option only if hands are not visibly soiled.)

X Make a plan for or arrange for cleaning of buildings at least once per day. In addition, make a plan to comply with RIDOH regulations and CDC guidelines around the cleaning of bathrooms, etc.

X Implement new procedures to ensure cleaning and disinfecting of surfaces in restrooms, staff rooms, lunchrooms, meeting rooms, classrooms, shared spaces, and drop-off and pick-up locations in compliance with CDC guidelines.

X Identify and review guidance specific to education and childcare on www.reopeningri.com/.

1. Develop policies on general spacing and movement to increase the occurrence of stable groups using consistent space (e.g. distance learning, staggered start times organization of students into “pods” or “stable groups to mitigate cross-class exposure, etc.). Include policies for before and after school programming here.

VGV has integral to its school design stable pods referred to in the charter application as “Learning Centers.” Our five Learning Centers created five separated “stable pods” at the time of initial school design. Movement for both teachers and students is restricted by school design to only that Learning Center and its designated Workshop Spaces as well. Embedded within our original school design and charter agreement is the creation of stable pods. Our re-opening staggered daily schedule reduces the number of combined students and teachers to 30 or under. Similar to our e-curriculum, initial school design practices have promoted VGV’s ability to excel under the extreme dislocation caused by COVID-19 and school closure and re-opening plans.

A brief overview of the physical student learning environment: Since VGV opened in September 2013, the school has maintained its original concept of a primary learning space referred to as the Learning Center, or simply, the “LC” where-in students spend the majority of their time online working on their e-curriculum program of study. The LC is a large room that typically holds about 35 to 60 students depending on the room size. There are five LCs. Four are located in the main campus building at 135 Weybosset Street with the fifth LC located in a separate adjacent building located at 204 Westminster Street. Within the four LCs in the main campus each student has their own partitioned workspace. The LC room is designed to closely simulate an adult working office environment with rows of fixed partitioned workspaces. There are three partitions per student desk—one on the left, one on the right, and one in front. The partitions are tall enough that seated students cannot see the students next to or in front of them. See Appendix F for photos of the VGV “classroom” environment.

However, the partitions are short enough so that the teachers can lean over and easily observe and converse with the students face-to-face. The fifth LC located at the 204 Westminster campus has quite a different floorplan. It serves as the senior campus—an autonomous micro-school. There are no partitions. It has been intentionally designed as a “Starbucks like” co-working environment with open flexible seating and tables. Importantly to note, for all five LCs, students are assigned to their LC for the entire school year. So, in the VGV Model, the groupings of the same students into a designated physical space (i.e., the LCs) for the entire school year, by design, constitute same student “pods” or stable groups.

The Plan Details: Our parent surveys inform us that 75% of the 225 students (leaving approximately 169 students, or 84 per session) will participate in face to face teaching in September. This parental feedback means that each LC (or stable pod) will contain an average of 17 students per session. Due to the highly structured cubicle layout RIDE desired the school to construct, the split day is necessary for the stable groups to easily comply with the CDC/RIDOH 6-foot social distance requirement between all students. Face masks are required upon entry and outside the stable student pod locations (i.e., the LC) and on school property anywhere that the 6-foot distance cannot be attained. VGV will schedule the same students in groups on both campuses: (1) 135 Weybosset Street; and, (2) 204 Westminster Street, Providence, RI 02903.

Student entrances will be split into two separate locations, Grades 9 and 10 will enter through the 135 Weybosset Street entrance and Grades 11 and 12 will enter from the 110 Eddy Street entrance. Temperatures will be taken daily by the CNA and each student asked if they had

self-screened at home that day. The temperature and response for each student will be recorded on a daily log form.

The students will be scheduled to attend either the morning session hours of 8:15 AM to 11:45 AM or the afternoon session 12:30 pm to 4:00 pm. To avoid circadian inefficiency, weeks will flip-flop as either A or B weeks. No student will always be an AM student, as no student will always be a PM student. If you are an AM student one week, then the next week you will be a PM student. If a family desires a static assignment to either AM or PM an accommodation will be discussed. Upon arrival, and check-in, students will report directly to their assigned (LC) on both campuses for their 3.5 hours “in-person” daily session.

Students will only be allowed to enter VGV during their daily scheduled session (AM or PM). Students will not be allowed to enter before or after their scheduled times. Students needing after school assistance will be directed to the 135 Weybosset Street entrance for any additional needed supports. However, there are no plans to have either pre-school or post-school activities or clubs.

Late arriving students will enter from their designated entrance locations and report directly to their scheduled/assigned LC designations.

VGV will maintain the same specific spaces daily with the same pods for scheduled students. Daily schedules for re-opening school will have the same limited movement philosophy as regular school as all student activities take place within their LC’s or now what we call “stable pods.” VGV will continue its long-time policy of no back packs and we have no storage spaces such as lockers.

Student seating for the four Learning Center’s with student pods fixed workstations will be assigned such that the 6-foot spacing requirement will be met. For the Main Campus, the student LC workstation desktops are 36 inches wide with a 2-inch thick fixed panel system between adjacent workstations. By assigning students to every third workstation (i.e., skipping one workstation between adjacent students) a spacing of 76 inches (6.3 feet) will be achieved. For the LC at 204 Westminster, there are no partitions. Six-foot folding tables are used. Either students will be seated at the ends of each table, or tables will be placed together end-to-end with seating marked off at 6-foot intervals. Additionally, we have Ample Hon Smart Link one-student universally designed desks which can be deployed instead of the typical tables.

The 135 Weybosset Street’s four Learning Centers, LCC, LC1, LC2, and LC3 will maintain the same steady student pods for the morning session (8:15 AM to 11:45 AM) and the afternoon session (12:30 PM to 4:00 PM) as follows:

LCC will maintain the same daily groupings: a 17-student pod in the morning session and an 18-student pod in the afternoon session.

LC1 will maintain the same daily groupings: a 17-student pod in the morning session and an 18-student pod in the afternoon session.

LC2 will maintain the same daily groupings: a 24-student pod in the morning session and a 24-student pod in the afternoon session.

LC3 will maintain the same daily groupings:

Morning session: the AM LC pod of 24 with the PM session having 24 as well.

LCR will maintain the same pod of students with a 25-students pod in the AM session and a 24-students pod in the PM The LCR AM and PM student pods will be decreased by at least 25% of LCR’s total enrollment fulfilling their CCRI dual enrollment attendance requirements from 08/31 through 12/18/20 on rotating in and out schedules.

Student pods dismissal times and exits will be staggered during both AM and PM schedules. Dismissal times will be rotated bi-weekly:

LCC student pods will be dismissed at 11:43 AM and 3:58 PM from the LCC 127 Weybosset Street exit doors.

LC1 student pods will be dismissed at 11:45 AM and 4:00 PM from the 135 Weybosset Street main entrance doors.

LC2 student pods will be dismissed at 11:43 AM and 3:58 PM from the 204 Middle Street exit door.

LC3 student pods will be dismissed at 11:45 AM and 4:00 PM from the 77 Dorrance exit doors.

LCR student pods will be dismissed at 11:45 AM and 4:00 PM from the 204 Westminster Street front doors.

VGV does not have “lavatories” but has twelve “lavettes.” Our bathrooms are all single individual use only. There are zero communal lavatories at VGV as found in most schools. General school practice is that students are permitted to use restrooms one at a time during their scheduled times. Restrooms will be sanitized frequently throughout the AM and PM by a professional cleaning company.

Hallway usage will be limited to groups of five or less students at a time and maintaining social distancing. It is important to emphasize that VGV does not have traditional “passing time” between “periods” and that the basic school design is comprised of stable pods.

“Grab and Take” lunches will be provided starting at 11:43 AM for the exiting morning stable student pods in the LCs. Upon their entrance, the PM stable student pods will be provided a “Grab and Take” and will then report immediately to their assigned LC. All food consumption will take place within the LC’s and the cafeteria is closed for use.

The VGV Staff will enter through 135 Weybosset Street at 8:00 AM and report immediately to their designated spaces. Upon using their key cards to enter, the Staff is expected to maintain the 6-foot social distancing requirement.

There is a maximum of 3 teachers allowed per LC space. Teaching Team meetings will be limited based on LC assignments and an expectation of maintaining mask face covering and 6 feet social distancing.

Teachers will take 30 minutes for lunch from 12:00 to 12:30 PM

The school leadership staff will be assigned to designated spaces providing needed support, supervision, and monitoring sanitization. 2. Assign a minimum of one representative to work with RIDOH on testing staff and assign a minimum of one representative to work with RIDOH on testing staff and students, contact tracing, case investigation, isolation and quarantine, and any other follow-up related to outbreak containment. Identify this representative to RIDE by providing contact information.

Full Name Email Address: Rochelle Y. Baker, MEd, MSW rbaker@vgcs.org

3. Describe your plan for managing staff and students if or when someone in the building tests positive for COVID-19.

Proactive Measures:

An informational packet regarding VGV’s policies and expectations related to COVID-19 will be provided to every family prior to the first day of school in English with a Spanish translation.

A system will be in place that allows staff and families to self-report to the school if they or their student have symptoms of COVID-19 or have had a close exposure to someone with COVID-19 within the last 14 days.

Signage will be posted at main entrance(s) requesting that people who have been symptomatic not enter the building.

All students will be screened every day before entering the building

Students will be given instruction on the first day regarding best practices for protecting themselves from contracting the virus or affecting others (e.g., wearing a mask, social distancing, frequent hand washing, etc.).

COVID-19 cleaning processes will be performed routinely throughout the building throughout the day by a professional cleaning service.

Cleaning and disinfecting guidance/PD will be provided to all VGV staff in the building prior to the start of the school year.

Student or staff cannot return until there is evidence of negative test, no further symptoms, or they have completed a period of isolation as directed by RIDOH.

The Plan Details if a Symptomatic Individual is identified:

Prior to the student leaving for school each day, families must screen the student at home using the RIDE Covid-19 Screening Tool. If the student screens positive for symptoms. The student must be kept home and VGV notified immediately of the positive screening result.

Staff are required to use the same RIDE Covid-19 Screening Tool prior to or upon immediate arrival to school and must remain (or return) home it they test positive for symptoms.

Identified symptomatic individuals will be immediately sent to the dedicated office space close to the exit. With VGV Administration approval, the school will immediately call the emergency

contact on record for the individual to be picked up, and the individual will be kept in the isolated area until transportation arrives.

While the symptomatic individual waits in isolation for transportation home, A VGV staff member wearing a mask, will be assigned to keep visual contact with the individual and will always maintain a 6-foot distance from the individual.

Both the symptomatic student and the supervising adult(s) must wear a mask continuously.

However, no attempt will be made to place cloth face coverings on anyone who is unconscious or has trouble breathing, anyone who is incapacitated or otherwise unable to remove the face covering without assistance, or anyone who cannot tolerate a cloth face covering due to developmental, medical, or behavioral health needs.

The isolation space for identified symptomatic individuals will not be the same area where student health services will be delivered to those who are well and need routine types of care (e.g., medication administration or first aid). For either the isolation space or the routine services space, accommodations will be planned for social distancing of at least 6 feet for multiple individuals should the situation arise.

A system will be put in place for notifying staff, families, and the public as needed if a person with COVID19 was on the school premises while infectious. Coordination with local health officials while maintaining confidentiality in accordance with FERPA and all other state and federal laws.

Students who cannot be physically present in the classroom due to illness or exposure will receive their instruction through Distance Learning. 4. Established screenings that can be conducted verbally, by app, by phone, or by another method including, if necessary, the posting of an informational poster that communicates the screening requirements. Describe your district’s screening process and the communications that have been issued to staff and families instructing them to stay home if they test positive for, have been exposed to, or have symptoms of COVID-19. Align policies to RIDOH’s Community Mitigation Team.

Staff and student will be asked to self-screen at home and stay home if feeling ill. Students will be asked to participate in daily check-ins temperature by Certified Nursing Assistant before entering the building. Monitoring and excluding for illness regular screening for symptoms and ongoing self-monitoring throughout the school day can help to quickly identify signs of illness and help reduce exposure.

Staff and students are required to perform daily self-screening monitoring for symptoms throughout the day. RIDOH document for screening tool is to be utilized daily per student, staff, and visitors before entering VGV.

Staff or students who develop symptoms during the school day must notify school health services or another identified point of contact, (Rochelle Baker or School Social Worker) in the school building and immediately sent home.

Staff or student that are symptomatic they must seek medical treatment and provide documentation that they are no longer contagious before returning to VGV.

If a staff member or student tests positive, they must comply with the RIDOH/CDC period of isolation before returning to school.

Notes:

(1) The CDC does not currently recommend universal testing to inform admitting students or staff into school. Viral testing only determines infection at the point in time the test occurs and may miss cases in the early stages of infection.

(2) It is not known whether previous infection and recovery from COVID-19 illness protects people from reinfection. 5. Determine the steps you will take to prevent the spread of COVID-19 upon learning of a staff or student who has tested positive for COVID- 19, including how you will work with RIDOH to identify which other staff or students will need to be quarantined and how you will communicate this information to the other community members while respecting health privacy laws.

Provide and distribute disposable face mask to all (students, staff, and visitors) upon entrances of any of the 3 locations (135 Weybosset Street, 204 Westminster Street, and 110 Eddy Street). Communicate daily VGV’s face mask requirements via SIS and internal PA systems including LC’s 10 TV monitors. Use a mask face covering at all time to help slow the spread of COVID-19. And, communicate the following to families:

Stay home when you are sick, or COVID-19 screening presents with yes responses to any of the symptoms. Frequently survey staff and families regarding RIDOH COVID-19 screening reporting. Conduct daily staff end of day debriefing from 4:00 to 4:15 PM Reviewing daily RIDOH Screen tools and students’ temperature logs. Provide an open-door policy to access Administration for reporting concerns. Develop plan for contact tracing in according to RIDOH guidelines.

Avoid close contact with people who are sick. Wash hands often with soap and water for at least 20 seconds, especially after going to the bathroom; before eating; and after blowing your nose, coughing, or sneezing.

If soap and water are not readily available (which they are), use one of VGV alcohol-based hand sanitizer stations which contains least 60% alcohol, (RIDOH and US Centers for Disease Control and Prevention). Sanitize stations will be appropriately placed at each entrance and restrooms. Avoid touching your eyes, nose, and mouth. Cover your cough or sneeze with your sleeve or a tissue, then throw the tissue in the trash.

Clean (remove dirt, dust, soil, organic matter) and disinfect (using a chemical product to kill pathogens) frequently touched objects and surfaces using a regular household disinfect cleaning spray or wipe. Plan for ongoing purchasing and distributing cleaning supplies.

Frequently inform families and staff that if they are concerned that they may be sick with COVID-19 or have developed severe symptoms, they should call their healthcare provider or an urgent care center before showing up to VGV. This will give the VGV time to prepare to meet their needs and preventing the spread.

Instruction

Provide Assuran

ce

Submit Evidenc

e

Instruction (remote and in-person) X a. Develop a Return to Instruction Workgroup

x b. Develop a plan for assessing students’ learning progress and loss that includes

multiple forms of assessment (diagnostics, formative, student work) for all students. This plan must include an assessment of learning for multilingual and differently abled students.

x c. Identify how to account for learning loss (reteaching, ability grouping, adjust pacing

guides, increased focus on core subjects, etc.) for all students. Plans must include specific detail for multilingual learners and differently abled students as well as the information for all students generally.

d. Consider if and when students will still have access to non-core content (electives, etc.)

x e. Identify the ways in which distance learning in the fall will be different from and/or similar to the spring.

x f. Develop guidance on creating online curriculum and content that is appropriate and meets fair use and copyright requirements.

x g. Demonstrate comparable levels of rigor between online and in-person instruction.

x h. Develop methods for assessing student engagement and mastery. Be sure to prioritize vulnerable students for re-engagement.

x i. Develop system to continually monitor learning progress and loss.

x j. Determine changes to testing, grading, report cards, attendance, and promotion policies.

Remediation and Intervention

x k. Develop a process for identifying students potentially in need of additional supports

(academic or social/emotional) and a process to determine when students may no longer need additional services (entrance and exit criteria for interventions). Interventions specific to multilingual learners and differently abled students should be noted in the plan.

x l. Inventory available intervention Programs and services that are available to students when school re-opens. These should include programs for both distance learning and in-person learning.

X m. Identify when during the school day remediation opportunities will occur for students. Consider both schedules for in-person and distance learning.

x n. Determine the group size and staffing for remediation activities. Keep in mind that staff for struggling students should have content expertise in the area of need, to the extent possible.

Special Education Services

x a. Develop a plan to revisit students’ Individualized Education Plans in partnership with teachers and parents to reflect evolving needs.

x b. Identify the district approach to providing co-teaching services, push-in service, pull out services, and related services (in both remote and in-person settings).

x c. Identify what services differently abled students were not possible during the spring

semester. Determine how those services will be provided or adjusted in partnership with families. How will the district make up for any missed (re-) evaluation meetings from the spring?

Staff Supports

x d. Assess professional learning needs for administrators, educators, support staff, nurses, and non-certified staff members.

x e. Develop professional development plan on curriculum implementation and instruction that considers developmental appropriateness.

x f. Provide training for restorative supports and professional learning offerings for teachers around trauma, social emotional learning, restorative practices, and culturally responsive education.

x g. Plan to provide training to staff, students, and (if applicable) parents on how to access and use online services and resources.

x h. Map what technical assistance and support will be offered during all reopening scenarios.

x i. Assess wellbeing status and needs of staff (teachers, admin, specialists, non-certified) and determine how those needs will be met. Develop a plan for ongoing evaluation of staff needs (wellbeing and instructional).

Family and Community Engagement (communication and partnerships)

x j. Gather feedback from families, students, teachers, and leaders on experience with

distance learning. Incorporate any feedback into a revised distance learning plan and incorporate into hybrid learning model. (Provide to RIDE evidence that data has been collected and key takeaways from the responses).

x k. Once state policies are released, align district attendance policies with state guidance. Distribute to staff and families.

x l. Develop a school-level parent communication strategy to keep parents informed on (1) student progress (2) changes in health and safety guidelines (3) distance learning, as applicable.

x m. Develop plans to reestablish student and classroom culture through emphasizing relationships with students and parents.

Instructional Plan ASSURANCES:

Instructions: Provide assurances by marking an “X” in each box next to each item to demonstrate that you have incorporated it into your reopening plan

X Develop guidance on creating online curriculum and content that is appropriate and meets fair use and copyright requirements.

X Develop methods for assessing student engagement and mastery. Be sure to prioritize vulnerable students for re-engagement.

X Develop system to continually monitor learning progress and loss.

X Inventory available intervention programs and services that are available to students when school re-opens. These should include programs for both distance learning and in-person learning.

X Determine the group size and staffing for remediation activities. Keep in mind that staff for struggling students should have content expertise in the area of need, to the extent possible.

X Identify the district approach to providing co-teaching services, push-in service, pull out services, and related services (in both remote and in-person settings)

X Identify what services differently abled students lost during the spring semester. Determine how those services will be provided or adjusted in partnership with families. How will the district make up for any missed (re-) evaluation meetings from the spring?

X Develop professional development plan on curriculum implementation and instruction that considers developmental appropriateness.

X Plan to provide training to staff, students, and (if applicable) parents on how to access and use online services and resources.

X Map what technical assistance and support will be offered during all reopening scenarios.

X Assess wellbeing status and needs of staff (teachers, admin, specialists, non-certified) and determine how those needs will be met. Develop a plan for ongoing evaluation of staff needs (wellbeing and instructional).

X Once state policies are released, align district attendance policies with state guidance. Distribute to staff and families.

EVIDENCE:

Instructions: Complete the following fields with narratives or attach/link to relevant documents or artifacts. Please provide responses assuming a full in-person return and note how those plans would need to be adjusted/modified for partial and limited in-person scenarios.

1. Develop a plan for assessing students’ learning progress and loss that includes multiple forms of assessment (diagnostics, formative, student work) for all students. This plan must include an assessment of learning for multilingual and differently abled students.

b. Foundational information required for the reader to better understand VGV’s reopening plan relative to this “Instruction” section: Village Green Virtual Charter High School (VGV) first opened its doors in September 2013 chartered to develop and implement a four-year high school program of study using a full e-curriculum delivery system (Edgenuity). In essence, VGV is a bricks-and-mortar school with a virtually delivered curriculum (i.e., there are no textbooks). Students are required to physically attend school every day for face-to-face with their teachers, but their assigned courses and virtual desktop are accessible 24/7 — 365 days a year anywhere in the world that there is internet access. The VGV teacher’s role is part data analyst and skill gap interventionist—it is the teacher’s job to help their students successfully progress through their

Edgenuity courses. VGV students quickly become acclimated to online learning in the first few weeks when they begin in Grade 9.

All Edgenuity courses are competency based. Students cannot progress to the next lesson unless proficiency has been demonstrated by achieving a minimum grade of 80% on lesson quizzes. All courses are designed with a framework consisting of several Units that each contain several lessons with each lesson containing several activities. Every lesson has a quiz, every Unit has a Unit Test, and every course has a Cumulative Exam.

The Edgenuity platform provides real-time student performance data that includes: course start date, date of first graded activity, course end target date, number of days off task, number of minutes off task during the day (i.e., idol time), the target for the percent of course that should be completed, the actual percent of course completed, and the current grade in the course. Every VGV teacher and administrators has an educator account and has access to this student data 24/7 from their smart devices, laptop, etc.

The student’s overall grade for an Edgenuity course is a combination of the Edgenuity graded assignments/assessments (60%); and, supplementary/supplanted teacher generated assignments/assessments (40%). Every student must complete 100% of the assigned coursework in order for the course to be marked “complete” and course credit awarded.

On December 14, 2016, VGV beta launched its propriety software innovation, the “VGV Group Snapshot Program” which has been used ever since. The program allows the designation of specific groupings of students of interest (e.g., every teacher’s class enrollments, special population groupings such as MLL, IEP, and 504 students, and Learning Center (LC) enrollments) The program automatically extracts pertinent student data directly from the Edgenuity platform and converts it into a one-page color-coded printout of the specific group of students with individual student performance metrics listed in rows. The program output is referred to as a “Snapshot.” Each student’s row of data contains a color-coded cell that designates a course pacing status as to whether the particular student is on pace, ahead of pace, or behind pace for completing the course by the designated course end date. The Snapshot also includes the percentage of the students and student names deemed “at risk” in the teacher’s class because they are significantly behind pace and candidates for immediate intervention.

Snapshots are generated weekly by the Data Manager for every teacher’s classes and other groupings of interest. A copy of each snapshot is distributed to the respective teachers and administration. The primary purpose of the Snapshot is preventing any student from falling through the cracks by identifying students who are at risk of failing and quickly implementing intervention plans. The teacher teams review their snapshots in a collaborative format during weekly team meetings and discuss actions required, if any for individual students. A copy of every snapshot generated is posted on the fourth floor outside the Administration offices and electronic copies saved.

Every new incoming student to VGV is assessed using the NWEA (Northwest Evaluation Association) MAP Assessments to provide a baseline for where each student is academically at relative to grade level in the tested content areas of reading and mathematics. The MAP Reading assessment also provides a Lexile reading ability measure. In addition to the MAP Mathematics assessment, every incoming student is assessed with VGV’s own developed “Diagnostic for a Personalization Math Intervention.” These two math assessments help inform class placement, course customization, and personalized intervention decisions. For example, every student with identified skill gaps in algebra is assigned a custom-built Math Lab course that runs concurrent with their program of study math course. The custom-built course is personalized to the specific student and is created by drawing from a bank of hundreds of Edgenuity math lessons spanning grades 6–12 and building the personalized course lesson by lesson for the specific student. VGV employs two math interventionists (one for grades 9 and 10 and one for grades 11 and 12). In collaboration with the math teacher, the math interventionist works with students, supporting them as they progress through their Math Lab course as well as their core math course when and if support is needed.

VGV administers the NWEA MAP Reading and Math assessments to all students every fall and spring each school year as a means of a longitudinal measurement of student achievement across their four-year VGV learning experience.

Assessments also administered include the State’s PSAT, SAT, NGSA (Science), and ACCESS (MLL) tests. Further, other assessments are those provided in Vocabulary.com—a subscription platform used by VGV as a schoolwide initiative; and, Khan Academy—used by VGV as its primary PSAT and SAT test preparation resource.

Another VGV Innovation is the student “Grad-Tracker” first introduced in the second year of operation (2014-2015) as the “VGV Living Transcript.” It’s a one-page document that serves two major purposes: (1) a blueprint of a student’s projected four-year program of study (i.e., courses required to complete for graduation); and (2) a record of courses completed and credits awarded.

VGV’s Plan for remote and in-person assessments include:

All incoming new students to VGV will be administered the NWEA MAP assessments in Reading and Math along with administering VGV’s own “Diagnostic for a Personalization Math Intervention.” These assessments will be administered in-person within the first week of on-campus attendance. The student performance results will inform the class enrollments as well as the creation of interventions to close skill gaps (e.g., creation of personalized Math Lab courses). As in all past years, the NWEA MAP assessments will be administered to all students in-person at least in the fall and spring and additionally, to select students at any time during the school year when needed. The NWEA MAP assessments cannot be administered remotely at home due to test security issues.

Beginning in the fall 2020, all VGV teachers, including interventionists, will be required to use Google Classroom as a means of communicating with students including creating classes, distributing assignments, grading, and sending feedback—all in a paperless way. All teacher generated assessment related student tasks such as test prep materials, study guides, quizzes, etc. will be communicated to students through the teacher’s Google Classroom—whether remote or in-person.

By the end of the first week of August, all VGV teachers will be provided VGV’s Google Classroom Reference Manual (Document No. VGV-TR-1016-R_TBD) for review prior to a formal PD that will scheduled for late August. This document includes VGV’s requirements/expectations for schoolwide usage of Google Classroom and associated apps (e.g., Google Forms). Google Forms offers the ability to create assessments that can be automatically graded which will (1) reduce teacher contact with student hand-written work in the in-person scenario; and, (2) free up teacher time for more productive work related to student achievement in both the remote and in-person scenarios.

Beginning in the fall 2020, all VGV teachers will be required to use the VGV Universal gradebook for the 40% portion of the student’s overall course grade. Further, all teachers will use five common buckets and grade weights as follows: Classwork (37.5%). High Intensity Assignments (25.0%); Lower Intensity Assignments (12.5.0%); Writing Assignments (12.5%); and, External Platforms (12.5%)—whether remote or in-person.

All state assessments (i.e., PSAT, SAT, NGSA, ACCESS) cannot be remotely

administered as the state and College Board do not offer a remote option at this time. All of VGV’s state assessment preparation courses will be accessed through Google Classroom—whether remote or in-person.

Snapshots of all teacher classes will be produced and distributed by the Data Manager each week to the respective teachers and all administrators. The Snapshots contain individual student performance data and identifies students “at risk” and candidates for immediate interventions (as has been done pre-closure).

Snapshots will be created by the Data Manager each week for each of three Special

Populations grouping of students, specifically: MLL, IEP, and 504. Like all of the teacher class Snapshots, the Special Population Snapshots contain individual student performance data and identifies students “at risk” and candidates for immediate interventions. These Snapshots will be distributed to the Director of Special Populations, appropriate teachers (i.e., Special ed, MLL), and the Director of Teaching, Learning, and Research.

All teachers will use Google Meet when conducting remote distance learning

Specific to the MLL teacher responsibilities related to assessment:

Basic Function: Collaborate with teachers so they can provide developmentally appropriate English language instruction tailored for the student’s level of English proficiency. Develop MLL students’ English proficiency within 1-5 years depending on the individual ELL’s initial proficiency level. Demonstrate a positive attitude toward the native MLL cultures.

Duties:

1. Meet teacher teams to share strategies and methods on how to provide scaffolded instruction primarily in the core content areas.

2. Collaborate with teacher teams to create a rich language environment where all students can learn academic English through a strong focus on academic vocabulary.

3. Collaborate with teachers when projects, exam reviews, and/or other important assignments are due.

4. Determine the degree to which each MLL student needs support so that MLL support time can be optimized for those most needy.

5. For one period daily as a goal, meet with students in a small group/workshop to provide targeted instruction in identified areas of growth in the skill areas of speaking, reading, writing, and listening.

6. Submit an “end-of-the-week” report that provides a list of students met with and a brief summary of the support for the student(s) to Data Manager (cc. Administrators).

7. Co-Administer the ACCESS assessment during the month of January to all MLL students.

8. Participate in the ELL consortium as needed.

9. Notify the MLL Administrator when there are concerns regarding individual students’ progress.

10. Attend a bi-weekly Special Populations team meeting with the MLL Administrator.

11. Share the MLL schedule and materials during Team meetings.

Reporting Relationships & Direction/Guidance:

The MLL teacher reports to the MLL Administrator.

Specific to the Special Ed teachers’ responsibilities related to assessment:

Basic Function: Collaborate with teachers so they can provide developmentally appropriate instructional support for classroom teachers tailored for the individual student’s needs/accommodations as defined in the student’s IEP.

Duties:

1. Meet teacher teams to share strategies and methods on how to provide scaffolded instruction primarily in the core content areas.

2. Collaborate with teachers when projects, exam reviews, and/or other important assignments are due.

3. Review Snapshots to ensure IEP and 504 students are meeting expectations and implement interventions if needed.

4. Determine the degree to which each MLL student needs support so that MLL support time can be optimized for those most needy.

5. Meet with students individually or in a small group/workshop/Academic Support Center to provide targeted instruction in identified areas with skill gaps.

1. Submit an “end-of-the-week” report that provides a list of students met with and a brief summary of the support for the student(s) to Data Manager (cc. Administrators). 7. Customize/personalize courses and related assessments when needed.

8. Co-Administer the state assessments during the school year. 9. Notify the Special Populations Administrator when there are concerns regarding individual students’ progress.

10. Attend a bi-weekly Special Populations Team meeting with the Special Populations Administrator.

11. Share the IEP related schedule and materials during Team meetings.

12. Participate in IEP meetings.

13. Routinely communicate with parents.

Reporting Relationships & Direction/Guidance:

The Special Ed. teachers report to the Special Populations Administrator.

2. Identify how to account for learning loss (reteaching, ability grouping, adjust pacing guides, increased focus on core subjects, etc.) for all students. Plans must include specific detail for multilingual learners and differently abled students as well as the information for all students generally.

The VGV data Manager will generate snapshots of every teacher’s classes.

Specific snapshots will be generated weekly for VGV Special populations, specifically for all MLL, IEP, and 504 students.

The Special Ed. teachers have extensive Edgenuity platform permissions beyond those permissions granted to all but a few of the workshop teachers. This is done to allow the Special Ed. teachers to adjust the content, content order, and/or pacing to meet the individual’s needs.

The two math interventionists provide the main means for reteaching students with skill gaps in math.

Whenever possible, students are ability grouped based on their NWEA MAP RIT scores in Reading and Math.

MLL teacher responsibilities related to learning loss: 1. Meet teacher teams to share strategies and methods on how to provide scaffolded

instruction primarily in the core content areas.

2. Collaborate with teacher teams to create a rich language environment where all students can learn academic English through a strong focus on academic vocabulary.

3. Collaborate with teachers when projects, exam reviews, and/or other important assignments are due.

4. For one period daily as a goal, meet with students in a small group/workshop to provide targeted instruction in identified areas of growth in the skill areas of speaking, reading, writing, and listening.

5. Submit an “end-of-the-week” report that provides a list of students met with and a brief summary of the support for the student(s) to Data Manager (cc. Administrators).

6. Co-Administer the ACCESS assessment during the month of January to all MLL students.

7. Participate in the ELL consortium as needed.

8. Notify the MLL Administrator when there are concerns regarding individual students’ progress.

9. Attend a bi-weekly Special Populations Team meeting with the MLL Administrator.

10. Share the MLL schedule and materials during team meetings. Specific to the Special Ed teachers’ responsibilities related to learning loss: 1. Meet teacher teams to share strategies and methods on how to provide scaffolded instruction

primarily in the core content areas. 2. Collaborate with teachers when projects, exam reviews, and/or other important

assignments are due. 3. Review Snapshots to ensure IEP and 504 students are meeting expectations and

implement interventions if needed.

4. Meet with students individually or in a small group/workshop/Academic Support Center to provide targeted instruction in identified areas with skill gaps.

5. Customize/personalize courses and related assessments when needed.

6. Co-Administer the state assessments during the school year.

7. Notify the Special Populations Administrator when there are concerns regarding individual students’ progress.

8. Attend a bi-weekly Special Populations Team meeting with the Special Populations Administrator.

9. Share the IEP related schedule and materials during team meetings.

10. Participate in IEP meetings.

11. Routinely communicate with parents.

3. Identify the ways in which remote learning in the fall will be different from and/or similar to the spring.

The VGV model was built with a technology infrastructure for distance learning from Day 1. As previously noted, the students’ Edgenuity curriculum and their virtual desktop are accessible 24/7 — 365 days a year anywhere in the world they have internet connectivity. There was no need to distribute hundreds or even thousands of Chromebooks during VGV’s 54-day COVID-19 related school closure as many schools/districts had to. And more importantly, VGV students are well accustomed to asynchronous online learning. However, what was new, was the daily use of Google Meet or Google Hangout for synchronous learning with their peers and teachers.

Data analyses comparing VGV student attendance and student performance between pre-COVID-19 closure and COVID-19 closure as well as comparing these results to the previous two academic years revealed that there was no learning loss at the schoolwide level in terms of the activities completed per student per day or any statistically significant difference at the p < .05 level in 2019-2020 between pre-closure and closure student attendance. In fact, VGV students completed significantly more activities schoolwide during the school’s 54-day closure at the end of the school year than any of the two previous academic years.

So, based on the evidence, distance learning in the fall will closely follow the model developed during the closure. Improvements will include improved use of Google Classroom and related apps, use of a schoolwide common gradebook, more teacher PD related to distance learning, and enhanced supports for parents and employing “best practice” strategies that promote student engagement and long term sustainability of the teaching and learning under the unprecedented circumstances at hand.

4. Demonstrate comparable levels of rigor between online and in-person instruction.

In the VGV model, using Edgenuity courses as the primary curriculum delivery system, the video teacher is the primary deliverer of the lesson content. In the in-person scenario (i.e., in a bricks-and-mortar workshop), the VGV teacher projects the Edgenuity lesson delivered by the video teacher for full-class instruction and facilitates the pacing of the lesson from the warm-up activity through the lesson quiz. So, the rigor between in-person and distance learning is arguably the same if considering only Edgenuity activities. But there is a teacher created activities component outside of the Edgenuity platform.

As previously discussed in Part (b), the Edgenuity component is 60% of a student’s overall grade leaving 40% for teacher created activities that are aligned with the Edgenuity content being learned but graded by the teacher. Examples of teacher assignments include essays/papers, worksheets, and projects. There are no restrictions to these types of tasks that would require downgrading the degree of rigor or expectations for student work to be lessened if assigned in distance learning.

However, it is acknowledged that rigor in the physical classroom (in-person) is much easier to manage as the teacher has a helicopter view of all students and their engagement (e.g., body language) in the assigned activity of the moment. Immediate feedback on student work is more doable with in-person than in distance learning with a class. So, one challenge for teachers in the distance learning scenario is employ “best practice” strategies/assignments that promote rigor in the distance learning scenario. This could be as simple as, when video conferencing with the class, the teacher engages every student in a conversation regarding the content at some point during the class or having students present their work to the class.

VGV sees that he challenges at hand are unprecedented opportunities to think out of the box for new ways of engaging students in different ways that ultimately result in student academic success.

5. Determine changes to testing, grading, report cards, attendance, and promotion policies.

Changes in testing in the fall will primarily center on in-person social distancing requirements that will greatly affect choice of testing spaces, number of students being tested at one time, and scheduling.

Changes in grading in the fall include the requirement of all teachers to use the VGV Universal gradebook for the 40% portion of the student’s overall course grade. Further, all teachers will use five common buckets and grade weights in their gradebook as follows: Classwork (37.5%); High Intensity Assignments (25.0%); Lower Intensity Assignments (12.5.0%); Writing Assignments (12.5%); and, External Platforms (12.5%)—whether remote or in-person.

Changes related to report cards. Unlike most schools, VGV issues ten academic report cards each school year (one each month). In addition, VGV issues ten 21st Century report cards that assess students’ soft skills in the brick-and-mortar environment. However, during the COVID-19 related school closure, a special Distance Learning report card was designed to better align with the students’ learning experience and supplanted the 21st Century report card during the closure. The ten academic report cards will continue to be issued in the next school year. But no decision has been made as of this date as to whether both of the 21st Century and Distance Learning report cards will be issued. However, most likely both will enjoy some extended life in the foreseeable future. The following is a brief description of the special Distance Learning Report Card developed by VGV for the COVID-19 school closure and printed in both English and Spanish. The teacher teams collaborate in the scoring of Distance Learning Report Card for each student (as well as for the 21st Century Report Card).

On the Distance Learning Report Card, the teacher team assigns a rating of either “Effective” or “Immediate change needed to the seven items being scored.

VGV Closure and Distance Learning Report Card Informe de cierre de VGV y aprendizaje a distancia Rating: Effective / Efectivo Immediate change needed / Se necesita un cAMbio inmediato

1. 10 or more Edgenuity activities Daily 10 o más actividades Edgenuity diarias

2. Meets in Google Hang Out when required Se reúne en Google Hang Out cuando es necesario

3. Responds to emails from teachers

Responde a los correos electrónicos de los maestros 4. Shows motivation and Independence

Muestra motivación e independencia.

5. Logs on and stays engaged for an extended period of time Inicia sessión y permanece comprometido durante un período prolongado de tiempo

6. Work habits will prevent falling behind

Los hábitos de trabajo evitarán quedarse atrás 7. The student has a routine and Good study environment

El estudiante tiene una rutina diaria y un buen Ambientes de estudio

Changes to attendance. There are no attendance changes needed. There was no statistically significant difference between the pre-closure and closure time periods with regards to attendance. Both measures were at approximately 90%.

Changes to promotion. No changes are required—none were implemented during

Closure. Students must complete 100% of their assigned course work; and, students must demonstrate proficiency by attaining a minimum grade 80% on Edgenuity assessments before proceeding to the next lesson.

6. Develop a process for identifying students potentially in need of additional supports (academic or social/emotional) and a process to determine when students may no longer need additional services (entrance and exit criteria for interventions). Interventions specific to multilingual learners and differently abled students should be noted in the plan.

All incoming new students to VGV will be administered the NWEA MAP assessments in Reading and Math along with administering VGV’s own “Diagnostic for a Personalization Math Intervention.” These assessments will be administered in-person within the first week of on-campus attendance. The student performance results will inform the class enrollments as well as the creation of interventions to close skill gaps (e.g., creation of personalized Math Lab courses). As in all past years, the NWEA MAP assessments will be administered to all students in-person at least in the fall and spring; and additionally, administered to select students at any time during the school year when needed.

All students’ academic performance is monitored daily by their teachers and monitored weekly by the publication of Snapshot reports of every teacher’s classes. The Snapshots automatically identify students “at risk” and initiate a process of teacher teams collaborating on the next steps for interventions for each at-risk student they are responsible for.

Two math Interventionists (one for grades 9 and 10, the other for grades 11 and 12) work with students who have fallen behind or are struggling with topics in their regular core math course. Also, the math interventionists are responsible for keeping those students who have been assigned a personalized Math Lab course on pace for completing the course in a timely manner.

The MLL teacher and two Special Ed. teachers, under the direction of the Director of Special Populations, meet each week. They monitor student performance on Edgenuity, review NWEA MAP assessment data, state testing data, and teacher recommendations for purposes of entrance and exit decisions regarding interventions/additional services.

With regards to identifying students with potential Social/Emotional issues:

A full-time social worker has been added for the 2020-2021 school year to support students with social/emotional issues. This is in addition to two current full-time VGV educators certified in this area.

Since 2015, typically in the late fall of every school year, the VGV “Confidential Connection Survey” is administered to all students and teachers.

The following description of the process is excerpted from: Inventing School: The Bricks and Mortar Asynchronous e-Learning Roto Flex Blended Learning Model (Butler, 2016):

As part of our Multi-Tiered Systems of Support (MTSS) that includes addressing the social-emotional domain, is a “Confidential Connection Survey.” We have adapted this survey from the extensive original work developed by Burrillville High School in Harrisville, Rhode Island and introduced to schools in the state around 2011-2012 (Fleming & Pristawa, 2012).

Briefly described, there are two one-page surveys—one for students and one for the adults in the building. The purpose of the student survey is to ensure that every student in the building

has at least one adult in the building that they feel they have a connection with. Fleming and Pristawa, (2012) state: “Having one adult connection in life is considered a protective factor for adolescents (e.g., Werner & Smith, 1989).” The purpose of the adult survey is to possibly link those adults who identify students they feel they have a connection with to students who feel they have no adult connections.

Both student and adult participants are required to identify themselves by writing their name at the top of the page. However, the surveys are treated as highly confidential and the completed survey is folded in half and placed in a provided large envelope by the participant. Only the Connection Survey Administrator or designated Data Analyst are allowed to view the completed surveys after they are collected. Should any student refuse to participate, they are simply asked to write their name on the survey. The survey is marked “refused” and placed in the collection envelope. There is no punishment for “refused” but the mere act of the student refusing supports further investigation for a possible underlying social-emotional problem.

The “Student Confidential Connection Survey” consists of two parts: In Part 1, each student is asked to list any adults (up to three) in the building with whom they have a good personal connection (i.e., people you can trust, you know care about you, and you feel you can talk to if you have a problem). The adults to consider may be a teacher, administrator, counselor, secretary, custodian, staff member, etc. If a student does not feel they have any adult in the building that they have a connection with, they are asked to place a checkmark in the box provided.

In Part 2, the students are asked to list any peers/classmates (up to three) in the building with whom they have a good personal connection (i.e., peers you can trust, you know care about you, and you feel you can talk to if you have a problem). If a student does not feel they have any peer/classmate in the building that they have a connection with, they are asked to place a checkmark in the box provided.

The “Adult Confidential Connection Survey” is administered to all adults in the building. Briefly stated, each adult is asked to list up to six students in the building that they feel they have a good personal connection with (i.e., students who seek your advice/guidance for personal or academic matters). For teachers, the students may not necessarily be current students in their classes.

The highest “at risk” students would be those that report they have no adult or peer connections. For these, the adult surveys are reviewed to see if a match can be made. Again, the goal is that every student should have at least one adult in the building that they feel they have a connection with as well as peers they feel they can connect with. In the most problematic case where a student perceives no adult or peer connections and no adult survey responses match, school counselor meets with the student and an intervention is often implemented.

In past years at a previous school, I have administered the surveys school-wide in late fall to allow for incoming students and new staff hires to develop relationships.

Our first school-wide administration of the Connection Surveys at Village Green was in November 2015. The survey results for 2015 were:

Have at least one adult connection and at least one peer connection (71.0%). Have at least one adult connection but no peer connections (15.3%). Have no adult connections and no peer connections (4.4%). Students refusing to participate in completing the survey (0.5%)

There were 183 student surveys completed for a 95% response rate. An interesting finding is that the 4.4% of VGV students responding that they have no adult or peer connections is very comparable to the Burrillville High School results for 2010 (5%) and 2011 (3%) reported in Fleming and Pristawa (2012). The percent of VGV students with at least one adult connection at 80% (71% plus 8.7%) is also very comparable to the Burrillville 2010 (77%) and 2011 (83%) results. One takeaway here is that, despite a dramatically different curriculum delivery system and teacher roles between the extreme blended learning VGV model and a traditional high school, the breakdown of student perceived relationships is very comparable. 7. Develop a plan to revisit students’ Individualized Education Plans in partnership with teachers and parents to reflect evolving needs.

For in-person, the school’s Academic Support Center is manned by two Special Ed. teachers that provide support on a daily base—much of the support is remediation related.

For in-person, the MLL teacher has at least one period per day each day of the week for supporting MLL students either by pushing into classes or pulling students out.

For in-person, the two math interventionists work with math students by mostly pulling out. Time is built into the students’ schedule that allows for remediation if necessary. A vast majority of Grade 9 students are given a personalized Math Lab course that is designed to close identified skill gaps—this is an important remediation opportunity that has been extraordinarily successful this past year.

For distance learning, all remedial instruction, will mirror the Special Population’s teacher “in person” schedule whenever possible. This holds also true for the Math Interventionists. As far as all other students in need of remediation by classroom teachers in the distance learning scenario, teachers will hold office hours during the week during which they can video conference with targeted students for remediation.

8. Assess professional learning needs for administrators, educators, support staff, nurses, and non-certified staff members.

This is routinely done by the school’s Special Population’s Division throughout the school year. However, given the current COVID-19 related issues, the Director of Special Populations will work with her team to plan how best to revisit IEP’s; whether “in-person” on campus, offsite, or online through Google Meet or the like in partnership with teachers and parents.

9. Provide training for restorative supports and professional learning offerings for teachers around trauma, social emotional learning, restorative practices, and culturally responsive education.

For VGV, the COVID-19 school closure at the end of the 2019-2020 school year revealed several areas in need of improvement—enough work that justified elevating two teachers who have consistently demonstrated professionalism with their work ethic and leadership qualities. They are now members of the school’s Leadership Team. Further, there are several new hires that include content teachers and support staff. Planned Professional learning include:

Since the end of the school year, the VGV Leadership Team (including the new members) have met every Wednesday via Google Meet to plan for the fall. In addition , as a summer PD opportunity, the team is collaborating on a read of Dale Carnegie’s How to Win Friends & Influence People which is a classic on leadership soft skills that has sold over 15 million copies and is on Time magazine’s list of the 100 most influential books of all time.

In addition, instruction videos and/or related material are being created during the summer for new teacher and new staff PD related to the VGV Model.

All teachers will receive PD on how to use Google Classroom and related apps, how to use the school’s universal gradebook, and the universal gradebook buckets and associated grade weights.

Every year, during the August faculty and support staff orientation, a “best practices” PD

session is held—this year will require attending to recommended social distancing practices for the in-person gathering.

As part of teacher evaluations, teachers are required to take PD opportunities that earn

PLU’s toward their certification. VGV supports teachers with promoting many opportunities throughout the year.

10. Gather feedback from families, students, teachers, and leaders on experience with distance learning. Incorporate any feedback into a revised distance learning plan and incorporate into hybrid learning model. (Provide to RIDE evidence that data has been collected and key takeaways from the responses).

The Closure School/Distance Learning Student Surveys

Two snapshots of VGV student attitudes towards their distance learning experience (LX) via anonymous surveys were planned—one approximately 27 instructional days into Closure which began on March 23, 2020 and a final one administered during the last three days of the school year:

1. Mid-Closure Anonymous Student Survey – nine questions (administration window: April 28–May 4) 2. End-of-Closure Anonymous Family Survey – 12 questions (administration window: June 15–17)

Three Main Objectives of the Surveys:

To assess the overall feelings/attitudes of students toward their distance learning experience midway through the anticipated length of school closure and at a point near the end of the school year.

To assess the students’ perception of distance learning support from their teachers midway through the anticipated length of school closure and at a point near the end of the school year.

To assess what degree has technology been a detriment to the students’ learning midway through the anticipated length of school closure and at a point near the end of the school year.

To ascertain student and family comfort with the three re-opening scenarios.

Survey Question/Choices Structures

The web-based surveys consisted of a total of nine multiple-choice type questions on the Mid-Closure Survey and a total of 12 multiple-choice questions (original nine plus three added) on the End-of-Year Family Survey. Possible responses to Question numbers 2, 8, 9, and 12 were based on a 5-point Likert Scale. The survey was constructed using a Google Form so that the responses could be automatically organized in a spreadsheet when received. The survey link was provided on all 218 students’ Edgenuity dashboards. The survey did not request the student’s first or last name and thus was considered anonymous.

Some Preliminary Findings from the VGV Closure Surveys:

From the “Mid-Closure Survey” administered halfway into the 54-day school’s closure, 90.4% of VGV students surveyed, rated their distance learning experience as either Excellent, Good, or Fair while 9.6% rated their experience as either Poor or Very Poor. From the “End-of-Closure Survey,” the student satisfaction metric increased by 4.5% to 94.9%.

93.3% of VGV families responding to the survey reported no significant issues with the distance learning technology.

17.2% of VGV families who responded to the survey reported that Distance Learning “often or always” created stressful situations in the home during the 54 days of closure.

62.1% of VGV students responding to the End-of-Closure survey reported that they felt they learned as much (or more) Distance Learning from home than they did in attending school in-person every day.

Given VGV students a choice of the three possible models for learning in school (1) Fully attending school every day; (2) A hybrid: attending school approximately 50% of the week and distance learning the rest of the time from home; and, (3) Fully distance learning from home every day; 25.9% reported they would prefer to continue distance Learning from home every day. 41.4% preferred the hybrid model, and 32.8% of the respondents preferred to attend school every day like it was before the school closure.

Consistent across all core content areas and both the Mid-Closure and End-of-Closure Surveys, 80.3% of the student respondents felt they had enough support from all their teachers distance learning while 13.8% of the respondents felt they needed more help in math. However, the percentage of students feeling they needed more help in the core areas of ELA, science, and history was minimal.

For the Mid-Closure Survey, approximately one in four students (24.1%) found the extra report card sent home every two weeks during closure was a motivating factor in their learning. For the End-of-Closure Survey, the 24.1% increased to 36.2% or approximately one in three students found the extra report card was a motivating factor in their learning.

11. Develop a parent communication strategy to keep parents informed on (1) student progress (2) changes in health and safety guidelines (3) distance learning, as applicable.

Every VGV parent has access to daily progress reports emailed to them automatically from Edgenuity that includes current course grade, percent of course completed, whether they are on pace, behind pace, or ahead of pace, as well as login and logout times and idol time.

Every parent has access to ALMA—VGV’s Student Information System (SIS) which is available 24/7 where parents can view their child’s report cards.

ALMA also is used to send out important school notices via phone messaging or emails such as dealing with health, safety, and school closure information.

During the COVID-19 Closure from March 23, 2020 to the end of the school year, the VGV superintendent and founder (Dr. Robert Pilkington) sent out daily email and phone messages via ALMA regarding school attendance and schoolwide performance such as the number of activities completed that day. These Updates kept the entire school community informed of every aspect of our Distance Learning and Closure School.

VGV maintains a school webpage at vgonline.org where parents can access the school calendar, school applications, and other important school information.

12. Develop plans to reestablish student and classroom culture through emphasizing relationships with students and parents.

Several new teachers will be joining the VGV Faculty in the fall. A significant part of new teacher orientation is the importance of establishing positive relationships with students and their parents/guardians early on. This PD occurs prior to the start of school and can be held remote or in-person.

Because distance learning will be still a part of VGV’s reopening plans for at least some students, the school will be reaching out to parents in August to assess their needs for success of their child working from home part time or full time if that ends up being the case.

The school is a uniform school and an important component of the VGV school culture, so plans will be made as to the logistics of how student and parents can acquire the uniforms prior to the start of school.

3. Social-Emotional and Mental Health Support

Provide Assuran

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Submit Evidenc

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Social-Emotional and Mental Health Support

X a. Establish a crisis response team focused on student and staff mental health and wellness.

x b. Designate a mental health liaison who will work with the district, RI Department of Health, and community partners.

x c. Assess mental health resources - develop a plan to access additional, external supports to address staff and students’ mental health and wellbeing.

x d. Screen or evaluate students for mental health needs.

e. Establish ongoing reporting protocols for staff to evaluate physical and mental health status of students and report concerns.

x f. Evaluate staff mental health to assess their readiness to return. Implement system to continually monitor student needs.

g. Establish ongoing reporting protocols for staff to evaluate their own physical and mental health status and report concerns.

x h. Provide resources for staff self-care, including resiliency strategies and RIDE’s menu of mental health resources.

Social-Emotional and Mental Health Support Plan ASSURANCES:

Instructions: Provide assurances by marking an “X” in each box next to each item to demonstrate that you have incorporated it into your reopening plan

X Assess mental health resources - develop a plan to access additional, external supports to address staff and students’ mental health and wellbeing.

X Screen or evaluate students for mental health needs.

X Evaluate staff mental health to assess their readiness to return. Implement system to continually monitor student needs.

EVIDENCE:

Instructions: Complete the following fields with narratives or attach/link to relevant documents or artifacts. Please provide responses assuming a full in-person return and note how those plans would need to be adjusted/modified for partial and limited in-person scenarios

1. Designate a mental health liaison who will work with the district, RI Department of Health, and community partners.

Shebna Wagnac, MSW. swagnac@vgcs.org Cell: 401-644-2882

2. Provide resources for staff self-care, including resiliency strategies and RIDE’s menu of mental health resources.

As an employee benefit, VGV subscribes to Coastline EAP for all its employees and their families.

Reopening Operations

Provide Assuran

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Submit Evidenc

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Facilities and Maintenance

x a. Audit necessary materials and supply chain for cleaning, disinfecting, and

preventing spread of disease. For example, hand soap, hand sanitizer, paper towels, etc. Determine the need for cleaning materials and who will be responsible for the ongoing procurement and distribution of these materials.

x b. Meet with school-based staff (including custodial staff) to review cleaning and disinfection policies.

x c. Determine if additional staff is needed to meet cleaning requirements and the cost of that additional staff.

x d. Establish procedures for entering the school building for teachers, students, visitors, vendors.

x e. Determine how and when fire evacuation, and lockdown drills will be conducted while being mindful of social distancing requirements.

Operations (Budget, Staffing, Scheduling, Food Services)

x

f. Develop a high-level picture of the district budget for this upcoming schools year. Consider: change in revenues, change in expenditures, spring budget holdovers – costs or revenues-, COVID specific funding (CARES, ESSER Funds, emergency funding, etc.) LEA Plans must include budget information for all COVID specific funding. More information about the format and detail needed will be provided separately.

x g. Identify staffing changes for the upcoming school year and develop plan for filling additional positions or repositioning staff, as needed. Develop plan for use of substitutes.

x h. Create sample schedules with the plan of how to approach all three in-person

reopening scenarios. Sample schedules should be for all different age groups and settings. Scheduling should consider policies around drop off, pick up, meals, passing times (such as between classes) that adhere to social distancing guidelines and other health and safety guidelines provided by RIDOH and RIDE.

x i. Determine foods service needs, being mindful of social distancing and infection prevention guidelines (location of meals, food service structure, facilities/ equipment adjustments, staffing needs, staff training, etc.).

Transportation

x j. Assess student arrival protocol (school bus drop off, parent drop off, etc.).

x k. Conduct an inventory of buses and students that utilize school bus transportation (including special transportation).

x l. Consider the availability and feasibility of alternative transportation options (volunteer drivers, family members, carpools, etc.). Propose solutions for increasing modes of transportation to decrease the demand for buses.

x m. Develop bus procedures for bus drivers and students based on guidance from RIDE

and RIDOH. Provide training as needed. - Cleaning schedule - Maximum capacity based on RIDOH guidelines

n. Update bus routes, as needed.

o. Determine costs for changes in transportation (cleaning, re-routing, count of buses, etc.).

Technology

X p. Designate a lead technology point of contact. q. Develop a return to school technology plan.

x r. Assess software, hardware, and connectivity needs for fall learning (for staff and students) and compare with exciting resources to identify gap in technology needs. Calculate expected cost for technology needs.

X s. Survey families to determine technology needs

x

t. Develop process for inventory of technology: - Students utilizing school devices at home - Faculty utilizing school devices at home - Return and sanitation of devices - Tracking computer issues

Family and Community Engagement (communication and partnerships)

x u. Assess staff and student perceptions of return to school. Are families hesitant

about having their child return to school? Are there high-risk teachers unable to return to the school building? (Provide RIDE a summary of key takeaways from community feedback)

x v. Identify the key stakeholder groups to be included in ongoing communication. Consider: school leaders, school-based staff, school board, students, families, community members, central office staff, etc.

x w. Develop an ongoing communications plan that is thoughtful about the timing, frequency, stakeholder group, and content of communication. A plan for the entire

summer should be developed as soon as possible to be able to provide guidance to stakeholders on expected communication.

x x. Identify a process and mode to receive feedback and concerns on reopening plans from stakeholders.

X y. Anticipate pushback or concerns from stakeholder groups and develop communications materials to support communication.

Re-opening Operation Plan ASSURANCES:

Instructions: Provide assurances by marking an “X” in each box next to each item to demonstrate that you have incorporated it into your reopening plan

X Audit necessary materials and supply chain for cleaning, disinfecting, and preventing spread of disease. Determine the need for cleaning materials and who will be responsible for the ongoing procurement and distribution of these materials.

X Meet with school-based staff (including custodial staff) to review cleaning and disinfection policies.

X Determine if additional staff is needed to meet cleaning requirements and the cost of that additional staff.

X Establish procedures for entering the school building for teachers, students, visitors, vendors.

X Determine how and when fire evacuation, and lockdown drills will be conducted while being mindful of social distancing requirements.

X Develop a high-level picture of the district budget for this upcoming schools year. Consider: change in revenues, change in expenditures, spring budget holdovers – costs or revenues, COVID specific funding (CARES Act, ESSER Funds, emergency funding, etc.) LEA Plans must include budget information for all COVID specific funding.

X Determine food service needs, being mindful of social distancing and infection prevention guidelines (location of meals, food service structure, facilities/ equipment adjustments, staffing needs, staff training, etc.)

X Assess student arrival protocol (school bus drop off, parent drop off, etc.).

X Conduct an inventory of buses and students that utilize school bus transportation (including special transportation).

X Develop bus procedures for bus drivers and students based on guidance from RIDE and RIDOH. Provide training as needed.

X Assess software, hardware, and connectivity needs for fall learning (for staff and students) and compare with exciting resources to identify gap in technology needs. Calculate expected cost for technology needs.

X Develop process for inventory of technology.

X Identify the key stakeholder groups to be included in ongoing communication. Consider: school leaders, school-based staff, school board, students, families, community members, central office staff, etc.

X Develop an ongoing communications plan that is thoughtful about the timing, frequency, stakeholder group, and content of communication. A plan for the entire summer should be developed as soon as possible to be able to provide guidance to stakeholders on expected communication.

X Identify a process and mode to receive feedback and concerns on reopening plans from stakeholders.

EVIDENCE:

Instructions: Complete the following fields with narratives or attach/link to relevant documents or artifacts. Please provide responses assuming a full in-person return and note how those plans would need to be adjusted/modified for partial and limited in-person scenarios.

High Level Budget; see Appendix A for budget memo. Costs have been included in approved FY21 budget for the June 16, 2020 Board of Trustees meeting.

1. Identify staffing changes for the upcoming school year and develop plan for filling additional positions or repositioning staff, as needed. Develop plan for use of substitutes.

VGV has a true “core-content teacher to student ratio” of 1:10 or 1:12 depending on LC. Since there have been no FY21 faculty reductions (i.e. June 1st letters for fiscal exigency) our staggered re-opening plan effectively improves the teacher to student ratio to 1:5 or 1:6. For FY21, VGV added an additional MSW for family engagement and our part-time school nurse will be augmented with two CNA’s to assist with screening. With regard to substitutes, VGV does not use them. Since 2013, we have never employed substitutes. Our autonomous teacher team’s workshare and shift schedules to accommodate for daily of short-term absences. For long term absences we naturally will hire a substitute, however, at the present time there are no long-term absences imminent at VGV for FY21. If one occurs, we will staff the position appropriately.

2. Create sample schedules with the plan of how to approach all three in-person reopening scenarios. Sample schedules should be for all different age groups and settings. Scheduling should consider policies around drop off, pick up, meals, passing times (such as between classes) that adhere to social distancing guidelines and other health and safety guidelines provided by RIDOH and RIDE.

Please see Appendix C for the schedule.

Please note, 100% with full day return and social distancing is impossible due to the school’s chartered and RIDE advocated design.

In person school, every day, for every student is the best option available.

VGV does not believe that an “A Day and B Day” rotation leads to a sense of normalcy through frequency of attendance. We reject this model. VGV understands that some districts, at the high school level, have an “A Day and B Day, with Fridays as Distance Learning Days.” We believe that our expectation of attendance every day for every student is superior, especially given our e-courseware system and the availability of teachers all day, every day, for every student.

3. Consider the availability and feasibility of alternative transportation options (volunteer drivers, family members, carpools, etc.). Propose solutions for increasing modes of transportation to decrease the demand for buses.

VGV issues a monthly RIPTA bus pass to each student and has budgeted for the continuation of that program for SY21 ($70 cost basis with a $700 annual stop/loss transportation number for each student). We will certainly encourage families to pick up and drop off, either individually or in carpools, for the re-opening. However, VGV will not curtail its transportation entitlement as the value it adds to families cannot be underestimated as the bus pass is an open monthly pass and not simply a “to and from” school bus pass.

4. Assess staff and student perceptions of return to school. Are families hesitant about having their child return to school? Are there high-risk teachers unable to return to the school building? (Provide RIDE a summary of key takeaways from community feedback).

The unfortunate truth is that a lasting casualty of the pandemic, given our society’s bi-partisan and politicized response to it, is trust in bureaucracies. Twenty-six percent of our families have indicated that they believe it is unsafe to return, that VGV’s Edgenuity Distance Learning was successful, and that they desire to continue Closure School. The 74% of families who indicate they would return for a partial program do so because they believe that VGV will help to keep them safe and they know our system has stable pods as part of the initial and lasting school design. As the rancor and acrimony on this issue heats up both locally and nationally, the 26% number is sure to rise. Survey results can be found in other sections of this document. Regarding administration, faculty and staff, the only high-risk individuals are the administrative corps and we are “all-in” on a return to normalcy. No teacher or staff member has indicated that they are hesitant to return.

Technology, P & S

Point of Contact: Jose Mercado

Data Manager

jmercado@vgcs.org

Cell # 401-301-0609

Family Needs: This issue was sorted out during closure school and VGV did not yet collect the 120 Chrome Books it distributed.

Memo

To: Rochelle Baker, Med, MSW John Butler, PhD Carolyn Taylor, CAGS From: Dr. Robert Pilkington Re: Expenses related to re-opening Date: July 16, 2020 Please see below an estimate of expenses to facilitate the re-opening plans for VGV. Items are categorized by personnel to provide on-site daily sanitizing from a custodial company, PPE supplies for all students and nursing staff for 180 days and equipment/furniture to provide social distancing and additional Chrome Books and their configuration. The budget assumes that the re-opening conditions are for 180 days or the entire year. The total of this estimated budget is $139,035.

Item Amount/duration Unit price Total

Personnel Clean Crew, 1 FTE 180x8 35 per hr. 50,400 CNA support 2x6x180 17 per hr. 36,720 Environmental PPE masks 180x168 .40 each 16,200 PPE RN gown/shields 180 5.00 each 900 Plexi reception shields 3 275.00 ea. 825 PPE sanitizer 50 gallons 40.00 per gal. 2,000 PPE sanitizer stations 8 150.00 each 1,200 Signage 30 10.00 each 300 Digital thermometers 8 45.00 each 360 HVAC Hepa filters 9x12 110.00 each 11,880

Equipment Replacement Chromebooks 50 315.00 each 15,750 Managed tech services 50 50.00 each 2,500

Total 139,035

VGV Basic Schematic of the Staggered Day (50% AM and 50% PM for 100% each day) 1. Schedule

8:00 Teacher’s report (135 Weybosset or 204 Westminster) 8:15 AM Student’s report (110 Eddy, 135 Weybosset or 204 Westminster, Grab and Take breakfast to LC) 11:45 Student dismissal (Grab and Go lunch, 110 Eddy, 127 Weybosset, 135 Weybosset or 204 Westminster, 3.5-hour

student AM block) 12:00 Clean Crew (Teacher lunch) 12:30 PM Student’s report (110 Eddy, 135 Weybosset, or 204 Westminster, Grab and Take lunch to LC) 4:00 Student’s dismissed (110 Eddy, 127 Weybosset, 135 Weybosset or 204 Westminster, 3.5-hour student PM block) 4:15 Teacher dismissal

2. Groupings 25% of VGV parents want to continue Distance Learning as it was from March 23 to June 17, 2020. 225 x .75 = 169. 169/2 = 85. 85/5 = 17. We anticipate no more than 17 students per LC but can accommodate up to 25 and provide distancing.

Team Color LCC (44 cubes) LC1 (50 Cubes) LC2 (65 cubes) LC3 (65 cubes) LCR (Co-working) Green team #’s 17 17 24 24 25 Blue team #’s 18 18 24 24 24

3. Weeks: there are two weeks, Week One and Week Two. AM and PM Blocks rotate weekly for circadian equity

Week Block LCC LC1 LC2 LC3 LCR 1 AM Green Green Green Green Green 1 PM Blue Blue Blue Blue Blue 2 AM Blue Blue Blue Blue Blue 2 PM Green Green Green Green Green