Resources » 20/21 Re-Opening Plan » Commitments

Commitments

The following is an articulation of our commitments for 2020–21,  in keeping with Handshakerequirements of OSPI and DOH and the strategic plan of Crescent School District.


Support Students Furthest From Educational Justice
  1. Build staff capacity to provide progressive discipline with positive behavior supports (PBIS) and respond to the need to address and dismantle racially disproportionate outcomes for students of color
  2. Prioritize face to face service for students that are most impacted by the loss of in person services including:
    1. Students with disabilities
    2. Students with 504 plans
    3. English learners
    4. Students who are migratory
    5. Students experiencing homelessness
    6. Students who are in foster care
    7. Students of color
    8. Students experiencing poverty
    9. Students who were not equitably served through continuous remote learning in the spring of 2020
Prepare for Health and Safety
  1. Plan virtual and face-to-face orientations for students, including health and safety protocols and expectations for remote and in-person learning
  2. Focus first on student engagement and relationships, then on content
  3. Establish plans for rapid transitions between face-to-face and continuous remote learning, which may be required based on health authority decisions.
  4. Create a flexible school calendar with additional days included to address emergency short-term school closures and the need to transition learning environments.
  5. Build a more effective and sustainable continuous remote learning model that will be ready to be deployed if schools are required to be closed for long periods of time.
    1. K-2 using SeeSaw platform with Dojo, IXL, Lexia and other digital tools
    2. 3-12 using Google Classroom platform with Zoom, YouTube, Khan Academy, Newsela, and other digital tools
    3. Ongoing trainings  provided throughout the school year to improve teacher delivery of and student engagement with instruction as well as opportunities for parents to participate in the learning process
    4. Grade level and content standards followed in planning instruction with students continuously screened for their retention of the knowledge and skills needed to master the most essential standards, using OSPI resources such as Smarter Balance https://www.smarterbalanced.org/smarter-news/
    5. Grading for report cards will be standards based, allowing students time to catch up from missed learning during the closure of 4th quarter 2019-20 classes, but expecting students to complete assignments designed to close those learning gaps.
    6. Lessons will be delivered daily and throughout the school day, regardless of the scheduling model followed, in order to maximize new learning opportunities as well as remediation of instructional time lost during the 2019-20 school closure.
Invest in Connectivity and Hardware
  1. Purchase ChromeBooks, Earbuds, Chargers and Cases for every student to effect 1:1 usage yearlong, on campus and at home
  2. Purchase hotspots for families living without dependable connectivity at home
  3. Ensure a shared understanding of how much time teachers are engaged in synchronous and asynchronous learning
Leverage Local Expertise and Provide Training
  1. Leticia Sparkman, increased days on campus for technical support
  2. Katy Middlestead, providing technology training at August in-service
  3. Helen Lastovica, increased from .6 to 1.0 Counselor and providing Social Emotional Learning (SEL) training at in-service
  4. Noah Barfield, new HS ELA Teacher, providing training at in-service re: Closing Persistent Opportunity Gaps
    1.  Racial literacy
    2.  Cultural responsiveness
    3. Stereotype threat
  5. Prioritize Standards Based Instruction
    1. Essential Standards for every grade level and content area will be weekly focus during teacher professional development on Wednesdays
    2. Consistent use of short cycle assessments will be expected in teacher practice in order to inform instructional planning
    3. Digital tools for monitoring student progress will be used to inform teacher collaboration 
 Carefully Consider Scheduling Options to Optimize Learning
  1. Traditional “Brick and Mortar”: instruction provided face-to-face on campus:
    1. Implement 1:1 equipment distribution
    2. Provide consistent digital learning practices to prepare for potential return to  Distance Learning 2.0 and 21st century workplace
    3. Assign students to classrooms with sufficient square footage to allow for DOH required physical distancing
      1. Move some furniture to storage to effect additional square footage in smaller classrooms
      2. Divide students from large classes into smaller groups housed in separate classrooms, synchronously co-taught by certified teachers with either Special Education co-teachers or para-educators via Zoom and Google Meets
  2. Hybrid Schedule of AB-AB student groups: will meet on campus for face-to-face instruction on either Mondays and Thursdays (Group A) or Tuesdays and Fridays (Group B), if circumstances change to require that fewer students be on campus at one time than with the preferred “Brick and Mortar” face-to-face option
    1. Group siblings on same days, A or B
    2. Provide synchronous and asynchronous lessons daily
    3. Provide ongoing training and planning for staff on Wednesdays
    4. Consider access to both A and B schedule for elementary and students with disabilities who are developmentally least helped by distance learning 
  3. Continuous Learning 2.0: return to closure of campus and return to complete distance learning model, with teachers, students and families better equipped to implement the change having experienced 1:1 Chromebook distribution and digital learning in classrooms using consistent platforms and best practices