Content

School Board Presentation

August 10, 2020

Contributors of Information

● A Task Force of more than 160 individuals:

○ Teachers, students, and district staff members whose roles are designed to support students and families, such as

equity specialists, nurses, social workers, school counselors, and we consulted partners who also serve families in

need, such as Olmsted County Health, Housing, and Human Services. A small number of advisory council leaders also

joined the task force.

● Parent Thoughtexchange - what worked well in Distance Learning

● Parent Survey - feedback on the three models

● Live community town hall - opportunity to learn about models, and ask questions

● Staff Survey - return to work

● Staff Survey - feedback on the three models

● Student listening sessions - high school level

● Meetings with Rochester Education Association, school principals, support departments, etc.

● Meetings with Olmsted County Public Health Services, and local health partners, Mayo Clinic and Olmsted Medical Center

● Minnesota Department of Health (MDH)

● Minnesota Department of Education (MDE)

● Center for Disease Control (CDC)

● International Center for Leadership in Education (ICLE)

● Other Big 9, and statewide superintendents

● Minnesota State High School League (MSHSL)

Task Force

● Met for four full days in July to draft back to school plans, focused on 12 Key Areas for Re-Entry

● Reviewed family feedback in July and provided themes which were presented to the School Board

● Reviewed staff feedback in August, will provide themes to Cabinet, and School Board

Parent Thoughtexchange

● 2,432 participants answered “As we prepare for the fall, what Distance Learning practices were successful for your children?”

● Conducted the exchange from June 15 - June 26.

● Themes that emerged (in order of ratings): social interaction, face to face, Google classroom, time, videos, weekly

assignments).

Parent Survey

● 3,942 individual responses

● Survey open from July 21 - 27

● Themes were presented to School

Board on August 4

Community Town Hall Meeting

● Presented July 23

● More than 130 attendees

● All questions/answers, presentation, and a

replay of the video is available on the District

website

Staff Return to Work

● 912 individual responses

● Survey open from July 21 - 27

● Composite score for the hybrid model

was very similar between families

(2.16) and staff (2.10)

Human Resources Surveys and Communication

● Frequent communication with union leads

● Three meetings with union leads during the spring and summer

● Frequent meetings with REA and Paraprofessional representatives

● Daily conversations leading up to plan announcement

● Collaborated and drafted a staff form for returning to work

MDE & MDH Data

The District utilized several

primary guiding documents from

MDE and MDH when we built

our plan.● Guidance For Minnesota Public Schools

● 2020-2021 Planning Guide for Schools

● Safe Learning Plan for the 2020-21

School Year

Our process to determine our

plan followed the safe learning

model illustrated at right.

MDE & MDH Data

Districts may decide to be more restrictive in their learning model. RPS utilized local data, described on

slide 13 of this presentation.

MDE & MDH Data

MDE & MDH Data

After the initial selection of a learning model for

school opening, the decision to shift to an

alternative learning model should center on the

impact of COVID-19 at the school level, while

maintaining awareness of changes in viral

activity in the community through continued

review of the biweekly county-level case data.

School districts considering making a change in

their learning model for a school or entire district

must do so first and foremost in the interest of

safety for school staff and students. It is also

important to respect the impact a shift in learning

model will have on the school community.

Local COVID-19 Data

Our most experienced instructional staff could be at the highest risk.

● Public Health highlighted a significant chance (nearly one in five)

for hospitalization of individuals age 50+ with COVID-19

● Over 36% of District teachers and paraprofessional staff are 50

years of age and older

Local youth have tested positive.

● Olmsted County had record of 210 school-age cases as of 8/4

● Evidence is still inconclusive on risk for illness and for transmission

of COVID-19 among youth and their contacts

Community transmission is occurring in Olmsted County

● Cases with no known contact with a positive case - 18.7%

● City risk dial indicates “Moderate” level risk (see dial at right)Source: RochesterMN.gov

RPS Base Model

Most elementary students (Pre K - grade 5) and Lincoln K-8 students will receive face-to-face instruction two days per week and

distance learning three days per week.

● This approach will accommodate half of the students on campus at a time to maximize social distancing. We will dismiss

elementary schools approximately one hour early to allow time for teachers to connect with students who are not in person.

Dismissals may be staggered based on bus routing.

● Wherever possible, PreK - grade 5 students will remain with the same students throughout the school day to increase safety of

our students and staff.

Most secondary students (grades 6 - 12) will participate in distance learning five days per week. There will be opportunities for

secondary students to receive in-person support by appointment, in areas such as academics, technology, and mental health.

Some PreK, elementary, and secondary students in special programs (e.g. Intensive Special Education, Project SEARCH, RAIL, etc.)

will attend school on a custom schedule, based on their individualized needs and the District’s capacity to keep students and staff safe.

Parents will be contacted by a program administrator to plan for individualized student schedules.

RPS Base Model - Schedule Preview

The first two weeks of school vary from the overall pattern.

● Responding to the requests of staff for additional professional development and making

connections with families, we have reserved Monday and Tuesday, August 31 and September 1,

for additional planning time for all levels.

● This initial period also includes the planned days off for the Labor Day holiday.

RPS Base Model - Elementary Schedule Preview

Monday 8/31 Tuesday 9/1 Wednesday 9/2 Thursday 9/3 Friday 9/4

Teacher

Prep/Professional

Development (No

School)

Teacher

Prep/Professional

Development (No

School)

Group A in person Group B in person No School

Monday 9/7 Tuesday 9/8 Wednesday 9/9 Thursday 9/10 Friday 9/11

Holiday (No

School)

Group A in

person

Distance

Learning/Cleaning

Group B in person Group B in

person

Monday 9/14 Tuesday 9/15 Wednesday 9/16 Thursday 9/17 Friday 9/18

Group A in

person

Group A in

person

Distance

Learning/Cleaning

Group B in person Group B in

person

Starting with Week 3, Group A will meet in person on Mondays and Tuesdays, Group B will meet in

person on Thursdays and Fridays. Students will participate in distance learning the other three days of

the week.

RPS Base Model - Secondary Schedule Preview

Monday 8/31 Tuesday 9/1 Wednesday 9/2 Thursday 9/3 Friday 9/4

Teacher

Prep/Professional

Development (No

School)

Teacher

Prep/Professional

Development (No

School)

Distance

Learning

Distance Learning No School

Monday 9/7 Tuesday 9/8 Wednesday 9/9 Thursday 9/10 Friday 9/11

Holiday (No

School)

Distance Learning Distance

Learning

Distance Learning Distance

Learning

Monday 9/14 Tuesday 9/15 Wednesday 9/16 Thursday 9/17 Friday 9/18

Distance Learning Distance Learning Distance

Learning

Distance Learning Distance

Learning

RPS Base Model - What to Expect

● The District will use a common online learning platform, Google Suite for Education

● Classes will take place as if students were in the classroom, with recorded lessons also available;

students may not need to remain online for the duration of every class

● Students will receive weekly schedules either on Friday or Monday from their school(s)

● Students will have daily interaction with licensed teachers

● Teachers will apply the same rigor and standards as if students were in person

● Students with needs in English Learning, Special Education, reading and math, etc., will continue

to receive instructional support

● Students will receive instruction focused on Social Emotional Learning (SEL)

● Secondary students will earn grades of A, B, Pass, No Credit. Elementary students will continue to

receive standards-based feedback

● Families will receive weekly communication from their school(s)

New 8/10/20

Why This Model

Determining our base model has been a complex process.

● Considered expert medical and public health advice

● Guidance from the Minnesota Departments of Education and Health

● Input from our students, families, and staff

The solution to one challenge often raises a different issue. We believe we have reached a model that balances

safety and wellness for all involved, while considering what we can operationally achieve to meet the learning

needs of students.

● Common questions and answers will be on our website

● Families are encouraged to contact their school administrator with any additional questions

August 31-September 1 Instructional Planning Days (no students)

September 2-October 30* Phase I Learning Model

• PreK-Grade 5 Hybrid

Learning

• Grade 6-12 Distance Learning

By October 16 Announcement of Phase II Plan

The COVID Advisory Team (CAT) will continue to re-evaluate and will make

announcements of changes every six weeks.

Timeline

* IMPORTANT: If conditions worsen, the learning models may change before announcement of the next phase.

Communication to Families

● Skylert email, text, phone messages as necessary from District

● Schools will use Skyward/Skylert and personal contacts to communicate with families weekly

● Google Docs - used intentionally due to its ADA compliance and translation capabilities

● Bilingual staff are connecting with families regarding this model - ongoing efforts include videos,

calls, socially distanced orientations/information sessions

● Website (ADA compliance, translations)

● Social media

Safety

Safety of our students and staff remains our top concern. All students, staff, and

visitors that come to District buildings are required to wear face coverings while on

campus, remain socially distant from others by six feet whenever possible,

consistently use good hand hygiene methods, and complete the Minnesota

Department of Health screening process at home before coming to school.

The District has established a COVID-19 Coordination Team who are responsible

for communicating COVID-19 information to the appropriate individuals both in

District and Olmsted County Public Health Services. The team works closely with

public health on the notification / communication to individuals regarding close

contact, exposure, and contact tracing related to COVID-19 cases. They will also

notify families of COVID situations as directed by public health.

Safety

● Each building will have a COVID-19 Coordinator who will serve as a liaison between their

building and the COVID-19 Coordination Team.

● MDE is supplying a cloth face mask for each student and staff member along with a supply

of disposable masks as well

● MDE is supplying a face shield for all licensed teaching staff and 50% of our non-licensed

staff

● Staff and students may wear their own face coverings if they choose

Safety

● Volunteers In Education will not be utilized during hybrid learning

● Other visitors from our outside partners will be restricted and will need approval from site

administration before entry in to the building

● We are following ASHRAE COVID-19 guidelines for our building ventilation systems which includes

increased air exchange rates throughout the day, building flushing two hours prior to occupancy and

more frequent filter changes

● Hand sanitizer dispensers will be in all classrooms and in all common areas

Safety

● Sneeze guards will be in place in offices and other spaces where face to face contact takes place

such as speech rooms

● Excess furniture will be removed from classrooms to create more learning space

● Music rooms will maintain social distancing, face the same direction and will not share instruments.

● Social distancing signage including directional signs, six foot distancing markers and hand washing

guides will be posted in all buildings

Safety

● Lunches will be served in cafeterias utilizing six foot distancing in lunch lines and at tables

● There will be heightened emphasis on facility sanitation, including the regular cleaning of touch

points, horizontal surface areas and the use of electrostatic sprayers to maintain a clean and healthy

school environment. This includes school buses and other vehicles operated on behalf of RPS

● Playgrounds will be disinfected each morning. Students will be encouraged to utilize green space

and blacktop surfaces for play. PE equipment and toys will be cleaned after use.

Safety

● Each site will have a dedicated isolation space with dedicated ventilation for any staff or student who

becomes ill during the school day until the person is able to safely leave the building

● The capacity of our school buses and vans will be limited to fifty-percent capacity, as experts have

recommended. Students will sit in designated spots and face coverings will be required for all,

unless a medical reason prevents wearing one. Buses will be loaded back to front and unload in the

opposite order, to reduce contact among riders

● Rental of district buildings will be allowed. Renters will need to provide a COVID-19 preparedness

plan prior to utilizing the building

Professional Development

During the planning phase and throughout the school year, staff will receive additional professional

development in the following areas:

○ SafeSchools

○ Instructional Support, Pedagogy, Specialized Support

○ Restorative justice

○ Equity & Cultural Responsiveness

○ Effective Relationships

○ Rigor and Relevance Framework

○ Effective Professional Learning Communities (PLCs)

○ Google Education Suite

Family Connections - Communication

● Utilize Bilingual Staff

○ Connect with families to offer interpretive services for District, building, and classroom

communications such as surveys, events, invitations, and instructional information.

■ Youtube vidoes, phone calls, document translations

○ Develop and implement a protocol for teachers and support staff to access bilingual service for

families

● Provide clear expectations for families

○ Common language (such as defining terms like Distance Learning, Hybrid,)

○ Grading and assessment

○ Attendance

○ Roles (teacher and parent/guardian responsibilities)

○ Weekly Schedule

● Community Partners

○ Regular meetings with organizations such as IMAA, AIPAC, C2C, Channel One

○ Communication with County Social Workers and Case Managers

Family Connections - Parents Support/Engagement

Listening sessions

● Provide opportunities for affinity groups to give input and feedback to District and schools

● Engage parent educators to support families in engagement activities and organizations such as

PTSA

Outreach teams

● Connect families with resources at school and within the community

● Conduct safe and effective home visits that are supportive in nature

● Provide restorative practices when students/families experience inequities and peer disagreement

Family Connections - Parents Support/Engagement

Opportunities for Engagement

● Conduct virtual field trips, school events, orientations and presentations

● Provide family SEL activities

● Outdoor recreational activities when social distancing is possible

Peer Mentoring

● Listening posts for parents to connect with other parents

● Student mapping to determine need for supports

Standards Prioritization

Arrange Professional Learning Communities in the buildings and across the District to provide for

collaborative planning time

Develop Content-Specific Prioritized teaching guides

Vertical Alignment Sessions will be scheduled during back to school week. Topics will include preferred

platforms, strategies, student specific information for what worked best, and which standards need to be

covered from the previous year.

Grading

Implementation of the Grading for Learning principles will take place in distance learning, hybrid and face-

to-face models.

Grades will be focused on the Prioritized Learnings of the course in order to help focus and provide

feedback on what’s most important in each course.

The Four Big Ideas:

1. Homework, quizzes, and other daily tasks are formative practice and should not negatively impact a

summative academic grade.

2. Reassessment is allowed on all summative assessments.

3. Nonacademic factors are not counted in the summative academic grade.

4. Only evidence of student proficiency toward learning targets or summative assessments is used to

reach a summative academic grade.

Secondary Grading

Students will earn one of the following letter grades :

● A, B, Pass or No Credit (NC)

○ Grades of A and B will be figured into GPA, weighted, GPA, and class rank.

○ A grade of P or NC counts as neutral (no impact) in GPA.

○ If a student receives a B, and prefers to take a Pass, they may do so by contacting their

counselor. Parent/Guardian approval via phone or email is required.

○ If a No Credit (NC) mark is in consideration for a student, the teacher, counselor, and

administrator will need to discuss this option and documentation will be reviewed before

making this determination.

○ There will not be a cumulative final exam schedule during the 2020-2021 school year.

Elementary Grading

Students will earn one of the following for each prioritized grading standard:

● Not Yet, Approaching, Secure or NG

Note: “NG” is used only for students who enroll close to the end of the reporting period and the

teacher does not have sufficient evidence yet for a grade.

● “Secure” is not expected until end of the year because the learnings are end of year targets.

Mental Health and Emotional Wellness

● Counselors, social workers, and other mental health providers will provide in-

person and virtual support to address students’ mental and emotional wellness

○ PreK and Elementary Levels: in-person support in small groups and

individually

○ Middle and High School Levels: virtual support via Google Meets, Google

Chat, emails or by scheduling in-person sessions at the building

○ Classroom instruction in Social Emotional Learning will be provided by the

classroom teacher and school counselor either in person or virtually

● Forums and topic sessions on mental health and emotional wellness will be

provided for families in person and/or virtually

Mental Health and Emotional Wellness

● Communication via a dedicated school webpage will address student and staff mental health and

emotional wellness. Resources, availability of services and types of support will be available via the

web page

● Hotline phone numbers are published on the District website to assist with response to crisis

situations

● Staff meetings will include strategies for self-care including mindfulness, calming activities, sleep,

setting boundaries, and managing expectations

● Employee Assistance Program District-paid individual sessions will increase from one to three

Special Services

Special Education Services:

● Case Managers will schedule IEP meetings to determine specific plans for students with

Individualized Educational Plans (IEPs)

● Face-to-face instruction will be prioritized for students with intense needs

● Direct Services and related services will be provided virtually and/or in person as per the IEP

● Special Education staff will collaborate with general education staff to modify instruction and plan for

accommodations

● Special programs such as Project SEARCH, Rochester Academy for Independent Learning,

VonWald, etc., will attend school on a custom schedule determined by the program administrator

.

Special Services

● All IEP’s will be re-written to address all three scenarios this fall. These updates to IEPs will happen

by MEA break.

● Many secondary students will start the school year without a new plan, as their current plan is

written for DL.

● Families of students, EC through transition, who attend an intensive program (more than 60% of day

in special ed classroom) will be contacted by their case manager schedule an IEP meeting to

determine if additional days are required.

● All parents will be contacted by the first day of school to discuss their individual child’s IEP.

New 8/10/20

Opting for DL

Preschool and Elementary school families that are choosing full-time distance learning instead of the

hybrid model will receive a Distance Learning Form from their school, and are required to complete this

form by Thursday, August 13, at 4 PM.

Work Location

All instructional staff will work their normal schedule from their assigned work site whether teaching Hybrid

or Distance Learning, unless they have a medical exemption or have been asked to relocate for District

purposes.

This will allow for:

● Better routine

● Access to teaching materials

● Access to support from administration and colleagues

● Access to technology devices and support

● Reliable Internet

Staff Member Exposed, Sick, COVID Positive

If a staff member believes they have been exposed to COVID, are experiencing symptoms, or have tested

positive the should contact their health provider. Staff are also to inform their supervisor as well as

Human Resources through the following address : COVID-HR@rochester.k12.mn.us.

Staff Member Exposed, Sick, COVID Positive

● Depending on their job duties, after possible exposure, symptoms, or a positive test, some staff

members may be able to work remotely if the staff member is not experiencing illness.

● Staff who become ill, are being tested, or have to stay home with a family member ill with COVID-19

are eligible for 10 cumulative work days of paid leave under the Families First Coronavirus

Response Act (FFCRA) This does not come out the staff member’s sick leave. This leave is

available until 12/31/20.

● After FFCRA leave staff would utilize leave available through their contract / work agreement.

Leave of Absence / Teaching Remotely

● Teachers and paraprofessionals who have one or more risk factors will have the opportunity to

request to work remotely; however, there may not be available remote work for all who request it.

This will be determined once the District receives data on the number of parents who are electing to

have their child receive full-time Distance Learning.

● Staff were sent a survey on Friday, 8/7, to request to teach remotely or to take a leave of absence.

Priority will be given to staff who: 1) have a medical condition to put them at risk for severe illness if

they contract COVID-19 or 2) have a household family member that has a medical condition that

puts them at high risk for severe illness if they contract COVID-19.

Substitute Teachers

● Concerns about substitute teacher availability was a common theme in staff and parent surveys.

● Substitute teachers were surveyed earlier this summer. We still have 132 active substitute teachers

that replied they were willing and able to take substitute positions.

● Approximately 10% of substitutes have asked to be removed our subbing list.

● Substitutes were not used frequently in distance learning last spring.

Technology

● RPS is requiring all families to complete a Needs Assessment by Thursday, August 13 at 4 PM

● First Priority - one device per household

● Goal - all students that need a device will receive a device from their school

● Resources and training will be made available to families from our instructional team, to familiarize

themselves with technology

● All grade levels and schools will be using Google Education Suite for our learning management

system

● Devices including keyboard, printers, and other high touch surfaces will be cleaned between users

Technology

● Utilize funding from GEERS to buy additional devices and

webcams

● Parking lot wifi extensions

● Community partners - like Olmsted County HRA, Rochester

Area Youth Tech Foundation

Transportation

Families must “opt-in” for transportation using this form

Families who responded by July 27 will be routed first

Routing letters will be mailed by August 21

If able, families are encouraged to drive their children to free up space

Up to 50% capacity on our school buses (~39 students) and vans (~3 students)

Elementary students will be dismissed about one hour earlier in the afternoon

More information will be provided later regarding DL+ transportation options

School Age Child Care (SACC)

● Traditional before and after school SACC will be available on in-person learning days; normal fee

schedules apply. Registration begin in May; many sites are full.

● Child care for school age children of Tier One critical workers on distance learning days at another

location. Free school-day portion, fees apply before and after.

○ Tier One critical workers include essential workers in healthcare and public health; educators

and school staff caring for children of any critical worker; law enforcement; public safety and

first responders; food and agriculture; judicial branch essential services; National Guard; and

child care providers caring for children of any critical worker.

○ Small groups according to elementary school; will avoid mixing groups as much as possible

and use extensive prevention measures.

○ Registration begins Monday, August 17, for community Tier One workers,

until filled. Waitlists will be maintained in case more space available.

School Meals

● Regular school breakfast and lunch will be available at

elementary schools on in-person learning days.

● Drive-up meals will be available for pick-up at several

district sites for students on distance learning.

● Normal fee schedule applies.

● Free/Reduced Price School Meals application is available

on the District’s web site.

https://www.rochesterschools.org/freeandreduced

Extracurriculars & Community Education

● Minnesota State High School League (MSHSL)-sanctioned activities will follow MSHSL guidelines

for schedule and safety.

● Requests for other extracurricular programs will be considered on a case-by-case basis, considering

the ability to provide a predictably safe environment for participants and leaders.

● Community Education will continue to offer a mix of small-group, in-person and distance learning

opportunities, following all safety guidelines.

Finance

● District is tracking extra direct expenditures of funds related to COVID-19 for possible future Federal

reimbursement

● A formal plan on how to use the Federal CARES funding needs to be submitted to MN Department

of Education by April 2021