2020-21 Florida’s Optional Innovative Reopening Plan ...€¦ · 13/07/2020 · 2020-21...

2020-21 Florida’s Optional Innovative

Reopening Plan

Sarasota School of Arts and Sciences

Middle School Grades 6-8

580083

2020-21 Florida’s Optional Innovative Reopening Plan 58-0083

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Purpose

The purpose of this document is to support charter schools and charter school networks in the development and

submission of their Innovative Reopening Plan for the Fall 2020 school semester. This document will assist

schools in aligning their plan with required assurances, or serve as the actual template for schools without an

aligned plan to develop and submit one based on the assurances outlined in DOE ORDER NO. 2020-EO-06.

Directions

Charter schools and charter school networks shall complete this form and submit it electronically to their

sponsoring school districts for review and approval by the time specified by the district (All plans are due to the

Department by July 31). Charter schools have two options in the submission of an Innovative Reopening Plan:

☐ Option 1: The charter school or charter school network provides a narrative plan, as well as identifies the

page number(s) of where Assurances 1-5 are located in that plan (captured next to Assurances 1-5 below). The

charter school’s Innovative Reopening Plan must accompany this template upon submission. (Note: charter

school networks may submit one plan that covers multiple schools within their respective networks, provided

that each participating school is identified.)

☒ Option 2: The charter school or charter school network completes the Department’s template provided later

in this document.

Proposed Innovative Model (Required for Option 1 and Option 2)

The charter school or charter school network shall explain in detail the proposed Innovative Model by

school type (elementary, middle, high, combination, alternative, DJJ education programs, etc.). This

description must include the following: in-person instruction, specialized instruction, live synchronous

or asynchronous instruction with the same curriculum as in-person instruction, and the ability to interact

with a student’s teacher and peers. Provide the page(s) where the narrative of the proposed Innovative

Model is located in your submitted plan: 2-4

Sarasota School of Arts and Sciences (580083) is a public, charter middle school serving grades six

through eight.

Regardless of the option that students and families choose, they will have the full array of courses, with

their certified instructors, during the normally scheduled class time, synchronously with their peers.

Courses are 180 days, 50 minutes per course period, five days per week. Most students take seven

courses per day, although all students will have a minimum of six courses per day, at 50 minutes per

course, at 180 days. This ensures that students will meet the hourly requirement, by statute 6A-1.045111,

of no less than 900 net instructional hours however, most students will exceed the minimum requirement

with a seven-period day, at 1050 hours. Our charter contract states that we will follow the Sarasota

County School’s approved school calendar and we will continue to do so, including start and end date. In

addition, we contract with Sarasota County Schools for transportation and food and nutrition, this will

also continue, following their board approved school calendar.


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SSA+S has ensured that our teachers are fully trained, during the summer of 2020, before students begin

school to provide the three options listed below. Through a Professional Learning Community, in

conjunction with Administration, three learning style options for each tool that we intend to use to

facilitate synchronous learning, have been provided to ensure all staff are proficient to implement this

plan on day one (following the district calendar for students, as noted in our charter contract). The PLC

Synchronous Classroom training roadmap is included at the end of this report, pages 13-16.

Our plan includes communication with all of our stakeholders, family, community, district, and students.

Constant updates and communication, as events occur, will be via Connect Ed phone calls and emails.

Normal, course communication will be provided via the following tools:

- Portal (a district gradebook that is updated in real time and includes PDF links to all assignments

and materials the moment they are assigned).

- Portal Emails (a district feature in which our teachers email students and parents a grade update

and the upcoming week’s assignments and assessments on a weekly basis).

- Microsoft TEAMS Course Page (Each course will have its own TEAM course, titled by Period /

Course/ Teacher last name. The teachers will enroll their students into these so that they can have

all daily work and livestream with their class, if at home. The students have their own single-

sign-on, federated login account that includes Office 365, school email, Word, Excel, TEAMS,

and PowerPoint).

Option 1 – Traditional In-Person brick and mortar learning environment. Your child will attend

SSAS (580083), full time, in the fall, in person as your primary method for the start of the school

year. They may still participate in Option 2 or 3 (remote, synchronous learning) when they are unwell or

if they have to quarantine. Students will complete assignments and assessments in person. Materials,

supplies, and technology will all be provided at school.

Option 2 – Remote, synchronous learning. Your child will attend SSAS (580083), full time in the fall,

online as their PRIMARY method for the start of the school year. This is at home, livestreaming

scheduled courses at the same time as their classmates, with their classmates, interactively. Daily

attendance will be taken, during the scheduled class time. This is not distance learning; the student must

attend the synchronous course to be recorded as present. Students will complete assignments and

assessments online, at the same time as their peers, in their scheduled course. Materials, supplies, and

technology will be provided for those students in need, as defined by the National Food and Nutrition,

Free and Reduced lunch program. The school will utilize its ESSER Funding to purchase and assign

school-controlled iPads, with keyboards, to all students in need, to ensure that they have the tools to

complete their synchronous work for the duration of the pandemic. The school will provide online

textbooks to all students. Finally, the school will use Microsoft TEAMS, as well as Office 365 tools, for

the livestreaming of all classes, for the assessments of all classes, and for the various assignments for all

classes. Remote learning will be on one continuous platform to ensure student success.

Option 3 – A hybrid model of in-person, brick and mortar learning and remote, synchronous

learning. This plan is at the parent/ guardian’s discretion on a day-to-day basis. They have the daily

option of traditional, in-person brick and mortar learning or remote, synchronous learning. Your child will

attend SSAS (580083), full time in the fall, fluidly moving between in person instruction and remote

instruction. Daily attendance will be taken, during the scheduled class time. This is not distance learning;

the student must attend the synchronous course to be recorded as present. When present at the brick and

mortar, students will complete their assignments and assessments in person. When remote learning,


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students will complete assignments and assessments online, at the same time as their peers, in their

scheduled course. Materials, supplies, and technology will be provided for those students in need, as

defined by the National Food and Nutrition, Free and Reduced lunch program. The school will utilize its

ESSER Funding to purchase and assign school-controlled iPads, with keyboards, to all students in need,

to ensure that they have the tools to complete their synchronous work for the duration of the pandemic.

The school will provide online textbooks to all students. Finally, the school will use Microsoft TEAMS,

as well as Office 365 tools, for the livestreaming of all classes, for the assessments of all classes, and for

the various assignments for all classes. Remote learning will be on one continuous platform to ensure

student success.

Option 4 – District or State Virtual School Program. Your child will no longer be an SSAS student for

the 2020/2021 school year. You will register for a full time Virtual School through Sarasota County

Schools or the DOE FLVS program. We will not be able to take your child back, as the lottery requires

that we give that spot to the next student on the waitlist.

Reopening Plan Assurances (Required for Option 1 and Option 2)

The charter school or charter school network must agree to ALL of the assurances by checking the

corresponding boxes.

☒ Assurance 1: Upon reopening in August, the charter school or charter school network will assure

that all brick and mortar schools are open at least five days per week for all students subject to advice

and orders of the Florida Department of Health, local departments of health, Executive Order 20-149,

and subsequent executive orders. Provide the page(s) where the narrative of this assurance is located in

your submitted plan: 2-4, 6-8

☒ Assurance 2: The charter school or charter school network must provide the full array of services

that are required by law so that families who wish to educate their children in a brick and mortar school

have the opportunity to do so. These services include in-person instruction, specialized instruction for

students with an Individual Educational Plan (IEP) and those services required for vulnerable

populations, such as students from low-income families, students of migrant workers, students who are

homeless, students with disabilities, students in foster care, and students who are English language

learners (ELLs). Provide the page(s) where the narrative of this assurance is located in your submitted

plan: 8

☒ Assurance 3: The charter school or charter school network will provide robust progress monitoring

to all students; tiered support must be provided to all students who are not making adequate progress. If

a student is receiving instruction through innovative teaching methods fails to make adequate progress,

the student must be provided additional support and the opportunity to transition to another teaching

method. Provide the page(s) where the narrative of this assurance is located in your submitted plan:

9_____

☒ Assurance 4: The charter school or charter school network will work with IEP teams to determine

needed services, including compensatory services for students with disabilities. Charter schools must

immediately begin working with IEP teams to identify students who may have regressed during school


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closures. IEP teams must follow a student-centered approach with a commitment to ensure that the

individual needs of each child are met. Provide the page(s) where the narrative of this assurance is

located in your submitted plan: 10

☒ Assurance 5: The charter school or charter school network will work with ELL Committees to

identify ELLs who have regressed and determine if additional or supplemental English for Speakers of

Other Languages (ESOL) services are needed. Charter schools should ensure that appropriate

identification of English skills has been noted and that schools have the resources to implement

additional interventions and strategies. Provide the page(s) where the narrative of this assurance is

located in your submitted plan: ____11_

☒ Assurance 6: Progress monitoring data must be shared regularly by the charter school with its

sponsoring school district, in a manner prescribed by the Department.


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Template Option for Reopening Plan (Option 2)

Plan for Implementation of Assurance 1

• In the box below, describe the reopening in August of brick-and-mortar schools reflecting at least five

days of school per week for all students subject to advice and orders of the Florida Department of

Health, local departments of health, Executive Order 20-149 and subsequent executive orders. Also,

provide the charter school’s reopening date and schedule.

SSAS will provide five days of brick and mortar instruction, as outlined in the Proposed Innovative

Model, for all students who choose to attend school in person. SSAS will reopen to students on the first

day of school, as approved by the Sarasota County School board calendar, which SSAS follows, as noted

in their charter contract.

Regardless of the option that students and families choose, students will have the full array of courses,

with their certified instructors, during the normally scheduled class time, synchronously with their peers.

Courses are 180 days, 50 minutes per course period, five days per week. Most students take seven

courses per day, although all students will have a minimum of six courses per day, at 50 minutes per

course, at 180 days. This synchronous innovative remote learning is the same courses, staffed by the same

instructors, as the brick and mortar. All instructors hold the appropriate certificates and endorsements to

provide the full array of services and courses for all students.

Materials, supplies, and technology will all be provided at school or online, depending on the option that

families choose for each student. All SSA+S students will have online licenses for Discovery Techbook,

iCivics, HMH Collections, Big Ideas Math, and Read180, and ALEKS (for students in Intensive Reading

and Math classes). We will be providing technology to families who request it.

Our ESSER grant application has been completed and submitted to the district office. These funds will be

used to support all at home iPads with keyboard technology needs, as well as infrastructure needs such as

increased WiFi, and iPads with Tripods for simulcasting classrooms. In addition, ESSER funds will pay

for the UV light HVAC filtering system, sanitation, and all Personal Protection Equipment. If the ESSER

funding falls short, SSAS has a reserve account of 2.2 million dollars.

The Sarasota County Department of Health will track and contact trace for all district students and staff.

In the event of any additional measures or school closures, SSAS will defer to the Department of Health’s

orders. This is the only time brick and mortar education would cease.

Our plan includes communication with all stakeholders, family, community, district, and students.

Constant updates and communication, as events occur, will be conducted via Connect Ed phone calls and

emails.

SSAS has ensured that our teachers are fully trained, during the summer of 2020, before students begin

school to provide the three options listed below. Through a Professional Learning Community, in

conjunction with Administration, three learning style options for each tool that we intend to use to

facilitate synchronous learning, have been provided to ensure all staff are proficient to implement this

plan on day one.


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SSA+S Administration will:

• Have directional arrows for one-way hallways.

• Use infrared thermometers to check every child and staff member before they enter the building.

• Extend the picnic tables out and use the tent. We will install the folding tables and chairs under the

cover to spread out large group lunch time.

• Excuse all absences so that students stay home when they are sick.

• Use our ESSER/CARES money to purchase computers for the students to have at home.

• Have a fever quarantine tent outside.

• Not allow parents to enter the school building.

• Switch to virtual school tours.

• Purchase UV lights for our HVAC system.

• Sanitize water fountains and doorknobs hourly.

SSA+S Teachers will:

• View/ read/ train using the PLC’s hard work to learn how to streamline online educational

opportunities in real time, livestreaming lessons and assessments.

• Ensure that all work is posted online so that kids who are home can complete it.

• Livestream your class so that students who are home are participating in real time.

• Move over as much work online as possible, including using FORMS, online textbook licenses, etc.

• Instruct kids on how to cough and sneeze in their shirts. Reminder: sneezing is NOT a symptom - it's

probably allergies - but we don't need that spray everywhere.

• Ensure that school is a safe place – do not let kids bully each other when they sneeze, etc.

• Wear a mask when in close proximity/ 6-foot radius of children.

• Use test dividers for two-man tables.

• Before classes start in the morning, you will spray the Avistat on your tables and doorknobs and allow

to dry naturally for 15 minutes. It will kill all germs on surfaces. Students may NOT touch this.

• Use our online tools effectively, in the classroom, to ensure that students can use them, alone. This

includes the Portal, the online textbook, Office 365, TEAMS, and email etiquette.

SSA+S Students will:

• Wear a mask when inside, and / or social distancing is not possible.

• Wipe computers/ devices each period, after use. Tech will provide these.

• Know and use Office 365 effectively.

SSA+S Parents/Guardians will:

• Keep their child home if they feel unwell.

• Keep their child home if they have a fever until they are fever free, without medication for 48 hours.

• When keeping your child home, have your children wake up, on time, and participate all day in

livestreaming classes.

• Not give a child fever-reducing medications to control fever before sending them to school.


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• Support our teachers and staff, who will try their very best to provide two formats of education,

simultaneously, without additional time or support.

• Quarantine your child if they have encountered someone with Covid-19 for two full weeks. Have

them attend livestreamed classes.

• Notify team leaders and/or administration when you need help. We want every child to have Fair and

Appropriate Education, and to do so, we will do all that we can to meet the needs of all of our

children, together.


• In the box below, describe the plan for a full array of services that are required by law so that families

who wish to educate their children in a brick and mortar school have the opportunity to do so. These

services include in-person instruction and services required for vulnerable populations, such as students

from low-income families, students of migrant workers, students who are homeless, and students in

foster care.

SSAS will open five days a week, brick and mortar, to offer a full array of services that are required by

law so that families who wish to educate their children in a brick and mortar school have the opportunity

to do so. These services include in-person instruction and services required for vulnerable populations,

such as students from low-income families, students of migrant workers, students who are homeless, and

students in foster care.

SSA+S has 15 Exceptional Student Education (ESE) certified teachers and five Gifted Endorsed or

certified teachers on campus who will provide services and monitor the implementation of IEP’s, 504

Plans, and EP’s. All teachers are in compliance with ESOL training (or endorsed) and will provide

services and monitor the implementation of language acquisition plans. All faculty and staff are Youth

Mental Health First Aid certified and will ensure that students are monitored for mental health needs. The

ESOL Liaison, the ESE Liaison, the Gifted Specialist, and the Counselors (504 monitors), as well as the

LEA’s on site (administration) will be enrolled in all remote courses to ensure the fidelity of services

provided. In addition, contracted pull-out, wraparound services such as Speech and Language,

Occupational Therapy, Physical Therapy, and Individual Mental Health Counseling will still be provided

and documented with attendance, in compliance with the IEP, regardless of the student’s location on site

or at home.

SSAS documents and monitors all vulnerable populations and provides all materials needed, including

uniforms, supplies, technology, and mentors. This population may use these services and materials at

home or on site. For those students who are at-risk, missing from courses, or school, SSAS will complete

home visits to ensure their participation in school.


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• In the box below, describe the schedule and process for administering local progress monitoring

assessments, as well as the assessment tool(s) used by the school by grade level. In addition, describe

how the data is used to determine how adequate progress is being made and how intervention and tiered

support is being deployed.

Progress monitoring for all students, grade levels six through eight, regardless of proficiency levels, is

completed using quarterly Unit Assessments from Big Ideas Math and Collections.

More intensive, additional progress monitoring for those students deemed below proficient in English

Language Arts includes the READ 180 Scholastic Reading Inventory Assessment (SRI) at least three

times, per school year.

More intensive, additional progress monitoring for those students deemed below proficient in

mathematics includes the use of ALEKS (Assessment and Learning in Knowledge Spaces) individualized

licenses to assess them weekly, after completing each skill and pretest.

Regardless of the option that students and families choose, all assessments (including progress

monitoring) are the same assessments, held at the same time, synchronously, via TEAMS. TEAMS

utilizes federated sign ons to ensure security and identity. Since the students are all taking the same time

as their peers in each scheduled course, their teachers can monitor their progress and completion, to

ensure that the assessment is not compromised. In addition, we require remote learners to have cameras

and microphones, so that we can view the students and complete formative assessments to ensure

adequate progress, individually. If students are not participating or not making progress, they will be

transitioned to a different learning option to reach the child’s individual needs and ensure learning gains.

Our comprehensive MTSS system, which starts at grade level team meetings, facilitates basic tier 1, 2,

and 3 interventions to be implemented to assist with ameliorating behavioral and academic struggles with

a particular student. These interventions are re-visited 2 weeks later and discussed at the next grade level

team meeting. Next, if these basic interventions are not helping, the student is brought to the SWST in

which new interventions are created and data can be tracked over a 9-12 week period using both tier 1 and

tier 2 interventions with a minimum of two classes. These interventions are monitored weekly and

discussed at SWST bi-monthly. In addition to interventions, grades, behavioral checklists, medical

information, and any previous data collected in the cumulative file are also taken into consideration when

determining the appropriate path for each student being tracked through MTSS. This process allows us to

address effectiveness of core instruction, resource allocation, teacher support systems, and overall student

needs by using and analyzing data driven results. Regarding resource allocation, students must follow the

appropriate MTSS pathways via state and county protocol in order to become staffed as an ESE student.

Both teacher support systems and overall student needs are directly supported by MTSS data through a

data-based problem-solving process. In addition, SWST members, along with support teachers and

student families, collaborate to develop a plan for success for any student entering the MTSS process.

If truancy becomes an issue with students not present in person (brick and mortar) or in remote (online)

classes, home visits from SSAS staff and officers will occur. Additional intervention could be created

such as requiring students to attend in person classes, or receive stricter penalties, as appropriate.


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• In the box below, describe how the charter school will work with IEP teams to determine needed

services, including compensatory services for students with disabilities.













provided.

In addition, contracted pull-out, wraparound services such as Speech and Language, Occupational

Therapy, Physical Therapy, and Individual Mental Health Counseling will still be provided and

documented with attendance, in compliance with the IEP, regardless of the student’s location on site or at

home.

SSAS documents and monitors all vulnerable populations and provides all materials needed, including


home or on site. For those students who are at-risk, missing from courses, or school, SSA+S will

complete home visits to ensure their participation in school.

Any students who are not making progress or not meeting with their assigned ESE service provider will

be addressed by the faculty and administration, via the MTSS process.

IEP, 504, ESOL, and EP meetings will all be held in a hybrid method in which staff and student may

attend, in person, however, all outside participants must interact remotely, via a secure teleconference.

This is in keeping with CDC guidelines, as well as the Department of Health, which state that parents

should not leave their cars or enter the building at any time.


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• In the box below, describe how the charter school will work with ELL Committees to identify ELLs

who have regressed and determine if additional or supplemental English for Speakers of Other

Languages (ESOL) services are needed.













provided.

In addition, contracted pull-out, wraparound services such as Speech and Language, Occupational

Therapy, Physical Therapy, and Individual Mental Health Counseling will still be provided and

documented with attendance, in compliance with the IEP, regardless of the student’s location on site or at

home.

SSA+S documents and monitors all vulnerable populations and provides all materials needed, including


home or on site. For those students that are at-risk, missing from courses, or school, SSA+S will

complete home visits to ensure their participation in school.

Any students that are not making progress or not meeting with their assigned ELL service provider will be

addressed by the school staff, via the MTSS process.

IEP, 504, ESOL, and EP meetings will all be held in a hybrid method in which staff and student may

attend, in person, however, all outside participants must interact remotely, via a secure teleconference.

This is in keeping with CDC guidelines, as well as the Department of Health, which state that parents

should not leave their cars or enter the building at any time.

All parents and guardians will complete the home language survey and turn it in before school begins. If

applicable, the children that need to be assessed within the 10-school day window, will have to come in

and be tested with the Liaison. Follow up results, CARE, or LEP meeting will then occur with the parent/

guardian, translator, Liaison, and Principal (LEA committee).


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Assurance 6 does not require an additional narrative.

Acknowledgement

The charter school or charter school network verifies the information in this form.

Name and title of person responsible for completion and submission of the Innovative

Reopening Plan

Tara Tahmosh-Newell

Contact information: email, phone number

[email protected] 941-330-1855

Date submitted

7/13/2020

Signature of authorized representative

mailto:[email protected]


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