Special Thanks

● Remote Learning Planning Team

● Logistics Planning Team

● Smaller working committees

● Staff, students, and families for their feedback

● Our teachers for their hard work and perseverance throughout Remote Learning

Family Survey Data

Final data and charts to be added on Monday when the survey closes.

As of 10/2- 1,105 responses

Staff SurveyDistrict - Level 39% have some level of comfortin returning in-person

61% have some level of discomfort in returning in-person

Elementary37% have some level of comfort in returning in-person

63% have some level of discomfort in returning in person

Staff SurveyDistrict - Level 43% agree at some level that we should return to in-person learning

57% disagree that we should return in-person

Elementary43% agree at some level that we should return to in-person learning

57% disagree that we should return in person

We will walk through the student surveys during the Board meeting.

The student surveys will provide information on the remote learning experience from the student’s perspective. This data will be important for us moving forward so we can better support students and improve how we are delivering remote learning.

Student Survey

At this time, administration is recommending a partial return to in-person learning for some students, primarily at the

elementary level.

We will engage our families on their preferences to return in-person and prioritize based on the needs of the students

indicating a desire to return.

Return to In-Person Learning

Why now?

● Remote learning is working well across all levels for a large number of students.

● However, for a smaller population of our students, our current model presents

much more significant challenges academically and social-emotionally. Some of

our most vulnerable, marginalized students are not engaging in remote learning.

● Our younger students need us the most. We believe our younger students will

learn better physically in the classroom.

● We believe we can better address the social-emotional well being of our

youngest students in-person.

Why now?

● County and City positivity rates and data metrics have stayed under the thresholds showing minimal to moderate case number increases.

● This additional time has allowed the U of I students to transition back to campus. The University of Illinois’ numbers are more controlled and being monitored consistently.

District Data

We are not the only District to consider bringing students back to school. Districts all over our County, our Region, and the state are returning students to school with safety precautions in place. Communities are bringing students back to full capacity or blended hybrid models. ● LUDA Districts● Region Office of Education 9● Big 12 Schools

Looking at the 25 Districts that represent our Region, Central Illinois, and the Big 12. There is only one other District comparable to us in size and demographics that has not yet set a 2nd quarter in-person return date or that has not yet brought forward a formal recommendation.

District Flexibility

Should our county-wide metrics necessitate a need to change our plans and re-evaluate in-person learning, we

will pivot back to remote learning immediately.

● This plan was developed in response to our community needs, our families needs, and the needs of our most vulnerable students.

● The plan is consistent with the guidelines set forth by the Illinois State Board Education (ISBE), Centers for Disease Control and Prevention (CDC), Illinois Department of Public Health (IDPH), and Champaign-Urbana Public Health District (CUPHD). Health and safety for students and staff are key considerations throughout the plan.

● The plan was developed collaboratively with teachers, union leaders, and administrators working closely together.

● The plan has built in flexibility including a remote learning option for students.

Plan Development

● Per ISBE guidelines, Districts are required to provide 2.5 hours of synchronous teaching and learning for both the hybrid and remote options.

● Per ISBE guidelines, when offering any type of hybrid learning, Districts are required to provide both in-person and remote only options.

● We are required to provide asynchronous, independent practice activities.

Key Considerations/Core Ideas

● Some in-person learning for our younger students is better than none.

● This will allow our younger students who need it most, more of a focus and intensity on core literacy and math instruction.

● Our most vulnerable students may need more time than others for in-person learning.

● Brain research tells us that young children especially do not learn effectively when on a device.

● We know you are getting to know your students and building community which is why we are valuing the importance of keeping our youngest students with their teachers.

Key Considerations/Core Ideas

We will continue to follow our Phase 4safety protocolsduring modified in-person.

● Face masks must be worn by all in the school and on buses.

● A social distance of 6 feet will be observed in schools.

● Students must self certify daily.● Temp checks will be done at

schools.● Outside visitors will have limited

access to the building and self certify prior to entry.

● All schools and classrooms will be deep cleaned and sanitized every night.

PROS● Schedule wise this would be the simplest

way to meet the ISBE requirements for

synchronous learning

● Less technical for teachers since they have

already learned the remote format

● Teachers can give more individual focus in

their planning and instruction for both

groups

● Student activities can be differentiated

easier since the groups would be smaller

● Feedback to students would be more

frequent with a smaller group of students

● Lessens the amount of screen time for the

students attending in-person

● Some students that struggle academically

or socially-emotionally benefit from

genuine human interaction

CONS● Disruption to current families’ schedules

● Less time to connect with families

● Will cause an overlap for the remote only

elementary students with the middle

school synchronous schedule

● Will eliminate the time for teachers to

connect in the afternoons (i.e. grade level

and collaboration meetings)

● Teachers will have to plan for two

synchronous blocks and plan for their

asynchronous activities

● Will impact the quality of the

asynchronous activities teachers are able

to provide due to the significant increase

in planning and prep time

OPTION ONE

PROS● Both in person and remote students

keep their same daily schedule.

● Fewer disruptions for families as the

instructional block remains the same.

● Students would stay with their whole

class, no need for separation

● Remote only students continue to be

part of the full class community

experience

● Some students that struggle

academically or socially-emotionally

benefit from genuine human

interaction.

● Collaboration efforts can continue in

the afternoon

CONS

● Remote students would take a break at

the same time in person for restroom

time, class disruption, etc.

● Small groups and intervention

schedules will need to be carefully

balanced between in person and

remote students.

● Additional support would be needed for

teachers that have already found

technology challenging, while also

balancing in person.

OPTION TWO

Tentative Timeline

➔ Oct. 6th - Board meeting presentation➔ Oct. 7th - Non-anonymous survey sent to families to indicate their preference

to stay remote or attend in-person which will help us begin to plan for transportation

➔ Week of October 12th - Begin to develop class lists, prepare classrooms, and start creating bus routes

➔ October 19-21 - Teachers return to their buildings and classrooms to get them ready to receive students

➔ October 22-23 - Begin the slow start for modified in-person learning for elementary

l

Transitional Timeline

◆ October 22-23 ● Kindergarten (½ attends on 22nd, other ½ on 23rd) 8:15 a.m.-11:00 a.m.● Fifth graders in attendance from 8:15 a.m.-11:00 a.m.

◆ October. 26-27 - ½ of 1st grade attends on 26th, other ½ on 27th)◆ Oct. 27- 2nd grade in attendance from 8:15 a.m. -11:00 a.m.◆ Oct. 28 - 3rd grade in attendance from 8:15 a.m.-11:00 a.m.◆ Oct. 29 - 4th grade in attendance from 8:15 a.m.-11:00 a.m.◆ Oct. 30 - All grades K-5 in attendance from 8:15 a.m.-11:00 a.m.

Next steps forplanningin-person forelementarystudents

Monday, October 5th during faculty meetings, elementary

principals will facilitate discussion, answer questions

and poll teachers to determine their preferred

option for in-person.

*The Board will receive an update on these discussions during Tuesday’s presentation.

Next steps forplanningin-person forelementarystudents

● Continue monitoring current survey data through Monday

● A new survey will be shared with families on their preferred choice following the Board presentation

● Begin to prioritize student attendance/class lists based on individual needs and current levels of academic engagement

2nd Quarter pilot return to in person teaching and learning in 1-2 classrooms at King PreK program and 3-5 classrooms at UECS with 7-8 students per classroom

○ This pilot option allows us to implement our proposed systems with a smaller number of students

○ Reopening committee will continue to meet regularly to plan and evaluate in person learning

○ Successful systems will be identified and expanded while those needing adjustments will be identified and problem solved

Information will be shared with families based on actual implementation

Urbana Early Childhood

At this time, based on input from administrators, students, and staff, the

recommendation is to continue the majority of our 6th -12th-grade students with

their current remote learning program for the following reasons:

● Our secondary student’s courses are structured around a semester model. The

amount of time needed to plan and execute a mid-semester transition would be

very disruptive to their learning environment and completion of required

coursework.

● We will use the second quarter to plan for a return to in-person instruction to

occur during a natural break at the semester. There is much more planning

involved in executing a hybrid schedule and model for our secondary campuses,

which house over 1,100+ students.

● Our secondary students currently have a higher rate of student

attendance and engagement in the remote learning format.

UMS & UHS

For the smaller number of students (approximately 150-200 students from each

building) currently not engaging in remote learning at either school, we will offer

in-person opportunities for support and one-on-one guidance by:

● Extending the Learning Lab concept and inviting more students into these spaces

● Providing more intentional tutoring and one on one support with schoolwork in

the Learning Labs

● Allowing students to connect with their specialized support team teachers and

staff for direct service or related services per individualized remote learning

plans

● Allowing students to connect with their ESL teachers or dual

language teachers to engage in bilingual language supports as needed

● Student support will be provided for by synchronous and asynchronous

work

UMS & UHS

Average Daily Attendance

Leal: 94.86%DPW: 97.11%Wiley: 89.29%UECS: 88.81%YR: 90.08%King: 81.77%TP: 89.63%UMS: 96.45% Averages as of 9/16/20UHS: 90.90% *Will provide August/September update Tues.

At this time, administration is recommending a partial return to in-person learning for some students, primarily at the

elementary level.

We will engage our families on their preferences to return in-person and prioritize based on the needs of the students

indicating a desire to return.

Return to In-Person Learning