COVID-19 Education Program

  • Updated February 19, 2021

     

    The following describes the District’s educational program in light of the current COVID-19 pandemic. It is not static, but rather one that will be modified or replaced as the District’s educational program changes. The program has been designed and created to fulfill and be consistent with all applicable federal and state laws and regulations (e.g., IDEA, SB 98) as well as all applicable collective bargaining agreements. It is not intended to and shall not be interpreted or implemented to conflict with any federal or state law or regulation or with any collective bargaining agreement.

     

    Health and Safety Protocols

    For the latest COVID-19 healthy and safety guidance, the District will follow the latest guidance from the Alameda County Public Health Department (“ACPHD”) and the California Department of Public Health (“CDPH”), although the District reserves the right to set forth its own guidance beyond what is put forth by ACPHD/CDPH. 

     

    Learning Continuity and Attendance Plan

    All activities described herein, including but not limited to instruction, shall be provided consistent with the District’s Learning and Continuity and Attendance Plan (“LCP”).

     

    Documenting Daily Attendance/Participation and Instruction

    All classroom teachers (including substitutes) shall continue to provide daily documentation in Aeries of student participation/attendance as required by Senate Bill 98 (“SB 98”), including (but not limited to) the following:

    • Document daily participation, as defined, for each student each school day;
    • Document a student as “absent” if a student does not participate, as defined, in class for that day, provided that if a student completes asynchronous assignments after hours, the classroom teacher (or substitute) shall amend attendance/participation record the following day; and
    • Submit weekly engagement records for each student, which includes (but not limited to) documenting synchronous or asynchronous instruction for each whole or partial day of distance learning, verifying daily participation, and tracking assignments.

     

    For purposes of this section, “participation” may include (but is not limited to) evidence of participation in online activities (e.g., logging into zoom), completion of regular asynchronous assignments, completion of assessments, and/or contacts with students or parents (e.g., email, text, seesaw message).

     

    Daily Interaction

    Students must continue to have daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness.

    Weekly Office Hours

    In addition to any advisory class, classroom teachers shall continue to hold virtual office hours/drop-in hours for students and families at least once a week.

     

    Substitutes

    Assignments for teachers out on sick or personal leave will continue per the normal process. Substitute teacher assignments for distance learning supports will continue through February 26th and may be extended subject to approval by the Superintendent or designee. 

     

    Instructional Minutes

    Certificated staff shall continue to provide and students shall receive instructional minutes as follows:

    • Preschool, Transitional Kindergarten & Kindergarten:
      • Total minimum daily instructional minutes: 180
      • Minimum daily synchronous minutes: 80 (4 days/week) and 60 minutes (1 day/week)
    • Grades 1-3:
      • Total minimum daily instructional minutes: 230
      • Minimum daily synchronous minutes: 110 (4 days/week) and 90 minutes (1 day/week)
    • Grades 4-5:
      • Total minimum daily instructional minutes: 260
      • Minimum daily synchronous minutes: 120 (4 days/week) and 90 minutes (1 day/week)
    • Grades 6-12 & Young Adult:
      • Total minimum daily instructional minutes: 275
      • Minimum daily synchronous minutes: 150 (4 days/week) and 60 minutes (1 day/week)

     

    Certificated staff shall provide additional instructional minutes if it is required by law such as the requirement to provide daily English Language Development and as required by IEPs.

     

    Instructional minute minimums are to be accomplished by maintaining the existing staff and student schedules that have been in place in the 2020-21 school year with any adjustments as determined by site leaders in order to comply with legal requirements. Site leaders shall further direct site staff as necessary to ensure that these minimums are provided to all students.

     

    Synchronous Instruction

    Synchronous instruction means live full class instruction and other forms of live instruction or instructional support, including but not limited to one-on-one, large group, or small group instruction.

     

    Elementary schools shall provide the following types of grade-level/subject area synchronous instruction for all students:

    • Daily synchronous morning/midday class/community meetings to cultivate social and emotional learning and connectivity time with peers
    • Daily synchronous whole group instruction
    • At least twice-weekly synchronous small group instruction
    • Additional small group instruction as appropriate based on a combination of assessment data, observations, and in accordance with the Multi-Tiered Systems of Support plan at the school site which is aligned to the District’s Learning Continuity and Attendance Plan.

     

    Secondary schools shall generally provide the following types of synchronous instruction for all students:

    • Daily synchronous whole group instruction per content area.
    • Additional synchronous small group instruction by content area as appropriate based on a combination of assessment data, observations, and in accordance with the Multi-Tiered Systems of Support plan at the school site aligned to the District’s Learning Continuity and Attendance Plan.
    • Additional check-ins for academic progress monitoring or advisory periods for technical support or to provide social-emotional connectivity.

     

    More specifically, middle schools shall provide the following types of grade-level/subject area synchronous instruction for all students:

    • Weekly synchronous small group or one-on-one advisory support (at least 30 minutes each session) prioritizing students who are not submitting work or engaging in distance learning per content area/class.
    • Small group instruction as appropriate for students who require Tier 2 academic support in ELA, ELD, and math

     

    More specifically, high schools shall provide the following types of grade-level/subject area synchronous instruction for all 9th and 10th grades students:

    • Weekly synchronous small group or one-on-one advisory support (at least 30 minutes each session) prioritizing students who are not engaging in distance learning or on-track to graduate per content area/class.
    • Small group instruction as appropriate for students who require Tier 2 academic support in ELA, ELD, and math

     

    More specifically, high schools shall provide the following types of grade-level/subject area synchronous instruction for all 11th and 12th grades students:

    • Weekly synchronous small group or one-on-one advisory support (at least 30 minutes each session) prioritizing students who are not engaging in distance learning or on-track to graduate per content area/class.
    • Small group instruction as appropriate for students who are not on-track to pass all of their A-G required courses

     

    Site leaders shall direct site staff as necessary to ensure that these types of synchronous instruction is provided. Please refer to https://teachercentral.ousd.org/ for resources to support instruction.

     

    Asynchronous Instruction

    During asynchronous instruction, schools may provide grade-level/subject area asynchronous instruction that includes (but is not limited to) any of the following:

    • Pre-recorded lessons
    • Assignments to be completed by a student on their own (as long as proper instruction and guidance is provided)

     

    Devices, Educational Platforms and Internet Access

    The District will ensure that students are provided with devices (i.e. chromebooks), internet connections, educational platforms specified by grade-level, and other necessary supplies to access all synchronous and asynchronous instruction.

     

    Virtual Classroom Rules and Best Practices

    All schools shall adhere to the rules and shall endeavour to follow the best practices found here.

     

    Special Education

    Federal law requires that OUSD provide FAPE to each qualified student with a disability who is in the District’s jurisdiction, regardless of the nature or severity of the person’s disability. Providing FAPE includes, but is not limited to, conducting a full and individual initial evaluation for a student suspected of having a disability and conducting triennial assessment for students already eligible for Special Education. Additionally, federal regulations (e.g., 34 C.F.R. §§ 300.101(b) and 300.124(b)) require that an IEP or individual family service plan (“IFSP”) be developed by the third birthday of a child participating in Part C programs (which is the Program for Infants and Toddlers with Disabilities within the Individuals with Disabilities Education Act) and who will participate in Part B preschool-age programs. 

     

    All certificated staff shall ensure that the District provides FAPE as required and that, among other things, all IEPs are implemented. This shall include, but is not limited to, the participation of certificated staff such as classroom teachers in IEP meetings. Special education staff should contact their SpEd Coordinator for additional support in implementing programs specifics.

     

    Assessments

    All assessments (e.g., Special Education assessments, ELPAC, SBAC) shall be done remotely where possible or unless administering the assessment in person is in the best interest of the student. The determination of whether an assessment can be administered remotely or should be administered in-person must be made by the Superintendent or designee.

     

    For Special Education assessments, the District has developed an Equity Framework aligned to the District-wide Framework to guide assessment priorities as follows: 

     

    1. Students who have pending initials AND are diagnostic placements, unhoused, foster youth, or N1/N2 newcomers. 
    2. Students who have pending initials who have been waiting since February 2020 or earlier and who are struggling in multiple academic areas per District data. 
    3. Students who have pending initials who have been waiting since March through May 2020 and who are struggling in multiple academic areas per district data. 
    4. Students who have past-due triennial evaluations where a different disability is suspected or there are concerns with the alignment of program/services.
    5. Students who have overdue pending initials where there is limited or mild evidence of academic impact.
    6. Students who have past-due triennials where there is no suspected additional disability but parent/guardian is not in agreement with a review of records.

     

    Special education staff should contact their SpEd Coordinator for additional support in understanding and implementing assessments consistent with these priorities.

     

    Learning Hubs

    With approval from the Superintendent or designee, schools shall open learning hubs to support students who are not submitting work or engaging in distance learning or who have experienced significant learning loss during distance learning as determined by site leadership. This determination may be made by a school’s Coordination of Services Teams (COST) applying their Multi-Tiered System of Support (MTSS) protocols to identify students via teacher referral, examining students' grades, attendance, and socio-emotional needs to select the students who will be served on campus. Students with special needs, those who are homeless or in foster care, those who have inadequate technology access, and those who are disengaged from distance learning for 60% or more each week will be prioritized for in-person services in the hub. 

     

    The number of students and staff in learning hubs as well as the health and safety protocols for the learning hubs shall be consistent with the applicable COVID-19 guidance. (Currently, this guidance limits the number of students who can participate to no more than 25% of the school’s student population and caps the number of individuals in each cohort to 16, inclusive of students and adults.)

     

    A primary purpose of learning hubs shall be to provide supervision and access to a facility that provides internet connectivity and electricity. Learning hubs may also provide students with weekly meals through the District’s nutrition services program. Additional services, including in-person instruction and supports, may be provided on a case-by-case basis and must be approved, in advance, by the Superintendent or designee.

     

    The schedule for each learning hub need not be the same at every site and may be adjusted based on student need. 

    Working On-Site

    Site-based staff may work from classrooms or offices at their sites upon informing their site leaders and as long as they follow the latest COVID-19 healthy and safety guidance.

     

    Outside of the learning hubs, site-based educators interested in providing one-on-one or small group in-person instruction or support to students may do so, with written permission from their site leaders and with adherence to the latest COVID-19 healthy and safety guidance.

     

    Other On-Site Activities

    On-site activities not specifically addressed herein are permitted or prohibited consistent with this guidance.