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I will have 2 school-aged children this fall.  I will likely need another device to ensure both kids can participate in live sessions if there is overlap.

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(Teacher) Crowdsource remote lesson creation

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(Teacher) Crowdsource remote lesson creation

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I would need to curate more digital resources and create more videos for asynchronous instruction. I am against any specific standardized curriculum but would appreciate a district-wide platform where educators teaching the same content can crowdsource curriculum by sharing their best ideas.

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I would like to see core departments offer only courses required for graduation and keep PE, visual and performing arts, CTE, foreign language as elective options for students. This would assist with lowering class sizes in "core" classes and preserve department offerings in "elective" courses that double in supporting students' mental health with classes they enjoy.

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(Teacher) HS students should take 6 classes instead of 8 

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(Teacher) HS students should take 6 classes instead of 8 

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Students will still be on track to graduate on time but not have to juggle extra classes when facing pandemic challenges

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Classes should be offered for the full year (1) dynamic school year during a pandemic needs flexibility over 10 months (2) students need more time to digest content amidst distractions (3) Teachers and student rapports should be preserved for the whole year to support students' social-emotional health and monitor

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After teaching online 12 years with NCVPS, one tool you MUST have is a clipboard manager such as “Copy’em Paste” for Macs or “Clipboad Master” for PCs. You can categorize and store your frequently made comments.

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(Parent Elementary) Half day school, some kids in the morning others in the afternoon, cutting down on class sizes.  Allow children to eat and get physical activity at home.  Children in free reduced lunch could be given a bagged lunch to take home.  Self contained children could stay at school a full day to make sure IEP goals are being met.

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(Parent) IEP’s should be updates with remote learning accommodations...if possible services could still be offered in the building.  Special needs children need to be considered in all decisions.

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There needs to be a virtual instruction track and in- building track offered that allows for parents and teachers to decide which is safest for their family.  

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There needs to be a virtual instruction track and in- building track offered that allows for parents and teachers to decide which is safest for their family.  

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-smaller class sizes
-half day school with morning and afternoon sessions
-limited number of students per session to provide adequate space when in a classroom
-teach core only
-full time class assistance-for classroom management of young children and disinfection of all supplies and materials throughout the day.

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-parental & family training, guidance and support for remote learning children especially those that are K-3 and special needs.
-program and application training
-streamlined curriculum

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1) Think we need consistency across the district, in terms of what we're offering students. My 9th grade son had no live classes; I, as a 10th grade teacher, had 2 per week with each class. The primary concerns here are student engagement and the benefits of seeing and working with your peers.
2) From surveys of my 10th grade students, they voiced the need for more graded assignments rather than just feedback on them (not quite at the learning for learning's sake level of motivation) & actual due dates. I can understand this not working so well in a school where students are without technology/access, but, for those who have it, school became less challenging engaging. Teachers are concerned about the low expectations that had to be set last semester; will those continue?
3) From my HS teacher PLT group, I know getting students to interact with us and with each other during remote learning was a challenge. Many cameras were off, and students more often typed into the chat than spoke out loud. The breakout groups we've used in our NCAE discussions have been great; we can utilize those more in the classroom.
4) Agree with other comments about students with special needs. While my daughter's 504 plan was not a big factor in her completing assignments, she struggled mightily with remote learning due to her ADHD. As she told me, "School is a lot easier for me and I can be more successful in person."
5) Finally, I know that my fellow teachers are very concerned about starting school with remote learning. The first 10+ days of school are so important in building relationships and establishing a class community.

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--Last spring was a missed opportunity to put into practice what research tells us about high school students and their sleep patterns. Granted, I am not going to sign up to teach the evening or even post-midnight class sessions when they prefer to do work, but I do think a later start time could be a workable and beneficial option.

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Not sure that there can be a new system in terms of attendance, but once high school students realized that they didn't have to go to live classes, the ones who needed to be there the most were the ones who stopped coming.

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Appropriate technology should be available in each classroom so that students can watch live school instruction if they choose to learn from home.  This way, teachers will not be required to duplicate lessons and can answer questions from Remote Learners while teaching.

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Consistent platform and weekly schedule for elementary school kids.  Student support services available for student interaction.

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In the lower graded, especially, there needs to be constant contact with the teacher.

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What about social dist. on school buses? Maybe I missed this discussion. Have parents been asked if they intend to put there kids on buses? This would help in setting up reliable schedules.

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What about social dist. on school buses? Maybe I missed this discussion. Have parents been asked if they intend to put there kids on buses? This would help in setting up reliable schedules.

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I hope that next year, teachers are not expected to attend in-person PLT’s or school-wide meetings.  I’m all for continuing meeting remotely.  So much research has come out that exposure time is key to becoming infected, so the less time I’m spending meeting in person with colleagues or parents means my risk of infection decreases.  I don’t want the expectation to be that just because we’re in the same building means that we’ll be meeting in the same manner as before COVID.  We need to set that tone early in the year.

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Increase Outdoor Time

There have been multiple studies done in China, Korea, Spain, and the US showing that the risk of infection goes up when people are in enclosed spaces breathing recirculating air.  Schools here get hot.  We need AC, but according to these studies, we need fresh air more.  Can we set the AC so it isn’t recirculating the same air over and over?  Can we get fans for windows?  Can we increase time outside so that kids get regular exposure to fresh air?

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If schools move to an A/B scenario, how can schools communicate to make sure that all siblinings are on the same track so that parents can make accomedations accordingly? I honestly do not have any suggestions as to how to accomplish this, but I think it is something that is important to consider.

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Streamlined curriculum - Will be difficult to cover it all with little to no face to face time.

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Consistency of platforms used for remote learning. Recently we had to learn to navigate through two different platforms for kids that were at the same school but in different grades.

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Time for live small group meetings

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Consistency in platforms, tools used to aid parents with multiple students.

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Ability to have teaching done as a class.  Instruction while online with work that can still be graded, etc.  I know it was a last minute situation but a lot of assignments seemed more like busy work.

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I like a split in shifts as possible but not by the half day but rather at least by 1-2 weeks.  Group A in school for 1-2 weeks (or whatever timeframe) while Group B is remote 1-2 weeks.  This could help reduce numbers on campus but still give the kids a mix of being able to be in person on a smaller basis.

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With our bus situation, I don't see how we can do half days and social distance. So the alternative would have to be 2-days a week with each group. Remote learning would also have to continue, and staffing would need to reflect this.

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Regular live sessions for instruction and check in/support. We would need to ensure teachers' sessions don't overlap with one another so that students can attend multiple/all.

Obviously students would need a device and reliable Internet access. I also think it's important to be mindful of how many of these students are required/expected to attend in a day or week. Thinking about my own virtual meeting fatigue from the spring, I think it's important to find the balance between students engaging with teachers/peers regularly and providing students with adequate time to complete their assignments independently, not to mention time do to things they enjoy and rest!

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Many of our buildings don't have hot water in the bathrooms which needs to be remedied for effective hand washing. I also know the windows don't open on the upper floors of my building, but increased circulation of air is one of the most important things we can do if we have to be in group settings indoors for prolonged periods of time before there is a vaccine/treatment. My classroom was almost always too hot (80) or too cold (60) and this is in a new building. Our HVAC systems and the ability to open windows are key if we will be going back in the building.

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Need systems and policies in place for cleaning and keeping everyone in building healthy and safe.

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I know there is a large bus route situation that will have to be looked at but I am very concerned with the 15 minute addition of time for YR ES. We are already getting out at 345 and if you include car pool or bus that puts kids home after 4 already. If the 15 have to be added at the end that gets them out at 4. This already makes getting homework done challenging on nights where there are no after school activities and even more so on such nights.

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This may be far-fetched but for MS/HS, I am interested in exploring an idea proposed by a HS science teacher in Colorado (linked below). He has suggested that students take one course at a time for a period of several weeks (say 5 weeks), then move to another course for the next  chunk of 5 weeks, and so on. Each 5 week period is considered a "block." There is precedent for this in some high schools and higher ed settings in other states. This would allow students and teachers alike to focus on one course/prep at a time. This model would obviously also minimize how much students are mingling with their peers. Other things to consider include: half blocks/shorter segments for semester long courses; AP classes; the need for breaks and various modes of instruction throughout the day; and much more I'm sure!

However I think there are a lot of potential benefits, many are addressed in the document: the class can bond and establish rapport rather quickly if they're spending whole days together; students can see how concepts build on one another and link together more seamlessly because units that might typically be covered over a period of 3 weeks might be done in 4 full days. Teachers are only planning for/assessing one group of students at a time; students are only having to manage assignments/deadlines/expectations of one teacher's course at a time.

I think this model could work well with a concurrent fully remote learning group.

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Training on any of the platforms used for parents and students.

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Split classes and have kids do in-school learning 2 days a week with an emphasis on hands-on experiential learning - which they don't necessarily get at home online. I don't think 1/2 day busing is doable, too costly. Let families who don't want to do in person sign up for K12 online option for the whole year.

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If online learning is similar to what we had the past few months, I'll be looking into hiring a private tutor or private school  Online learning does not replace in-person experiential learning

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Some courses lend themselves to online teaching while others require hands-on materials and resources that are potentially impossible (or far more difficult) to do in remote learning. We need to recognize that not all courses are the same and consider what ways can we try to support the classes that are more hands-on.

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Similar to my post in the REMOTE learning thread, we need to recognize that courses are different in terms of their effectiveness in a hands-on environment versus in person ... if doing a combination of Remote and In Building learning, we need to think about how we can best teach all courses/subjects effectively.  Some universities are preparing for a mix where hands-on courses are taught live on campus and others that do not require the same level of "hands-on" learning are taught remotely.

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Assuming we begin our school. year in the classroom....we need to prepare the students in the first several days for the possibility of an abru

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I think there needs to be more live teaching. I would like to have a specific time students MUST attend online.  They seemed to think the live teaching and classes was optional. We must give grades to give them something to work towards. 

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I think there needs to be more live teaching. I would like to have a specific time students MUST attend online.  They seemed to think the live teaching and classes was optional. We must give grades to give them something to work towards. 

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Hand sanitizing stations, one way down hall, bathroom monitors, cleaning lunchroom with more than water

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Hand sanitizing stations, one way down hall, bathroom monitors, cleaning lunchroom with more than water

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more counselors needed to support students who are anxious about coming back to school

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more counselors needed to support students who are anxious about coming back to school

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Plan for when teachers get sick with the COVID-19 and are out for weeks.

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Plan for when teachers get sick with the COVID-19 and are out for weeks.

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More support from the district with online teaching.

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More support from the district with online teaching.

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You know, I bet if we start out doing remote learning, with no definite end in sight, a lot of parents of Kindergarten children might choose to just red shirt their children.  Child care centers will most likely still be open, they'll get in-person instruction in something, if not K-curriculum, and the children will have reliable care.  Parents will be still able to go to work.  And we might lose a lot of K-teachers--and the following school year would have a crazy amount of K-students.

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You know, I bet if we start out doing remote learning, with no definite end in sight, a lot of parents of Kindergarten children might choose to just red shirt their children.  Child care centers will most likely still be open, they'll get in-person instruction in something, if not K-curriculum, and the children will have reliable care.  Parents will be still able to go to work.  And we might lose a lot of K-teachers--and the following school year would have a crazy amount of K-students.

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If teachers are responsible for in building and remote, we need creative ways to cut down the work load. This could be sharing lessons with other teachers at their school or at other schools or perhaps some teachers would be responsible for in person only and some responsible for remote only.

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If we do remote learning, consider before the start of the school year or during the first week or so having optional face to face one on one meetings or small group if staff and families are comfortable (with masks and social distancing) so teachers can better attempt to start building relationships with students.

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We need an effective way to contact students and parents directly. Enabling Google Voice would allow this. We could text directly with the students and parents, as well as voice for those a bit more pressing issues. The alternative is 1) rely only on email or 2) hope that third party apps that deliver text messages get the point across or 3) expecting teachers to use their own personal phones to contact students.

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Don't reinvent the darned wheel (Teacher)

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Don't reinvent the darned wheel (Teacher)

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NCVPS has been providing high quality online instruction. I think it is foolish to not tap into that experience base. Either by reaching out to NCVPS directly or by seeking out the NCVPS teachers in the employ of WCPSS. WCPSS has a list of all those teachers because teachers must get the permission of WCPSS HR before they can teach with NCVPS each semester. We've done this and know the pitfalls.

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Given that we may be offering instruction for an extended period of time online, using a top notch Learning Management System (LMS) like Canvas (which we are already paying for) is the right way to go. Google Classroom is an entry level LMS with huge limitations. The power and flexibility of Canvas can be intimidating at first. If WCPSS builds class shells of classes and populates them to the teachers' existing accounts, all the students can be enrolled in them and Tech Services can finally turn on PowerSchool integration. This would allow a true online experience with all assignments and tests within the secure Canvas LMS.

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If we "need" a hybrid (A/B) model, what if group A was "in building" for 4 days, everyone did remote on Fridays and then did remote on second week. Group B would do remote all of first week then 4 days face to face and both groups remote on Fridays. (I like this option only as long as their is also an all remote option for those that need it.) This would allow students that may have contracted COVID 10 days at home (after their 4 days in building) - less opportunity to infect others compared to half days or 2 days per week options. Teachers also would have Fridays without students in person to allow time for preparation.

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Give educators with children the option to teach only on their children's schedules.

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Ensure siblings are on the same schedule if we are doing a hybrid model. (unless a family requests otherwise)

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Establish clear rules regarding substitutes. Can they substitute in a new classroom each day (concerns with exposure to a lot of students)? What about at different schools? When will substitutes be called vs. IAs or other staff covering classes?

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Leave for staff required for face-to-face

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Leave for staff required for face-to-face

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Revise leave policies so staff are not penalized for staying home while sick (E.g. if we have a cough, we don't know if it is allergies or COVID. Educators often come to school with a "minor" ailment in order to best meet the needs of their students and not have to find a sub and write sub plans. They should not be penalized for being cautious. E.g. a new staff member with few sick days could exhaust that leave quickly and then need to pay $50 for personal leave (should never need to pay the $50 anyway) and then go on to extended sick leave. We need revised policies.

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If masks are required, students and staff need outside (if it is raining perhaps under an outside shelter) or some kind of other breaks throughout the day to be able to safely remove the mask (while social distancing)

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We need to establish safe procedures for outside recreational/social time for students. If we establish procedures, students are less likely to congregate unsafely (thinking older students.) Younger students need the opportunity to move freely. If safe procedures cannot be established on playground equipment, we need some other running, playing options.

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We need clear plans and procedures for how to make sure staff members assigned to a classroom are able to get bathroom breaks, mental health breaks, lunch breaks and planning time. If planning time cannot be given during the school day, we must take extra duties away or plan for ways to share responsibilities so less planning is needed.

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1 student per seat
24 total
Seats are high enough for social distancing
Temp taken before entrance to bus