• Distance Learning Guidebook

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    Overview

    The Snoqualmie Valley School District (SVSD) has been working since last spring to prepare for the start of the 2020-2021 school year, with the safety of our students, staff and families a top priority during this COVID-19 pandemic. We have been meeting with our employee association leadership, studying requirements from the Office of the Superintendent of Public Instruction (OSPI) and the Department of Health (DOH), and keeping abreast of ever-changing information from federal Centers for Disease Control and Prevention (CDC) and other health organization reports -- to inform our decisions regarding reopening our schools in the fall.

    To develop our plan, we convened work groups comprised of administrators, teachers, secretaries, classified staff, parents, community leaders, students and board members to consider this data and develop feasible learning models that would adhere to safety requirements and support all students. We also engaged our learning community (students, staff, parents) through surveys and Thoughtexchange input to create a plan that addresses concerns, strengthens our remote learning delivery and practices, and aligns with family preferences for their students’ learning this fall.

    Core Values and Considerations used to develop the learning models for the 2020-21 school year included:

     

    • We value the health and safety of our students, staff and families.
    • We value a robust learning experience for all students regardless of socio-economic factors, race, gender, class, religion, sexual orientation, academic capacity or any other aspect of their identity.
    • We value staff capacity and professional development needs.
    • We value staff, parent and family work schedules and childcare needs.
    • We value the social-emotional needs for students and staff.
    • We value connections and relationships between students, staff and families.

     

    SVSD Reopening Schools Plan

    Our initial Reopening Schools Plan, which we announced to the community on July 8, 2020 outlined four learning models.  The options described below were developed at a time when COVID-19 infection rate appeared to be going down in our region, and provided parents a choice for their students. The options support a 100% remote learning option, as well a combination of at-home and in-school learning, pending the status of public health, and a family’s comfort level in returning.  

    Four SVSD Learning Models:

    • Full-time Remote Learning Model (open to all grade levels) – Our district understands some families may choose not to attend school in-person. Therefore, families were given the option to choose a 100% remote learning option for the first semester. We plan to support those students with a fully remote learning program taught by SVSD staff and using SVSD adopted curriculum. Remote learning this fall will incorporate improvements focused on greater connections, new engagement tools, consistency of scheduling, and best practices for remote learning.
    • Full-time In-Person Model (for Kindergarten through 2nd grade - if space allows - plus specialty programs such as Preschool, Transition Learning Center, Specialty/Life Skills) – Our desire is for these groups to attend in-person full-time, four days a week. Wednesday would likely be an at-home learning day. This model supports select groups of students for whom in-person instruction better suits their learning and developmental needs. [NOTE:  Depending on the number of Full-time Remote Learning requests, we will need to assess if our classroom capacities with social distancing will be able to serve all three grade levels (K, 1st, and 2nd) when our schools transition to serving some students in-person.]
    • Hybrid A/B Rotation Model (for grades 3-12) – Students will be designated into two groups (A & B, split alphabetically) with alternating schedules. Each group will attend two days on campus for in-person instruction and participate in at-home learning the remaining three days each week. Group A will attend school in person Mondays and Thursdays, while Group B will attend in person Tuesdays and Fridays. On days that students are not in class physically, they will engage in remote learning at home. Wednesday schedules will focus on at-home learning with an early release schedule to allow time for individual interventions, teacher professional development, deep cleaning/disinfecting, etc.
    • Distance Learning 2.0 – The district is also preparing a contingency plan in the event that we must close schools again and initiate remote continuous learning for all. Distance Learning 2.0, like the Full-time Remote Learning model, will leverage “lessons learned” from last spring to support a more effective educational program. This full-scale shift to remote learning will support all SVSD students. This plan could be implemented, for example, if public health closes schools or the Governor again issues a “Stay Home” order, due to a surge in COVID infections.

     

    Start of School Plan for 2020-21

    After examining recent COVID-19 information and growing cases in our region, the SVSD School Board voted to approve the superintendent’s recommendation to start the 2020-21 school with full distance learning for all students -- Distance Learning 2.0. See this July 31 announcementSnoqualmie Valley Schools to Begin School Year with Remote Learning.  

    At this time, we cannot predict how long we will remain in distance learning. We will continue to monitor regional infection rates and rely on public health guidance to determine when we can safely reopen school buildings. We anticipate re-examining the data six weeks after school starts with a possible decision for moving back to our hybrid model by the start of the second quarter (9 weeks). Our focus now is on supporting high-quality remote teaching and engaged distance learning for all.  However, we will also continue to plan for the eventual return to in-person instruction in our hybrid models with social distancing and physical safety precautions, for when we determine it is safe to reopen school buildings.

    The Purpose of this Guidebook

    It is our desire to provide, in one landing space, the essential tools and guidance to support a more robust and engaging experience for all of our learners in support of our mission of, “Preparing all Snoqualmie Valley children for college, career and citizenship.”

    This plan will initially focus on the current Distance Learning 2.0 Model to start off the school year.  We will provide more guidance on the use of physical buildings and buses, when we welcome students back into schools for in-person instruction.

     

    Distance Learning 2.0 Model and Sample Schedules

     

    All SVSD students will begin in the 100% Distance Learning model for the first term of the 2020-21 school year.  Below are sample schedules related to various grade levels. Individual student schedules will be posted online through Family Access on Friday, August 28.

     

    Elementary School Schedules

     

    All students in elementary school will begin the school year in a 100% Distance Learning model.  Staff will have monitored access to school sites for the purpose of planning and delivering online instruction. Students in elementary school will learn through a combination of synchronous (live, scheduled) lessons and asynchronous (independent tasks) learning opportunities until students can physically return to our buildings. Once we are able to implement a hybrid model and bring some students back to school, both the100% Full-time Remote and Hybrid A/B Rotation learning models will include coverage of the same learning standards, pacing of content, and common benchmark assessments. 

     

    Mondays, Tuesdays, Thursdays and Fridays 

    Students will engage daily and attendance will be taken. In order to provide rigorous learning opportunities for all students, as well as meet the needs of students receiving special services, SVSD has developed a robust elementary Multi-Tiered System of Supports (MTSS) online schedule. The blending of two grade levels following the same MTSS schedule is necessary for the maximization of resources and instructional time.

     

    Core instruction in the content areas of English Language Arts, mathematics, and science will be consistent throughout the school district and will mostly be delivered via recorded content. Elementary student interventions will occur during identified Differentiation Block times. Intervention services will be differentiated based on student needs, prioritizing direct services to special education, 504, English Learner, Highly Capable (Cluster grouped students), and students performing significantly below grade level. Instructional coaches and specialists will support classroom teachers in using instructional strategies to personalize the learning of students at progressing and highly capable levels. Services can be provided synchronously or asynchronously with the emphasis on having more synchronous interactions with students in these service areas. There will be an emphasis on live small group instruction based on student need.

     

    Wednesdays

    The Wednesday schedule will provide additional opportunities for differentiated instruction, family connections and opportunities for relationship building and access to other non-core content.

     

     

    Elementary Daily Schedules:

    2nd and 5th Elementary Online for families 

    1st and 4th Elementary Online for families 

    K and 3rd Elementary Online for families

     

    Middle School Schedules

     

    Students in middle school will learn through a combination of synchronous (live, scheduled) lessons and asynchronous (independent tasks) learning opportunities until students can physically return to our buildings. Once we are able to implement a hybrid model and bring some students back to school, both the 100% Full-time Remote and Hybrid A/B Rotation learning models will include coverage of the same learning standards, pacing of content, and common benchmark assessments. Both the hybrid and full-time remote learning models will allow access to the following courses: all middle school core subjects, all middle school math pathways, PE, Spanish, music, ELL, special education courses, and other electives. Teachers in both the hybrid and remote learning models will use the district-adopted curriculum when working with students. Supplementary curriculum will also be used as needed to meet additional needs of learners who are not physically attending school on a daily basis.

     

    Students who opted to participate in Full-time Remote Learning for the entire first semester are scheduled in classes with students from all three SVSD middle schools, taught by SVSD teachers from all three middle schools. Although students in the Full-Time Remote Learning model attend class with students from all three middle schools, they are still connected to their schools and will be included in all school communications and activities.

    6-8 Online Schedule Fall 2020

    Mondays, Tuesdays, Thursdays and Fridays 

    Students in middle school will attend three of their classes per day on Mondays, Tuesdays, Thursdays and Fridays, with periods 1-3 occurring on Mondays and Thursdays, and periods 4-6 occurring on Tuesdays and Fridays until we return students to school full time. The intention of limiting participation to three periods per day is to allow middle school students to focus on a few classes at one time, rather than several classes simultaneously, which is more manageable for young adolescents attending school in a hybrid or remote learning model. Class participation consists of 60-minute class periods facilitated by teachers in the mornings, followed by 35-minute class meetings facilitated by teachers in the afternoons as an extension of the morning sessions. Attendance is taken in both morning and afternoon classes.

     

    Wednesdays 

    Students participate in a required Advisory period each Wednesday. Attendance is taken. Additionally, students engage in independent work on learning tasks assigned by their teachers. Students receiving support services (special education, counseling) may be scheduled to access support on Wednesdays.

     

     

    High School Schedules

     

    Students in high school learn through a combination of synchronous (live, scheduled) lessons and asynchronous (independent tasks) learning opportunities. Once we are able to implement a hybrid model and bring some students back to school, both the Full-time Remote Learning and Hybrid A/B Rotation learning models will include coverage of the same learning standards, pacing of content, and common benchmark assessments.

     

     

     

    Mount Si High School

    MSHS Student Online Schedule Fall 2020

    Mondays, Tuesdays, Thursdays and Fridays

    MSHS students attend all seven classes on Mondays, Tuesdays, Thursdays and Fridays. Class participation consists of 50-minute class meetings facilitated by the teachers in the mornings, followed by 30-minute class meetings facilitated by teachers in the afternoons. The afternoon class sessions are an extension of morning classes that occurred on the previous school day. Attendance is taken in both morning and afternoon classes. Attendance in class will be virtual until we are able to bring students who requested the hybrid model back on campus.

     

    Wednesdays

    Students participate in a required remote Advisory period each Wednesday. Attendance is taken. Additionally, students engage in independent work on learning tasks assigned by their teachers. Students receiving support services (special education, counseling) may be scheduled to receive support on Wednesdays. Additionally, students may be scheduled to participate in intervention sessions by their teachers.

     

     

     

    Two Rivers High School

     

    TRHS Student Online Schedule Fall 2020

     

    Mondays and Thursdays

    Students in the TRHS online program attend all four classes on Mondays and Thursdays, as well as any MSHS classes they may have. Class participation consists of 50-minute live class meetings facilitated by the teachers in the mornings, followed by 45-minute group or personalized learning meetings facilitated by teachers in the afternoons. Attendance is taken in both morning and afternoon classes. Attendance in class will be virtual for students who requested the hybrid model until we are able to bring students back on campus.

     

    Tuesdays and Fridays

    Students in the TRHS online program attend all four classes on Mondays and Thursdays, as well as any MSHS classes they may have. Class participation consists of 50-minute live class meetings facilitated by the teachers in the mornings, followed by 30-minute class meetings facilitated by teachers in the afternoons. The afternoon class sessions are an extension of morning classes that occurred on the previous school day. Attendance is taken in both morning and afternoon classes. Attendance in class will be virtual until we are able to bring students back on campus.

     

    Wednesdays

    Students participate in a required Advisory period each Wednesday. Attendance is taken. Attendance in class will be virtual until we are able to bring students back on campus. Additionally, students engage in independent work on learning tasks assigned by their teachers. Students receiving support services (special education, counseling) may be scheduled to access support on Wednesdays. Additionally, students may be scheduled to participate in intervention sessions by their teachers.

     

     

     

    Attendance

     

    In grades K-12, attendance is required of all students unless excused by a parent or guardian, as outlined in SVSD board policy 3122. Teachers determine attendance based on whether a student is logged in to the scheduled Zoom meeting. Attendance is not taken during asynchronous (independent) learning times. Parents/guardians will need to notify their school office attendance line to excuse absences.

     

    Grading

    Elementary Grading

    Elementary grading will continue to focus on both learning behaviors and progress toward end-of-year standards for the core content areas.

    Academic Descriptors

    Trimester 1

    Trimester 2

    Trimester 3

    OT- On Track

    Students is on track to meet expectations for grade level standard by the end of the year

    OT- On Track

    Students is on track to meet expectations for grade level standard by the end of the year

    4- Exceeding Standard

    Student exceeds expectations for grade level standard

     

     

    3- Meeting Standard

    Student meets expectations for grade level standard

     

     

    2 - Working Towards Standard

    Student meets some expectations for grade level standard

     

     

    1- Below Standard

    Student is not meeting expectations for grade level standard

    PT- Progressing Towards

    Student requires extra time, instruction, assistance and/or practice to meet expectations for grade level standard by the end of the year

    PT- Progressing Towards

    Student requires extra time, instruction, assistance and/or practice to meet expectations for grade level standard by the end of the year

    AR - Academic Risk

    Student is at academic risk of finishing the year below grade level standard. Requires an extended amount of time, instruction, assistance

     

    AR - Academic Risk

    Student is at academic risk of finishing the year below grade level standard. Requires an extended amount of time, instruction, assistance

     

    X = No Basis for Evaluation at this time

    I  = Individualized Education Plan

    AS = Alternative

     

    Middle School Grading

    Students are assigned numerical grades based on our standard A - F grading scale. Grades reflect the student’s mastery of course standards at the end of each grading period, determined by evidence collected through assignments and assessments.

     

    Mount Si High School Grading

    Students are assigned numerical grades based on our standard A - F grading scale. Grades reflect the student’s mastery of course standards at the end of each grading period, determined by evidence collected through assignments and assessments.

     

    Two Rivers High School Grading

    We are using the same Two Rivers grading model that applies when students are physically present. Students receive feedback on their progress toward or mastery of state standards as measured through Big Picture competencies.  All students at Two Rivers High School are assessed using a standards-based grading model and either receive a “Pass” or “No Credit” at each grading period. Students are required to earn credit in their four classes, but graduate when they have met all competencies.

     

    Assessments

    Universal Screening

     

    To identify the level of support each student needs to be successful, SVSD uses Washington State-approved primary and secondary screeners to determine strengths and weaknesses in a student’s literacy development, as well as gaps in learning that may have occurred. In addition, literacy screeners help to assess how well students are responding to core instruction and if a student is at risk, or not at risk, for reduced learning outcomes.  Screeners can be administered synchronously or asynchronously and will be coordinated through the Student Services team in each school.

     

    The following are skills to be assessed through literacy screening: oral language, alphabet knowledge, phonemic awareness, phonological awareness (phonemes and graphemes), fluency, vocabulary.  

     

    Primary Screeners:

     

    • Acadience for Kindergarten-2nd grade
    • STAR Reading for 3rd -5th grade

     

     

    Secondary Screeners:

     

    • Heggerty Phonics & Phonics Intervention Screener from 95% Group for K-2 grade
    • Acadience for 3rd -5th grade

     

    Reading/Math Intervention Services

    We will offer support for our most struggling students by providing a ‘double dose’ of reading and math instruction, through our Title I/LAP What I Need (WIN) program. WIN services will be supplemental to the core classroom instruction. Services can be provided synchronously or asynchronously, with the emphasis on synchronous interactions with students performing significantly below grade level. Literacy/Math specialists will:

    • Work within the school’s Multi-Tiered System of Supports (MTSS) schedule to provide interventions for qualifying students most in need of intervention.
    • Provide small group synchronous lessons, using available intervention digital tools,  outside of core instruction, focused on foundational reading and math skills and development needed to engage in core lessons.
    • Develop literacy and math scaffolds for lessons in core content areas in collaboration with general education teachers for both synchronous and asynchronous settings.
    • Limit group size to no more than 5 students in each group (3-4 kids for grades K-2, 4-5 kids for grades 3-5).
    • Schedule intervention groups for a minimum of 30 minutes, four days per week.

     

     

    6-12 Assessments

     

    Student progress in grades 6-12 will be assessed according to school-based and classroom-based monitoring plans using the following tools:

     

    • ELA myPerspectives beginning, middle and end of year assessments
    • Curriculum-based and teacher-developed classroom-based assessments
    • Smarter Balanced Interim Assessment Blocks

     

     

    Additionally, students will participate in the following assessments based on grade level requirements, course requirements, and/or personal interest:

     

    • Smarter Balanced assessments
    • PSAT
    • SAT
    • AP Exams
    • World Language Competency testing/Seal of Biliteracy
    • ASVAB

     

    Highly Capable 

    Elementary

    STREAM: Classes for students that qualify for gifted services will be scheduled as follows:

    • 2nd and 3rd multi age
    • 3rd and 4th multi age
    • 5th grade

    Consistent with a typical school year, classes will focus on standards approximately one grade level ahead and progress at a rate that matches students' needs. Emphasis will be placed on:

    • Stimulation of intellectual curiosity, independence and responsibility
    • Development of a positive attitude towards self and others
    • Development of originality and creativity

    All classes will be online to begin the school year.

    Cluster Group Students:  Students who have qualified for Cluster Group placement in either math or English language arts (ELA) are rostered together and receive differentiated services through the MTSS schedule described above.

     

    Middle School

    Cluster Group Students:  Students who have qualified for Cluster Group placement in English Language Arts are rostered together and receive differentiated services through small group instruction.

    Math Pathways:  Students are scheduled in classes aligned to their identified math pathway.

     

    Special Education Services

    Following OSPI’s guidance, special education services will look different than they do when we are following our typical in-building schedules.

    Teachers and therapists will work collaboratively with families to ensure the following:

    • There is time planned throughout the week to deliver service minutes in the Independent Education Plan (IEP).
    • The student’s least restrictive environment is maintained:
      • Time spent with general education peers should not decrease as a result of a hybrid or full remote model.
      • The student, regardless of service, has meaningful access to peers without disabilities.
      • Participates in on-grade level class virtual/zoom meetings such as the morning meeting, content delivery, social emotional lessons, and college and career supports.
    • Participates in whole and small group work with general education peers.
    • Changes to how the student is served (the modality) takes into consideration the student’s special education needs.
    • Progress towards IEP goals is monitored at the same frequency as outlined in the IEP.
    • Progress monitoring data is reviewed frequently and the IEP team meets if there is an indication that the student is not making progress.

    Given the general education schedules, teams, including families, should use the following considerations and guiding questions when planning for the delivery of services:

    • Are there opportunities to increase inclusive practices by partnering with general education teachers?
    • What services can be provided in the general education setting?
    • How can therapists partner with the special education teachers to provide services aligned to classroom activities and academic content?

    For learners receiving special education services, what opportunities can be planned to provide access to students without disabilities?

    • Morning meeting and end of day routines
    • Social Emotional Learning activities
    • Science and Social Studies activities
    • College and Career activities
    • Brain breaks
    • Electives

    Special Education Timelines

    Regardless of service delivery model (hybrid or full remote), special education timelines remain in place and all days in which students are engaged in learning are counted as school days for the purposes of special education timelines. If parents/guardians approve, teams can convene for meetings via video conferencing. Districts are still held accountable to federal compliance timelines during the school closures.

    Special Education Evaluations

    As teams plan for completing initial and tri-annual evaluations, IEP teams must determine what assessments need to be conducted face-to-face and what assessments can be administered remotely. More information to come as we determine the availability of normed assessments that we can administer online. Districts are still held accountable to federal timelines to meet compliance requirements for evaluations.

    504 Plans

    Teams must collaborate with families to determine how 504 plans can be implemented within the hybrid and/or full remote learning models. The following questions should be considered:

    1. Can the current accommodations be met within the hybrid and/or full remote learning model?
    2. Are there changes to the current accommodations that need to be made, based on disability, to meet the student's needs and ensure access to instruction?

    After these questions have been asked and answered, 504 plans can be modified to reflect any needed changes. 504 plans must then be shared with all teachers providing instruction to the student throughout the school day.

    504 Evaluations

    Regardless of service delivery model (hybrid or full remote), 504 timelines remain in place and all days in which students are engaged in learning are counted as school days for the purposes of 504 timelines. As a reminder, 504 plans must be reviewed annually and re-evaluations conducted every three years.

    • If parents/guardians approve, teams can convene for meetings via video conferencing.

     

    Multilingual Services

    Our English Learner (EL) students will be supported through content-based, Supportive Mainstream instructional model. In this model, teachers, in collaboration with EL specialists, will provide both direct language instruction and customized core content instruction in the classroom setting. Classroom teachers facilitate whole group, small group and individual support using Sheltered Instruction strategies, such as Project GLAD (Guided Language Acquisition Design)Services can be provided synchronously (live, scheduled) or asynchronously (independent tasks), with the emphasis being on more synchronous interactions with students at the emerging level.

    Additional services will be differentiated based on language levels of the students, prioritizing direct services to EL students at the emerging level, to include:

     

     

    At elementary schools:

    • EL Specialists will work within the school's Multi-Tiered System of Supports (MTSS) schedule to provide and/or facilitate language interventions for students most in need.
      • Providing small group (5-8 students) synchronous lessons, for students at the Emerging level, using available digital tools, outside of core instruction, focused on the language acquisition and development needed to engage in core lessons.
      • Supporting classroom teachers in using sheltered instructional strategies to personalize the learning of students at Progressing and Proficient levels.
    • EL Specialists will develop language scaffolds for lessons in core content areas in collaboration with general education teachers for both synchronous and asynchronous settings.

     

     

    At middle and high schools:

    • A certificated teacher teaches an English Language Development class for  beginning students and academic support classes for intermediate and long-term English learners.
      • This class will use available digital tools, outside of core instruction, focuses on building student proficiency in oral language development, explicit instruction in the structure of the English language, and academic language development through reading, writing, speaking, and listening.
    • EL teachers will support classroom teachers in using sheltered instructional strategies to personalize the learning of students at Progressing and Proficient levels.
    • EL specialists will provide professional development and/or coaching support to teachers providing accommodations for EL students.
    • We are creating videos and guides for families on how to access and engage with virtual work in English and home languages.
    • EL families will be provided with a liaison in their school to help monitor and support their student’s needs.

     

    Multilingual Family Engagement

    Snoqualmie Valley School District (SVSD) is working to provide support to multilingual families in the areas of communication, translation and cultural competency. This work includes efforts in every school to engage all students and families.

    • Fall Family Connection Meeting will be held 1:1 with teachers, students and parents/guardians sharing available supports, resources, and services to ensure students and families have what they need to be successful in the online learning environment.
    • Monthly Zoom Support Meetings will be offered in the evenings, with Spanish translators present, to answer questions and provide additional support to EL families.
    • Weekly Tutoring Sessions will occur in conjunction with Snoqualmie Valley community partnerships and the Mount Si high school World Language department.
    • At-Home Learning Resources will be provided to our emerging and progressing students to support learning at home.

     

    Translation and Interpreter Services 

    SVSD provides limited English proficient parents with information in their own language so that they can make informed decisions about their child's education. This includes providing interpretation and translation services for vital meetings and communications. An interpreter may be requested to help communicate either over the phone or during face-to-face conferences.  An interpreter can be requested by a parent/guardian or by an SVSD staff member.  Please notify your school office secretary or child's teacher if you would like to use an interpreter, and s/he will make arrangements.  

    Additionally, to ensure two-way communication with families who do not speak English at home, we have updated website translation tools, created links to translated resources, are now sending emergency call-out audio/email notifications in Spanish, and have a new multi-lingual texting tool. Please see the following reference for tips on how to translate our website, an email or other text, a document, and Skyward/Schoology.

     

     

    For more translation information, visit our webpage or email Mackenzie Fitting at fittingm@svsd410.org for assistance.

     

    Social Emotional Learning (SEL) and Building Relationships

    SVSD’s Student Services and Behavioral Health departments understand and embrace OSPI’s guidance around the critical role that social emotional learning and building relationships play in remote learning. We recognize that fostering an online classroom culture focused on trust, respect, and a  sense of connection is key, and leads to more engaged learning. We plan to deploy strategies and supports related to building an online culture with consistent practices and structure to connect with students in the remote learning environment.  

    SVSD will provide SEL/relationship building through a combination of direct instruction and integration into the daily remote learning experience. The following list of specific strategies will be used to help foster strong student-to-student, student-to-teacher, student-to-family and family-to-teacher relationships.  

    • Morning meetings, Community Circles for students daily
    • Weekly lessons for social emotional learning
    • Social emotional learning and strategies embedded into core content
    • Additional intervention and support for behavior and social emotional learning based on screening or identified needs through our tiered intervention process
    • Teaching and use of schoolwide and classroom level expectations (e.g. Safe, Responsible, Respectful) applied to both in-person and remote learning environments
    • Relationship-building strategies
    • Social emotional learning lessons aligned to year-long SEL themes
    • Acknowledgement and feedback systems at the school and classroom level to promote behavioral and social and emotional well-being
    • Opportunities for staff to engage in their own social emotional learning and reflection, to model skills and further support students in remote and in-person learning environments
    • Increased concentration of behavioral health support staff as a teacher resource
    • Increased parent professional development for SEL in collaboration with our community partners

     

    Social Emotional Learning instruction will be provided synchronously and asynchronously with intentional lessons and themes throughout the year to support students’ needs. The year-long scope and sequence of SEL will support the use of specific themes and content across PreK-12 grades that include:

     

    • Establishing relationships and emotional awareness
    • Empathy and coping strategies
    • Engaging in social problem-solving
    • Self-reflection and prepping for the next grade level

    For Preschool - grade 5, SEL content will continue to be provided via the Second Step curriculum with a pacing guide that supports the developmental growth of students. Daily practice SEL activities aligned to the weekly lessons will also be embedded each week in other content areas to reinforce the weekly lesson. In grades 6-12, SEL content will be developed based on the Washington State SEL standards, to be taught in Advisory and reinforced through content classes.

     

    In addition to the SEL instruction throughout the year, the initial weeks of school will focus on the following:

     

    • Clear expectations across learning environments
    • Rebuilding trusting relationships
    • Reestablishing a sense of social belonging

    Each week includes a focus on establishing, teaching, and reinforcing school and classroom expectations with student input, consistent use of specific relationship-building strategies, and an SEL lesson or activity. When provided together, the components provide opportunity to build a safe, positive, inclusive, and supportive learning environment, both remotely and in person.

     

    SVSD Counseling Remote Learning Guidelines

    Counselors will work in partnership with staff and administrators to provide lessons and activities related to academic success strategies, social emotional learning, and career and college readiness.

    In-person, virtual (by video) and/or telecounseling (by phone) services will also be available to students regardless of which instructional model is in place. Individual and group counseling will be offered for students identified to be in need of additional counseling, mental health, and behavioral health services in order to promote educational success. Once schools resume in a hybrid model, individual and group counseling may still be offered using a virtual platform/telecounseling, in order to maximize the student’s time for in-person learning. In-person services may be offered if it is determined that the student is not able to participate in telecounseling effectively (e.g., the student is too young to engage in a remote format). In addition to individual and group in-person or telecounseling, mental health referrals will continue to be offered to help parents/guardians and educators promote the social and emotional development of students in their care.

     

    Terms and Definitions

    The following terms and definitions are provided here to ensure consistency of vocabulary, clarify communication and facilitate a common understanding of remote learning models. These concepts were introduced and utilized by our work groups in their planning and will be used in future communications about remote learning.

    Synchronous

    Online learning that happens in real time and allows for interaction between teachers and students.

    Uses technology like video conferencing to support engagement between  individuals, small groups or a full class.

    Asynchronous

    Occurs through online channels, such as through taped or pre-recorded video, online discussions, electronic content, without real time interaction. Involves independent learning.

    Learning Management System (LMS)-Schoology

    The online system for delivering educational courses and training. In SVSD, our Learning Management System (LMS) is called Schoology.

    Equity in Distance Learning

    Equity in distance learning is:

    Utilizing culturally responsive strategies and ensuring access and consistent structure for instruction and methods of communication that outlines learning goals, due dates, schedules and expectations.

    100% Online/ Full-time Remote/ Distance Learning 2.0

    Remote learning occurs when the learner and instructor, or source of information, remain connected or engaged, are separated by time and distance, and cannot meet in a traditional classroom setting.  ​

     

    ​​The remote/distance learning may be delivered synchronously or asynchronously. ​

     

    Courses are intentionally designed to be delivered fully online and attend to consistency and structure of time, methods/modes for communication, design of the lesson, strategies for engagement and feedback. 

    Blended Learning

    Blended learning is a model in which a student learns:

    1.       at least in part through online learning asynchronously, with some element of student control over time, place, path, and/or pace;

    2.       at least in part in a supervised brick-and-mortar location away from home;

    3.       and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

    Courses are intentionally designed to be delivered online and face-to-face and attend to consistency and structure of time, methods/modes for communication, design of the lesson, strategies for engagement and feedback.  

    Hybrid A/B Rotation Model

    A hybrid model is composed of two components:  face-to-face instruction and online learning.  In a hybrid learning model, the learning that is done online, in a remote fashion, is planned and deliberate and integrates a learning platform (Schoology)and digital tools.  ​

    The remote/distance learning may be delivered synchronously or asynchronously. ​Like the fully remote/distance model, in the hybrid model lessons that are delivered online attend to consistency in the following factors: ​ structure of time; methods/modes for communication; ​ design of the lesson, strategies for engagement and feedback.

     

    In SVSD, students attending on a Hybrid A/B Rotation model would attend in person either Monday and Thursday OR Tuesday and Friday, and learn at home the remaining three days, each week.

     

    Engagement

    Engagement is a measure of how much we are attending to a purpose, task or activity influenced by a learner’s level of motivation, focus and cognitive ability as well as online course design and a teachers’ decisions regarding facilitation style (behavioral, cognitive, emotional).

    Learners are engaged when they exhibit behaviors, thinking processes or emotions that indicate they are connecting with course materials, with the teacher and with each other.

     

    Distance Learning 2.0 Technology Support

    A common concern expressed last spring when our district first transitioned to remote learning was a desire for more consistency in tools and consolidating logins. SVSD has been hard at work this summer to deliver a new user experience for the 2020-21 school year.

     

    It is important to maintain consistency for your student and to practice routines, especially early in the year, to work towards some measure of independence in logging on and accessing district resources. This page will serve as a guide to accessing district-provided remote learning systems.

     

    For technology support with district provided devices and district provided student accounts, email svsdinfo@svsd410.org or call 425-831-0297.

     

    Learn more below about key tools our schools will use to facilitate distant learning:

     

    • Classlink Launchpad - Single Sign-On Portal
    • Schoology - Learning Management System
    • Zoom - Synchronous Remote Learning Tool

     

    Technology Supports

    Tech Bootcamps: Parent and Student

    At the beginning of the school year, Snoqualmie Valley School District will host online synchronous and asynchronous technology bootcamps for parents and students.  These sessions will support using district-provided resources for remote learning. Live Zoom parent bootcamp dates and times will be published via the typical district communication channels in the very near future. The events will also be recorded for asynchronous viewing on the Internet. Student bootcamps will occur as part of the school day in the first couple weeks of school as students become familiar with their devices.

     

    Topics will include:

    • Basic Overview of Remote Learning for the Parent and Student
    • Basic Use and Care of District Devices
      • K-1 - iPads
      • 2-5 - Chromebooks
      • 6-12 - Windows Devices
    • Schedules and Routines for Remote Learning
    • Digital Citizenship for Students
    • Logging onto District Resources (Student Account Information)
    • Schoology Basics
      • Submit Assignment
      • Calendar
      • Communication
      • Settings/notifications
    • Online Expectations
      • Synchronous Times / Class Meetings
    • Tips and Tricks
      • Navigating Multiple Browser Tabs
    • How to Get Help w/ the Technology

    Responsible Use Guidelines

    Snoqualmie Valley School District wants to support the best use of technology for teaching and learning.  We value the partnership of parents and caregivers when learning occurs outside of the school building, and we acknowledge the added responsibility inherent when using technology devices for remote learning.  As an important reminder, all students and adults using Snoqualmie Valley School District technology platforms must adhere to the expectations set forth in the Snoqualmie Valley Responsible Use Procedure.  

    In general, students and adults should be sure to:

    • Use respectful behavior and language.  
    • Stick to school appropriate use of systems, including discussions, emails, posts, and submissions.
    • Recognize the technology system is provided to accomplish school related work and research.
    • Send only school appropriate video or picture transmissions.  
    • Use only appropriate icon, emoji, and avatar submissions.
    • Wear school appropriate clothing when attending video meetings via Zoom or Teams.
    • Be honest and demonstrate academic integrity by not plagiarizing or copying others’ work.
    • Not falsify information about oneself or impersonate others online.
    • Be careful what, if any, information is shared online.

    Snoqualmie Valley School District resources are provided exclusively to support school-related activities and work. Email communication, device history, and data is archived and retrievable. These are not personal, private devices or systems.

     

    Single Sign On - ClassLink Launchpad
     
    We have adopted ClassLink, a single sign-on platform that will allow teachers and students to use one username and password to access most district resources from a single launchpad.

    With all the instructional resources our students and staff have to use, it was critical we provide an easy way to use resources without having to also memorize multiple different usernames, passwords and login methods. 

     

    To access the SVSD Single Sign-on Launchpad:

     

    https://launchpad.classlink.com/svsd410

     

    Students log on with their computer login and password. On district-provided Chromebooks, Launchpad will load automatically upon login. Additionally, Launchpad will allow younger students to login using the webcam and a unique QR code that will be provided to all students just prior to school starting.

     

     

     

    Read more about the ClassLink Launchpad here:

    https://support.classlink.com/hc/en-us/articles/115005636588-My-Apps

     

    District Devices 

    Students will be expected to bring their district-provided device to school, when school is in session and to use it during the school day at home to connect to synchronous and asynchronous remote learning resources. Students should make their best effort to take good care of the device, including keeping it safe when not in use, protecting the screen from scratches or cracks, and using the device only for appropriate academic use.

     

    All student devices will be managed remotely and include filtering software to comply with the district’s obligations under the Children’s Internet Protection Act (CIPA). In addition to the required CIPA internet filtering, district account activity is monitored by a third party service called Gaggle. Gaggle looks for patterns in student use that might indicate safety or security issues and will alert district personnel to investigate further. Read more about Gaggle here: https://www.gaggle.net/frequently-asked-questions/.

    Devices: K-1

    Students in Kindergarten and first grade can be provided with a district-assigned iPad during remote learning. The iPads will be checked out by the school to the student and parent/guardian. More information on device checkout will be provided soon.

     

    District iPads will be managed by the district and configured to support ease of use including the ClassLink Launchpad app.

     

    If a family chooses to use a personal device, ClassLink can be accessed at https://launchpad.classlink.com/svsd410.

    Devices: 2-5

    Students in Grades 2-5 can be provided with a district-assigned Chromebook. Chromebooks are designed for ease of use, and students will need to use district provided Google Account credentials to log onto these machines. The Chromebooks will be checked out by the school to the student and parent/guardian. More information on device checkout will be provided soon. 

     

    District Chromebooks will be managed by the district and configured to support ease of use including the ClassLink Launchpad at login, and the use of QR badges to login, making it easier for elementary students to access the device.

     

    If a family chooses to use a personal device, ClassLink can be accessed at https://launchpad.classlink.com/svsd410

    Devices: 6-12

    Students in grades 6-12 are provided Acer Spin Laptops running on Windows 10. These devices include access to district resources and digital inking technology. 6th graders will be provided their laptops directly by their school. More information will be provided soon. 

     

    New students in grades 6-12 will also be provided laptops by their school. Students leaving the district should return their laptops to their school, so they can be cleaned and reissued to another student.

     

    District Windows computers are managed remotely and filtered on and off district networks.

     

    More information about the district’s One-to-One Laptop Initiative for grades 6-12 can be found here: https://www.svsd410.org/Page/8270, or refer to our 1:1 Device Handbook.

    Student District Passwords

    Student usernames and account conventions follow a pattern. Passwords will be reset just prior to school beginning to the student’s Other ID number with two leading zeros, to make an 8-digit password. This will allow easier and predictable access to resources for our families, and it is a number that families can look up in Family Access.

     

    Student account user names follow a unique naming convention with one of the following, depending on availability:

    1. Last name first initial @students.svsd410.org
    2. Last name first initial middle initial @students.svsd410.org
    3. Last name first name @students.svsd410.org

    Web Filtering and Monitoring

    As a condition of E-Rate funding, federal law requires filtering be in place in PreK-12 public schools to provide a measure of protection for students from Internet content that could be harmful to minors.  Consequently, we enforce web filtering on district-provided student devices on and off our district network, including at home.  Filtering is not a substitute for parental supervision.

     

    Filtering works by categorizing websites and content on websites, and comparing against blocked categories on our filter to allow or block specific content. The ever changing nature and rate of posting of new content on the Internet means, in reality, no filter can categorize every site or every piece of content in real time. While we provide as safe an experience as possible for our students, it is possible the filter will not catch everything. This is where it is important for parents/guardians to talk to their  students about what to do if they observe something that is not school appropriate and/or responsible use of district-provided resources. It is also why parent supervision continues to be important.

     

    SVSD also uses Gaggle, a third party monitoring tool, to monitor student use for safety issues. In the event an issue is suspected, district personnel are alerted and will take appropriate action to investigate and engage proper resources to keep our student safe.

    Wi-Fi Connections and Troubleshooting

    iPad - Connecting to Wi-Fi

    1. Turn on the iPad.
    2. Press the Home button.
    3. From your Home Screen, go to Settings > Wi-Fi.
      Your iPad will list available networks including your home Wi-Fi network.
    4. Select your home network and connect.
      1. Tap your home Wi-Fi network. Type the Wi-Fi password, if needed.
      2. Tap Join

     

    For more information, visit: https://apple.co/32Jca6h 

     

    Chromebook - Connecting to Wi-Fi

    1. Turn on the Chromebook.
    2. Connect to Wi-Fi
    3. In the bottom right corner of the screen, click the time.
    4. Select Not Connected.
      Your Chromebook will list available networks, including your home Wi-Fi network.
    5. Select your home network and connect
      1. Select your home Wi-Fi network. Type the Wi-Fi password, if needed.
      2. Select Connect.

     

    For more information, visit: https://support.google.com/chromebook/answer/1047420?hl=en

     

     

     Windows - Connecting to Wi-Fi

    1. In the Windows taskbar, click the Network icon.

    2. Click the name of the network you want to join.

    wifi_1

    3. Click on Connect

    4. When prompted, enter the password for the Wi-Fi network you're joining.

    5. Hit Next once you've finished entering the password.  You should then be connected to the Wi-Fi network.

     

     

     

     

     

     Troubleshooting Wi-Fi Connections

    District computing devices are configured to allow connections to home and public Wi-Fi networks. The SVSD Technology Department is unable to provide support for home networks. However, here are a few basic troubleshooting steps you can try before checking with your Internet Service Provide (ISP) or network hardware manufacturer’s website for support links.

    1. Restart your computer or mobile device.
    2. Turn Wi-Fi off and then back on, before connecting to your home Wi-Fi network again.
    3. Ensure you are entering the correct Wi-Fi password.
    4. Try connecting to another wireless network such as a coffee shop Wi-Fi network or public library Wi-Fi network and see if you can connect successfully.

     

    If you are still unable to connect to your home Wi-Fi, please check with your ISP or network hardware manufacturer’s website for support links.

    Tech support links to local Internet Service Providers (ISP):

    Tech support links to Network Hardware Manufacturers:

    Hotspot Quick Tips

     

    Our school district has a limited number of T-Mobile and Verizon Wi-Fii hotspots available for families without home internet access to borrow. These devices provide Internet access using cell phone towers, just like a cell phone does. Hotspots do not supplement or strengthen existing home network performance, and they are dependent upon having a reasonably strong cell signal to function properly.

     

    Turning a Hotspot On or Off:

    1. When you first plug in the hotspot, it is in battery charging mode.
    2. To turn the hotspot on, press and hold the small power button on the front until you see the word "Welcome" appear on the screen on top.
    3. To turn it off, press and hold the power button until you see "Goodbye" on the screen.

     

    Connecting to the Network:

    1. The hotspot box will have a sticker with its network name (SSID) and password. This information can usually be found inside the battery cover of the hotspot, if the box is not available.
    2. Follow the appropriate steps for your device to connect to the hotspot’s SSID/network name.

    Instructional Technology Tools and Support

    Promising Practices Teaching Online 

    This section provides a guide to promising practices our teachers and staff have been learning since last spring. Emphasis has been placed on more intentional and effective engagement of students in an online learning environment. Also, we have paid close attention to feedback from both students and parents in aligning practices across the district. One such example is narrowing the use of external tools and providing easier access to the tools we do employ during remote learning.

     

    The image below outlines best practices and strategies in remote learning that will be used as part of a robust teaching and learning model driven by high quality standards-based instruction. This illustrates the alignment and provides an example of what it looks like and sounds like in teacher practice. Many of the components of powerful instruction that occur in the physical classroom also apply in the remote classroom, albeit in a slightly different way.

     

     

    Synchronous instruction, that is delivered in real time either in face-to-face or video conferencing formats, works really well for some students. Students can ask questions or the teacher can engage students in discussion and clarification of concepts and ideas in the moment. Students who learn best in this mode tend to be the students who learn best in face-to-face classrooms. These are students who frequently ask questions and will continue to do so when class moves to synchronous online/video conferencing.

     

    Other students will learn well from asynchronous instruction and engage differently when utilizing online resources. A teacher might use, for example, a video reflection from each student to give feedback on progress towards a concept or a discussion board to pose a question and solicit feedback from both students and the teacher on their thinking. Asynchronous instruction does not have to be isolating; it can and should be made interactive to engage more students in learning.

     

    SVSD teachers will be utilizing both synchronous and asynchronous models of instruction during remote learning to be responsive to student needs. The district is providing additional tools and professional development to our teachers and staff beginning in mid-August to support a more robust and rigorous online learning environment.

     

    Reference List: 

     

    Edutopia - Article on importance of relationships in learning

    Self Driven Learning Relies on Relationships

     

    Edutopia - Article on common problems and solutions with distance learning

    Solutions to Common Problems with Distance Learning

     

    Edutopia - Article on social emotional supports during distance learning

    Social Emotional Supports During Distance Learning 

     

    Edtechbooks.org - guidebook on blended learning

    K-12 Blended Learning Online Book

     

    Teachthought - Article on higher level thinking pertaining to online courses

    Promoting Higher Level Thinking in Online Courses

     

    Blog Post - When to use synchronous and asynchronous learning

    Synchronous and Asynchronous Learning

     

    Elearning Industry - Post on synchronous and asynchronous interactions

    Synchronous and Asynchronous Learning

     

    Educause Quarterly - Synchronous and asynchronous methods study

    Synchronous and Asynchronous Learning

     

    Blog Posts - Using screen casting to make thinking visible / formative assessment

    Make thinking visible through Screencasting

    Formative Assessment and Screencasting

     

    Edteacher.org - Screencasting how to and tips for teachers

    Screencasting Tips for Teachers

     

    Cult of Pedagogy - Contrast of remote versus face to face learning strategies

    9 Ways Teaching Remotely Should be Different

     

    Elearning Industry - Article on why video is important in blended learning

    Importance of Using Video in Blended Learning

     

    YouTube - Quick video tips from a teacher for using video in distance / blended learning

    5 Tips for Awesome Videos

     

    Vanderbilt University - Guide on video and cognitive load

    Why video for distance learning?

     

    District Supported Tools for Remote Learning

     

    Tool

    What is it used for in remote learning?

    ClassLink Launchpad

     

    • Single sign-on for district sponsored applications and systems.  
    • Provides a single sign-on portal to access district sponsored remote learning tools.

    Schoology

     

    • Calendar
    • Announcements
    • Zoom
    • Materials posted
    • Assignments posted
    • Gradebook (6-12)
    • Google Drive
    • Office 365 / OneDrive
    • OneNote
    • Discussion Boards
    • Immersive
    • Use the Schoology calendar for due dates and schedule.
    • Upload pre-recorded (asynchronous) video content or links made by teacher or other curriculum materials including supplemental material from Edgenuity.
    • Add vocabulary and image definitions.
    • Provide feedback to video, text or document upload assignments.
    • Discussion boards, assignments and quizzes to utilize questioning models to assess and respond to student learning.
    • Welcome page with published online expectations.
    • Display Zoom office hours to establish regular check in times and support.
    • Assign predetermined tasks that support collaboration.
    • Zoom/Team video meeting links shared on weekly “at a glance” schedule and calendar.

     

    Accessed through ClassLink Portal https://launchpad.classlink.com/svsd410 or directly at https://lms.svsd410.org/

    Zoom

     

    • Live video Conferencing
    • Sharing screen with computer audio
    • Chat features
    • Breakout rooms for collaboration
    • Schoology integration
    • Single sign-on supported
    • Zoom screen sharing with computer video and audio for unpacking learning targets and content.
    • Zoom class meetings for building classroom community.
    • Zoom screen sharing and lesson demonstrations for sharing content.
    • Webcam sharing for content sharing and small group work.
    • Share documents and links within Zoom for collaboration.
    • Use Zoom chat for clarifying questions and interaction.
    • Zoom polling to inquire about student learning and assessment.
    • Zoom screen sharing to share student work and exemplars.
    • Zoom breakout rooms for student collaboration and teacher feedback.
    • Zoom for interactive questions and discussions.

     

    Accessed through Schoology. Teachers have the ability to place meeting links directly into Schoology. Students will have accounts, but will not be able to initiate meetings, only join teacher meetings as authenticated users.

    Collaboration, Productivity and Feedback Tools

     

    • Gsuite/Office 365
    • Forms
    • Flipgrid
    • Kami
    • Schoology
    • Padlet (6-12)
    • Flipgrid for clear prompts and directions.
    • Flipgrid videos for shows/models and asks students to make connections/observations/wonderings.
    • Flipgrid for student reflections.
    • Forms and documents for work completion and submission through Schoology.
    • Kami allows online PDF annotations and documents including video, audio, text, and inking.
    • Padlet for discussion and organization of ideas.
    • Productivity tools in Office and Gsuite for collaboration and assignment completion.

     

    Most, if not all, will be accessed in the ClassLink Single Sign-On Portal.

     

     

    Elementary Online Programs

    Math

    English Language Arts

    Science

    STREAM/Cluster Group

     

     

     

     

     

     

    School Supplies

     

    Most students will be able to complete learning tasks using a district-issued device and supplies commonly found at home. Supplies recommended for most students include:

    • Stylus batteries (AAAA)
    • An extra stylus (as these are easy to lose or break)

     

    Please monitor teacher and school communications at the beginning of the school year for more information about grade-level or course needs. Depending on the grade level and content area, some teachers may assemble individual kits for students to use during remote learning after school begins in the fall with items such as:

    • Novels or books
    • Art supplies
    • Manipluatives

     

    6-12 Math supplies needed:

    Course

    Supplies

    Middle School

    Scientific Calculator (recommended TI 30 X II S)

    Paper, pencils, pencil sharpener, highlighters,

    Graph paper (smaller grid is better than larger grid)

    Optional: Small white board and dry erase markers

    Geometry/GeoCon

    Scientific calculator, graph paper, protractor with ruler base (like the one pictured below) OR any protractor and ruler

    Algebra 2

    TI-84+ calculator (recommended to check one out from MSHS unless the student is planning on taking Pre-Calculus and Calculus)

    Pre-Calculus & Calculus

    TI-84+ calculator (or better) graphing calculator – graphing apps on a phone or computer are not allowed on the SAT or AP exams

     

    Food Services for Distance Learners

    Public schools play a vital role in children’s health by providing free and reduced-price meals to students in need through the National School Lunch & Breakfast program. While SVSD schools initiate distance learning for all students this fall, our Food Service department will continue to make meals available at several locations throughout the district.

    SVSD students who qualify for the federal Free and Reduced-price (F/R) Meals Program will be able to pick up meals “to go” from at least five school sites. To qualify for free or discounted meals, families need to meet income eligibility requirements and fill out a new F/R Meals application each school year. If your family has lost income recently due to COVID-19, please apply for this assistance for your student/s. For information on income eligibility and how to apply for F/R Meals, please visit our Food Services webpage.

    For families who do not qualify for the F/R Meals program, grab and go breakfast and lunch school meals will be available for purchase. Meals can be purchased through Online Payments in Family Access.

    NOTE: This is a change from last spring when our district was able to offer all children ages 0-18 free weekday grab-and-go meals, due to a waiver from the USDA that reimbursed school districts. At this time, no such waiver has been made available to school districts, so our meal service must follow typically federal guidelines.

    Fall Distribution Sites:  Currently, we’re planning for school meals to be available for pick up at the following locations on school days, Monday through Friday:  CVES, FCES, NBES, OES and MSHS, from 11 a.m.-12:30 p.m., for breakfast/lunch meals.  Additionally, an evening distribution time (for next day school meals), will be available at: FCES, MSHS and NBES, 5-6 p.m.   More information will be coming regarding distribution via some of our bus routes, for mid-day deliveries only, starting September 8.

     

    Guidance for Returning to In-Person Teaching & Learning

     

    SVSD is one of many school districts in Washington State that has made the difficult decision to start the 2020-2021 school with distance learning for all students. To help school districts decide when to transition from remote/distance learning back into physical classrooms, the Washington State Department of Health released guidance on August 5, 2020, for assessing COVID risk factors.  In partnership with public health, districts will need to consider a variety of factors including health risks to students, school staff and the community; COVID-19 transmission rates in the region; safety precautions; testing/response protocols; educational benefits; and staff availability. Our district will work closely with local public health officials to monitor conditions for when we will transition to in-person learning.    

     

    Resource:  Decision Tree for Provision of In-Person Learning among K-12 Students at Public and Private Schools during the COVID-19 Pandemic - August 5, 2020, Washington State Dept. of Health

     

     

     

    Health & Safety Protocols

    The health and safety of our students and staff is our top priority. Our district regularly reviews guidance from state and county health departments, as well as the state Department of Labor & Industries, to update the district’s safety plan, since pandemic guidance continues to evolve.  Although Snoqualmie Valley schools will begin with distance learning, here are some of the key safety measures (from our Health and Safety plan), that will be in place when reopening our schools for in-person teaching and learning:

    Health Screenings

    Health screenings will be conducted for all staff and students before or upon their arrival to school. Parents/guardians will be asked to screen students for symptoms and take their student’s temperature each day prior to sending students to a school building or school bus. Any person, including parents, students, and staff, who enters a district facility will have to attest that they do not have a fever or symptoms of COVID-19 and have not been knowingly exposed to COVID-19.  Attestation will be done through an app and will be a requirement for attendance.  For those who become ill at school, each school will have a designated isolation area for possible cases and will follow steps to limit exposure when situations arise.

    Cloth Face Coverings

    Per the Department of Health, everyone in a school building, on school grounds or on a school bus is required to wear a face covering, with specific exemptions identified in the guidance.  We ask that families provide their students with their own face coverings.  In the event that a student’s face covering is soiled, lost or damaged, SVSD will also maintain a supply of extra masks for students.  

    Physical Distancing and Grouping

    Per OSPI’s Safety and Health Requirements for Reopening Washington Schools, our district will limit capacity and implement protocols to maintain a minimum separation as recommended by state and county health departments between all employees, students, and others to the maximum extent feasible. Building-specific strategies to increase physical distancing may include:

    • Rearranging desks/tables to maximize the space between students
    • Keeping students in cohorts/clusters to the maximum extent possible
    • Managing traffic flows in hallways
    • Limiting access to only essential visitors
    • Modifying activities where students are likely to be in close contact

    Sanitation, Cleaning and Disinfection

    Cleaning in our schools will be increased, ventilation maximized, and good hygiene practices promoted.  Increased cleaning will focus on areas between groups and common touch areas.  Hygiene will be emphasized by encouraging frequent hand washing and providing hand sanitizer where needed.  Ventilation will be set to maximize outside airflow and utilize high efficiency filters. Cleaning and disinfection protocols for a probable case of COVID-19 will comply with CDC recommendations.

     Our SVSD Health and Safety Plan outlines protocols that utilize risk reduction strategies that work together as part of a multi-layered defense to reduce exposure and limit transmission of COVID-19 at school.  This plan is guiding the safety precautions and response protocols that will be in place at all of our schools and district offices. It is important to note the success of this plan will depend on the collaboration of our entire school community to follow these steps. Working together, to protect one another, will ensure the best chance for our school buildings to remain open for face-to-face instruction.

     

    For additional information, please refer to the Snoqualmie Valley School District website at www.svsd410.org.

     

    SVSD Distance Learning Guidebook, published August 14, 2020