The Learning Continuity Plan

What is the possibility of a distance learning consortium?
We plan to create a space that works for district leaders to share strategies, challenges, and ideas for distance learning.  More information was discussed at the Council for Instructional Improvement (CII) on 7/17. Please refer to the links above as additional resources.

I want to make sure I understand, asynchronous lessons that meet the required minutes on a given day that a student works on and completes can count as attendance. Correct?
Yes. Attendance can be a combination of in-person, live remote interaction, and independent, asynchronous work.  Details from SB98:

43502.(e) For the 2020–21 school year, instructional minutes shall be determined as follows:

(1) For in-person instruction, instructional minutes shall be based on time scheduled under the immediate physical supervision and control of an employee of the local educational agency who possesses a valid certification document, registered as required by law.

(2) For distance learning, instructional time shall be based on the time value of assignments as determined, and certified to, by an employee of the local educational agency who possesses a valid certification document, registered as required by law.

(3) For a combined day of instruction delivered through both in-person instruction and distance learning, time scheduled under the immediate supervision of an employee of the local educational agency who possesses a valid certification document can be combined with assignments made under the general supervision of an employee of the local educational agency who possesses a valid certification document as registered by law to meet the equivalent of a minimum day of instruction.

So if we are offering two options - in person and distance learning - that would work? They are being offered in-person, but some families are opting out to do distance instead. Also, can a district offer distance learning to most students and in-person to certain populations only? We have about 20% of our parents that have reported they will NOT send students to school. Is that not allowed?
The law gives two provisions for full distance learning (43503.a.2):

1. On a local educational agency or school-wide level as a result of an order or guidance from a state public health officer or local public health officer.
2. For pupils who are medically fragile or would be put at risk by in-person instruction, or who are self-quarantining because of exposure to COVID-19.

There is no provision for preference or choice in law.  However, additional legislative guidance makes clear that “at-risk by in-person instruction” is intentionally undefined and permissive, and there is no requirement for a medical note or verification by the LEA.  

Must schools have an in-person offering for every subject? Or can there be some subjects in person and others that are distance? 
SB-98 defines a requirement for “daily live interaction” but does not specify subject or teacher.  Live interaction can be with any certificated employee and student peers.

In a hybrid model - how does a teacher do live check-in with the students at home when they have students present in their class?
The requirement is for “daily live interaction with certificated employees and their peers” which does allow for flexibility in how to meet students' needs in a hybrid context.

I read that stakeholder engagement for the Learning Continuity and Attendance Plan includes students. Is this accurate?
Similar to the process for the Local Control Accountability Plan, stakeholder engagement includes students. Per SB-98 43509.b, “The governing board of a school district, a county board of education, and the governing body of a charter school shall consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, county office of education, or charter school, parents, and pupils,” in developing the plan.  

Can the written comments be reflected in minutes or do they need to submit individually comment/question cards? Can an FAQ page on the website suffice?
The language of the bill states, “The superintendent of a school district and a county superintendent of schools shall present the learning continuity and attendance plan to the parent advisory committee and the English learner parent advisory committee established pursuant to Section 52063 separately for review and comment. The superintendent of a school district and a county superintendent of schools shall respond, in writing, to comments received from the parent advisory committee and the English learner parent advisory committee.” (43509.b.3)

The responses to the questions from the parent advisory committee and the English learner parent advisory committee can be recorded in published minutes on the district website or in an FAQ on the website.

Do you know if we will need to go back and do the Annual Update representing the 19-20 LCAP expenditures at some point?
No. There is no Annual Update required in 2020-21 as there is no Local Control Accountability Plan. The Annual Update is waived for 2020-21 which would have reported on the 2019-20 school year.

In a message from our previous superintendent, there was a timeline with our reopening plan being submitted to SMCOE by the end of July. Does the new plan approach supplant the previous one?
The Learning Continuity and Attendance Plan is a requirement of the California Department of Education with a required template that will be adopted no later than September 30, 2020. The reopening plan that may be submitted to SMCOE by the end of July is a separate document. 

Are credentialing requirements being waived if we wanted to re-allocate duties for PE and/or specials?
SB-98 does not mention changing credentialing requirements for teachers and duties.

What about PE minutes?
The PE minutes requirement has been waived for 2020-21. (43502.d.2)

What is the direction for SPSAs?
The SPSA timelines are not affected by the Learning Continuity and Attendance Plan requirements. 

Is the Learning Continuity and Attendance Plan required for all schools or just state funded schools?
The Learning Continuity and Attendance Plan is for all LEAs (LCFF and Community Funded districts) plus charter schools. 

• Community outlets and networks
• Parent Letters (offer letter in multiple language
• Phone calls and Text check-ins
• Surveys provided in multiple languages
• Virtual Parent meetings
• Website (keep updated)
• Translation Apps (ex. Talking Points)

• Parent Liaisons
• Counselors
• Para-educators
• Teachers

• Community outlets and networks
• Phone calls
• Phone broadcasting service/texting
• Snail mail

Recommended timeline: The timeline is recommended to support LEAs in planning and executing stakeholder engagement.     

Slideshow Presentations and Recordings (Coming Soon)

PDF Documents (Coming Soon)

The Continuity of Learning Playbook: A guide to help schools and districts develop a reopening plan

• General Information
• Distance Learning Playbook
• Hybrid Learning Playbook

Webinar: Stakeholder Engagement for Continuity of Learning through an Equity Lens

The link below include webinar presentation slides, a complete video recording and video clips.

• Webinar Video (~57 minutes)

Engaging Stakeholders to Solve Dilemmas - Insights from Chula Vista: Using the Brain Trust Protocol

• Webinar Clip (~6 minutes)
• Brain Trust Protocol Guide
• Using the Brain Trust Protocol in Action

Communication with Stakeholders & Building Staff Capacity - Insights from Murrieta Valley Unified School District

• Webinar Clip (~7 minutes)

Using Stakeholder Feedback and Assessments - Insights from Ontario-Montclair School District:

• Webinar Clip (~7 minutes)

Webinar Q and A: Stakeholder Engagement for Continuity of Learning through an Equity Lens

Brain Trust Protocol with Stakeholders - Chula Vista

• Webinar Clip (~1 minute)

Challenges and Successes with Virtual Parent Workshops

• Webinar Clip (~3 minutes)

English Learner Support

• Webinar Clip (~1 minute)

Using the Thought Exchange Platform for Virtual Surveys

• Webinar Clip (~ 1 minute)
• Thought Exchange Protocol

Engaging Teachers and Hearing Their Voice

• Webinar Clip (~3 minutes)

Aligning Teacher Lesson Plans with the English Learner Shadow Walkthrough

• Webinar Clip (~1 minute)

Examples for engaging stakeholders who speak languages other than English

• Talking Points and Seesaw (paid version only) allows two-way text messaging with translation
• Translate Google doc using  Translate in Tools then export to PDF
• YouTube videos can be translated and voice speed can be adjusted                                                                                                                               

Examples for engaging stakeholders with no internet access - utilize social media because most parents/households have a cellphone.

• (CDE, CABE) Create a Facebook and add videos and translate posts/comments for two-way dialogue
• CABE = California Association for Bilingual Education https://www.facebook.com/CABEorg/     https://www.facebook.com/CAEducation 

Examples for engaging stakeholders remotely

• Survey - (SFUSD) Parent survey Panorama Ed translated into multiple languages
• Record meetings and post in YouTube - parents can select captions and auto translate into language
• Live feeds

Tools and Strategies for Effective Education Crisis Communication

Meetings:

• Zoom
• Google Hang outs
• Skype
• Facetime
• Facebook Live Chats
• Microsoft Teams

Relaying Information:

• Phone broadcasting service/texting (Call-Em-All)
• Remind
• eNewsletters
• Webpage
• Emails
• Phone calls