August 4,2020

Questions that still need consideration about DL and Hybrid schedules and answers. We are discussing
In-person learning language at a later date. Most of the questions are answered, however, we ran out
of time or persons outside of negotiations was taking care of the details for these specific questions.
When all of the question are answered, we send out a similar document.

TK/K

1. So will testing need to be done during our prep time?

No- on the schedule- tier 2 small group assessment and language arts/Math second 30,
Wednesday and can request help.

2. Do we have to stick to the schedule that is given to us? Is that set in stone?

Other classes like music and PE and art will be as per usual will sign up. Can only be moved for
the specials like music, PE etc.

3. How do you all feel about moving parent conferences up??

Second trimester data is not available, so we need to have data in order to determine learning
loss. Go ahead use the beginning of the week for school to parent/student/teacher/interaction.

4. How about a meet the teacher day? Kindergarten Orientation?

No- use the first couple of days of school to do that- there will be a return 2 learn townhall.

5. Does anyone have a list of Kinder Fall Favorite Read A louds that our Librarians can start
recording for us and make a bank we can pull from?

Collaborate with your peers. The Librarians are recording book readings. Ask that they
collaborate with other librarians across the district to make a shared database.

6. Do we have the options to send home copies of weekly assignments?

Not weekly- concern is access- some kids pick up and some don’t and we found out that there
were students whose addresses were not correct in the spring. We need to come up with a
plan- (safety and Equity). Communication between principal and the DEC is important for those
needs. We may be able to ask noon aides if they could do a monthly mailing that is possibly
organized through the DEC. Can only use the address on aeries so there may be some inequity
for students who do not receive the items.
IMPORTANT: We can’t just do packets during Virtual Academy. What ever is sent needs to be
important for achieving the standards and gaining motor skills.

The beginning of the year distribution for TK-K can go out with the other consumables. This can
also happen for other grade levels.

Special Ed with OT goals- Brian meeting with OT staff –plan is to send (mail) items.
 The DEC level admin will work with the principals and staff that can help with this.

7. Will they be taking iREady test from home?

Yes you will be able to test using iReady at home- ESGI is being used at the TK level. The
teacher uses an iPad and students verbally answer. It has been working well. Admin are
looking into that for more than just TK.

8. Can we do a SCREENING ZOOM DAY before school? We could meet kids and parents and basic
assessment??

Why not? Your choice—work with your principals.

9. iPad problem - kids can’t stay on zoom and work independently virtually

Students need to checkout chromebooks-.

Brian is checking with moderate and severe to see if we need chromebooks.

10. Need tech dept to help when students cannot see what teachers are sharing.

Parent tech support= Parent training on chromebook suite during the parent academy.
Teachers need to send out EdTech number for support, it is also on the district website- parents
as partners hub – computer tech support number is (626) 451-5493

Creating tech support for software via teacher tech mentors.

11. Also concerned about liability on our part if we were to use a breakout room on Zoom. Kids
would technically be “unsupervised” in a breakout room.

Ruth- Can you weigh in in this please. You were out when we were talking about this.

Ross- this hasn’t been brought up

Instructional Leaders – job description has changed and the conversations need to be on the
same page with the repercussions.

Ross/union before principals do a write up just for consistency. Will err on the side of caution.
As long as the teacher/student is following the guidelines- the district assumes liability since it is
a district Zoom account.

The teacher should alert the union, the union will alert Ross if a member feels that a write up is
unwarranted in the case of the breakout rooms.

12. Teacher dealt tech issues with parents... We had to do a lot of parent problem solving and lost
inst time.

Tech hotline for parents!!

 There is a tech hotline on the website. See 10 above.

Grades 1-3

13. Is there also a schedule for Dual Immersion programs that reflect the instructional minutes for
each grade level?

Gail is working with them and they are looking to keep the minutes as consistent as possible in
order to keep with the schedules.

14. Is there thought as to when the LC kids should receive their services in the day?

Brian is meeting with the learning center teachers this week- need different types of services
and focus on student goals. There are various instructional models- maybe extended time for
students maybe break out from the classroom.

15. Are we going to have time assess children for baseline data? This is a must for reading
instruction….

See TK/K answer to 1 and 4 about assessments and times available.

16. Will consumables, like MyMath workbooks, be sent home in Aug?

As soon as they are available from the publisher. They were ordered a long time ago but the
publisher is having issues. Joan has people calling regularly.

17. Normally reading intervention groups are cross grade groups. please ask the negotiators
consider how we will deliver intervention without compromising the main teachers instruction
minutes.

Intervention teachers- This will be more difficult in terms of when this will happen. Tier II
intervention- Wednesdays- possibly.

18. Are they revisiting the hybrid models too? Surrounding districts (South Pasadena and La
Canada) have an excellent AM/PM model that skips the indoor dining / germs/ masks off/
talking otherwise known as lunch in our classroom…and all kids will get the same curriculum
everyday (Reading, Writing, Math at school and then digital for practice and content area work).
It is an excellent model because kids don’t have the stamina to sit in a desk all day long without
movement.

We will discuss the phase 2-4 models (Hybrid) another time. We will probably need to try keep
the schedules as consistent as we can throughout the different phases if possible.

19. We usually get sub days for one-on-one assessment. Couldn't we still do that?
 Teachers just need to reach out to your principals for that. Subs for this are paid for by the site
funds. Teachers need to work with the principals. F and P.

20. Is there a way to assess kids individually before school begins (if a teacher wants that)…I know
they have plans for safe and in person assessment for SPED…maybe follow that model?

Yes- teachers just need to ask. Teachers need to let parents know that there will be
assessments one on one. We need to clearly communicate with admin and parents.

SPED- Assessment Center- thought is to not have teachers do this. This model is still being fine-
tuned. Academic testing at the site will hopefully be able to happen here. The process starts
with the sites to make appointments.

If there is a time when we are back on campus it will just happen on campus.

21. Are we still doing F & P testing? How would we do that? Also, how would we do other
assessments as
LLI Kids- as of yesterday is gearing up on sharing how to do this virtually. There will be a PD
session for all teachers interested- multiple sessions maybe.

F and P is working with Heather – LLI Kids.

22. What are some thoughts about how we handle subs and what our class does if we are suddenly
sick?

Ross is working on this. Principals to give a list of preferred subs. Principals can create sub
accounts so that they can do the live zoom. Teachers need to be encouraged to have
emergency zoom lesson plans. Principals need to be teachers on the google classroom. Subs
will be on campus to do the zoom. Almost all subs are willing to come back as a hybrid.

Day to day subs- teachers still report via Aesop or call into sub desks as early as possible. If it is
last minute, we may have resident subs in the district to help. The resident sub info/plan has
not been completed but will be soon. We may need more resident subs during the hybrid
situation.

We may start with 1 resident sub for grade school, 1 for middle school, 1 for HS

We need to start with our laid off teachers. Can easily hire them as resident subs.

Need to create a lesson tree.

Period Subbing- we will try to use resident subs as long they are available.
 23. When will intervention teachers find out what our schedules will look like and will it continue to
be a pull out program? Also will there be a time when intervention teachers can assess without
disrupting the regular classroom schedules?

See above- questions 1 and 4.

24. Will all teachers be included in this online F & P training as more than just intervention teachers
do the testing?

All teachers can do F and P training and will provide multiple sessions.

25. In the past, 3rd grade was not required to do F&P. May we continue to use iReady for the
assessment data???

Yes.

26. Not sure if this was discussed already but what if anything will happen if some students don't
show up for DL?

The answer to this will come out in a set of instructions for teachers that will be finalized on the
10th. We need to align with the state's explanation of what "showing up" looks like according
to SB98.

Grades 4-5

27. Was there any guidance for combo classes.

We do have 4 combo classes. Maybe the district will give some extra hours before school starts
on the 17th for planning. COVID funded. Teachers who want to be able to attend both 4th and
5th grade level meetings will be paid for one of the meetings.

28. Wondering about STEM/Music /P.E.?

Run those as we did before and teachers will rearrange other blocks.

Michael Gray for grades 1-3 can provide virtual support.

Monday is Washingtons Day for PE.

29. SDC schedule? Are we also to follow the schedule for our grade level?

Follow the regular schedule as best as possible for distance learning. We have one mild class
request to run 5 days a week.

30. Will there be subs for days we can't have cameras on 240 mins?

Yes- possible if needed. Additional info in question 22.

31. I think the schedule from the board meeting had PE, music, library, etc. had a block at the end of
most days. Do you know if that looks like multiple classes of zoom being on at the same time
with 1 teacher during that block?.
 See above. Question 2.

32. Clarification please on the mandated time for combo classes?

Joan- need to clarify

33. I had a concern with children looking up other things (or playing a game) while they were
suppose to be paying attention during lessons. I had asked about the availability of using
Classroom Relay while they are home, but I was told we couldn't use it. I know that was a big
concern addressed by a parent at the board meeting.

Just up to the parents to supervise- our job is to provide instruction in this environment. It is in
the Return 2 Learn document.

34. What if we assign a video through YouTube/SafeTube during the school day? Will that be
blocked?

Maybe have Eric look into safetube. Admin privileges- can’t add things that we need. Make
sure Zoom is not blocked. Whitelist- within 24 hours it is responded to.

Large increase in fraud. Ransomware- large district that had to pay ransom- San Bernardino
paid 6 figures. Teachers need to check which sites are blocked and follow the whitelist
procedures.

35. What do we do about parents who records the sessions even after being spoken to?

Privacy issues for students. Should be in our parent guidelines and will be added. If a teacher
suspects that, Teachers need to let admin know so that there can be a strong response.

36. Ask District to look into purchasing a license called Go Guardian to monitor students>

Not looking into any student monitoring applications- parents job.

37. Can the last block of the day be more flexible instead of just music/scienc/PE etc?

Yes- see above questions with the same topic.

Middle School

38. What do 7/8th grade teachers do during the Tier II Supplemental Intervention period?

Came up in secondary meeting. Conversation about tier 1 and tier 2 (Wednesday) May be small
group or individual (outside the classroom) tier 3 SPED. All teachers should be providing Tier II
intervention to those students that need it according to SB98. See your principal if there are any
more questions.

39. Can we get some real guidance on "homework"?

Principals will share homework policy. They just need to type it up.

Independent work time- what is not completed during the structured day - could be homework-
need to clearly define that
 40. Sub days-What do we do if we are sick or need to deal with a family member who is sick? Do we
just cancel that day’s classes? Can we post an assignment that is more independent on Google
Classroom and not have live instruction? Or do we need to create plans for a substitute and
expect them to do live lessons with our students?

See above question 22

41. Have there been any updates regarding evaluations for probationary teachers?

Evaluations will occur as per the contract.

High School

42. Liability issues for zoom meetings and additionally students being unsupervised in breakout
rooms.

See above question 11.

43. I’m assuming that counselors would be able to use the 2-3:15 time to hold their Naviance
meetings? I’m also assuming this is when IEP’s will be held?

This time could be used in many different ways, including these unless the student is getting
structured and scheduled tier 2 or Tier 3 supports.

44. Finals?

As per usual except that data may be used for student progress tracking that is required by the
SB98.

45. Or, rather, be available for meetings, 7:30am-3pm.

7:30 is not Ok however the afternoon on one Wednesday a month will include a staff meeting.
Time to be determined by the Principal.

46. Who do we talk to have changes made to the function of our google classroom.

Google extensions and other digital resources that can be used will be a live link in the Virtual
Academy document. If you need something whitelisted, follow the whitelist procedures that
were in place last year.

47. Do you know if Screencastify has extended their video time? It seems like they have not...

Joan will check with Eric.

48. Going back to the distance learning schedule...is this the same schedule we will have should be
convert to hybrid learning?

We are working on that.

49. How will substitutes work?

 See above question 22.

50. Will there be class level meetings?

Plan is to have class level meetings- how and when are being formulated and will happen probably
on a Wednesday.

51. Can we establish google voice numbers through our sgusd gmail? They took away that feature
just this year.

Instructions In the distance learning share drive.

52. How are EL students expected to check in with and get support from all content teachers during
ET?
Embedded time is meant for teachers to give tier II interventions to their students. Site admin
are working on the details. There have been many ideas and talks about how to accomplish this
through ET. Info may be shared during the department meetings.

53. Worried that ET won’t be protected. Will I be able to keep my students for a minimum of 30
minutes or will other teachers be taking my students for other intervention opportunities
whenever they want? Can we have 30 minutes of protected time with ET teacher, then open it
up for directed intervention for EL, etc.

Site admin are working on that. Info during the department meetings.

54. I am still confused about the expectations for independent work and homework. 30 minutes
max of work that happens outside of the 90 minute class period?
When can non-designated students (especially LTELS) get support from all of their content
specific classes, beyond the classroom?
Embedded time 9-11- independent work and Tier II interventions see above.

These are questions that did not get answered yet. As soon as we have answers, we will share.

General Dual Immersion questions

55. What kinds of assessments are we going to be required to do to assess student achievement in
Spanish?

Joan, can you find out?

Newcomers

56. Newcomers is a class at Mckinley Elementary. It consists of multiple grades for example 3, 4,
and 5 - together in one class. These students are new to the country and have limited English.
 Is this a question for Gail or Joan?

57. How are the schedules going to work for a class like that, with 3 grade levels combined
together? Especially in the subject areas like Math. How will the teacher teach Math, it's content
and vocabulary, to the students in each of the 3 different grade levels? What will the block
schedule look like for these newcomer students, who are completely new to the country and
will probably have limited English?

Joan?

COVID Questions

58. If a teacher gets COVID-19, during any model, do they get paid during time away? Do they have
to write sub plans? Will they get a sub?

All teachers should have sub plans, short term and long term. Long term sub plans can be
created with you r grade level partners or department. See question 22 for answers about
subs.

59. How will teachers opt-out of in-person teaching?

Contact Ross Perry for more information. This will be addressed in the in-person teaching MOU

60. Can teachers who are primary caregivers to young children and/or elderly opt-out of in-person
teaching and choose to continue with 100% virtual teaching from home?
What if teachers don't fall under any of the aforementioned circumstances that would allow
them to continue with virtual teaching, can they still opt-out of in-person teaching?

Contact Ross Perry for more information. This will be addressed in the in-person teaching MOU

61. Can students wipe down their desks before they leave?

This will be addressed in the in-person teaching MOU

62. Who will sanitize between classes?

This will be addressed in the in-person teaching MOU

63. Are teachers responsible for keeping our students healthy if we're required to sanitize our
rooms?
This will be addressed in the in-person teaching MOU

64. Can we have access to the setting controls of our thermostats? We need to keep it running to
help ventilate the rooms.
This will be addressed in the in-person teaching MOU

SPED Challenges will be addressed by Brian Murray after all levels meet.

Challenges in SPED Elementary Programs:

 • Aide Support- When my assistants are absent, I am told that the district doesn't have substitute
aides. I have met with my principal twice to complain about this issue. He said that the district is
working on it, yet nothing changes.
• Prep Time-I have to attend a monthly Special Education meeting on Wednesday afternoons,
while my colleagues get prep time. The SPED meetings are not productive. We had to attend a
training on using virtual goggles, yet we never received the goggles, as promised. I was excited
to attend the "Executive Functioning" training. However, the presenter was a college professor,
who had little (if any) classroom experience. Our time is valuable! We need our prep time for
writing reports and preparing for meetings.
• Support for students who are mainstreamed for academics. When students are mainstreamed,
the classroom aide goes into gen ed to support leaving the teacher behind with the rest of the
class. Sometimes, there is only one student (other times a group of 2 or 3) going into gen ed
and at different times of day. It's a fluid situation depending on the year.
• Students of varying and wide disparities... mild/mod vs mod/sev
• Too many SPED District meetings during the school year on Wednesdays. We are still doing
more than our General Education colleagues & not getting compensated.
• Distance Learning is very difficult for my SDC students. They definitely need hands on materials
and more individual instruction.
• SDC Report Cards are not available.
Challenges in SPED Preschool Program:
• Decisions are made by Admin without consulting teachers who will then be responsible for the
day to day, and SPED minimizes teacher concerns, as a result of remote decisions.
• Not enough program options for preschoolers.
Challenges in SPED TLC Elementary Programs:
• Students with extreme mental health / behavior problems
• Lack of sub coverage when having to attend grade level meetings
Challenges in SPED Secondary Programs:
• Pre-Covid: More training for Paraeducators regarding professionalism/up to date SPED language.
Post-Covid: An honest discussion on how we, as educators, can properly document progress on
IEP goals knowing that the strict language of the goals cannot be properly assessed in a
distance-learning setting. I worry that I am not in compliance with assessing goals but I also
cannot properly assess the goals I have for my students in an @ home setting. I also don't know
with social distancing, how our students can safely go on and off buses once we go back to
school. What would that look like? What about 1:1 Aides? There are a lot of uncertainties that I
have no solutions for at this time.
• Right now, Distance Learning is a challenge just like other teachers. Many of our students require
1:1 assistance to complete assignments and it is hard when you do not have consistent contact
with students.
• Developing a better data collecting system to monitor student goals and grades
• Not enough prep time. A lot of students on caseload.
• Scheduling meetings and confirming attendance; time needed for assessing students in a quiet
location
• IEP demands, especially with triennials that require so much testing time.
• Paperwork load, clerical and scheduling tasks.

Challenges for General Education Secondary Teachers:

• 30.5% of a general education class are students from SpEd without an instructional aide
assigned to the class.
• Not being automatically assigned an instructional aide when there are more than a certain
percentage of students from SpEd in a gen. ed. class.
Challenges for Speech Pathologists:
• caseload/workload and salary compensation.
Possible Solutions:
• In other districts, extra instructional aides are hired as "roving" substitutes. General Ed. teachers
receive extra $ when classes are divided because a substitute is not available. How about doing
the same thing for the SPED teachers when the aide is absent?
• Eliminate the monthly Wednesday SPED Meetings.
• Additional aide support, when needed.
• Program decisions need to be collaborative. And feedback needs to be solicited, by veteran
teachers.
• Bring back preschool Autism Program and staff and support it with behavior services and stronger
aides. Or support the mod/severe preschoolers with smaller class sizes.
• Placing students appropriately. District personnel listening to teachers. Looking at standardized
assessments (CAASPP vs CAA) for consideration of placement. Another program for the
"tweeners"
• The Paraeducators need more training on how to be more professional and with more up to date
lingo which I believe can be done in the distance-learning setting. They also need a better
understanding of privacy/HIPPA laws just to make sure they are covered in case something
happens.
• I can track the goals as best as I can and just make the note on progress that they are amidst the
COVID-19 health emergency.
• I just feel time is important and giving us an opportunity to create and embed more resources for
distance learning. It could totally be different once we return to campus and teach in person, but
we are all not sure when that will be.
• Developing a better data collecting system to monitor student goals and grades:Just experimenting
and using trial and error. Just a better communicating system besides email and other technology
resources that are available. It will also take time to learn.
• Extra time for prep (normal prep + IEP prep)
• Scheduling clerk; teachers given one day a month outside classroom to assess
• Since students from SpEd are often placed in Art, then Art should be considered an inclusion class.
Even if students from SpEd do not qualify for a 1:1 individually, when a certain percentage of a
class has been reached, there should be an instructional aide present. This will ensure that all
students (SpEd, ELLs, & GenEd) receive the attention they deserve.
• District willingness to send kids to NPS programs
• Not attending grade level meetings
• Either a second prep or a site testing coordinator who would do all the testing and report writing
and could also help test students who have separate setting requirements for testing. 2. IEP clerk
who schedules meetings, orders translators, makes and distributes IEP copies etc. 3. If 1 and 2
aren't possible, a pay differential for SPED.
• Possible solution for caseload numbers are additional SLPs to assist with decreasing caseload
numbers and changing to a workload approach where students are weighted based on type of
program (SDC vs Regular Ed), amount of service time given per the IEP, number of IEPs/ team
meetings held per year, etc. 2. Salary compensation solutions are increasing salary schedule to be
equal to other SLPs in neighboring districts with a master degree is Speech/ Language Pathology,
make ESY compensation equal to the SLP hourly/ per diem rate, stipends included in pension
funds.
• We need more SLP support. SLPAs are a great help, but they are limited with their help. Salaries
need to be competitive with/similar to other districts. Our stipends need to be added to our salary
and ESY rate needs to be adjusted to per firm rate.
•