August 10, 2020
| SUMMARY OF BOARD MEETING MINUTES |
|---|
| August 10, 2020 |
Hear those words my friends.
Chairman Mr. Randall "Rudy" Holbrook asked Superintendent Mr. Mark Byrd if the agenda needed to be amended. On a motion by Mrs. Huffman, seconded by Mr. Walker and duly carried, the agenda was amended and approved to include in Item IX a Special Guest Speaker from the Wilkes County Health Department, Ms. Rachel Willard.
Superintendent Mr. Mark Byrd recognized Senior Resident Superior Court Judge Mr. Michael Duncan to administer the Oath of Office to newly elected Board Members Mrs. Joan Caudill, Mr. Hardin Kennedy, III, and Mr. Kirk Walker. These are for a term of four years each. Several family members were present.
Kristine Kennington, Elementary Principal
- How is your PSU consulting with teachers, administrators and instructional support staff, parents, students, community partners, and other stakeholders in developing the Plan and effectively communicating the Plan to all involved parties?
WCS established a Remote Instruction Task Force composed of nine district leads, a principal representative from each grade span, a school board member, and a group of stakeholder representatives that includes teachers, parents and students. The task force began meeting in May to collect feedback from all stakeholders on the 15 required components of the Remote Instruction Plan. The task force met in a virtual meeting. The plan was reviewed and explained to the stakeholders and feedback was requested. In addition, parent and staff survey data was used to develop the plan. A rough draft was given to our stakeholders for final comments and also shared with all of our school administrators for their input. Once complete, the plan will be communicated to our stakeholders through all social media outlets for the district and each individual school. The plan will be shared with teachers and school staff before school begins to secure staff understanding of the expectations for remote instruction and learning. All student/staff handbooks and teacher syllabi will be updated to include the remote instruction plan. Our PIO will develop a Remote Instruction Communication Hub on the district website. It will include: links to remote learning resources, FAQs and updates to any health or weather information pertinent to a current remote instruction period of time. We will utilize our WCS app to help share information and resources and post to our social media.
- How is your PSU training teachers and staff on effective use of the remote instruction resources utilized by the public school unit and the process for student submission of completed work?
The Plan shall identify any learning management system, online instructional resource, or offline instructional resource that will be made available to all students in a grade-level across the public school unit. Teachers are not trained to be virtual instructors. Most men and women who become teachers do so for their love of children, the relationships with those children and their colleagues, and the love of their content. Understanding this, WCS teachers and staff will have weekly Remote Instruction Professional Development sessions presented within their grade level/period meetings on the effective use of the online and offline remote instruction resources that are currently available to their school. The process for submission of student work will be repeatedly reviewed during these meetings, always keeping in mind the barriers some students face for completing work remotely. It is expected that teachers will give explicit due dates for all work. The online process for submission of student work will be determined by the Learning Management System used by the school. The process for offline submission of student work will be determined by the school, but may include work packets returned or phone conferences.
Each school has an instructional specialist who will develop and facilitate the weekly Remote Instruction PD sessions in partnership with the school administrator(s). With a focus on remote instruction resources (offline and online), the learning management system and submission of student work, the instructional specialists will rely on the NCDPI Remote Learning Resources page to support these PD sessions as well as the Friday Institute resources for Remote Teaching and Learning. These will be quick mini-PD sessions (15-20 minutes).
See linked spreadsheet for identified learning management systems as well as online and offline instructional resources that may be used during remote learning for 2020-2021. The spreadsheet will continue to be updated throughout 2020-2021 to include new instructional resources.
Teachers will submit reflections from the PLC/period meetings as evidence of participation. Instructional specialists will survey staff on areas of need to focus upon in PLC/period meetings.
- How is your PSU defining and clearly communicating staff roles and expectations for remote instruction days, including teacher workdays, teacher accessibility, and noncertified staff workdays and responsibilities? The Plan may include variances for staff expectations when remote instruction days are also used as teacher workdays.
On remote instruction days, certified staff will work their regular work hours at their worksite unless assigned differently by the school administrator. Non-certified staff who are working during remote instruction days will continue their normal duties and assigned payroll hours during remote instruction days unless assigned differently by the school administrator. The principal may reassign duties of certified and/or non-certified staff based on the needs of the school.
Certified employees’ will work their regular hours. There may be extenuating factors such as inclement weather or extended school closures that prompt teachers to request to work from home on remote instruction days. Those requests must be submitted to the school administrator for approval. School administrators may approve a request to work from home on a remote instruction day if the following criteria are met: the teacher has internet access, can meet and document the expectations for holding office hours, facilitate direct instruction (if applicable), and provide practice and application of the lesson at the regularly scheduled time for instruction to occur. Teachers that cannot meet the above expectations are expected to work at their assigned worksite. If a teacher cannot participate in remote instruction: On days regularly scheduled as a typical student instructional days (face to face) that have been designated remote instruction days, teachers may take leave as on a typical student day. Students’ assignments for that day should be prepared in advance with the expectation that the teacher would leave plans and instructions for students (similar to what they would leave on a regular day with a substitute) and request the appropriate leave from their principal.
On days regularly scheduled as optional teacher workdays that have been designated a remote instruction day, procedures and expectations for a typical optional teacher workday are in place and student assignments should be prepared in advance. On days regularly scheduled as required teacher workdays that have been designated a remote instruction day, procedures and expectations for a typical required teacher workday are in place and student assignments should be prepared in advance. Teachers will hold office hours each day (determined at the school level, approved by district administration).
Isolated Remote Instruction:
On isolated remote instruction days, teachers will interact with students through direct instruction (live or recorded), collecting assignments, providing feedback, or checking-in as needed. Teachers may also be involved in professional development, PLCs or instructional preparation.
Extended Remote Instruction:
Teachers are expected to provide daily lessons that include: direct instruction, practice and application.
Direct instruction will follow the gradual release of responsibility process (I Do, We Do, You Do see WCS Teaching and Learning Framework). Direct instruction must be provided by one of the following methods: virtual via Zoom or other approved platform (must be recorded and accessible to students at a later date), prerecorded instruction, flipped instruction, and/or through the Learning Management System. The expectation is that some direct instruction will be provided daily during extended remote instruction. A lesson should be at least 45 minutes per course/content; however, the direct instruction part of the lesson should not last the entire time frame of the lesson. Best practice suggests 15-20 minutes only for direct instructions. Instructional teaming and collaboration between teachers in working with students is encouraged. Teachers are also encouraged to participate in professional development (approved by their supervisor) to meet their individual needs during remote learning days. In the event that remote learning is extended, teacher job descriptions may be adjusted and responsibilities may be re-distributed to best meet the needs of students.
Instructional Support Personnel (school counselors, instructional coaches, school social workers, related service providers, program specialists, etc.) will sustain the school’s instructional program and support of the social-emotional needs of students and families as articulated by school administrators. Non-certified staff assignments during remote instruction days (whether isolated or extended) will be determined by the school administrators to support the students’ educational, emotional, health and safety needs or the operational needs of the school.
- How is your PSU surveying student and teacher home connectivity and providing for remote instruction that is appropriate for teachers and students with limited connectivity capability, including the opportunity for students to download remote learning materials in advance when practicable?
All schools surveyed students and staff during emergency remote learning but we recognize the need for updated information moving to re-entry for the 20-21 school year.
Each school will use a district survey for all students and staff to determine connectivity and device type and availability. The survey will be electronic. Schools will need to follow up with families who do not respond to the electronic survey (using the survey as script). Data for every student must be obtained.
We are 1:1 across the district, so every student will have the opportunity to take a school device home for remote learning. However, connectivity is our primary concern. We are purchasing multiple Wi-Fi access points to add outside of school buildings for drive-up access, as well as bus hot spots.
Community partners have provided Wi-Fi access points across our county at community sites (fire departments and community centers). Even with these additional connectivity options, many students will still be unable to access stable internet connection during remote learning. Downloading materials to student devices or flash drives whenever possible will be our practice for those students with limited internet connection, supplemented with hard copies of assignments.
- How is your PSU engaging with community partners on services that parents and students can utilize on remote instruction days, including community partners willing to provide free broadband access or connectivity for remote instruction and community partners with child care options, and communicating remote instruction schedules with those partners?
During the emergency remote learning period, our community partners stepped in and provided multiple Wi-Fi access points positioned at various community centers in our county. We will continue to work with those partners to determine if there is an opportunity to place more access points in the district. In addition, Wilkes Community College has several outdoor access points on their campus that would be accessible to WCS students. WCS will provide information to families regarding location of the access points.
WCS will continue providing free breakfast and lunch to all students during times of remote instruction and learning.
We will continue to work with our community partners (churches, YMCA, Wilkes Partnership for Children) to locate and secure childcare options and provide this information to our school families.
Our Student Services department will work with the most at-risk students and families as needed informing them of community resources and mental health resources.
We will use all forms of social media and print media to communicate our remote instruction schedules to our community partners.
- How is your PSU developing effective design and delivery of remote instruction lessons within professional learning communities?
District leadership will work with school administrators and instructional specialists from each school to create school-based collaborative planning sessions that reinforce the WCS Teaching and Learning Framework as well as reflect the NCDPI Instructional Design Principles for Remote Teaching and Learning in order to develop effective design and delivery of remote instruction lessons.
School administrators will participate in grade level and/or content-based planning sessions at the school level. These collaborative planning sessions are separate from the PLC sessions facilitated by instructional specialists every week on effective use of online and offline remote instruction resources and the learning management system. The collaborative planning sessions will be facilitated by the instructional specialist, but it is an expectation that school administration is part of these planning sessions.
Every teacher is expected to participate in the collaborative planning sessions. Planning sessions will provide opportunities to collaborate in the following areas:
- WCS Teaching and Learning Framework: connecting, planning, teaching, assessing, and transforming
- Instructional time
- Instruction aligned to standards (with focus on “power” standards but also including an emphasis on vertical alignment)
- Synchronous and asynchronous learning options/maintaining student engagement
- Feedback
- Developmentally appropriate and differentiated instruction, practice, and application for student needs (equity and choice)
- Social and emotional learning and support
- Connection for families and students
- Online and offline resources
When possible, all professional development and PLC meetings will be face to face following the appropriate guidance and guidelines from the Centers for Disease Control (CDC) and from the North Carolina Department of Health and Human Services (NC DHHS). When face to face meetings are not possible, meetings will occur virtually via our preferred online platform, Zoom or other virtual means. Staff will submit reflections on the PD sessions as evidence of participation.
- How is your PSU teaching and practicing opportunities for students on accessing and using remote instruction platforms and methods, including how to locate, complete, and submit assignments? The Plan shall include regular opportunities for students to use the platforms and methods during non-remote instruction days to ensure student success during remote instruction?
WCS Learning Management Systems:
K-5 – Seesaw or Google Classroom
6-12 – Canvas
If possible, at the beginning of the year open-house events, schools will give parent information sessions on the school’s remote instruction platform (Learning Management System – LMS). These sessions will include how to access the remote instruction platform, how to locate, complete and submit assignments, and who to contact when there are questions about the platform.
Upon re-entry for the 20-21 school year, teachers will immediately begin demonstrating and instructing students on how to navigate the LMS. The students will know and be able to:
- login to the LMS (either directly through the LMS website or through single sign-on NCEdCloud)
- access email
- locate weekly modules to receive/submit assignments
- where to find the teacher’s office hours
- communicate with teacher(s) remotely
- access to the district provided technical support
Teachers will regularly present instruction through the LMS to ensure student and parent comfort and knowledge of the learning management system.
If face to face instruction for the use of the LMS is not possible, the school will use prepared videos from the LMS vendors or the school Media Coordinators, with support from the district Digital Learning Facilitators (DLFs), may develop asynchronous instructional videos for students and parents that includes information on how to:
- login to the LMS
- access email
- locate weekly modules to receive/submit assignments
- where to find the teacher’s office hours
- communicate with teacher(s) remotely
- access to the district provided technical support
These videos will stay linked on the school website for easy access by students and parents.
- How is your PSU communicating learning targets to students on each remote instruction day and ensuring that lesson design provides instructional time, practice, and application components to demonstrate learning? The Plan shall include a process for monitoring the quality of remote instruction materials.
Based upon the WCS Teaching and Learning Framework as well as the NCDPI Instructional Design Principles for Remote Teaching and Learning:
It is an expectation that teachers will have a clearly defined, easily accessible learning target for every lesson and assignment. The learning target will be standards aligned and created in a way as to measure student progress.
To ensure lesson design provides instructional time, practice and application components to demonstrate learning, teachers will be required to have fully developed lesson plans documented for easy access by administrators. It is expected that administrators will regularly monitor the lesson plans, assignments and remote instructional materials of every teacher.
Appropriate remote lesson design will be an element of the Remote Instruction PLC that is provided weekly, facilitated by the instructional specialist in grade-level/period meetings and reiterated in the collaborative planning sessions with school administrators.
School Administrators will monitor the quality of remote instruction materials by observing the synchronous and asynchronous instruction presented by teachers. School Administrators will provide feedback to teachers concerning learning targets, lesson design, and the quality of materials used and the effectiveness of instructional materials. Rubric and/or Walkthrough documents will be developed at the district level and shared with schools.
Lessons should be posted daily or at the most, weekly, but never more than a week in advance. Lesson plans posted for several consecutive weeks is not a best practice and should not be followed. Feedback to assignments given during remote instruction should be timely and descriptive. If assignments are uploaded weekly, feedback needs to be given throughout the week and assignment due dates should be spread throughout the week (it is not best practice to have all assignments due on a single day of the week). This takes away confusion of due dates, assists students in pacing themselves and aids in taking attendance. In addition, daily updates will keep students focused and completing assignments in the appropriate order.
- How is your PSU ensuring that remote instructional time, practice, and application components support learning growth that continues towards mastery of the standard course of study? The Plan shall include work measurement guidelines appropriate to each grade level, including deadlines for submission of assignments and methods to assess and grade learning during remote instruction.
The WCS Teaching and Learning Framework as well as the NCDPI Instructional Design Principles for Remote Teaching and Learning will be used to determine:
Isolated Remote Instruction Days:
On isolated remote learning days, students could be engaged in independent practice, spiral review assignments and/or formative assessment. New instruction will not occur but teachers may use this time to provide remediation or direct instruction to select students who, based on their individual learning needs, would benefit from extended learning time with the teacher. Teachers may use Zoom/virtual meetings, flipped instruction, or telephone calls to support these students with remote direct instruction.
Any assignment or instruction given during remote instruction must be standards based with a focus on priority standards. The expectation is that there will be at least a learning target for the student as well as practice and application components for the student to demonstrate learning. It is important to keep in mind student choice increases engagement and that students will likely have limited adult support and supervision during remote instruction.
Teachers will have established office hours to support student needs on these isolated remote instruction days. Expectations of student work should be expressly given (a rubric) and grading/feedback must occur in a timely manner and be descriptive. During isolated remote instruction, student assignments should be graded or feedback given within three days. Students submission of assignments during remote instruction should have explicit due dates that take into consideration the barriers at home during remote instruction days. We must keep the student’s home circumstances in mind when setting due dates as well as punitive grades on late work submission. Students will have two days after returning to school to turn in assignments.
Important note: We must repeatedly remind students that there will be grades given. There will be no P19 or W19!
Extended Remote Instruction Days:
During a time of extended remote instruction, teachers will develop their lessons based on the WCS Teaching and Learning Framework working in alignment with the NCDPI Instructional Design Principles for Remote Teaching and Learning. The following are required elements of extended remote instruction days:
- Learning targets posted every day
- Direct instruction (schedule of time per grade level and teacher expectations)
- Assignments with clearly stated instructions, clear due dates, and if to be graded, clear
expectations or rubrics - Descriptive feedback or descriptive grade for every assignment within the week
- Daily contact with students
Any assignment or instruction during remote instruction must be standards based with a focus on priority standards. It is important to keep in mind student choice increases engagement and that students will likely have limited adult support and supervision during remote instruction.
Teachers will have established office hours to support student needs on these extended remote instruction days.
Grading and/or feedback must occur in a timely manner and be descriptive. During extended remote instruction, student assignments should be graded within one week. Deadlines for work to be turned in will be established by the classroom teacher, but students must be given some grace in submitting assignments during remote instruction. We must keep the student’s home circumstances in mind when setting due dates or putting limits/punitive grades on late work submission. Students will have one week for late work submission. Important note: We must repeatedly remind students that there will be grades given. There will be no P19 or W19!
- How will your PSU ensure that students with disabilities have equal access to the remote instruction provided by their public school units and that remote instruction is provided in a manner consistent with each student's individualized education program (IEP) or 504 plan? Remote learning day supports shall be considered and included, as appropriate for the student, when an IEP or 504 plan is initially developed or at any subsequent review or revision of an IEP or 504 plan.
Students with disabilities are regular education students first. All students have access to remote instruction from their teacher in the most appropriate manner as determined for each individual student. Every teacher is knowledgeable of students’ IEP or 504 plans and the needed accommodations for those students.
The Exceptional Children’s Department will work with EC teachers, schools and parents to review/develop appropriate goals, supports and services as part of every EC student’s IEP. Therefore, when EC students participate in remote instruction the plans within their IEP will ensure individual needs are met and educational access is provided. EC teachers will continue to provide accommodations remotely as well as any other related services indicated in their IEP as appropriate.
EC teachers will collaborate with the classroom teacher to make sure IEPs are being followed accurately, plan appropriate instruction, and determine if the student needs extra support.
All EC teachers will establish and maintain consistent communication with parents/guardians for early detection of parent concerns.
All students who are identified as 504 will receive their needed accommodations from their teachers. IEP and 504 meetings will still take place, virtually as necessary.
- How will your PSU track and report attendance on remote instruction days, including protocols for determining attendance, the reporting system to be used, and how attendance procedures will be communicated to parents before remote instruction begins?
- Student engagement (completion of assignments)
- On pace (participation in class or virtual classroom)
- Offering academic and emotional support (communication with student and family)
All attendance will be taken in PowerSchool:
K-8 attendance will be taken daily by the students’ homeroom teacher.
9-12 attendance will be taken daily by the course teacher as scheduled.
School staff will contact students/families directly in the event that there is no student contact or work completion after 3 days.
- How will your PSU provide online and offline contact options for students to communicate with teachers or staff for remote instruction days that are not used as teacher workdays?
- LMS
- Online communication tool (this will not be used as the LMS)
- Virtual meetings (WCS will have Zoom Pro for admins and teachers)
- Telephone (classroom phone forwarded to cell phone)
- Face to face (when available)
- Other online platforms as applicable
- How will your PSU provide technology support for students experiencing technical difficulties on remote instruction days?
- Teachers should be the first line of support.
- Each school will be assigned a technology technician and students will be instructed how to contact the technician for hardware support and how to get assistance from the school for help with software login.
- Technicians will work with students and schools to provide loaner devices as needed for equipment
issues. - All hardware issues requiring repairs will be entered by the Sherpa Desk support ticket designee at the school.
- Technicians will follow protocols for proper handling of devices based on guidance from the CDC.
- Vendors/manufacturers, MCNC, and DHHS.
- How is your PSU responding to how the needs of English learners, Academically and/or Intellectually Gifted learners and students who have been identified and are served under the McKinney-Vento Act as homeless will be met during remote instruction?
- EL teachers will periodically collaborate on assessment results, planning and for professional development.
- Follow the EL Language Instruction Educational Program (LIEP) plan for EL students.
- EL teachers will provide individual interactions with newcomers via Zoom, phone, email or packet in a language and format easily understood by students and parents.
- EL teachers will provide classes via Zoom to meet with the various levels of students in small groups or individually. EL teachers will be available with office hours for all students and parents to access, when needed, via Zoom or phone. Interpreters will be scheduled for parent and family communication if needed.
- EL teachers will keep a weekly log of interactions with EL students to track level of engagement for each EL student according to their LIEP plan.
- Our EL teachers will collaborate with regular education teachers weekly to discuss student progress and determine needs of the students. Based on these needs, the EL teachers will collaborate with regular education teachers to ensure the incorporation of English Language Development (ELD) standards, curriculum modifications and scaffolds.
- Our EL teachers will continue to provide accommodations to the students and ensure that the regular classroom teachers know what accommodations are needed for each EL student. The school staff will provide instruction in the language and format understandable to students and parents on the operation of devices and programs used to access remote learning and instruction. If students are continuing their remote learning by using paper/pencil packets, feedback on their work will be provided weekly.
- Implement the Advanced Learning Labs from NCDPI Advanced Learning Department
- Weekly update of resources on the Gifted Google Drive
- Purchase of consumable resources for students who do not have technology access
- Weekly Zoom meetings with teachers to discuss needs and resources that are available
- Optional weekly Zoom meetings with students (separated by district and by elementary, middle and high) to discuss how they are doing what’s going well, what would they like to see more/less of, etc.
- Revisions of DEP’s to address remote learning services
- Collaboration with teachers and administrators on data and ideas for identification
- Monthly newsletters to parents
- Grants available to Math I (8th) and honors/AP classes to promote remote learning
- How is your PSU describing the limitations that exist for implementation of quality remote learning based on each public school unit’s local context?
- The most concerning limitation for quality remote learning in Wilkes County is the inequitable access to the internet.
- We have a device for every student, but do not have reliable access for every student.
- Households that do have internet access may not be able to support 3-4 users during the same time frame.
- Families that may be able to afford internet access cannot get it based on their location or simply may choose not to have it in their home.
- Students in remote instruction cannot always participate in real-time.
- Childcare will be a very difficult limitation to overcome. Parents will have to make a decision whether to leave their child home alone or not work during remote instruction days.
- Social-Emotional needs of our students, staff and families will need much attention and support.
- Quality remote instruction is a limitation. Though many of our teachers have embraced remote instruction, they have no formal training and many do not prefer this mode of instruction.
In the RI Plans, public school units are also encouraged to consider adding information regarding:
- Providing students and parents/families with remote learning strategies and behaviors to support success.
- Designate a quiet place to work and reduce distractions during work time
- Help your child create a daily schedule/routine for completing school work
- Ensure your child completes his/her schedule each day
- Check in with your child each day regarding his or her school work
- Encourage your child to reach out to his/her teachers if they have questions
- Encourage your child to take scheduled breaks
- Prioritize physical activity
- Make adjustments if your child works better in the evenings or for shorter periods of time
- Reach out to teachers if your child is struggling or needs additional support
- Impact on other existing programs, such as Transition to Kindergarten and Career and College Promise.
- We publicized information for parents to register through InfoSnap and get access to the information necessary to start school.
- When school is in session, we will conduct one-on-one screenings to help inform Kindergarten teachers’ instruction.
- We will conduct video orientations for Kindergarten parents.
- Wilkes County Schools students will continue to have access to CCP courses.
- WCS works closely with Wilkes Community College and together we are developing a plan so every student who wants to attend WCC for CCP courses during remote instruction will have the opportunity.
- Schools will work with WCC instructors within the necessary guidelines to accommodate course requirements when WCS is in remote instruction.
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- work regular work hours at their school site
- have office hours posted for each school day that are readily accessible to students and parents
- lessons posted daily or weekly
- provide lessons that may include: direct instruction, practice activities and/or application assignments
- have daily contact with students
- Learning targets are posted every day
- Assignments with clearly stated instructions, clear due dates, and if to be graded, clear expectations of student work or rubrics
- Descriptive feedback or descriptive grade for every assignment within one week
- Daily contact with students
- Use one of three Learning Management Systems (LMS) to deliver/post lessons and assignments.
- Kindergarten – 5thgrade teachers will use Seesaw or Google Classroom
- Grades 6th– 12th teachers will use Canvas
- Be prepared and participate actively (either online or by completing assignments offline
- Follow the WCS Acceptable Use Guidelines and follow online etiquette when using technolog
- Communicate with your teacher (when you are sick or have questions/concerns
- Complete assignments and meet deadline
- Use the WCS Technology Helpdesk when needed
- Advocate for yourself when you need a break/brain break
- Attendance protocols will be communicated with students and parents. These will be posted on school websites and social media along with the district website.
- Protocols for determining attendance will be:
- Student engagement (completion of assignments)
- On pace (participation in virtual classroom online or by phone)
- Offering academic and emotional support (communication with student and family)
- All attendance will be taken in PowerSchool.
- K-8 attendance will be taken daily by the students’ homeroom teacher.
- 9-12 attendance will be taken daily by the course teacher as scheduled.
- Attendance will be taken by the end of the day each day.
- For a student to be counted absent the student would not be present for class, engaged in the content, or be able to be contacted.
- School staff will contact students/families directly in the event that there is no student contact or work completion after 3 days.
- Wilkes County Schools will meet the academic and social emotional needs of all students as well as support the extra needs of our special population students by following the education plans specific to their needs.
- Individual Education Plan
- 504 Plan
- LEP Plan
- AIG Plan
- McKinney-Vento identified students
- School counselors, instructional coaches, school social workers, related service providers, program specialists, etc. will sustain the school’s instructional program and support of the social-emotional needs of students and families as articulated by school administrators.
- The instructional support team will report to their work site each day to assist in the school’s instructional program and support of our students.
- School Administrators will monitor the quality of remote instruction materials by observing the synchronous and asynchronous instruction presented by teachers.
- School Administrators will provide feedback to teachers concerning learning targets, lesson design, and the quality of materials used and the effectiveness of instructional materials.
- Designate a quiet place to work and reduce distractions during work time
- Help your child create a daily schedule/routine for completing school work
- Ensure your child completes his/her schedule each day
- Check in with your child each day regarding his or her school work
- Encourage your child to reach out to his/her teachers if they have questions
- Encourage your child to take scheduled breaks
- Prioritize physical activity
- Make adjustments if your child works better in the evenings or for shorter periods of time
- Reach out to teachers if your child is struggling or needs additional help
- Designate a quiet place for your student to complete assignments.
- Reduce distractions while completing assignments.
- Help your student manage his/her online learning by establishing a daily routine and encouraging him/her to participate and complete all assignments.
- Partner with your student’s teacher and reach out should any challenges arise.
- Encourage your student to incorporate physical activity and healthy breaks.
Resignation(s) and/or Retirement(s)
Retirement effective – July 1, 2020 with twenty-six years and four months of service
Retirement effective – August 1, 2020 with fifteen years and one month of service
Retirement effective – August 1, 2020 with twenty-six years and two months of service
Retirement effective – August 1, 2020 with thirty years and one month of service
Retirement effective – August 1, 2020 with twenty-three years and two months of service
Resignation effective – June 14, 2020
Retirement effective – July 1, 2020 with twenty-nine years and seven months of service
Retirement effective – September 1, 2020 with twenty-six years and two months of service
Transfer(s) of Assignment(s)
To Student Assistant – West Wilkes High School
To Assistant Principal – Wilkesboro Elementary School
To Assistant Principal – North Wilkes Middle School
To Assistant Principal – East Wilkes High School
Promotion(s)
To Assistant Technology Director – Technology Department
4230 – Communicable Diseases
4270/6140 – Concussion and Head Injury
7620 – Payroll Deductions
7900 – Resignation
On a motion by Mr. Kennedy, seconded by Mrs. Huffman and duly carried, the Exceptional Children’s Department Memorandum of Understanding for Watauga Opportunities, Inc. was approved as presented. This provides pre-employment transition services to students at West Wilkes and North Wilkes High Schools. Watauga Opportunities, Inc. works closely with the Division of Vocational Rehabilitation to provide students with disabilities the services need for pre-employment transitions.
On a motion by Mrs. Caudill, seconded by Mrs. Huffman and duly carried, the Exceptional Children’s Department Interagency Agreement for Blue Ridge Opportunity Commission, Inc. was approved as presented. Wilkes County Schools has a longstanding relationship with BROC Head Start programs in meeting the needs of preschool children.
- Mr. Eric Barker spoke to the Board about the attestation forms with questions that screen children for COVID-19. If a child doesn’t display one of the forms, signed by a parent or guardian for that day, the child’s temperature must be taken before he or she can board a school bus. If a child doesn’t have a form and has a fever exceeding 100.4, the objective will be getting the child home. Temperatures will be taken before students enter schools as well. Bus drivers will receive pay for an extra thirty minutes of work for thorough cleaning and sanitizing of buses at the end of each day. Also, each school will have an electrostatic machine for additional sanitizing when needed. Kits will be placed on each bus containing hand sanitizer, masks, and thermometers.
- Mr. Bergie Speaks addressed the Board stating that maintenance and custodial staff in the Wilkes County Schools received additional in-person and online training in cleaning and sanitizing measures that address COVID-19. Mr. Speaks stated that 1200 gallons of hand sanitizer had been ordered for distribution. Also, funding for additional custodial services is in the budget. Each classroom has sanitizing supplies, masks, and rubber gloves.
- Mrs. Julie Triplett addressed the board and commented that 1,081 Chromebook laptops were purchased to make sure each student in the Wilkes County Schools has a laptop for remote learning at home under Plan B or Plan C. Zoom software was purchased to help teachers communicate with students during remote learning. Hardware has been purchased to enable parking lots at each school to provide WiFi access points for Wilkes County school devices. We also have 21 free WiFi access sites established by Wilkes Communications at most of the fire stations and church parking lots in the county.
- August 10-14, 2020 – Required Workdays
- August 17, 2020 – First Grading Period Begins
- September 7, 2020 – Labor Day Holiday