Return To Learn Plan

Gladbrook-Reinbeck Community School District Return to Learn Plan

2023-2024 School Year

The goal of this document is to share information with our stakeholders on our Return to Learn Plan. 

Models of Instruction

Our focus is to be back in an on-site learning model. We will not be offering a hybrid learning model moving forward. Students gone for extended periods of time will be dealt with on a case by case basis.

Health and Safety

Gladbrook-Reinbeck district personnel will collaborate with community and public health to ensure a safe and healthy learning environment. Anyone entering the school district will be required to follow all public health regulations and guidelines​

  •  CDC Guidelines:

  • A symptom-based approach to isolation is consistent with other viral respiratory infection recommendations.  This change unifies exclusion criteria based on individuals with respiratory symptoms, regardless of the underlying virus (COVID-19, influenza, etc.). 

  •  The recommendation for those with respiratory symptoms (not just those with COVID-19) is to be excluded until fever-free for 24 hours without the use of a fever reducing medication AND respiratory symptoms are mild and improving.

Academics

Academic learning will continue to be a priority, regardless of the model of learning students return to for the 2023-2024 school year. Student learning is focused on the mastery of the ​Iowa Academic Standards ​and the ​Social-Emotional Learning Competencies​. Instruction and assessment will be anchored in those standards and competencies. School staff will support on-site learning to the greatest extent possible and support distance learning when necessary.

MODES OF LEARNING (see first section called “​Models of Instruction​”)

ACCELERATING LEARNING

Teachers and staff at Gladbrook-Reinbeck School District will focus on​ accelerating learning​ in the fall. This means we will focus strongly on the grade-level standards and not spend weeks on remediation on ‘unfinished learning’. Instead, using assessment, teachers will identify content knowledge and skills students may struggle with in their current grade level. Then, “just in time” support will be provided throughout the year as that material occurs.

To start the school year, we will use a variety of assessment tools to help us identify overall student learning needs. We will also consider the most recent data we have from last year’s assessments to help us consider trends. These assessment results will be used to determine needed instructional support and intervention. We will administer our district wide assessments (FAST reading, math & SEL and ISASP) throughout the year to help us adjust instruction and match curriculum to student needs.

Our district curriculum will be reviewed to update our scope and sequence of essential learning. Using a cycle for teaching and learning (see graphic to the right), our unit development will adjust throughout the year to ensure student learning needs are being met and interventions are in place for essential concepts and skills, including social emotional learning competencies. In addition, each curricular unit will include a pre-assessment that helps identify unfinished learning of prerequisite skills needed to attain grade level standards.

ACADEMICS - KEY POINTS

  • The districts and schools will partner with our students and families to support students’ learning in all of the various modes of learning: on-site, distance, and hybrid.

  • Ongoing communication will be provided to support families in the learning process, including additional instructional resources to help make distance or hybrid learning successful for students at home.

  • Technology tips and support will be available to help students and parents navigate online instructional tools.

  • The district will support educators’ instructional needs with professional learning focused on:

    • Developing plans to help students start the school year with strong relationships, routines, and expectations necessary for success in all learning environments (on-site, hybrid, distance).

    • Creating flexible learning expectations and timelines for students to use multiple ways to share their learning.

    • Review and provide meaningful feedback on student work to adjust instruction and set learning goals with students

    • Comply with the Iowa Early Literacy legislation for pre-kindergarten through grade 5 to prioritize foundational literacy and math skills to support struggling learners.

Student Supports

Gladbrook-Reinbeck Community Schools will provide ongoing resources and support to all students. In all scenarios (on-site, hybrid, or distance learning), GR will provide staff with the protocols and training necessary to support the mental health needs of our students and their families. Flow of communication will follow the appropriate school professionals that are best equipped to respond to student issues that arise from this new model of instruction.

  • Crisis Response & Suicide Prevention

    • Each building will have a trained Crisis Team in place.

    • All staff will receive training in suicide prevention and postvention, adverse childhood experiences, and mandatory reporting.

    • The Crisis Team ​will use previously created measures as a guide to monitor concerning language in distance learning. In addition, GR Junior High and High School staff use an online monitoring tool called “Google Bark” to flag distressing language in Google Suite Applications. Protocols for monitoring will be followed.

    • For students who express concerns about language/behaviors while in the building, school counselors will follow protocols for in-person interactions.

    • For students who express concerns about language/behaviors while in distance learning, school counselors or other staff will follow protocols for remote interactions.

  • Social, Emotional, Behavioral Health

    • District-wide behavioral expectation will be used in all classrooms and platforms.

    • Social-emotional learning lessons will be incorporated in both on-site and distance learning.

    • Counselors will support both on-site and distance learning for students.

  • Counseling

    • School counselors are available at each level.

    • School counselors will post availability times and contact information.

    • School counselors will work to determine when and how services will be provided and collaborate with community partners in providing support both on-site and remotely.

  • Culture and Climate

    • All staff will focus on achieving the mission of GR, whether on-site or in distance learning, with a focus on supporting a positive climate and culture that acknowledges trauma-informed strategies.

    • All building-level Well-Being Expectations will be in place.

    • Advisory meetings will be done on-site or remotely using ZOOM and/or Google Hangouts.

    • The WellBeing Team will work on protocols and screeners to best assess levels of support needed for students.

Equity and Special Programs

To ensure equity to support all students, including those students served with Individualized Education Programs (IEP), who are English learners, are at-risk, and/or who are Talented and Gifted (TAG), we will use universal instruction with targeted and intensive supports through a multi-tiered system of supports model. Our staff is committed to providing free and appropriate educational opportunities for ALL students, including those with disabilities, to the greatest extent possible, in alignment with public health guidelines.

Below is a brief overview of our special programs and how we will ensure support in all modes of learning (on-site, distance, hybrid). In all programs, we support students in their academic learning, as well as their social-emotional learning and needs.

Special Education

  • Individualized Education Program (IEP) Meetings

    • It is important to have families have meaningful participation in the special education process. No matter what stage of instruction we are in (on-site, distance, or hybrid), special education teams will partner with families to determine the most practical format to conduct IEP meetings, and arrange for an interpreter, if needed (in-person, phone, video conferencing).

  • Delivery of Special Education and Related Services (on-site, distance, or hybrid)

    • General education, special education, service providers, and families will discuss each student’s individual needs and agree to a prioritized set of services that provide access to curriculum and progress toward IEP goals.

    • A “Remote Learning Plan” will be developed to define how services will be provided in hybrid or distance learning modes.

    • Services for students with specific health or support needs will be addressed in collaboration with families on an individual basis. In particular, teams will consider whether a student is able to access online content through the school or determine whether Homebound services are necessary, with support from the AEA. The school will then be responsible for setting up Homebound services, if needed.

  • Progress Monitoring and Reporting

    • Special education teams will have procedures for consistent data collection by certified teachers as directed in the IEP.

  • Accommodations and Modifications

    • Accommodations and modifications can be provided regardless of the educational setting. General and special education teachers will continue to collaborate in determining the most appropriate and successful accommodations and modifications for each student. The IEP team will work collaboratively to identify alternative solutions if an accommodation or modification is not appropriate or successful in a particular setting.

    TAG​(Talented & Gifted instruction)

  • Gladbrook-Reinbeck teachers will be available to support students and staff in on-site or distance learning.

  • TAG teachers will continue to follow the identification process currently in place, whether on-site or remotely.

  • The TAG team will outline best practices for all buildings to meet the needs of and foster growth for gifted and advanced students.

  • Classroom teachers will have access to support through the TAG teachers, with co-planning encouraged.

At-Risk Supports

  • District counselors will support the K-12 Student Support team in monitoring academic progress for all students.

    • Counselors will monitor academic/graduation progress and notify parents and the Student Support team to plan for interventions.

    • Counselors will post availability times and contact information on building Schoology pages and the District website.

  • The WellBeing team will meet regularly and work to determine when and how services will be provided.

    • Learning support/success centers in all buildings for at-risk youth.

    • Student Support teachers and staff assigned to each building in the district.


Section 504 Supports

  • Any change in the learning environment has the potential to be a barrier for our learners. Because of this, the 504 Coordinators at each level (Elementary/Junior High/High School) will continue to identify students who may benefit from a 504 plan.

  • Accommodations and modifications outlined in a student’s 504 plan will be honored to the extent possible in all modes of learning (on-site, distance, hybrid). 504 teams are encouraged to discuss accommodation needs for students in all learning environments.

  • In particular, teams will consider whether a student is able to access online content through the school when determining whether Homebound services are necessary, with support from the AEA. The school will then be responsible for setting up Homebound services, if needed.

Communication

Gladbrook-Reinbeck Community Schools are committed to keeping the students, parents, employees, school board, and community informed during these rapidly changing times. Tools, such as e-mail, text messages, telephone calls, the district website, social media, and local news media, will be used to communicate essential information. At times, there may be several stages of instruction delivered, depending on circumstances at each school building. If measures indicate a transition needs to be made into a different model of instruction, we will use statements such as the​ following ​to communicate those changes. Fluctuations in the status of schools, being open or closed in response to virus outbreaks, will also be communicated using the tools referenced above. Notifications will be communicated, when possible, to ensure that all stakeholders receive essential information. We ask for your patience and flexibility as we proceed toward returning to school in the fall.

Our commitment to clear and consistent communication will be carried out by:

  • Working closely with our local public health department as guided by the state health department

  • Consulting with our local healthcare facilities to stay abreast of cases and best practices

  • Delivering real-time communication, when possible, for students and families

  • Providing situationally responsive announcements via multiple channels

  • Anticipating communication needs and making every effort to be proactive, rather than reactive

Operations

Returning to school in the fall will require flexibility for all areas of operations, including transportation, food service, facilities management, activities, and school safety. Regulations required by the Iowa Department of Public Health will be followed, while continuing to meet the needs of our students. Adjustments may need to be made to any or all of these areas throughout the school year, depending on the stage of instruction that is currently being implemented.

TRANSPORTATION

Providing safe and reliable transportation for students is the utmost priority of the GR Transportation Department. Measures will be taken to follow public health guidelines, such as:

  • Cleaning and disinfecting surface areas

  • Assigned seats will be implemented

  • Hand Sanitizer will be supplied on the bus

Bus transportation schedules may fluctuate due to changes in capacity, start and dismissal times, and implementation of a different stage of instruction.

FACILITIES/MAINTENANCE

To support educational learning, the Facilities / Maintenance Department will work to maintain a safe environment for students and staff. The Facilities / Maintenance Department, to the extent necessary, will accommodate on-site, distance or hybrid learning environments by:

  • Keeping custodial staff educated on how to properly use cleaning supplies and Personal Protective Equipment (PPE)

  • Cleaning and disinfecting facilities as advised by the CDC and the State of Iowa

  • Maximize circulation of outdoor air to the extent possible

  • Modify work schedules depending on building and facilities use

ACTIVITIES

To the extent permitted, Gladbrook-Reinbeck Community Schools will promote and support participation by students in activities and athletic programs. Guidelines issued by the Iowa Department of Education, Iowa Department of Public Health, Iowa High School Athletic Association (IHSAA), Iowa Girls’ High School Athletic Union (IGHSAU), and the Iowa​ High School Music Association (IHSMA) ​will be adhered to for sports and activities. 

SCHOOL SAFETY

Gladbrook-Reinbeck Community Schools will continue to follow the District Safety Plan located in each of the buildings used by the district, and will coordinate with Grundy County Emergency Management if and when necessary.

Technology:

Overview

The Technology Department will continue to provide technical support and equipment for students, families, and staff of Gladbrook-Reinbeck Community Schools.

  • Ensuring that all students and staff have access to a working device.

  • Collaborating with district staff, community partners, businesses, and others, as needed, in problem solving efforts to ensure all students and staff have reliable internet access to complete their work remotely.

  • Supporting students, their families, and our staff as they utilize our core technology tools and Learning Management Systems.

  • K-12 students will be assigned their own Chromebook or iPad.

Technology Support

  • Provide support for technical issues on student and staff devices

    • Technology staff located in each building with availability hours posted on the District website during on-site learning.

    • Technology support lines will be available in both on-site and distance learning environments.

  • Provide technology overview training sessions for students and parents during PK-12 conferences.

Gladbrook-Reinbeck Technology Tools

  • Teachers and students will primarily be using Google Classroom and Seesaw as their online learning platform. 

  • Teachers and students will have access to video conferencing platforms (Google Hangouts) to video conference with students if necessary. 

  • Updated scores on assignments and activities can be viewed seamlessly through Google Classroom or JMC. 

  • Teachers and students will have access to various educational media platforms through school district subscriptions and services provided by Central Rivers AEA. 


ESSER III PLAN

ESSER III Allocation: $428,095

20% Requirement for addressing learning gaps: $85,619


Expenses

FY21 Summer School: $12,500

FY22 Summer School: $12,875

FY23 Summer School: $13,261

FY23 Additional Staff: $46,983

Staff Salaries:  $342,476 (Along with $190,615 in ESSER II funding)

If there are remaining ESSER funds will be utilized for Curriculum and other Educational Environment needs that will improve our abilities to reach and address the needs of students.