LEARNING CONTINUITY AND ATTENDANCE PLAN

MOORPARK UNIFIED SCHOOL DISTRICTLEARNING CONTINUITYAND ATTENDANCE PLANPUBLIC HEARINGSEPTEMBER 15, 2020

LEARNING CONTINUITY ANDATTENDANCE PLAN (LCP)OVERVIEWWhat is the LCP?PurposeThe LCP is a comprehensiveplan that replaces the LocalControl Accounatbility Plan(LCAP) for the 2020-21school year.The LCP is a planning documentthat is intended to balance theneeds of all stakeholders,including educators, parents,students and commuintymembers in the midst of theuncertainty caused by COVID-19.2

STAKEHOLDER ENGAGMENTFOR THE DEVELOPMENT OF THE LCPParentsELAC &DELACMUSD StaffCommunityMembersLCPParentSurveysInput gathered from Reopening Taskforce meetings, school site and district EnglishLanguage Advisory Committee meetings, and parents surveys was used to develop theLCP.3

STAKEHOLDER RECOMMENDATION:ENSURE ALL STAFF ARE TRAINED ONSAFETY PROTOCOLS Staff training on safety protocols wasprovided during the inservice days prior toschool opening4

STAKEHOLDER RECOMMENDATION:UTILIZE ACTIVE SCREENING RATHERTHAN PASSIVE SCREENING No-touch thermometers were purchasedand staff was trained on their use Student, staff and visitor temperatures willbe taken upon campus entry Staff and students will be asked to conductpassive screenings at home before leaving5

STAKEHOLDER RECOMMENDATION:PURCHASE SAFETY EQUIPMENT TOENSURE A SAFE RETURN TO SCHOOL The following safety equipment has beenpurchased Personal Protective Equipment (PPE) Plexiglass partitions for locationswhere 6 feet distancing isn’t possible Hand sanitizing and washing stations Additional cleaning supplies Easy-ups to increase options foroutdoor instruction6

STAKEHOLDER RECOMMENDATION:PROVIDE CHROMEBOOKS TO ALL STUDENTSAND HOTSPOTS TO THOSE WITHOUTINTERNET CONNECTIVITY TO ENSURE DAILYACCESS TO REMOTE LEARNING Chromebooks and hotspots werepurchased and distributed to studentsprior to the start of the 2020-21 schoolyear 5,000 Chromebooks and an additional 100hotspots were purchased7

STAKEHOLDER RECOMMENDATION:PROVIDE HIGH QUALITY DISTANCE ANDBLENDED LEARNING PROGRAMS WITH MOREFREQUENT TEACHER/STUDENT CONTACTAND ENGAGMENT THAN WAS PROVIDED INTHE SPRING OF 2020 The following actions contribute to this recommendation Purchase of a learning management system (Canvas) Purchase of a plagiarism checker (Turnitin) Professional development for teachers on Canvasand Turnitin prior to the start of the school year Lead teachers paid to create units in Canvas to sharewith staff in their subject area/grade level A Memorandum of Understanding (MOU)addressing teacher expectations during DistanceLearning was developed8

STAKEHOLDER RECOMMENDATION:PROVIDE FAMILIES WITH MULTIPLEINSTRUCTIONAL DELIVERY MODELS Three instructional delivery modelswere created Distance Learning Blended Learning Independent Study9

STAKEHOLDER RECOMMENDATION:PROVIDE CHILDCARE In collaboration with community agencies,childcare will be provided to families duringDistance Learning and for Blended Learningstudents when they are not in their in-person cohort Childcare/homework help for students at greatestrisk for learning loss will be provided when theyare not in their in-person cohort once MUSD returnsto in-person learning Teachers needing childcare will be provided sitebased childcare when they return to their worksitefor Distance Learning10

STAKEHOLDER RECOMMENDATION:ENSURE LEARNING LOSS FROM 2020-21SCHOOL YEAR IS APPROPRIATELY MITIGATED An additional 9.6 secondary teachers were hired and 12 sections of6/5 were added to allow for lower class sizes MUSD hired 4 elementary distance learning teachers andexpanded elementary Home Independent Study to include 1additional teacher Principals and staff will be following the recommendations shared inthe Priority Instructional Content in ELA/Literacy and Mathematicsdocument to help focus instruction Local diagnostic assessments and Educational Software for GuidingInstruction (ESGI) will be used to digitally assess students Teachers will teach live daily lessons to all students during DistanceLearning and when MUSD returns to in-person Blended Learning11

STAKEHOLDER RECOMMENDATION:FIND WAYS TO ENGAGE STUDENTS INLEARNING AND SUPPORT SOCIAL EMOTIONAL WELL-BEING Train staff using the CASEL Social-Emotional Roadmap Provide a Blended Learning model that allows students theoption of returning to school once schools are givenpermission to open in-person Teachers will teach live daily lessons and provideopportunities for students to interact with their peers throughgroup projects Counselors will offer virtual and in-person (when schoolsopen for in-person instruction) counseling sessions Social-emotional resources are posted on the MUSD website12

STAKEHOLDER RECOMMENDATION:PROVIDE EXPANDED ELD SUPPORTOPTIONS TO ADDRESS STUDENTLANGUAGE ACQUISITION LOSSES Rosetta Stone English was purchased forindividualized ELD practice ELD Teacher on Special Assignment willsupport teachers with the creation of highquality standards-based ELD lessons ELD TOSA will provide pre-recorded ELDlessons for additional student practice13

14CONTINUITYOF LEARNINGIn-Person InstructionalOfferings Actions Related to In-PersonInstructional OfferingsDistance Learning Continuity of Instruction Access to Devices Pupil Participation and Progress Distance Learning ProfessionalDevelopment Staff Roles and Responsibilities Supports for Students with UniqueNeeds Actions Related to Distance Learning

15ACTIONS RELATED TO IN-PERSONINSTRUCTIONAL OFFERINGS Personal Protective Equipment (Washable facemasks, disposable facemasks,disposable gowns, and disposable gloves) will be provided to all school sitesand the DO, to ensure students and staff are able to return to school safely. No-touch thermometers and thermometer batteries were purchased so staffand students can be actively screened for fever (a common COVID-19symptom) as they enter campus each day.

16ACTIONS RELATED TO IN-PERSONINSTRUCTIONAL OFFERINGS MUSD will promote behaviors that reduce exposure and spread of COVID19. Health and safety signage was purchased, which included signs withinformation about recognizing symptoms of COVID-19, ground stickers todelineate distances of six feet in lines and in other areas where peopleassemble, and signs with directions for handwashing procedures and otherpertinent COVID-19 information. Child care/homework help for Blended Learning students at greatest riskfor learning loss will be provided when they return for in-personinstruction.

17ACTIONS RELATED TO IN-PERSONINSTRUCTIONAL OFFERINGS - CONTINUED Required training for all employees will be provided which includes, but may not be limitedto: Identifying the spread and prevention of COVID-19, recognizing symptoms of COVID19, determining what to do if you become sick with COVID-19, enhanced sanitationpractices, physical distancing, and how to wear PPE/face coverings – Currently allemployees and students are required to wear face coverings. Barrier posts for playgrounds were purchased to ensure that access to shared playgroundequipment is not possible until public health guidelines begin to allow access again. MUSD’s Maintenance and Operations department created the COVID-19 CleaningOverview, which is located on the homepage of the MUSD website. It includes specificcleaning procedures for when students return for in-person instruction. Additionaldisinfectant products and equipment have been purchased for use at all school sites, thedistrict office and for use on school buses and district vehicles.

18ACTIONS RELATED TO IN-PERSONINSTRUCTIONAL OFFERINGS - CONTINUED Additional custodial staff will be hired to support sanitizing and disinfectingthroughout MUSD. Temporary structures to expand outdoor learning spaces will be purchased to ensuresocial distancing and access to outdoor classroom options. Hand washing stations and hand sanitizer will be purchased for all school sites andthe district office, to help facilitate enhanced personal sanitization practices. Hydration stations will be purchased so that students can safely fill water bottles. Isolation room curtains were purchased so that partitions can be placed betweenstudents when ill, reducing potential virus spread. Each site has identified aseparate space for isolation.

19 DISTANCE LEARNING1:1 student devices were purchased to allow students to participate in dailylive instruction through Google Meet, access digital content and to providethem with access to virtual social-emotional resources and support duringDistance Learning. MUSD purchased hotspots with monthly on-going service contracts toensure all students had equitable access to internet connectivity forinstruction.

20DISTANCE LEARNING Teachers were provided with Canvas professional development to ensureeffective use and implementation of the Canvas learning management system. MUSD purchased a learning management system (Canvas) to provide parents,students and staff with a single comprehensive learning platform TK-12. Tier 1 and Tier 2 technology help desk support is provided in English and Spanishto assist parents and students in using their devices, Canvas, and accessingdigital content.

21DISTANCE LEARNING Projectors and teacher laptops with cameras were purchased to assistteachers with Distance Learning lesson presentation. Connectivity for the community childcare center located at the Boys andGirls Club has been provided, so that MUSD students needing childcareduring Distance Learning are able to participate in daily live virtualinstruction while at the Boys and Girls Club.

PUPIL LEARNING LOSSELDMathELA Additional RosettaStone English andRosetta StoneFoundations licenseswere purchased forindividualized digitaldesignated ELD ESGI digital diagnosticassessment program waspurchased for elementarysites Pupil learning loss andon-going progressmonitoring in ELA willbe done through BasicPhonics Skills Tests(BPST), Moby Maxdigital reading andwriting assessments,Scholastic ReadingInventory, ReadingMiscues, ReadingCounts and CAASPPInterim AssessmentBlocks ELD TOSA will assistteachers with designingvirtual high-qualitystandards-baseddesignated andintegrated ELD lessons Publisher and teachercreated diagnosticassessments will beutilized at all grade levelsto identify gaps in learning Digital programs includingMoby Max, Math XL, andIXL will be used to monitorstudent progress andprovide additionalpractice22

23SUPPORTS FOR PUPILS WITH UNIQUE NEEDSTO MITIGATE LEARNING LOSSEnglish Learners Rosetta Stone English, Bilingual Academic Support Liaisons, homework help,tutoring, small group interventions, lower class sizeLow Income Pupils Title I parent meetings, homework help, tutoring, lower class sizeFoster Youth Foster Youth liaison support, homework help, tutoring, lower class sizePupils with Exceptional Needs Digital diagnostic program purchased, lower class sizes, personal DistanceLearning Plans created for each studentPupils Experiencing Homelessness Homeless Liaison support, transportation if needed when students return to school,backpacks, homework help, tutoring, lower class sizes

24 ACTIONS TO ADDRESS PUPIL LEARNING LOSSMUSD hired 4 elementary distance learning teachers and expanded elementaryHome Independent Study to include 1 additional teacher. An additional 9.6secondary teachers were hired and 12 sections of 6/5 were added to allow for lowerclass sizes. The lower class sizes will allow for intensive small group interventionand more personalized instruction to help mitigate learning loss and acceleratelearning. MUSD purchased Rosetta Stone English to provide additional Designated ELD forEnglish Learners. MUSD purchased ESGI digital assessment tools for ELA and Math to identifylearning gaps and monitor student progress. MUSD purchased digital Special Education assessment tools to assess skill andlearning gaps, monitor progress, determine eligibility and establish goals.