Learning Continuity and Attendance Plan Template (2020–21)

The instructions for completing the Learning Continuity and Attendance Plan is available at
https://www.cde.ca.gov/re/lc/documents/lrngcntntyatndncpln-instructions.docx.

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Local Educational Agency (LEA) Name

Leggett Valley Unified School District

Contact Name and Title

Anthony M. Loumena | Superintendent

Email and Phone

anthony@leggett.k12.ca.us | (707) 925-6285

General Information

[A description of the impact the COVID-19 pandemic has had on the LEA and its community.]

Leggett Valley Unified School District is an isolated school district near the Northern California Lost Coast. We have two distinct communities that are 90 minutes apart. Whale Gulch School is part of the Lost Coast and has 53 K-12 students while Leggett Valley School is in redwood country near the north coast and has 85 K-12 students.

COVID-19 has had a lasting impact on our communities. Our remoteness makes it hard for many of our families to be connected and receive live education from their teachers. Our staff is resilient and have all made it their mission to provide engaging and meaningful education while we are navigating through this pandemic. We are working hard but struggling to keep our families connected so that they can all have a meaningful educational experience with their teachers.

Stakeholder Engagement

[A description of the efforts made to solicit stakeholder feedback.]

With such a small window of time to respond to this document we have used much of our time with staff, board and community working on our re-opening plans for the fall. We have had ten virtual meetings over the summer. We have also taken time at our special board meeting in July and our regular board meetings in June and August to get input and comments on our reopening plans. Parents and staff were informed of all meetings through email invites and staff passing the word throughout our communities. We had a mix of CSEA staff, CTA staff, parents, board members and administrators giving input on our plans for both sites.

[A description of the options provided for remote participation in public meetings and public hearings.]

All staff and community members were given Zoom meeting links to participate in the development of our plans for fall in both re-opening meetings and board meetings. They also were given the option to email public comments at all three board meetings.

[A summary of the feedback provided by specific stakeholder groups.]

Feedback from staff in both union groups, board members and parents is that they felt heard and a part of the process of developing the plans for our fall re-opening of school.

[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.]

Whale Gulch School, including its staff from both unions, board members from their community and parents really wanted to do four week on-campus cohorts for their 7-12 grade students. With two teachers for this group they would do a block scheduling for two groups on campus daily while one group was being served by distance learning. This was out of the box thinking that was different than what most districts and schools were doing. Their work on this idea and presentation to both the district and the board made this unique approach happen. Leggett School really wanted to make sure we had homerooms so that we could have a check-in time with students along with some social, mental health time before the day became more academic. This was included in the final scheduling.

Continuity of Learning​

In-Person Instructional Offerings

[A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]

 Using health guidelines from our county health officer, along with the Governor’s guidance, Whale Gulch School was able to open with a hybrid of in-person learning and distance learning. 7-12 grades were in single teacher cohorts of 14 or less students on a block schedule while the K-6 grades were on a cohort schedule that included a Monday/Wednesday cohort and Tuesday / Thursday cohort. At each grade level. Unfortunately our district was put on the state watch list three days into it and had to go back to all distance learning. We are basically using the same model in distance learning as we were in on campus learning at Whale Gulch. 7-12 grades are in 4 week cohorts while K-6 grades are on an A/B schedule. Each day starts with mental health time as teachers spend time checking in with students. Whale Gulch will go back to this hybrid model when we are able to continue with on campus learning.

Leggett Valley chose to start the year in distance learning. Each day starts with a homeroom Zoom meeting in which teachers check in on student concerns and also leads mental health exercises to keep the students engaged with each other socially. Many of our teachers are offering one on one intervention with students who are starting to show signs of being behind, or who seem to need to emotional support to stay focused on their school work. For students who are able to come on to campus for this assistance, we encourage them to; for students who are more remote, teachers are holding one on one zoom sessions, small group zoom study sessions, and phone call support. Because we have scheduled time for one on one work with our students who need assistance, they will be able to progress in the curriculum with their peers. Leggett Valley will have a block schedule hybrid model for 7-12 while K-6 will be in class cohorts of 14 or less students with one teacher and one aide per cohort.

Precautions at both sites, when we are able to bring students back on campus include: Physical distancing, masks, touch-less soap dispensers, hand sanitizers and paper towel machines. These will be in all bathrooms, classrooms and anywhere people congregate. We also have screens on all the doors of our classrooms with outside entrances so that we can keep the doors open to keep the air circulating.

Actions Related to In-Person Instructional Offerings [additional rows and actions may be added as necessary]

Description

Our students who are academically struggling are able to come in for extra help following all of the county health guidelines for on campus learning

Total Funds

6,000.00

Contributing

Yes

Description

Purchase PPE items for both school sites that include touchless soap and hand sanitizer dispensers, touchless towel dispensers, masks, more streamlined single desks, plexiglass barrier in office and cafeteria at Leggett Valley School. We also purchased screens for our classrooms along with hand sanitizer and cleaning supplies.

Total Funds

15,000.00

Contributing

Yes

Description

Purchase screens for our outside classrooms at both campuses and stream lined desks for our Whale Gulch campus

Total Funds

2,000.00

Contributing

Yes

Distance Learning Program

Continuity of Instruction

[A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]

Our staff has been working through the spring and summer to become more adept with online meetings and platforms for students. The district has used COVID-19 funding to boost internet strength and to get students computer devices and hot spots. We have updated our online components for each subject area and have continued to network with the county office of education and teachers from other schools to learn about new and best practices in delivering curriculum during this pandemic. Our curriculum is set up to move fluidly from on-campus learning to distance learning as things shift county and state wide. Finally, we have updated our science curriculum in K-8 grades to better reflect NGSS. Our whole school curricular offerings have been updated and are exactly what we will be using when we come back to in person learning.

Access to Devices and Connectivity

[A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.]

With COVID-19 funding we purchased Chromebooks for each student in our district. We have contacted each household with students in our district and ordered hot spots for those in need. Students also have the option to reserve time to come on campus, following state guidelines, to use our connectivity to be able to participate in their academic program.

Pupil Participation and Progress

[A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]

Progress through both live contacts and synchronous instructional minutes will be tracked using assignment completion, attendance and student engagement in their academics with their teacher and peers. Each teacher is holding group lessons along with checking in daily with individual students. Lessons have included direct instruction, guided practice and independant practice time with teacher support as needed. We will be using the CDE reporting form to track daily participation and weekly engagement.

Distance Learning Professional Development

[A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]

Staff is working through MCOE on Zoom training along with Google classroom training. We have also included our instructional aides in these trainings as they are avaiable. Staff have also participated in trainings throughout the summer both voluntarily and requested by the district.

Staff Roles and Responsibilities

[A description of the new roles and responsibilities of affected staff as a result of COVID-19.]

Our teaching staff have taken on the same role as teacher in their classroom. They have taken on the added role of preparing to move seamlessly from distance learning to on-campus learning and back again as the state changes direction in guidelines. Teachers have also had to take on the extra task of entering that into the CDE daily participation and weekly engagement forms. Our classified staff have needed to be more flexible as they have taken on roles such as delivering food and academics to families homes along with helping with disinfecting the campus as needed.

Supports for Pupils with Unique Needs

[A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]

We have a special education teacher and two special education aides that serve both of our campuses. Intervention and extra guidance from our special education staff is there to work with the teachers to provide the extra support that this population may need. We have purchased online programs to help support both our special education population and ELL population. We have also designed a class for our ELL students at Whale Gulch. At Leggett Valley we are supporting the ELL population in the classroom. For Special Education we are doing routine check-ins with teachers. students and parents. The SPED staff then analyzes the weaknesses the students have in distant learning and they try to fill the gaps with individual online and on campus supports.

Actions related to the Distance Learning Program [additional rows and actions may be added as necessary]

Description

Purchase of 40 Chromebooks.

Total Funds

12,848.00

Contributing

Yes

Description

Purchase of 40 hot-spots and annual licenses.

Total Funds

20,160.00

Contributing

Yes

Description

Zoom and Google Classroom trainings have taken place to help teachers and instructional aides become more efficient in distance learning platforms.

Total Funds

4,000.00

Contributing

Yes

Description

Purchase new Science curriculum for K-8 grade.

Total Funds

7,500.00

Contributing

Yes

Description

Purchased the necessary licenses for both Google and Zoom in order to utilize both platforms for distance learning.

Total Funds

4,500.00

Contributing

Yes

Description

Paying for employee’s time spent supporting student success during distance learning by preparing and delivering additional materials to students, outside of their contracted duties.

Total Funds

12,000.00

Contributing

Yes

Pupil Learning Loss

[A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]

Staff is using various programs to see where their students stand at the beginning of the year. Teachers are working with Instructional Aides and Intervention staff to identify areas where students are behind and doing more individual work with those that are showing a loss due to distance learning last spring. This year we have an ELL class for the first time to try and work with our ELL students on building a stronger foundation in their English language skills. Our Special Education teacher is working with our teachers and Special Education Instructional Aides to identify needs of our students, especially our younger ones, and target these needs in extra intervention time with staff. Teachers are providing benchmark assessments throughout the year and the intervention staff will be doing reading level assessments to determine current reading levels and the need for intervention services.

Pupil Learning Loss Strategies

[A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]

One of the greatest difficulties for our students during the “crisis teaching” during the Spring of 2020, especially for the older (grades 6-12) students, was the requirement that they be in contact with multiple teachers and balance several classes at a time. The juggling became unsustainable for some of our students–especially for our ELL population, our students with less consistent emotional support at home, and for our students who struggle even in non-COVID times. To address this difficulty, we implemented block scheduling that will allow our students to balance no more than 3 classes at a time, per six-week period. This change also allows contact with just a single teacher per six- week period. We believe that this structure will significantly decrease the number of students who become overwhelmed and “check out.” They have a single teacher for homeroom. Teachers are benchmarking for current grade levels and analyzing the data to see where each students individual gaps may be. Time is taken in the afternoon to work in small groups or with individual students on these gaps. We also have our intervention staff doing Dibbles at the start of the year to set the benchmark for the year and compare to end of year last for our returning students.

Effectiveness of Implemented Pupil Learning Loss Strategies

[A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]

Staff will be doing assessments at the beginning of each quarter to gage where students are as we work on pacing and curriculum delivery throughout the year. Staff will work together to come up with a plan to help those who have shown signs of learning loss fill in those gaps. Teachers are checking in with students daily. These checks help them establish student engagement along with academic progress or regression. Our intervention staff is working with the most needy kids and reporting back to teachers daily.

Actions to Address Pupil Learning Loss [additional rows and actions may be added as necessary]

Description

Purchase of ELL program to compliment classroom ELL instruction

Total Funds

700.00

Contributing

Yes

Description

Purchase of online speech program

Total Funds

250.00

Contributing

Yes

Description

Use Dibbles benchmark testing to gage student gains or losses during second semester 2019-2020

Total Funds

0.00

Contributing

Yes

Mental Health and Social and Emotional Well-Being

[A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]

Leggett Valley Unified has an on-call counselor that works with our students who are having trauma that is affecting their participation in school. Our staff at both schools have been trained in Restorative Justice and both staffs use curriculum for mental health with their students. Whale Gulch uses their buddies program while Leggett Valley is using the start of every morning in homeroom (both in person and on-line) to connect with students about their mental well being.

Pupil and Family Engagement and Outreach

[A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]

Intervention aides will be utilized to do weekly check ins with students who are identified by teachers as not participating in learning activities. Students who are not logging into online learning classes or not completing work to turn in will be contacted by staff. Staff and the student will work together to determine what assistance is needed to help the student be more engaged. These staff members will work to keep the student engaged by using varied strategies including weekly check ins to keep students on task, provide assistance in setting up and using planners and organizers, provide students will assistance with necessary technology to participate in class and turn in assignments, or any other means determined by staff and the student. If these measures do not improve engagement the administaration will reach out to the parent to see what they can do, working together, to get the student more engaged in their learning.

School Nutrition

[A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]

Our site at Leggett Valley takes part in the national lunch program. While we are in distance learning we are making packets of two breakfasts and two lunches that go home twice a week (we are a four day school week). Our transportation department delivers these meals on Tuesdays and Thursdays. All meals are made from scratch and follow federal nutritional guidelines. Whale Gulch does not participate in the national lunch program. They are making available snacks when they are requested from families. Whale Gulch will continue to serve breakfast and snack for on campus learning. Classes will be delivered their food in their classroom cohorts. At Leggett Valley we will also be doing classroom delivery of food along with designated cohort spaces where students can eat outside.

Additional Actions to Implement the Learning Continuity Plan [additional rows and actions may be added as necessary]

[The section of the Learning Continuity Plan related to the action described; may put N/A if the action does not apply to one specific section]

Description

[A description of what the action is; may include a description of how the action contributes to increasing or improving services]

Total Funds

Contributing

Increased or Improved Services for Foster Youth, English Learners, and Low- Income Students

Percentage to Increase or Improve Services

7.46%

Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low- Income students

152282.00

Required Descriptions

[For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]

All actions described in this document are being provided to the whole school at both sites. Because of our small school populations and our amount of free and reduced lunch students we are able to apply all action items to the whole school. When considering any action item we first looked at how these actions would positively effect our foster youth, ELL, SPED and Low Income students.

[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]

We are making sure that all of our Foster Youth, English Learners and low-income students has access to technology through school issued Chromebooks and, as needed, school issued hot-spots. These students are also being tracked for attendance issues by each school office and academic issues through our intervention staff.