2020-2021 SCHOOL YEAR - STAGE2 RESTARTPLAN NLPS RESTART PLAN - SEPTEMBER 2020 - SCHOOL DISTRICT 68
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August 26, 2020
NLPS Restart Plan – September 2020
Nanaimo Ladysmith Public Schools
395 Wakesiah Avenue
Nanaimo, BC V9R 3K6
www.sd68.bc.ca
Stage 2 Restart Plan
2020-2021 School Year
NLPS Restart Plan – September 2020
Table of Contents
NLPS Restart Plan – September 2020 Pg 2
Health and Safety Pg 3
Learning Groups Pg 12
Students with Diverse Abilities/Disabilities Pg 20
Communication and Engagement Pg 21
Transportation Pg 23
Page 2
NLPS Restart Plan – September 2020
Introduction
School districts were expected to use a
Success for All! Ministry of Education template to outline
their Stage 2 Restart Plan to begin the 2020-
21 school year. Districts were directed to
We acknowledge, respect plan using information available in B.C.’s K-
and honour that we reside 12 Education Restart Plan, Expectations for
Each Stage summary and the revised BC
on the traditional, ancestral, Centre for Disease Control (BCCDC) COVID-
and unceded territory of the 19 Public Health Guidance for K-12 School
Snuneymuxw, Stz’uminus, Settings.
and Snaw-naw-as First Stage 2 plans followed WorkSafeBC
Nations. guidelines.
Screening
“Your patience and understanding are for illness
greatly appreciated as we prepare
Nanaimo Ladysmith Public Schools for Strict illness
the safest return to school possible.” Learning protocols
groups
Scott Saywell
Superintendent School Handwashing
PPE & Community & sanitizing
masks
Charlene McKay
Physical
School Trustee (Board Chair) Cleaning
distancing
standards
Page 3
NLPS COVID-19 Continuity of Learning
Health and
Framework for Teaching & Learning fromSafety
Home
Cleaning and disinfecting
Schools are cleaned and disinfected in accordance with the BCCDC’s Cleaning and Disinfectants for
Public Settings document. In our schools, this looks like:
Students bring in and take home their own Frequently touched classroom surfaces may
school supplies and materials daily be cleaned and disinfected by the
classroom staff with ready-to-use Virox5
Enforcing ‘no sharing’ policy for food,
cleaner (as required), including:
technology, art supplies, etc.
Disabled drinking fountains ⁻ Doorknobs, light switches, keyboards,
toys
Paper towels rather than hand dryers
⁻ Classroom staff may leave a whiteboard
Each classroom will have a spray bottle of note for the custodian
Virox5 RTU disinfectant and gloves. SDS
Frequently touched common area surfaces
sheets for the Virox will be posted on the
will be cleaned and disinfected at least
safety board in staff room and emailed to all
twice a day by custodian with disinfectant
Principals and Vice-Principals
cleaner including:
Protocols for cleaning common devices like
⁻ Doorknobs, light switches, tables,
photocopiers and student technology
desks, chairs, toilet handles, washrooms
Custodians on dayshift for daytime
disinfecting requirements and afternoon
shift for remaining cleaning duties and
disinfecting
General cleaning and disinfecting of the
premises, once every 24 hours including: Staff
⁻ Items that only a single student uses,
like an individual desk or chair. Lockers The demand on custodial staff will be
will be bolted closed and not used high. Schools are asked to minimize
impact by:
⁻ Cleaning and disinfecting - clean and
disinfect any surface that is visibly dirty Having students thoroughly wipe
daily feet before entering the building
⁻ Empty garbage containers daily Ensuring students and staff clean
up after themselves
⁻ Wear disposable gloves when cleaning
blood or body fluids (e.g., runny nose, Custodial use of masks is required as
vomit, stool, urine). Wash hands before they may be exposed to multiple
wearing and after removing gloves learning groups in both elementary
and secondary schools.
Page 4
NLPS COVID-19 Continuity of Learning
Health and
Framework for Teaching & Learning fromSafety
Home
Physical distancing strategies Hand Hygiene
Each classroom is set up to allow as much The NLPS Facilities Department is
physical distancing and efficient cleaning as currently ensuring access to sinks
possible. focusing on 1) Portables without sinks;
All hallways to be cleared to enable efficient 2) Classes without sinks; and 3)
cleaning and maximum physical distancing. No Classrooms without hot water. Hand
tables, chairs, etc. in hallways. sanitizing dispensers have been installed
To enable additional cleaning and maximum
in all school and district facilities to
space, unnecessary items will be removed from supplement handwashing.
all classrooms, such as:
Rigorous hand washing with plain soap
Removable carpets
and water is the most effective way to
Couches and extra chairs reduce the spread of illness. Both
If these extra items are personal items of the students and staff can pick up and
teachers, they are be taken home to avoid spread germs easily, from objects,
using up storage space at schools (i.e. Gyms, surfaces, food and people. Everyone
Multipurpose Rooms, etc.). should practice diligent hand hygiene.
Operations will work closely with Principals and Parents and staff can teach and reinforce
Vice-Principals at each school to coordinate and these practices amongst students.
assist with room setups.
The BCCDC handwashing posters are
displayed in washrooms, at classroom
sinks, at school entrances and at other
handwashing sites.
Signage for traffic flow will be posted
throughout all district facilities. Floor markings
have been ordered for:
Traffic flow throughout the school/facilities
Direct movement within the buildings (ex:
arrows on floors/walls, closed signs)
Safe work zonesPage 5
NLPS COVID-19 Continuity of Learning
Health and
Framework for Teaching & Learning fromSafety
Home
Inside Schools
Implementing learning groups of no more than 60 Hand sanitizer is available in all
people (students and staff) in elementary schools. classrooms without a sink (as of
June 2020). Main entrance points
Implementing learning groups of no more than 120 were supplied with hand sanitizer
people (students and staff) in secondary schools. stations in June. For September,
A learning group is a group of students and staff who we have approved 300 hand
remain together throughout the school term. sanitizer stations (funded from the
Ministry grant). This would see
Within the learning group, minimized physical contact additional high-volume entryways
should be encouraged, but a two-metre physical provided with hand sanitizer
distance does not need to be maintained. stations and would upgrade
Support elementary aged students to have minimized classrooms with bottles of hand
physical contact with one another. sanitizer to a wall mounted hand
sanitizer station. Wall mounted
Continued practice of two-metre physical distancing of
stations will provide more security
those outside a learning group when interacting with a
and ease of maintenance.
learning group.
Staff and adults should maintain two-metres of physical Further, we have reviewed and are
distance from each other unless they are part of the in the design stage of a project to
same learning group. This includes break times and add sinks to every portable which
meetings. does not currently have one (6 in
Use of floor marking and posters to address the flow of total). We confirmed by survey
traffic throughout the school, including one-way that all elementary classrooms
hallways and staircases, designated entrances and exit have sinks (Secondary classrooms
doors, and designated doors for students and staff. have hand sanitizer stations).
Installation of barriers at reception areas and places
where physical distancing cannot be maintained or
persons interacting with multiple learning groups.
Outside
Elementary school students can socialize with peers
from other learning groups providing they minimize
physical contact.
Secondary school students must maintain two-metres
of physical distancing when socializing with peers from
different learning groups.Page 6
NLPS COVID-19 Continuity of Learning
Health and
Framework for Teaching & Learning fromSafety
Home
School Gatherings
School gatherings should occur within the learning group and not exceed the maximum size.
Minimize the amount of gathering throughout the year.
Implementation of these strategies
Stagger drop off and pick up, lunch and break times
Stagger classroom transition times
Avoid close greetings (e.g., hugs, handshakes)
Remind students about keeping their “hands to yourself”
Spread people out into different areas:
⁻ Identify break out/additional spaces for overflow
⁻ Reconfigure classroom so that students are not facing each other
⁻ Use consistent seating arrangements
Minimize the number of staff who interact with students in a day
Minimize hallway travel:
⁻ Where possible, use exterior classroom
doors
⁻ Stagger recess, snack, lunch and class
transition times
The NLPS Central
Take students outside more often: Health and Safety
⁻ Schedule snack time, place-based learning Committee became
and unstructured time outdoors operational on
⁻ Take movement activities, including those February 3, 1997
for physical health and education outside
⁻ Playgrounds are safe environments. Ensure The latest Central
appropriate hand hygiene practices Health and Safety
Minimize group activities: Committee meeting
⁻ Adapt group activities to minimize physical was August 25,
contact and eliminate shared items 2020
⁻ Hold virtual assemblies to minimize large
numbers gathered in one spacePage 7
NLPS COVID-19 Continuity of Learning
Health and
Framework for Teaching & Learning fromSafety
Home
Strategies to ensure diligent hand hygiene
Encourage hand washing with water and soap upon arrival at school.
Regularly remind staff and students about the importance of diligent hand hygiene.
Incorporate additional hand hygiene opportunities into the daily schedule. Before and after breaks,
before eating, using the washroom, and using gym/playground equipment.
Custodians will ensure hand washing supplies are well stocked at all times including soap, paper
towels and where appropriate, alcohol-based hand rubs (ABHR) with a minimum of 60% alcohol.
Staff should assist younger students with hand hygiene as needed.
How to practice diligent hand hygiene
Wash hands with plain soap and water for at least 20 seconds. Antibacterial soap is not needed
for COVID-19.
Hand sanitizing dispensers are located in all school entries to supplement hand washing.
If hands are visibly soiled, alcohol-based hand rub may not be effective at eliminating respiratory
viruses. Soap and water are preferred when hands are visibly dirty.
Post the BCCDC’s hand washing poster in washrooms and at classroom sinksPage 8
Health and Safety
Personal protective equipment
for students and staff
NLPS has ordered 5,500 reusable adult masks, 30,000
reusable masks for students and 15,000 disposable masks.
The district is also sourcing face shields and will continue to
source masks in order to meet the requirements. Each
student and staff member will be provided with two
reusable masks. Disposable masks will be available for use
at all district facilities.
Masks are required for all staff and all students in secondary schools when they are in high traffic
areas such as school buses and hallways, or anytime they are outside of their learning group and they
cannot safely distance from others.
TTOCs, EAs, specialist teachers and other staff must wear masks when working in close
proximity to students across different learning groups.
Students and staff will have the option to wear a mask in the classroom.
Bus drivers are encouraged to wear a mask or face covering when they cannot physically
distance in the course of their duties.
Secondary students are required to wear masks on school buses.
Staff and students will still be required to maintain physical
distance from people outside of their learning group.
Exceptions will be made for students who cannot wear a
mask for medical reasons.
Elementary school students are not required to wear masks
but can wear one if they decide to do so.
Where physical distancing cannot be maintained, and the person is interacting with people from
outside their learning group, masks should be worn.
Managing students with complex behaviours, on a delegated care plan or experiencing a health
emergency may require staff to be in close physical proximity with the student. No additional
personal protective equipment is required (for reducing COVID-19 transmission) beyond
precautions regularly taken or previously identified for the use with a specific student.Page 9
Health and Safety
Symptom assessment and illness
Parents and caregivers must assess their
policies/procedures child daily for symptoms of the common
cold, influenza, COVID-19, or other
Any student, staff or other person within the infectious respiratory disease before
school who has symptoms of COVID-19 OR sending them to school. Staff and other
travelled outside Canada in the last 14 days OR adults must assess themselves daily for
was identified as a close contact of a confirmed symptoms of the common cold, influenza,
case or outbreak MUST STAY HOME AND SELF or COVID-19 prior to entering the school.
ISOLATE. If a child has any symptoms, they must not
go to school. If staff or any adult has any
Any student, staff, or other person within the symptoms, they must not enter the school.
school who has a cold, influenza, or COVID-19-like
symptoms should seek assessment by a health- If a staff member or student experiences
care provider. symptoms of COVID-19 while at school,
staff will immediately separate the
Students or staff may still attend school if a symptomatic student or staff member
member of their household has a cold, influenza, from others and make arrangements for
or COVID19-like symptoms, provided the that student or staff member to be picked
student/staff is asymptomatic. It is expected the up. The Operations Manager will be
symptomatic household member is seeking notified and will arrange the
assessment by a health-care provider. cleaning/disinfecting of any areas used by
the student or staff member.
Students and staff who experience seasonal
allergies or other COVID-19-like symptoms, which Parents and caregivers must assess their
are related to an existing condition can continue child(ren) daily for symptoms of common
to attend school when they are experiencing these cold, influenza, COVID-19 or other
symptoms as normal. If they experience any infectious respiratory disease before
change in symptoms, they should seek assessment sending them to school.
by a health-care provider.
Staff and other adults must assess
themselves daily for symptoms of common
cold, influenza, COVID-19 or other
infectious respiratory disease before
sending them to school. If a child has any
symptoms they must not go to school. If
staff or any adult has any symptoms they
must not go to school.Page 10
Health and Safety
Buildings equipped with ventilation systems
1. August 18 - Ventilation rate on all air handlers
has been changed by SD EST; increased to a
minimum of 15% (more outside air being pulled
Improvements to school
in while system is running).
ventilation systems (if required)
2. Systematic inspection, repair, and
recommissioning of systems is progressing by
The NLPS Facilities Department is HVAC department. They ensure all equipment is
currently assessing all HVAC systems to operational, coils washed with cleaning solution,
review the ability to improve and filters are changed 3 times/year –filters will
ventilation and increase fresh airflow be new for school start-up. They ensure ducting
in schools. Additionally, staff will is clean and will provide feedback to the
check for duct cleanliness and provide Manager.
recommendation(s) and priorities for
consideration of a duct cleaning a. NLPS reviewed the use of MERV 13 filters in
program. Staff will also continue to our existing systems with our Mechanical
engineer. Our air handler systems are not
review the filter replacement program
designed to use the higher rated MERV filters
to ensure that replacement schedules
due to increased air flow restrictions. We
are optimal and support current health plan to continue to use the MERV 10 as
and safety goals of the users. designed. We will be moving to the MERV 13
standard for new systems.
Other Buildings/Issues 3. Ventilation equipment starts 1 hour minimum
before school begins; optimum start is enabled,
1. Inspect air to air heat exchangers in equipment will come on earlier if temperature
portables to ensure operational, requires (Remains unchanged).
repair if required (WO sent to 4. We plan to operate all HVAC equipment in
Maintenance). occupied mode for 1 week prior to occupancy.
2. Two elementary schools (Cilaire (Ventilate building).
Elementary and Ladysmith 5. We plan to extend ventilation schedule beyond
Intermediate) have classrooms the final school bell, until 5:00 pm (pull outside
with no ventilation (solution open air in for at least 2 hours after students leave)
windows, and increase the heat as
required). NLPS submitted a 6. Operations department to ‘Chlorox 360’ all
request for an upgrade to the rooms starting at 5:00 pm, ventilation off.
heating system at Claire Buildings will be ‘clean’ for school start up next
Elementary in the 5-year capital day. (ventilation to start in 1 hour previous to
plan and we plan to include an school session).
upgrade to Ladysmith Intermediate 7. School staff should leave building before Chlorox
in next years’ capital plan cleaning (5:00 pm).
submission.Page 11
Health and Safety
All staff entering all NLPS buildings will participate in the School Safety COVID-19
Pandemic Orientation.
School Sites
Principals and vice-principals will schedule in person safety orientation with small groups: CUPE
September 8 and 9, NDTA September 8 or 9.
All District Sites
Staff to convene an onsite Site Joint Occupational Health & Safety Committee meeting on August 31 to
review the site specific WorkSafeBC COVID-19 Safety Plan. Convene a second Site Joint Occupational
Health & Safety Committee meeting on September 3 for a final inspection prior to the arrival of
students to ensure preparation for safe work is completed.
All new NLPS staff will attend an online Safety Orientation on September 3. Once a staff person has
been assigned to a school or district location, a site-specific safety orientation will be provided by the
Principal, Vice-Principal or Manager. TTOCs and Itinerate staff will attend an online Safety Orientation
on September 8 and 9.
Some Plexiglas barriers have been placed in offices. These adjustment are considered when issues are
brought to the attention of the Facilities and Learning Services Departments via the EOC (Emergency
Operations Committee). The process for adjustments is:
The staff member with the concern approach their manager.
The manager either puts an operational fix in place or gets the information to the department lead.
Department lead discusses the item at EOC.
EOC is then informed, discusses and direction/support is expressed.
Once supported, facilities staff would attend site with OH&S to meet with staff and supervisor to
review and confirm solution or options.
Costs of solutions checked with Finance prior to proceeding.
When funding secured project scheduled and completed.
Operational adjustments may need to be made by the responsible manager, if the above solution is
not in place when required.Page 12
Learning Groups
Elementary Schools (Grades K-7)
NLPS has 28 elementary schools. There will be approximately two regular classes of 30
people in a learning group of no more than 60 people; learning groups will be comprised
of two classrooms in close proximity and close in grade level. During non-instructional time
such as breaks, students can socialize with peers in different learning groups if they are
outdoors and can minimize physical contact or if they are indoors and can maintain
physical distance.
However, larger elementary schools or school properties with a small physical
footprint may utilize an approach as follows:
Create smaller outdoor areas that are clearly defined within the property
Assign learning groups to each of the outdoor areas
Examples:
⁻ Large elementary schools of 425 students will have 10 outdoor 'regions' with
purpose at each region (if playground equip, then that is purpose, if a field -
equipment will be provided).
⁻ Learning groups assigned a region and these assignments will rotate
throughout the week.
⁻ These regions will be available and assigned throughout the day, in addition
to recess break, so that students have more opportunities to be outside.
⁻ Small elementary schools of 195 students and very small, urban school
property will employ a combination of outdoor 'regions' and staggered
recess times. Classroom changes will be staggered by learning groups, such
as entry at the start of day and exit at end of day.
⁻ If classrooms don't have exterior door, the closest exterior door will become
the entrance/exit.Page 13
Learning Groups
Continuity of Learning Elementary
Schools
Elementary Operational Guidelines already have
Stages 2 and 3 completed, with an outline for Stage 4
complete. All aspects of school operations are
included in these guidelines. We are approaching
Stage 2 Continuity of Learning with a requirement to We have established online platforms
weave into classroom learning, an online component, that are supported by the district and
so that when we move to Stage 3, we are more are the only ones being used, with
prepared for a hybrid approach. accompanying training. If a student is
away due to self-isolation/quarantine,
K - 7 Scope & Sequence for each grade level the Scope & Sequence allow for all to
distributed to all teachers. know what is being taught at any given
These will be distributed in 4-6 week installments. time, so that when a student will be
away, we can provide at home learning
This will support teaching and learning from a based on the components of the Scope
pedagogical standpoint during Stage 2. & Sequence.
This Scope & Sequence will also have an In addition, when we move to Stage 3,
educational technology component woven the Scope & Sequence can be
throughout, so that teachers will need to consider augmented to give explicit support to
and include these components in their teaching teachers while providing a hybrid
during Stage 2 when they are NOT required to approach. If a student is away for 2
teach in a hybrid format. weeks or less, the classroom teacher
This allows teachers to experiment, attend Pro and support from District Learning
Learning opportunities and establish stronger Coordinator will provide the continuity
practices around using technology. They can learn of learning, if required; more than 2
in a less stressful environment during Stage 2, as weeks, a referral can be made to
online learning is not a formal component. District Inclusion Support Team to
provide an at home learning plan.
When we move to Stage 3, teachers will have a
foundation to their hybrid approach, therefore
making Stage 3 more manageable and successful.
We have District Learning Coordinators assigned to
grade levels to complete the Scope & Sequences,
build grade level webpages for resource support.
LC support - websites, scope and sequence –
resources.
A staff person at each school is assigned to track
students who are in isolation and/or quarantine.Page 14
Learning Groups
Elementary and Secondary Schools
In some cases, itinerant/non-enrolling staff may be assigned to a limited number of
learning groups within a school as follows:
Staff will move, not whole classes.
Prearrange a weekly schedule to allow for each site to organize scheduling of spaces.
Do not share office space with a second adult at the same time. Two people may use the same
space on different days.
Schools may assign individuals to sections of libraries, multipurpose rooms, etc. as an alternative.
Any intervention or collaboration with students or other adults should occur where it is possible to
social distance.
Small offices can be used for report writing.
Physical barriers and PPE may be utilized when working with students. Attempt to maintain
physical distancing where possible.
Masks should be worn where it is not possible to social distance.
Avoid the use of soft/fabric items such as puppets or stuffed animals.
Wipe down manipulative materials and desk surfaces in between students. It is not necessary to
wipe down print-based materials.
Where students from multiple learning groups must be part of the same group, establish physical
distancing as much as possible, and do not allow students to share manipulative materials.
Multiple adults may work in a classroom environment at one time.
Individuals who are not part of a specific learning group should wear a mask and adhere to
physical distancing when interacting with individuals in classrooms.
If necessary, face-to-face meetings with school teams can be held in designated meeting spaces,
where physical distancing can be maintained.
Continue with virtual/teletherapy supports for learners who are not on-site, as appropriate.Page 15
Learning Groups
Secondary Schools (Grades 8-12)
NLPS has six secondary schools (Grades 8-12), one Learning Alternative school (Grades 8-
12), and one Distance Learning school (K-12). One secondary school has less than 300
students, two schools have between 300-800 students, two schools have between 800-
1,500 students, and one school has over 1,500 students.
All of our secondary schools are building Schools are working to ensure that course
learning groups on a Quarter, or Copernican, offerings are not being reduced. Classes that have
system. This move from a semester system more than one learning group (for example, an art
will ensure that learning groups are under class that has students in Grades 10, 11, and 12
120 in size. Where possible, teaching from three or more learning groups) will maintain
assignments are being aligned with student physical distancing and will make use of assigned
learning groups to reduce the number of seating to separate learning groups, make use of
teachers that students interact with and to flexible or additional learning space, or use a
allow teachers to be members of the hybrid model that supplements in-class instruction
learning group. Where that is not possible, with remote learning. In classes where a hybrid
teachers will maintain physical distancing model is necessary, all student schedules will
while working with students outside of their ensure that students attend one learning group
learning group. class five days a week, and the second, non-
learning group class, a minimum of half-time face
For example, some elective teachers will be to face for each quarter. Most non-learning group
working with more than one learning group. classes will have students face to face three, four,
or five days a week.
For students K-12 we have learning groups.
Students are in learning groups, except as All schools will stagger breaks for learning groups
noted for multi-grade elective courses, in throughout the day. The three largest schools
which case physical distancing will be in (Dover Bay, Wellington and NDSS) will be
place for students who are not within the staggering start and end times, as well as break
learning group, additional teaching/learning and lunch times.
space is used, or remote learning for some
students. In these classes, all students will All schools will be reducing the area within the
attend 3, 4, or 5 days per week. building that each learning group will have access
to during non-instructional time. For example,
different learning groups will use different
entrances, washrooms, and social spaces.Page 16
Learning Groups
Continuity of Learning Secondary Schools
We will be providing professional learning opportunities to teachers in September. This is an extension of
professional learning sessions provided in April/May/June. These sessions will assist teachers in the use of
technology, both for in-class instruction and remote learning. The sessions will also help secondary
teachers make the shift from teaching in a semester system to teaching in a quarter system. Teachers will
identify learning standards, skills, and core competencies that are best learned through face-to-face
instruction and those competencies, skills, and standards that are suitable for more independent, remote
learning. This will assist both teachers and students as we move between the stages, and for those
students who may need to self-isolate or quarantine.
As we did in April/May/June, we will provide Chromebooks for home use to students who do not
have technology at home when we are in stages 3 or 4.
SAMPLE SECONDARY RESTART PLAN
Wellington Secondary’s restart plan is designed to follow the Provincial
Health Authority’s safety protocols to ensure, as much as possible, the
health and safety of our students and staff. We are also reconfiguring
our schedule to allow, as much as possible, continuity of learning in the
core subject areas for Grades 8-12 while working within a district-wide
quarter system at secondary. We are also mindful of teacher
workloads by keeping assignments reasonable and somewhat
consistent with what was communicated to them in June. We are also,
as much as possible, trying to honour student choice in the electives
and core course flavours at the senior level. We are making sure that
our plan is inclusive by creating student learning groups that reflect
the diversity of our learners.
This plan is a preliminary plan that gives an indication
of how we see school operating in the fall with the
understanding that we will continue to be responsive
to the directions of the Health Authority, the Province,
the District and our Stakeholder groups.Page 17
Learning Groups
Timetable structure
Wellington Secondary will be working within the quarter system alongside all other
NLPS secondary schools. Within that quarter system, we are structuring our Grade
8s such that students will have exposure to the core academic courses over two
SAMPLE alternating quarters, allowing for continuity of learning in these subject areas. We
are looking at this possibility with our Grade 9s and Grade 10s as well, but elective
choice may complicate our ability to do so.
At the senior level (Grades 11&12), we are exploring how to build core academic pods of students
who will learn together in each quarter. Using a combination of hybrid classes, electives will be
delivered in such a way that students will be able to physically distance and, therefore, we can
honour student choice. We will attempt to pod elective choices with academic learning groups as
much as possible.
Learning groups
We will be creating learning groups of students to keep contact numbers as small as possible with a
maximum number of student and staff contacts at 120.
Start Times/End Times/Break Times
Wellington Secondary will operate without bells to allow for staggered start/end and break times
while minimizing the disruption to classes that are in session.
Below is an example of how we are looking to structure arrival/departure times and locations:
⁻ Grade 8s will arrive through the front doors of the school for an 8:30 a.m. start
time.
⁻ Grade 9s will arrive through the C-wing doors for an 8:30 a.m. start time.
⁻ Grade 10s will arrive through the front doors for a 9:00 a.m. start time.
⁻ Grade 11s and 12s will arrive through the C-wing doors for a 9:00 a.m. start time.
We will stagger break times and times when students would be
changing classes based on grade level and 120 learning group
numbers. Currently, we are looking at 35-minute blocks of time to
stagger throughout the day and across grades in order to allow for
sufficient time for lunch. Teachers will be well aware of the scheduled
break times and class change times based on their individual pod
assignments. Teachers will be expected to welcome and release their
students at their exact scheduled times so that the number of students
in the halls and mingling throughout the day is consistently minimized.Page 18
Learning Groups
Traffic Flow
As was the case in June, there will be one-way traffic in Wellington’s
halls. There will be signage clearly indicating which direction students
and staff must travel.
SAMPLE
Lockers
Lockers will not be available to students unless under exceptional
circumstances such as instrument storage. Lockers will be bolted and
inaccessible for the 2020-21 school year.
Prep Time
Within the quarter schedule, teachers will be scheduled for their prep.
Rather than a semester of single block preps, teachers will get a quarter
of double block preps. NDTA/District conversations will determine how
this is managed.Page 19
Learning Groups
Grades K-7
Registration has been steadily climbing all summer. SAMPLE
We will need to add (qualified) staff to manage this growth.
September will be very busy as we will need to schedule intake meeting for all of these families and have
them complete their initial assignments before the September 1701 deadlines.
Traditionally Tuesdays have been our face to face day for K-7. With these numbers we are looking at
breaking into grade groups and using alternate days.
Adding and training new staff is going to be a priority.
Plan to start with more online and remote activities until intake meetings and registration has stabilized.
Once our numbers and staff have stabilized, we will be looking to add more face to face learning respecting
our current safety guidelines.
Grades 8-9
Registration has increased this summer.
We will have to add and train new staff to accommodate this growth.
Face to face activities will be scheduled so that grade learning groups remain in separate spaces.
Emphasis to start will be creating learning plans and to engage new students online.
Similar to K-7 we will be looking to add face to face activities as our numbers and staff stabilize.
Grades 10-12
As registration is course by course, we haven’t seen an alarming increase in registration yet.
We predict we will see an increase in September.
Embedded teachers’ schedule for Barsby, NDSS, Dover and Wellington have been created. Each school has
a team of 3 with a determined schedule and a balance of Math/Science and Humanities expertise.
We do not predict any issues with maintaining learning group minimums.
Flow
Contained learning group - under 60
Predicting 10-12 students at this time
Summary
The biggest challenges will be in accommodating so many new full-time students, training and housing
new staff, and creating learning plans before our September 1701 due date.Page 20
NLPS COVID-19 Continuity of Learning
Students with Diverse
Framework for Teaching &Abilities/Disabilities
Learning from Home
Full Time Instruction for Students
with Diverse Abilities/Disabilities
Where appropriate, vulnerable learners
will be included in classroom activities
with their usual teacher, peer group and
Education Assistant, as part of a learning
group.
Framework is being developed to support
homebound students who are unable to
participate in DL structures.
Tier 2 and 3 Support will continue with
specialists such as speech-language
pathologists or other specialist teachers,
following district Health and Safety Mental Health Supports
guidelines.
IEPs will be created for all students with ⁻ Counsellors and CYFSWs will provide support for
Ministry designations. students and families.
Non-enrolling specialists, classroom ⁻ Connect Parent Program provided remotely
teachers and/or Education Assistants will delivered by NLPS staff.
provide instruction and support.
⁻ Updated mental wellness resources for staff,
The two District Life Skills programs for students, parents on the district web portal.
our most complex students will provide
⁻ Ongoing in-service provided to staff.
full-time programming.
⁻ For students continuing to learn remotely: SOGI
School-Based Teams will collaborate with
leads will make individual phone calls to vulnerable
families and outside agencies as
learners; Settlement Worker in Schools and Arabic
appropriate.
and Mandarin Cultural Support Workers continue
Updates to health and safety guidelines to reach out to families; Counsellors will continue
include details for working with students to connect with families remotely; and school
with health needs or who are unable to teams are staying in regular contact with
maintain social distance. community agencies.
⁻ For teachers, support staff and administrators:
Communication regarding EFAP and other
resources will be refreshed with staff; a structure
for wellness checks with staff has been shared with
administrators; and staff/administration meetings
are being held regularly to provide updates.Page 21
Communication and Engagement
Goal
To achieve maximum engagement of the student, parent and
general population for the release of the September Restart
Plan.
Objective
To deliver the Restart Plan to 100 percent of registered
students’ families and achieve 3,750 social media impressions
between Facebook, Twitter, YouTube and Instagram
(represents 25 percent of total student enrolment).
Tactics
1. Website: post Restart Plan on district website on or before
August 26, 2020 (if approved early).
2. Social media: Begin sharing the plan on social media on or
before August 26 (Facebook, Twitter, Instagram). Schedule
recurring posts.
3. Video tour: Produce brief video of a school tour. Focus on
learning groups, health and safety protocols. Gives
students and families an idea of what to expect when they
return to school. Post to YouTube beginning August 26.
4. School Messenger: Share Restart Plan directly with
families on or before August 26. Send via email to approx.
15,000 student families.
5. Email to staff: Share the Restart Plan directly with staff via
district email.Page 22
Communication and Engagement
Key Publics
Students, their families, stakeholders and Strategy
general community Communicate with students,
a. Demographics: their families, stakeholders and
i. Approx. 15,000 enrolled students from
Kindergarten to Grade 12 general community on the
ii. Parents, guardians, extended family district’s Restart Plan document
members of enrolled students via communications channels we
iii. Nationalities may include: Canadian,
Francophone, Aboriginal, Metis, Inuit, employ.
Chinese, Korean, Japanese, Syrian,
German, Italian, Southeast Asian and Nanaimo Ladysmith Public
Filipino
iv. Ages five to 100+ Schools will continue to
v. Full/part-time workers or stay-at-home collaborate with our partners and
parent stakeholders, including
vi. CUPE, NDTA, DPAC
vii. Snaw Naw As, Snuneymuxw and Indigenous Peoples to address
Stz’uminus First Nations any concerns.
viii. Mid-Island Metis
ix. Tillicum Lelum
b. Relationship with organization or issue:
i. Students spend five days a week in
building
ii. Parents trust school system with their
children
iii. Community partners (stakeholders)
c. Opinion leaders:
i. Parent council representatives
ii. District parent council representatives
iii. Indigenous partners
iv. Stakeholders
v. Student leaders
vi. Parent advocates
d. Viable communications channels:
i. Social media (Facebook, Twitter,
YouTube, Instagram)
ii. School Messenger (Email, SMS text,
phone)
iii. District email
iv. Staff meetings (Microsoft Teams)Page 23
Transportation
NLPS will operate all bus routes, including special needs routes and routes
that provide service to First Nations Students. Routes will be adjusted as
needed based on load sizes and service requirements and school bell
schedules may also be adjusted or allowances made for students arriving late
due to bus routes being changed or extended. The use of bus pass cards will
be enforced to ensure we have an accurate ridership list, for contact reasons,
in the event of an infection on the bus.
Buses will continue to be cleaned and disinfected in accordance with the
BCCDC’s Cleaning and Disinfectants for Public Settings document. Buses will
also receive wipe downs of high touch surfaces between passenger loads and
general cleaning as was performed pre-pandemic. Each bus has been
supplied with a pandemic kit which contains: gloves, disposable masks, hand
sanitizer, and hand sanitizing wipes. A temporary barrier between the driver
and passengers has been installed on each bus.
NLPS has procedures for sick students on a bus - if a
student has or is thought to have COVID-19 and has been
on a bus – that bus will be taken from service until
thoroughly cleaned and misted/sprayed with appropriate
misting/spraying machines and virus/bacteria killing
cleaning products.
NLPS has procedures for leaving students at bus stops due
to lowered capacity bus overloads - bus will wait with
student(s) until family or school staff has made
arrangements with the student.
NLPS will continue to encourage private vehicle use for
student transportation where possible to promote physical
distancing and reducing the number of passengers on our
buses.Page 24
Transportation
NLPS implemented the
2019-2020 Joint
Transportation Plan as
submitted. Partners will
continue discussions on
effectiveness of the
Strategies to ensure safety on buses
2019-2020 plan, given the
₋ Have students sit in their own seat
wherever possible, students from the challenges presented by the
same household can share seats if pandemic, and submit plans
space is limited for 2020-21 by the October
₋ Separate students side to side/front 30 deadline.
to back
₋ Request secondary students wear a
mask while on the bus
₋ Bus driving staff will have the option
of wearing a mask or face shield Student transportation on buses
when transporting special needs
students The key change from June 2020 is that
₋ Disposable gloves will be supplied to staff and students will be supplied with
bus driving staff reusable masks and secondary students
will be required to wear masks while
₋ Supply hand sanitizer for staff and riding the bus.
student passengers
₋ Supply re-useable masks for bus
driving staff
₋ Make disposable masks available in
the event secondary students forget
their maskNanaimo Ladysmith Public Schools
395 Wakesiah Avenue
Nanaimo, BC V9R 3K6
www.sd68.bc.ca
Stage 2 Restart Plan
2020-2021 School YearYou can also read
