SPS Preparing for Fall 2020 – Guidelines for Successful Re-Opening of Schools

On June 9th 2020, the Government of Saskatchewan announced that “Saskatchewan

Prekindergarten to Grade 12 schools will resume in-classroom learning for the upcoming school
year.” Additionally, the news release states:

The Government of Saskatchewan’s priority continues to be the health and safety of

students, staff and caregivers.  The Chief Medical Health Officer will continue providing
advice and recommendations as the planning and implementation process takes
place.
Further:
While a return to the classroom in the fall is the scenario being planned for, there will
be contingency plans in place in the event that there becomes an elevated
transmission risk, and in-class learning cannot resume as planned, either regionally or
provincially.

Return to in-school learning will be done in compliance with the Re-Open Saskatchewan Plan
which outlines detailed safety guidelines and procedures. As the end of this year approaches, we
have an opportunity to reflect on what we’ve learned and begin to prepare for students’ return to
our classrooms. Recent events have allowed us to reflect on and learn more about what how to
meet the needs of our students. This has provided us with an opportunity to strengthen our ability to
create learning experiences that inspire all students to reach their potential.

(See Appendix 2 for reflection questions and key considerations.)

1. THE STRATEGIC PLAN WILL CONTINUE TO GUIDE DECISION MAKING

The Saskatoon Public Schools strategic plan serves as a

foundational lens through which we engage with students,
parents and community partners. Our students’ wellbeing, ability
to persevere and engage in high quality learning opportunities
has never been more important. Our curriculum continues to be
our mandate and our professional practice targets continue to
be found within the SPS Framework for Teaching. These have not
changed. The context in which they are actualized has changed
and we need to take this opportunity to reflect, revision and
reimagine our work within a more blended learning environment.
A critical element of the commitments shared in Saskatoon Public
Schools is to develop and maintain a focus on Indigenous student
success. As Indigenous and Non-Indigenous students return to
school, relationships will be key factors to being able to achieve the vision of the strategic
plan. Teachers will need to develop plans to initiate and grow relationships with students,
between students, and with families and caregivers. Additionally, attention should be paid to
the relationship that students have to the learning outlined by the curriculum.
2. REBUILD CONFIDENCE, TRUST AND RELATIONSHIPS 

Physical and emotional well-being: Administrators will take time to help students, staff and
families feel confident that the school is the best place for learning.  Consider Kevin Cameron’s
recommendations in order to ensure that everyone feels safe and supported.   All safety
guidelines will be followed to ensure that we provide the safest possible learning environment. 
This will be an important message to share and to demonstrate student and staff safety are our
top priorities.  Teachers will emphasize connections with and between students in their planning.
 
Knowing, valuing and believing in students: All staff will get to know each student’s personal
interests and strengths as well as their academic skills and areas for growth. Getting to know
students in these ways will help to form strong learning relationships that show we value and
believe in students as we use the information to plan differentiated learning that maximizes
engagement and success.

(See Appendix 1 for more information)

3. CURRICULUM, ASSESSMENT AND INSTRUCTION

Teachers will be encouraged to use their professional judgment informed by discussions with
their colleagues and administrators to decide how to emphasize certain outcomes and de-
emphasize others. To make well-informed professional decisions, teachers will want to consider
several factors to determine the relative importance of each outcome:
i. The complexity of the outcome
ii. The amount of time and effort required of students to achieve the outcome
iii. The importance of the outcomes to success with other outcomes in the course
iv. The importance of the outcome to success in future courses/learning
v. The importance of the outcome to success in other subject areas
vi. How well the outcome supports the development of the Goals of the curriculum,
the Cross-Curricular Competencies, and the Broad Areas of Learning
vii. How well the outcome corresponds to the goals and needs of the school
community and students’ families

a. Secondary: TEACHERS AND STUDENTS WILL BE RESPONSIBLE FOR LEARNING IN ALL

OUTCOMES OF THE CURRICULUM.

There will be a pronounced need for secondary teachers to have a clear understanding of all
the outcomes and a deliberate plan to use the instructional time they have to support students
in making progress in every outcome.

Outcome-Based Planning: Teachers are encouraged to find efficiencies within outcomes as

well. Teachers should be able to clearly articulate the essence of the learning represented by
the outcome and be prepared to abandon learning opportunities and summative assessments
that are not fully aligned with the essence of the outcome even though they have value in
their own right. Another efficiency that teachers should consider is the integration of outcomes
within the course or potentially within other courses. Students may need to complete fewer
summative assessments if the assessments can provide evidence for multiple
outcomes. Additionally, teachers are encouraged to work with students and other teachers to
allow the same products to stand as evidence of learning in multiple courses. Fewer products
 with an emphasis on high-quality will allow students and teachers to focus their energies on the
most important learnings of the course to achieve both breadth and depth. Formative
assessment strategies and assessing multiple pieces of evidence (conversations, observations
and products) will continue to be best practices in the determination of where students are at
and what additional supports need to be provided.

b. Elementary: PK-8 INSTRUCTION WILL ENSURE ACHIEVEMENT OF CURRICULUM

OUTCOMES, PRIOTIZING LANGUAGE ARTS AND MATH

SPS elementary students will have learning experiences that address all goals of the strategic plan.
The Academic Excellence goal will be addressed through instruction aimed at achievement of
curriculum outcomes. The main focus will be on Language Arts and Math. Other subjects will be
integrated as much as possible depending on the time available for in-class learning.
i. Language Arts and Math will be prioritized in the learning program because they are
foundational to academic success and students will need extra support in these areas
after the absence from school.
ii. If students are in class only part time, only selected outcomes from subjects other than
Language Arts and Mathematics will be included in the classroom teacher’s instructional
program (teachers can’t deliver the entire curriculum in part of the time). Other subjects
will be integrated as much as possible into language arts and math instruction.
iii. Inclusion of First Nations, Métis, and Inuit content, perspectives and worldview will continue
to be a key strategy for achieving curriculum outcomes.
iv. In-school learning for students will include learning related to all goals of the strategic
plan:
a. Well- being:
1) Health education to support students’ emotional health (see recommendations from
Kevin Cameron)
2) Health and safety instruction that explicitly teaches students how to make healthy
choices (e.g. hygiene and distancing)
3) Physical education to ensure healthy activity
b. Character education instruction to:
1) develop respect and responsibility related to safety concerns, ensuring that
students are following the routines and procedures that make safe learning
possible.
2) develop perseverance in learning as they return to learning.
3) Strengthen students’ digital citizenship when working on-line.
c. Engagement: For all subjects taught in class, teachers will assess progress toward the
intended outcomes and provide follow-up feedback, plus practice and extension
activities and resources. Teachers will use assessments and what they know about
students’ interests, strengths, and values to differentiate the learning experience in ways
that are relevant and meaningful to each student.

v. Resource and EAL support will be provided for students who may require additional
support within the guidelines outlined by the RPT.
vi. Non-classroom teachers will work with students at school providing release time in the
same format as in the past. If students are back in school only part time, some students
will receive more or less time with release teachers due to scheduling
complexities. Release teachers will be deployed as equitably as possible.
4. ALL CLASSROOM TEACHERS WILL HAVE AN ONLINE LEARNING MANAGEMENT SYSTEM
(LMS) THAT SUPPORTS STUDENTS TO CONTINUE LEARNING WHEN NOT IN CLASS   

We know the value of having teachers provide on-line support for learning that is available
to students when they are not at school. To enhance the impact of in-class teaching, all
teachers will be asked to provide practice and extension activities and resources through a
Learning Management System (LMS) such as Google Classroom. Note: Providing learning
supports using an LMS is not the same as online teaching; through their LMS, teachers will
provide home learning activities and resources that reinforce what is being taught in class.
Physical materials for learning may also be provided.

Parent feedback during supplemental learning indicated that navigating multiple learning
platforms online was a barrier to successful engagement in learning from home. So, to ensure
we are providing a manageable home-learning experience for students and families, SPS is
recommending limiting the number and complexity of online platforms used to support
home learning. Google Classroom is the preferred LMS platform for teachers in the division.
Seesaw has been used effectively in the primary grades and can continue to be used in
2020-21. A key consideration when designing home learning activities for students is to
ensure they are manageable for parents who are providing learning support for their
children.
Appendix 1- Supporting Well-Being in School Reopening Fall 2020 (prepared by the SPS
Well Being Committee)

Supporting Staff – Considerations for Leaders.

Appendix 2: Considerations for Administrators and Questions for Reflection

The BIG Questions Institute used the following description for a recent webinar that prompts some
critical thinking and questions:
Know this: once the lockdowns end, the pull for schools to return to the status quo will be
powerful. The systems and structures and narratives that have defined education for over a
century are deeply rooted both in both our personal experience and in our aspirations for
our children.

But know this as well: the Covid-19 pandemic has shaken those systems and structures and
narratives to their core. Forced into digital instruction, the school “experience” has been
radically altered. Curriculum has been compromised. Grades and assessments have been
eliminated. Requirements reduced.

Our concept of "school" has been inexorably altered.

What comes next is not clear. But there’s no question that the fundamental lenses through
which we see the purpose and practice of education are now forever changed.

Any school leader thinking seriously about the future of their school and the prospects for
their students must now recalibrate and reorient. Creating a new future of schooling requires
school leaders to see the world as it is, not as it was. It requires understanding new contexts,
and building new lenses.

Guiding Questions:
How do we rebuild relationships and re-engage with our students and families through curriculum,
instruction and assessment in our current context?

How do we revision and re-plan our instruction in such a way that provides equitable learning
experiences that promote engagement and relationship?

We have a great opportunity to look at our curricula and reflect on our instruction and assessments,
to ensure they provide the best opportunities for our students to learn and demonstrate their
learning.
• Which outcomes within my courses are foundational to others?
• What outcomes are better served in a face to face format?
• Which outcomes lend themselves to blended environments?
• Do my assessments allow for all my students to show what they know?
• What learning opportunities can I develop that provides evidence of learning for multiple
outcomes?
• How can I integrate outcomes within several subject areas?
• What formative assessments am I providing to determine where my students are at and what
are my next moves?
Key Messages:

1. Same Goals, Same Commitments – The SPS Strategic Plan

What? We want all students to feel known valued and believed in as they achieve the four
goals
What’s the same? The goals and commitments for SPS educators are the same this fall as
they were last year: The Strategic Plan, the Framework For Teaching still guide all our work.
What’s new for fall 2020? We have been given a great opportunity to reflect and learn in
recent months and we will apply that learning to strengthen our professional practices. We
will be even stronger in the future with new ideas and ways of working to fulfil our
commitments of relationships equity and accountability.

2. Everyone happy to be back - A Healthy School Environment

What? We will ensure that staff, students and families feel safe, confident and excited about
returning to school for learning. REBUILD CONFIDENCE, TRUST AND RELATIONSHIPS
What’s the same? Again, as we do each fall, we will attend to the needs and emotional
health of our learning community when we return to school.
What’s new in fall 2020? In Fall 2020 there will be more pronounced needs than usual, but we
know how to do this.

3. Students learning – Achieving Curricular Outcomes

What? Students will be provided with engaging instruction and assessment to support their
achievement of outcomes from the curriculum.
What’s the same? This is the curriculum-based formative assessment and responsive
instruction that we have been striving for always
What’s new? For Fall 2020, teachers will need to rely even more strongly on their professional
judgement to select appropriate outcomes given partial time for in-class teaching and the
lengthy school lay off for many students.

5. Supporting learning with technology – using a Learning Management System (LMS) -

What? to extend and enhance in-class learning, all teachers will provide activities and
resources through an LMS such as google classroom.
What’s the same? We have seen the power of this online support over the last few months
and will continue with this as a standard practice in face to face or remote learning.
What’s new? All teachers using an LMS to provide practice and extension activities and
resources to support what has been taught in class