THE LATEST (August 6, 2020)

The Hampton City School Board voted unanimously at its Wednesday, August 5, 2020, meeting to adopt the superintendent’s recommendation to begin the 2020-2021 school year in a fully virtual learning model for all students. Superintendent Jeffery Smith expressed a desire of bringing students back to school as soon as safely possible. However, he recommended using a 100% virtual learning model for at least the first nine weeks (until November 2, 2020) unless health conditions provide the division the opportunity to safely return earlier than this date. The 2020-2021 school year begins September 8, 2020.

The Board meeting took place virtually via Zoom and was broadcasted live on Cox Cable Channel 46 and Verizon FiOS Channel 20 as well as streamed live on the division’s website (hampton.k12.va.us). Members of the public signed up in advance to share their views at the meeting.

Other points that emerged from the meeting:

The division is working to avoid furloughs so long as there is adequate funding and alternate assignments are identified. HCS is working to determine alternate assignments for employees who may not have work available when instruction is virtual.

Teachers will teach virtual lessons from their school classrooms at least three days a week.

Virtual learning does not mean students and teachers will be in front of their screens all day, every day. Teaching material will take on different forms, such as independent work and projects.

Whether instruction is fully virtual or in person, the school division will continue to have high expectations for all students.

HCS will continue to adhere to the provision of free appropriate public education (FAPE) for students with disabilities in all phases.

HCS Food and Nutrition Services will continue to prepare healthy and nutritious meals for all of our students even with a full virtual opening. All HCS families will receive a notification letter the week of August 27 providing detailed guidance on how to apply for meal benefits.

Hampton City Schools will continue to work with health experts to evaluate pandemic conditions in Virginia and the Hampton Roads area and regularly assess the feasibility of incorporating modified in-person learning for students.

The Fall 2020 Return-to-School Recommendation presentation can be viewed in full from BoadDocs as well as the presentation Charting the Course: Reimagining Teaching & Learning for our Students with Disabilities. 



Superintendent Jeffery Smith will be recommending to the Hampton City School Board at their meeting on Wednesday, August 5, 2020, a fully virtual start for all students to the 2020-2021 school year. Based on evolving health information over the past few weeks and current health conditions in our region, this recommendation prioritizes the health and safety of students, families, and employees. This 100% virtual learning model for all students would be in place for at least the first nine weeks (until November 2, 2020) unless health conditions provide the division the opportunity to safely return earlier than this date. 

The section below that outlines our PHASE 1 SCHOOL OPENING has been revised to reflect this fully virtual model for all students. Frequently Asked Questions (FAQs) have also been added to address this learning model and sample student schedules for each level (elementary, middle, high) have been provided. 

While the superintendent’s recommendation is for the school year to open virtually for all students, it is important for the division to capture necessary information from our families should HCS be in a position to transition to a modified in-person learning model for some or all students when health conditions are more favorable.  

As a result, we are asking all families to complete on or before August 10, 2020, the Return-to-School Preference Survey for each of their children. Families will choose one of the two learning options (see options below) that is best-suited for their child/children for the second nine weeks (or earlier if health conditions allow). Families will have the opportunity to update their decision at a future date. However, this information is needed at this time in order for the school division to be in a position to transition in a timely manner from 100% virtual to a modified in-person learning model.

  1. Remain in a 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning modules. This virtual learning model will look very different from the alternative learning model the division implemented during the sudden closure in March 2020. New schedules have been created, new learning will take place, attendance will be taken, and traditional grades will be issued. These details are outlined in the Phase 1 FAQs and schedule tabs on the website
  2. Transition to an in-person learning model, in which students will attend school in person (e.g., two days per week either Monday/Wednesday or Tuesday/Thursday with independent work completed on the days students are not in school). 
To select your preference, please do so by using the online Parent Portal, https://ps.hampton.k12.va.us/public. For directions on activating your Parent Portal account, please reference the bottom portion of the Superintendent’s letter.

To view the July 28, 2020, letter from Hampton City Schools Superintendent Jeffery Smith, click here.

 



Return-to-School Preference Survey
The survey must be accessed via the Parent Portal (https://ps.hampton.k12.va.us/public/) from a desktop computer, laptop, or the url on a smartphone’s search engine. The survey cannot be accessed from the Parent Portal app or from the Student Portal. 


Virtual Learning Workshops for Families
to support your child's virtural learning experience.
September 17, 22, and 24
Did you miss our workshop(s) or want a refresher? View our video(s) here: - Virtual Learning Workshops for Families (1).

The Digital Learning & Chromebook Zone provides videos, tipsheets, and more to help students, families, and teachers navigate digital learning in HCS.
Visit the Chromebook Zone.


Please know we welcome your feedback. Continue to share your thoughts and comments by emailing
HCS-ReturntoSchool@hampton.k12.va.us. While you may not receive a personal response, please know your feedback is greatly appreciated and that we will ensure it is considered during the division's continued return-to-school planning and discussions.

Need Internet Access for Your Child?
Call our helpdesk at 757-850-6875
Monday-Thursday, 8am-4pm, click here for the Internet Access Assistance form,
or click here to get started with COX. 
(Calling our helpdesk may provide additional options.)


HCS will implement the following COVID-19 mitigation plans for reopening schools for in-person learning.
Click here to view our Healthy & Safe Return-to-School - Communication Guidance for COVID-19 Positive Cases


This plan provides an overview of the Hampton City Schools (HCS) student re-entry phases for fall 2020. Each HCS phase of school opening is aligned to Governor Ralph Northam’s phases for reopening the state. Therefore, if the City of Hampton is in Phase III of reopening, then Hampton City Schools, upon submission of a plan to the Virginia Department of Education for school operations, would also be in Phase III. In addition, with a mitigation plan, HCS may expand its reopening beyond the reopening phases of the state. Listed under each phase are the identified HCS reopening strategies and measures for reopening our schools. The reopening strategies and measures are broken down into three categories for each phase: Teaching & Learning, Operations & Support, and Co/Extra-Curricular Activities and Athletics. It is important to note that new instruction will be provided for all students this school year, regardless of the phase of school opening. Additionally, HCS curriculum was revised during the summer months to account for student learning loss as a result of the period of extended school closure in the spring combined with the summer months. For example, important and foundational skills and knowledge items that were to be mastered by students in a previous grade level or course have been embedded into their studies for this school year. As teachers begin the school year, students will be assessed in a variety of ways to check for understanding of these foundational and/or prerequisite skills to determine if reteaching is necessary. If so, reteaching may occur in a whole group, small group, or one-on-one settings, and teachers will deploy additional assessments afterwards to again check for student understanding. HCS will make the necessary adjustments as further guidance is provided by the Centers for Disease Control and Prevention (CDC), the Virginia Department of Health (VDH), as well as the Virginia Department of Education (VDOE) for each of the reopening phases.

 

 

 

 

Phase 1

This section defines how HCS will operate at any given time should the need exist whereby the school division enters into a Phase 1 teaching and learning status. Information in this section of the HCS Return-to-School Plan was revised on July 27, 2020. Previously, in a Phase 1 school opening, students with disabilities and PreK students were being provided with the option to participate in in-person learning. At this time, the Phase 1 school opening scenario will require all HCS students in grades PreK-12 to begin the 2020-2021 school year in an all virtual model (online learning). Please use the tabs below to view the details associated with a Phase 1 school opening.

 

Phase 1 FAQs

Click on the tabs below to access information for Phase 1. Click again on the tab to collapse the text. 

100% Virtual Learning Model Parent FAQs for Phase 1 School Reopening 

The purpose of the FAQs section is to help parents better understand what a 100% virtual learning experience for all students would look like given a Phase 1 school opening in September 2020. A review of this information, to include sample students schedules located in the tabs to the right, will assist parents in gaining a better understanding of the division’s plans regarding an all virtual learning environment.


Will technology be provided to my child to utilize at home?

Yes. HCS students in grades PreK through 12 will be assigned a device for use in the home. More detailed information will be forthcoming from your child's school regarding the distribution and use of devices for students who are new to HCS. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS, to include information on online safety tips and student digital resources. 


What measures does Hampton City Schools have in place for those who don’t have reliable Internet access at home?  

HCS will work with families to explore options available to them. Should families have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020. 


How will my child be able to communicate with his/her virtual teachers?

Teachers will be accessible to students in a variety of ways to include phone and email. Teachers will also hold virtual office hours during the week for those students who need assistance with content understanding and completing assignments. 


What support will schools put in place to ensure students’ successful transition to an all virtual learning environment?

School administrative teams will be responsible for putting measures in place to monitor students’ progress. Student support teams will be responsible for tracking student progress and meeting periodically to discuss student success. 


What will the expectations be for teachers reporting to work in an all virtual environment?

Teachers will be expected to report to their respective schools and teach from their classrooms at least three days a week. Two days a week will be “flex” days, where teachers may teach from home. Teachers without a stable home Internet connection will be expected to teach from school five days a week. Principals will work with their staff to create staggered work schedules.


How can I best support my child’s virtual learning experience? 

We encourage parents to attend upcoming parent training sessions that will be offered virtually. During these training sessions, parents will also learn more details regarding the division’s expectations for teachers teaching in an all virtual learning environment. 


What are the division’s expectations regarding attendance for the virtual class meetings? 

Teachers will take attendance for each of the scheduled classes, and students are expected to attend each virtual class meeting. An attendance policy will be shared by schools that outlines the division’s expectations. If concerns arise regarding attendance, teachers will communicate with parents. 


Will my child need to log on daily to complete work?

Virtual learning allows some flexibility in the completion of work. However, students are required to attend virtual sessions with teachers as noted in the schedules they will receive. “Flex” modules are designed with flexibility in mind. These modules consist of videos, readings, and other work that students can complete independently. Students will have some flexibility in when they can be completed but must complete the assignments by the due date in order to remain in good standing for the course. 


Will my child be required to “turn on” his camera when participating in live Zoom sessions with his teacher(s)?  

Yes. In order for teachers to monitor levels of student engagement, and to better gauge students’ understanding through the reading of body language, laptop cameras are required to be turned on when participating in virtual class meetings. Parents with concerns regarding this expectation are encouraged to contact their child’s teacher(s).

What will be the division’s expectations regarding student engagement, assessment, and grading practices?

During virtual learning experiences, students are expected to complete all assignments and engage in, provide feedback to, and submit instructional learning activities provided in Google Classroom per the directives of their teachers for all classes. It is critical that families understand that even in the virtual learning environment, students are to be actively participating and making the most of their learning experience. 

Assessment and grading practices will more closely mirror a traditional school setting. Teachers will use the appropriate grading scale for each grade level. Students are expected to complete assignments as directed by their teachers and adhere to given due dates for assignment submission. Grades will be recorded in PowerSchool for parents and students to access via the Parent Portal.

I am concerned about my child’s level of engagement in an online setting. What can I expect from HCS teachers in this learning environment?  

Our teachers are being trained on effective virtual teaching and learning methods and we will work diligently to meet best practices for screen requirements for all students. The teacher-led Live Zoom lessons that your child will be participating in will encourage collaboration and instruction, as well as engaging checks for understanding during their time online. Since March 2020, HCS has been hard at work developing a training program that all HCS teachers teaching online are required to participate in prior to working with students in a virtual classroom setting.


What steps will HCS take to ensure a quality, engaging virtual education for my child?

All HCS teachers will be completing the courses below prior to the start of the school year. In addition to these courses, our teachers will complete extra training to ensure quality instruction. We will work with teachers so they can design engaging quality lessons and provide effective feedback while monitoring the effectiveness of the program.

  • Using Google Classroom for Instruction 
  • Using Zoom Safely & Effectively 
  • Engaging Online Learning/Teaching
  • Virtual Classroom Management 
  • Google Calendar 

Will my child be able to interact and collaborate with other students in this virtual setting?

Yes. Time will be built into instruction for students to collaborate on projects, participate in group discussions, and build relationships in this virtual setting.


Does virtual learning mean that students will lose opportunities for hands-on learning?

No. Depending on the course, students may be given kits to practice skills or competencies covered in class. Teachers will work with the curriculum departments and building administration to determine ways to maximize each students’ learning experience. In some cases, parents may be asked to come to the school to pick up manipulatives (e.g., supplies used for certain lessons) from teachers.  


Will students with disabilities receive face-to-face instruction as previously noted in Phase 1?

No. All students will receive instruction virtually. Services as noted on the student’s Individualized Education Plan (IEP) will be provided in order to provide students with equitable access to their instruction.


How will IEPs (Individualized Education Plans) be addressed for students with disabilities as well as 504s for students who have these plans?

Students with IEPs will receive special education services as outlined in their Individualized Education Plan to the extent possible. Services that afford students with disabilities equitable access to the new instruction will be provided. Students will receive collaborative and/or small group instruction from special education teachers and service providers through the virtual platform based upon individual student needs. Additionally, students with 504 plans will receive educational services based on their individualized accommodations.


Will students with disabilities receive related or itinerant services outlined in their IEPs through virtual learning?

Yes. Students will receive related or primary services such as speech language therapy and occupational therapy across a virtual platform as outlined in the IEP and appropriate for the virtual platform. 

Will students receiving special education services follow the same schedules as their peers who do not receive special education services?

Students who receive their services within the general education and resource settings will follow a schedule similar to their peers with alternative or additional instruction provided based upon the students’ IEPs. Class schedules for students receiving special education services based upon adaptive standards of learning will be reflective of the unique needs of the class population and individual students. Students who receive services within the special education setting for the majority of their day, with some participation with nondisabled peers, will still have the opportunity to participate in the general education setting as outlined in students’ IEPs.  


How will I know if my child with a disability is making progress through virtual learning?

Teachers will utilize classroom assessments and collect data to determine student performance and progress. Special education teachers will continue to report on student progress towards IEP goals at the same intervals at which all students receive formal reports of progress from the school division.  


How will I access my child’s grades and make sure that they are completing work in a timely manner?

Parents will be invited to be “guardians” of their child’s Google Classroom, where they will receive email summaries on their child’s progress such as missing work, upcoming work, and class activities. Grades will be recorded in PowerSchool for parents to access via the Parent Portal. For directions on how to access or establish your Parent Portal account click here. To log on to Parent Portal, please use the following link https://ps.hampton.k12.va.us/public/.


How will Driver Education be taught in a virtual setting when there is a “seat time” requirement?

There are a couple of options being explored at this time. However, to ensure a safe and quality Driver Education experience, HCS is moving this course to the second semester. As a result, the fall semester will offer Health I and PE II. In the Spring, HCS will offer PE I and Health II/Driver Education.  

Will my child still be able to participate in chorus, band, or guitar at the middle school or high school level?

All students will be able to take band, chorus, or guitar (if guitar is offered at your school) through a virtual learning setting. Instruments and resources will be issued to students by appointment with their school music teacher. Students will study music through playing or singing utilizing a combination of weekly instructional videos, independent practice, sheet music, and recordings. Access to online programs using method books and full play-along examples will also be provided. A weekly Zoom meeting will be expected for lessons and to check for understanding. Instruments and some resources (e.g.,. method books, mouthpieces) will be available for rental and will be issued to students by appointment. Rented items must be returned.  


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose, non-abrasive, non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.

What resources are in place in regards to Internet safety?

Visit our Chromebook Zone website for online safety tips, Chromebook tips and tricks, as well as parent and student digital resources.

Due to COVID-19, the spring of 2020 resulted in uncharted territory for school districts throughout the world regarding continuity of learning during a period of extended school closure. Fortunately, HCS was well-positioned to implement a virtual learning platform for students in grades 5-12, as a result of several key factors, including but not limited to: Chromebooks for each student in grades 5-12, a guaranteed and viable curriculum housed on a web-based platform created by HCS staff, a high percentage of HCS teachers proficient in the use of Google Classroom, and school administrators who worked closely to ensure teachers’ resource needs were met.

Throughout the pandemic, the school division continues to assess strategies, procedures, and processes in place that are working well in the area of virtual learning. Additionally, the school division identified potential areas for growth and has addressed these in our Phase 1 planning. The following observations represent areas for growth in implementing a period of virtual learning, when reflecting on the period of school closure in the spring of 2020. These observations have been taken into consideration while planning for a Phase 1 reopening for the 2020-2021 school year. 


  • The HCS Digital Learning Program should be expanded during the summer of 2020 so that all students in grades PreK through Grade 12 are able to utilize a division-issued device at home in the event of a virtual school opening.
  • According to the Virginia Department of Education (April 2020), approximately 25% of HCS families lack access to high speed Internet services. 
  • The division’s Professional Learning Plan should be revised and emphasis placed on ensuring all faculty receive ongoing training in effective strategies for teaching, learning, and managing classes in a virtual setting. A systems approach to professional learning is needed as well as a differentiated plan by level to meet the varying needs of staff and students.
  • The need exists to create a robust online resource center for parents/guardians to access to support their child/children in a virtual learning setting, as well as an updated online resource center for students and staff.
  • Multiple video-conferencing platforms were used during the COVID-19 school closure. The division will elect to use one platform for the 2020-2021 school year. 
  • Instructional time allocations will need to be revised at the division level to provide schools guidance regarding class meeting times. For example, how often per week should English 10 students be expected to video-conference/meet with their teacher? What expectations exist regarding asynchronous assignments, where students are asked by their teacher(s) to work independently on their device while at home? What time will be set aside for school administrators to meet virtually with staff members?
  • Revisions to curriculum at all levels and courses will need to occur. 
  • Expectations regarding student attendance in a virtual setting will need to be created and clearly communicated.
  • Grading practices in a virtual setting will need to be outlined and clearly communicated.

SAMPLE ELEMENTARY SCHOOL ALL VIRTUAL SCHEDULES

Please note Phenix and Andrews PreK-8 schools are following the same start and ending time as the elementary schools.

Below you will find sample online learning schedules for each grade of elementary students. Immediately following the schedules are overviews of the English/Language Arts (ELA) and mathematics models of instruction, as well as definitions of some of the terms you will see included in the schedules.


Your child’s confirmed schedule for the live virtual sessions with teachers will be communicated closer to the opening of school. Families of elementary students will be able to request their time preference (morning block or afternoon block) when contacted by school staff. Note, not all requests will be able to be honored due to scheduling constraints.  


What will an elementary school schedule for PreK through second grade look like in Phase 1? 

The virtual schedule in Phase 1 for students in PreK through second grade is depicted below. Items with an asterisk indicate that students will participate in Zoom online meetings with their teacher for a portion of this block of time. For example, all students in the morning session of the class would be expected to log on for math at 8:00 a.m. However, the teacher would use the last 15  to 20 minutes of this block of time to work with select students. 


Additionally, students would be assigned only to one reading group that will meet at least two times a week, possibly including Friday. English Language Arts will also have some independent reading and writing time that students will complete each day at a time of their choosing, outside the virtual meetings with their teacher. Parents of students in need of additional math and/or reading support will be contacted by teachers near the beginning of the week so those students can participate that Friday in a  remediation lesson. Students meeting or exceeding expectations may be provided an assignment or assessment to complete on their own in math on Fridays. 


Social studies in these grades will be taught within the English/Language Arts block. Students will complete science and resource (PE, art, music, library) “flex modules” independently. “Flex” modules are designed with flexibility in mind. These modules consist of videos, readings, and other work that students can complete independently. Students will have some flexibility for completing these assignments.





 

Sample Kindergarten, First Grade, and Second Grade Schedule

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times for each group. Flex modules include resource classes (e.g., art, music, physical education, library) as well as core content subject areas.

GROUP A


Monday

Tuesday

Wednesday

Thursday

Friday

8:00 - 9:15

*Math

*Math (15 minutes of this block may be dedicated to Science) 

*Math

*Math (15 minutes of this block may be dedicated to Science) 

Office Hours/

Remediation

9:15 - 9:30

MORNING MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

9:30 - 10:55

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

Office Hours/

Remediation

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

LUNCH & ACTIVITY BREAK

GROUP B

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

12:00 - 1:15

*Math

*Math (15 minutes of this block may be dedicated to Science) 

*Math

*Math (15 minutes of this block may be dedicated to Science)

Office Hours/

Remediation

1:15 - 1:30

AFTERNOON MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

1:30 - 2:55

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

*Reading & Social Studies Whole Group/Writing

Office Hours/

Remediation


What will an elementary school schedule for grades 3 through 5 look like in Phase 1? 

The virtual schedule in Phase 1 for students in grades 3 through 5 is depicted below. Items with an asterisk indicate students will participate in Zoom online meetings with their teacher for a portion of this block of time. For example, all students in the class would be expected to log on for math class at 8:00 a.m. However, the teacher would use the last 15 to 20 minutes of this block of time to work with select students. Additionally, students would be assigned only to one reading group that will meet at least two times a week, possibly including Friday. English Language Arts will also have some independent reading and writing time that students will complete each day at a time of their choosing, outside the virtual meetings with their teacher. The parents of students in need of additional reading and math support will be contacted by teachers at the beginning of the week so those students can participate that Friday for remediation. Students meeting or exceeding expectations may be provided an assignment or assessment to complete on their own in mathematics on Fridays. 

  • Students in Grade 3 will receive core instruction in English Language Arts and math. Students will complete science, social studies, and resource (art, music, PE, library) “flex” modules independently. “Flex” modules are designed with flexibility in mind. These modules consist of videos, readings, and other work that students can complete independently. Students will have some flexibility for completing these assignments. 
  • Students in Grade 4 will receive core instruction in English Language Arts, math, and social studies. Beginning with the 2020-2021 school year, students in Grade 4 will no longer have a science class, and students in Grade 5 will no longer have a social studies class. Revisions to these curricula were made during the spring of 2019 to begin transitioning to a new instructional model for the beginning of the 2020-2021 school year, where two years of science content are taught in Grade 5 and two years of social studies content are taught in Grade 4. Students will complete resource (art, music, PE, library) “flex” modules independently. “Flex” modules are designed with flexibility in mind. These modules consist of videos, readings, and other work that students can complete independently. Students will have some flexibility for completing these assignments.

Students in Grade 5 will receive core instruction in English Language Arts, math, and science. Students will complete resource (art, music, PE, library) “flex” modules independently. “Flex” modules are designed with flexibility in mind. These modules consist of videos, readings, and other work that students can complete independently. Students will have some flexibility for completing these assignments. Note, please see the text above for Grade 4 that explains why Grade 5 students will not have social studies. 



Sample Third Grade Schedule

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times for each group. Flex modules include resource classes (e.g., art, music, physical education, library) as well as core content subject areas.

GROUP A


Monday

Tuesday

Wednesday

Thursday

Friday

8:00 - 9:15

*Math

*Math (15 minutes of this block may be dedicated to Science) 

*Math

*Math (15 minutes of this block may be dedicated to Science) 

Office Hours/

Remediation

9:15 - 9:30

MORNING MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills.

Office Hours/

Remediation

9:30 - 10:55

*Reading Whole Group/Writing

*Reading Whole Group/Writing

*Reading Whole Group/Writing

*Reading Whole Group/Writing

Office Hours/

Remediation

Independent Work Time

Science/Resource 

Flex Modules

Social Studies/Resource

Flex Modules

Science/Resource 

Flex Modules

Social Studies/Resource 

Flex Modules

Flex Modules

LUNCH & ACTIVITY BREAK

GROUP B

Independent Work Time

Science/Resource 

Flex Modules

Social Studies/Resource

Flex Modules

Science/Resource 

Flex Modules

Social Studies/Resource 

Flex Modules

Flex Modules

12:00 - 1:15

*Math

*Math (15 minutes of this block may be dedicated to Science) 


*Math

*Math (15 minutes of this block may be dedicated to Science) 


Office Hours/

Remediation

1:15 - 1:30

AFTERNOON MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills.

Office Hours/

Remediation

1:30 - 2:55

*Reading Whole Group/Writing

*Reading Whole Group/Writing

*Reading Whole Group/Writing

*Reading Whole Group/Writing

Office Hours/

Remediation



Sample Fourth Grade Schedule

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times for each group. Flex modules include resource classes (e.g., art, music, physical education, library) as well as core content subject areas.

GROUP A


Monday

Tuesday

Wednesday

Thursday

Friday

8:00 - 8:30

*Social Studies

*Social Studies

*Social Studies

*Social Studies

Office Hours/

Remediation

8:35 - 9:50

*Math

*Math 

*Math

*Math

Office Hours/

Remediation

9:50 - 10:05

MORNING MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

10:05 - 11:30

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

Office Hours/

Remediation

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

LUNCH & ACTIVITY BREAK

GROUP B

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

12:30 - 1:00

*Social Studies

*Social Studies

*Social Studies

*Social Studies

Office Hours/

Remediation

1:05 - 2:20

*Math

*Math 

*Math

*Math

Office Hours/

Remediation

2:20 - 2:35

AFTERNOON MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

2:35 - 3:55

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

Office Hours/

Remediation




Sample Fifth Grade Schedule

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times for each group. Flex modules include resource classes (e.g., art, music, physical education, library) as well as core content subject areas.

GROUP A


Monday

Tuesday

Wednesday

Thursday

Friday

8:00 - 8:30

*Science

*Science

*Science

*Science

Office Hours/

Remediation

8:35 - 9:50

*Math

*Math 

*Math

*Math

Office Hours/

Remediation

9:50 - 10:05

MORNING MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

10:05 - 11:30

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

Office Hours/

Remediation

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

LUNCH & ACTIVITY BREAK

GROUP B

Independent Work Time


Flex Modules


Flex Modules


Flex Modules


Flex Modules


Flex Modules

12:30 - 1:00

*Science

*Science

*Science

*Science

Office Hours/

Remediation

1:05 - 2:20

*Math

*Math 

*Math

*Math

Office Hours/

Remediation

2:20 - 2:35

AFTERNOON MEETING

*This meeting would allow teachers an opportunity to connect with students and strengthen Social-Emotional Learning (SEL) skills. 

Office Hours/

Remediation

2:35 - 3:55

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

*Reading Whole Group/

Writing

Office Hours/

Remediation



Overview of HCS Elementary English Virtual Learning Model & Definitions of Teaching Terms

English Elementary Virtual Instructional Model - During the English Language Arts block of instruction, students attend teacher-led live Zoom lessons in which they participate in shared reading, read aloud, and small group instruction in reading and writing as noted below. Additionally, students will be expected to spend up to 40 minutes a day (varies by grade level) on their own time engaged in reading (20 minutes) and writing (20 minutes) activities based on guidance from the teacher. 
  • Shared Reading: Teachers and students will read grade-level text together while applying grade-level standards and objectives. Reading strategies will be used, topics will be discussed, and students may respond in writing after reading.  
  • Read Aloud: The teacher will read aloud and students will listen to the story, poem, or book. The class will discuss the text together, including new vocabulary words. Students will ask and answer questions about the text. Students may respond in writing after reading.  
  • Small Group Instruction: Students are provided with instruction based upon their specific reading level and needs. Students will practice reading in small groups to apply what they learn from read alouds and shared reading. Students might read chorally together (everyone reading aloud at the same time), one-on-one with the teacher, or silently. Students will also learn phonics and word analysis skills to assist them in reading and understanding new words.  
  • Writer’s Workshop: Teachers model the writing process to show how to plan, draft, revise, edit, and publish writing pieces. Students work on their own writing and move at their own pace through the writing process. Students meet with their teacher for writing conferences.
  • Independent Reading and Writing: Students will independently read a book of choice or complete writing for revision and editing.
  • Intervention: Students who meet the criteria will be provided additional time in small group reading to practice reading strategies and skills. Students might read chorally together, one-on-one with the teacher, or silently. They will learn to read new words and learn new vocabulary. The teacher will be providing direct support based upon the students’ needs in reading and writing by listening to the student read and giving them feedback.

Overview of HCS Elementary Mathematics Virtual Learning Model & Definitions of Teaching Terms

Mathematics Elementary Virtual Instructional Model - This is an overview of the mathematics instructional model. Please note that the instructional model may vary, depending on students’ needs: 
  • Warm-Up: Daily calendar routine for grades K-1 and a daily review of select skills for students in grades 2-5.
  • Teacher Modeling: Teacher models the concept(s). 
  • Guided Practice: Teacher guides students through understanding and applying the concept(s). 
  • Independent Practice & Feedback: Students work independently on an assigned task or activity with feedback from the teacher. 
  • Wrap-Up: Check for understanding of skills taught during the lesson prior to the end of the lesson.
  • Intervention: Provide additional support as needed based on student performance data and feedback. This could occur in a smaller group setting or a one-on-one setting with the teacher. 
  • Small Group: Students are engaged in a math focus lesson with the teacher such as skill-building, remediation, and/or feedback. Once students begin working independently, the teacher may further divide the virtual group by asking some students to sign off while others remain online for additional instruction.  

Overview of the HCS Elementary Science Virtual Learning Model

Science Elementary Virtual Instructional Model - During the science block, the teacher will introduce the focus question and students will engage in an investigation where they make observations and inferences. They will record their observational data and answer the focus question. Students will then report out their findings and look for patterns in their data. Teacher will guide students in a discussion about the data and observation meaning. Students will read the text to confirm what was learned. Teachers and students will reflect on their understanding with a claim, supported by evidence in their science notebooks. 

  • Warm-up: Activate prior knowledge about a topic or a review of the previous day's lesson. Introduce a concept with a demonstration.
  • Teacher Modeling: Teachers are facilitating the learning, giving students information, or having students experiment to discover new information. 
  • Guided Practice: Teachers give students examples and guide them through the process of understanding and applying that knowledge.       
  • Independent Practice and Feedback: Students are conducting an investigation, making observations, and recording their data. Teachers review their students' work and provide feedback on the conclusions drawn. 
  • Wrap-up: Teachers are checking for understanding of concepts and skills learned during the lesson.
  • Intervention/Extension: Teachers will provide additional support as needed to individual students.

SAMPLE SECONDARY SCHOOL ALL VIRTUAL SCHEDULES

Please note Phenix and Andrews PreK-8 schools are following the same start and ending time as the elementary schools.

What will a middle school schedule look like for Phase 1? 

The virtual schedule in Phase 1 for middle school students is depicted below. Students will participate in teacher-led live Zoom lessons for each block of instruction. A portion of the block may be used for small group instruction. 

Sample Middle School Schedule

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times.


Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 10:00

English

English 

English

English

Office Hours/

Remediation

10:15 - 11:15

Math

Math

Math

Math

Office Hours/

Remediation

BREAK

1:00 - 2:00

Science

Social Studies

Science

Social Studies

Office Hours/

Remediation

2:15 - 3:15

Health & PE

Elective

Health & PE

Elective 

Office Hours/

Remediation

  • Counselors may schedule time to meet with students at varying points during the school day. 
  • Office Hours/Remediation: Select students will be identified for remediation and will log-in with their teachers on Fridays. 
  • English Language Arts and mathematics are seen every day. 
  • Social studies and science are seen every other day.
  • PE/Health and electives are seen every other day. Students needing additional support in reading may be assigned to the Reading & Writing Exploration class in place of one of their electives. 

What will a high school schedule look like in Phase 1? 

The virtual schedule in Phase 1 for high school students is depicted below. Students will participate in live Zoom online meetings with their teacher for each block of instruction. A portion of the block may be used for small group instruction. 


Sample High School Schedule (Single Block) 

Note: This is a sample schedule. Building administrators will work with teachers to determine specific times.


Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 10:00

English

Elective 1

English

Pathway Course

Office Hours/

Remediation

10:15 - 11:15

Science

Social Studies

Science

Social Studies

Office Hours/

Remediation

BREAK

1:00 - 2:00

Math

Elective 2

Math

Elective 2

Office Hours/

Remediation

2:15 - 3:15

Health & PE

World Language

Health & PE

World Language

Office Hours/

Remediation


 

Sample High School Schedule (Double-Block Mathematics) 


Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 10:00

English

Literacy* Acceleration

English

Literacy* Acceleration

Office Hours/

Remediation

10:15 - 11:15

Science

Social Studies

Science

Social Studies

Office Hours/

Remediation

BREAK

1:00 - 2:00

Math*

Math*

Math*

Math*

Office Hours/

Remediation

2:15 - 3:15

Health & PE

World Language

Health & PE

World Language

Office Hours/

Remediation


  • Counselors may schedule time to meet with students at varying points during the school day. 
  • Office Hours/Remediation: Select students are identified for remediation and will log-in with their teachers on Fridays. 
  • English Language Arts, science, and social studies are seen every other day.
  • *Double block math courses are seen every day.
  • PE/Health and electives are seen every other day. Students needing additional support in reading may be assigned to the Literacy Acceleration class in place of one of their electives. 

Frequently Asked Questions (FAQs) Regarding the School Meal Program During Virtual Learning  

  1. Will HCS provide meals to students when instruction is fully virtual?

Yes. The HCS Food & Nutrition Services Department will offer breakfast and lunch meals to HCS students. Meals must be pre-ordered weekly (see specific details below). Three options will be offered for meal pickup, beginning Tuesday, September 8, 2020.

Option 1 - Daily Meals from School Sites:

Pickup daily meals at the following schools between 10:00 a.m. and 12:30 p.m.:

(Daily meals only. Meals cannot be combined with a 5-day meal kit.)


Aberdeen Elementary (pickup from bus on site) - 1424 Aberdeen Road 23666

Andrews PreK-8 School - 3120 Victoria Blvd. 23661

Bassette Elementary - 671 Bell Street 23661

Bryan Elementary - 1021 N. Mallory Street 23663

Cary Elementary - 2009 Andrews Blvd. 23663

Eaton Middle - 2108 Cunningham Drive 23666

Langley Elementary - 16 Rockwell Road 23669

Machen Elementary (pickup from bus on site) - 20 Sacramento Drive 23666

Moton Early Childhood Center - 339 Old Buckroe Road 23663

Phillips Elementary - 703 Lemaster Avenue 23669

Syms Middle - 170 Fox Hill Road 23669

Tarrant Middle - 1435 Todds Lane 23666

Tucker Capps Elementary - 113 Wellington Road 23666

Tyler Elementary - 57 Salina Street 23669


Option 2 - Daily Meals from Bus Sites:

Pickup daily meals at the following bus pickup sites between 10:15 a.m. and 12:30 p.m.:

(Daily meals only. Meals cannot be combined with a 5-day meal kit.)


Derby Run Apartments - 6 Derby Drive 23666

Hampton Club - Hampton Club Drive & Lucinda Court 23666

Hampton Soccer Field - Andrews Blvd. & Old Buckroe Road 23664

Horizon Plaza (Pool) - 611 Michigan Drive 23669

Bus Stop - corner of Marcella Road & Lake Ridge Road 23666

Marching Elites Youth Center - 95 Tide Mill Lane 23666

Merrimack Operations Center - 2113 Woodmansee Drive 23663

Queen Street Baptist Fellowship Hall Lot - 98 N Armistead Avenue 23669

YH Thomas Community Center - 1300 Thomas Street 23669

YMCA Parking Lot - 1 YMCA Way 23669

 

Option 3 - 5-Day Meal Kit Pickup:

Pickup a 5-day Meal Kit at the following site between 4:00 p.m. and 7:30 p.m.:

(5-day meal kit pickup only. Kit cannot be combined with daily meals.)


Hampton High School - 1491 W. Queen Street 23669


Meals must be pre-ordered weekly using an electronic form before midnight on Wednesdays using the link below.

All subsequent forms will be emailed to your child’s HCS student email account on a weekly basis and will be available by visiting the Food & Nutrition Services webpage. 

HCS Virtual Learning Meal Pickup Pre-Order Form 

Meal orders will require the student's PIN number to be entered. This number is the 5-digit number used by students in the cafeteria when purchasing meals during in-person instruction. If you do not know your child’s PIN number, please contact the Food & Nutrition Services Office at (757)727-2350.

Parents/Guardians who miss the pre-ordering period will need to call the FNS office to order meals for the upcoming week. 

       2.  What days and times will meals be available when instruction is fully virtual?

School pickup locations will serve meals Monday through Thursday, from 10:00 a.m. to 12:30 p.m. Meals for Friday will be provided on Thursdays. 

Bus pickup locations will serve meals Monday through Thursday, from 10:15 a.m. to
12:30 p.m.  Meals for Friday will be provided on Thursdays. 

5-Day Meal Kit Pickup location will provide curbside pickup each Monday from 4:00 p.m. to 7:30 p.m. Single-day meals will not be available at this location.

3.   Will students have to pay for meals when instruction is fully virtual?

Yes. If a household is not eligible for free meals in accordance with the United States Department of Agriculture (USDA) guidelines, students will have to pay for their meals. Please see the school year 2020-2021 meal prices below:

meal prices

Parents/Guardians must pre-order meals on a weekly basis for each child using a HCS student email account. Meals will be recorded to each student’s meal account based on the meals pre-ordered. Parents will be able to select daily meals which include breakfast and lunch. Daily meals ordered will be charged to the student’s account based on the student's eligibility for free, reduced, or full priced meals in accordance with USDA guidelines. 

Meals ordered that are not picked up will be charged to the student’s account based on the student’s eligibility for free, reduced, or full priced meals.

4.   Who qualifies for free or reduced-price meals in accordance with USDA guidelines?

Household size and income criteria is used to determine who qualifies for free or reduced-price meal benefits. Please take note of the following:

Children from households whose income is at or below the Federal Income Eligibility Guidelines.

Income Eligibility Guidelines | USDA-FNS

Children who are members of households receiving Supplemental Nutrition Assistance Program (SNAP) benefits (formerly the Food Stamp Program) or who receive Temporary Assistance for Needy Families (TANF) may be automatically eligible for free meals.  Households that are receiving SNAP or TANF for their children as of July 1, 2020, may not have to fill out an application.

Children who are homeless, migrant, or runaway may also be automatically eligible for free meals.

Foster children, who are the legal responsibility of a welfare agency or court, are eligible for free meals regardless of the income of the household with whom they reside.

Children who are members of households participating in WIC may also be eligible for free or reduced-price meals based on the household's income.

Students may qualify for free benefits if they attend a Community Eligibility Provision school (CEP).  Please use the link below for a complete list of CEP schools. 

 

Schools Participating in Community Eligibility Provision for SY 2020-2021 

5.   How do I know if my household needs to complete a free or reduced-price meal application?

Households who are approved for free benefits based on USDA guidelines will be notified by letter from the office of Food & Nutrition Services.  If households have not received a notification letter by September 2, households are encouraged to complete a free and reduced meal benefit application. Please use the link below to access the meal benefit application.  


Free & Reduced School Meals Application

6.   Will special meals be available for students with allergies and/or other dietary restrictions?

Yes. Special meal accommodations will be provided based on a medical note provided.  If a special meal is required, please call Mrs. Hayden at 757-727-2350.

7.   Why do households who do not qualify for free meals under USDA guidelines have to pay for meals now but did not have to pay for meals during spring of the 2019-2020 school year and during the summer?

Under the Governor’s mandatory closure, which began March 16, 2020, the Virginia Department of Education (VDOE) approved HCS to implement the Summer Food Service Program which allows any child 18 years and younger to receive meals at no cost. This program cannot be implemented when schools are in session.

Even though instruction will be provided virtually, schools are considered to be in-session. When school opens, HCS is required to implement the National School Breakfast and Lunch program in which students are charged for meals based on their eligibility of free, reduced and full price meals.

 8.  How can my child who does not attend HCS receive a meal at the meal sites?

If a household has a non-HCS student that would like to receive meals, please call our Food & Nutrition Services Office at 757-727-2350 before visiting a meal site beginning Tuesday, September 8, 2020.

 9.  How do I pay for meals?

Food & Nutrition Services will implement a cashless point of sale at all meal locations. Parents/Guardians can use our online payment option, MyPaymentsPlus. All fees associated with the use of this payment platform will be waived through December 2020. Cash/Check payments may be made to a student’s account by in-person appointment or mailed to our office. To schedule an in-person appointment, call (757) 727-2350.

Checks can be made payable to HCS FNS.

Mail to:

FNS - Patriot Operations Center

1589  Wingfield Drive, Hampton, 23666.

 

10. Who should pick up meals for students?

Parents, guardians, or students may pre-order and pick up meals, and will need to provide the individual student’s full name and PIN number. If you are unsure of your student’s PIN number, please contact the Food & Nutrition Services office at (757)727-2350.

11.  Which site should I use to pick up meals if my children attend different HCS schools?

Parents/Guardians should choose the most convenient site for their family and may pick up all meals from that site, regardless of which school a student attends. 


12. What foods will be served?

A menu will be provided on the electronic meal pre-order form each week. 


13. Can I pick up meals if I didn’t pre-order?

Yes. However, meal sites will have a limited number of extra meals available, and student verification will be required in order to receive a meal. 

Pre-ordering meals is required. Parents/Guardians who miss the pre-ordering period will need to call the FNS office to request an order for the upcoming week. 

14. Can I cancel my pre-order?

You may cancel an order by calling the Food & Nutrition Services office at (757)727-2350 by 9:00 a.m. on Mondays.  

Boldly Return 2020 Reopening Plan FAQs

 

  1. Will classes meet in person or online? 
New Horizons CTE, GSST, and CFA/NA programs will be opening under Phase 1--Online/Remote Learning for the 1st Nine weeks of the 2020-2021 school year. The Center for Apprenticeship and Adult Training and the Youth Workforce Center will be operating under Phase 2--Hybrid/Blended Learning. Please check the NHREC website for a  complete schedule.

 

  1. How should I prepare my student(s) for the first day of school?

CTE: Be sure to check out the student orientation site.  Parents and students will be able to hear a special message from the instructor, learn how to access their classroom as well as access the link for the Virtual Back to School Event scheduled for September 3, 2020.   

GSST: The GSST instructor will send students and parents a newsletter introducing themselves with a brief introduction to their course and resources needed for the opening of school.

CFA/NA: Make sure to communicate with your program to let them know if your child has or needs a technology device and/or internet access. Begin preparing students for the start of school (preparing for a change of routine, setting up an appropriate work and learning space, getting a good night’s rest).

  1. Is there a fee for my class? How do I pay the fee for my class?

Depends on the program. Most CTE programs have a student activity fee associated with taking the course. This fee covers the class workbook or study material, student organization membership, program-specific equipment, and uniform for the class.  

There will be two options: Mail-In or Online System

  • Mail your check in to the school office or stop by Monday-through Thursday from 8:00 AM to 3:00 PM
  • Online Fee Collection Portal (convenience fee associated)
    • Expected to be available early to mid-September.  Additional information will be located on the NHREC website main page soon.
 GSST will collect student fees once school opens for hybrid or face-to-face instruction.
  • Fees will be prorated.
  • Fees will be collected through the new Online Fee Collection Portal (convenience fee associated)

 

  1. Will facemasks be required by adults and students?
Yes. Facemasks will be required to wear by both students and adults at all New Horizons facilities. New Horizons will be following the CDC guidelines regarding the wearing and approved types of facemasks.

 

  1. What is the plan to keep buildings clean and sanitized?
New Horizons is committed to keeping both of students and our faculty members safe through a comprehensive cleaning program that involves the following:
  • Daily cleaning protocol to include trash removal, dust/wet mopping floors, and maintain the cleanliness of bathrooms.
  • High touchpoints will be wiped down 3 to 4 times a day
  • Classrooms, labs, and tool rooms will be deep cleaned 1 to 2 times a week.
  • Utilizing Misting Disinfectant Technology to ensure all rooms, offices, and lab spaces are thoroughly cleaned and sanitized.
  • Adopting a new microfiber cloth/mop cleaning procedure

 

  1. What are the three operational phases at New Horizons?

            Phase 1--Online/Remote Learning

  • Students would participate in online instruction daily until conditions allow for a safe return.
  • This would include scheduled, teacher-led learning where attendance is expected, and at-home learning, which may be in the form of pre-recorded instruction modules or paper-pencil activities.
  • The teacher of record would provide all instruction in this case, and support would be provided through online office hours, emails, phone calls, and virtual learning sessions on an as-needed basis.

Phase 2--Hybrid/Blended Learning

  • Students will attend a combination of on-campus instruction and online instruction during the week.
  • Teachers will use the “teacher support/workday” to support students with their independent learning activities by providing online office hours and conducting small group instruction through online meetings to help students that may require extra assistance.

Phase 3--On Campus/Traditional Learning

  • Traditional Model of Instruction
  • Face to Face, on-campus instruction
  • Five days a week

 

  1. What is the schedule for Career and Technical Education for the 1st nine weeks?

Phase 1--Online/Remote Learning

    • Monday, Tuesday, Thursday, and Friday
      • 7:40 am - 10:00 am - AM Session & 12:15 pm - 2:35 pm - PM Session
      • Daily Engagement Time: 30-45 minutes
      • Every student is expected to engage in 90-120 minutes of instruction and activities per day.

Employability/Workforce Wednesdays

  • No new program instruction; students will engage in workforce readiness and employability activities virtually (for online and hybrid plans).
  • 7:40 am - 10:00 am - AM Session & 12:15 pm - 2:35 pm - PM Session

 

  1. What is the schedule for the Governor’s School for Science and Technology for the 1st nine weeks?

Phase 1--Online/Remote Learning

    • Monday, Tuesday, Thursday, and Friday
      • 7:10 am - 10:35 am - AM Session & 11:20 pm - 2:35 pm - PM Session
      • Math, Science, and Research Coursework
      • Every student is expected to engage in 180 minutes of instruction and activities per day.

Faculty and Academic Advising Wednesdays

  • Mentorship support and development of the students’ research projects. 
  • 7:10 am - 10:35 am - AM Session & 11:20 pm - 2:35 pm - PM Session

 

  1. What is the schedule for the Center for Autism and Newport Academy for the 1st nine weeks?

Grades K-12 SOL Track (Online/Remote Model Sample)*

 

  • Student schedules will be individualized based on teacher/parent collaboration, IEP goals/objectives, Continuity of Learning Plans, and IEP meetings.
    • Teacher Office Hours: 8:15 AM – 8:45 AM and 2:45 PM - 3:15 PM daily
    • Synchronous Group Instruction and Related Services Support
    • Monday through Thursday: 8:45 AM – 9:30 AM and from 11:30 AM – 12:15 PM
    • Individualized Instruction (Synchronous or Asynchronous) and Related Services Support
    • Monday through Thursday: 9:30 AM – 10:15 AM, 10:45 AM – 11:30 AM and 1:15 PM - 2:45 PM
    • Friday: 8:45 AM – 2:45 PM (other hours by agreement)

Grades K-12 ASOL Track (Online/Remote Model Sample)*

 

  • Student schedules will be individualized based on teacher/parent collaboration, IEP goals/objectives, Continuity of Learning Plans, and IEP meetings.
    • Teacher Office Hours: 8:15 AM – 8:45 AM and 2:45 PM - 3:15 PM daily
    • Synchronous Group Instruction and Related Services Support
    • Monday through Thursday: 8:45 AM – 9:15 AM and from 11:45 AM – 12:15 PM
    • Individualized Instruction (Synchronous or Asynchronous) and Related Services Support
    • Monday through Thursday: 9:15 AM – 11:45 AM and from 1:15 PM – 2:45 PM
    • Friday: 8:45 AM – 2:45 PM (other hours by agreement)

*These are sample schedules.  The actual schedule may vary, based on the needs of the individual student.

 

  1. What are Workforce Wednesdays?
Workforce Wednesdays are periods during the week when our students will engage in Workforce Readiness and Employability activities with the New Horizons Career Coaches. Coaches will provide students resources that coincide with their regular instruction. Materials will include Career Assessments, Resume Tutorials, Interview Prep, all facilitated in a virtual environment. Also at this time, students will have the opportunity to log into Google Meet and Zoom Webinars to visit with industry experts and guest speakers in their respective programs. On Wednesdays, no new program instruction will be provided from your student’s teacher; they will serve as support to the coaches and/or presenters. 

 

  1. What are Academic and Faculty Advisory Wednesdays?
Academic and Faculty Advisory Wednesdays will be utilized to:
  • Provide student-teacher interactions
  • Facilitate the development of the students’ scientific research projects. 
  • Reinforce and enhance curriculum  and
  • Support social-emotional learning, relationship-building, and successful transitions to GSST

Students will receive support during office hours, intervention blocks, and advisory periods.

 

  1. How will the online/remote learning model work for students in CTE, GSST, and CFA/NA?

CTE
Virtual learning will be facilitated by one of two learning management systems (LMS): Google  Classroom or Canvas.  All instruction will be virtual with instructional times coinciding with the session that students are enrolled in: 
7:40am - 10:00am for AM students 12:15pm - 2:35pm for PM students   All class sessions will be recorded in the event that a student needs to review material, or cannot make a class session.  Assignments will be posted via the LMS.  Student assignments will be graded and feedback provided in the LMS.  Additionally, the LMS will be one of several methodologies of communication between students and instructors as well as parents and instructors.   

GSST
Virtual learning will be facilitated by Canvas.  All instruction will be virtual with
instructional times coinciding with GSST master schedule and bell times: AM Session: 7:10 am - 10:30 am PM Session: 11:20 am - 2:35 pm All class sessions will be recorded in the event that a student needs to review material, or cannot attend a virtual class session. Assignments will be posted via Canvas.  Student assignments will be graded and feedback provided through Canvas.  

CFA/NA

Student schedules will be individualized based on teacher/parent collaboration, IEP
goals/objectives, Continuity of Learning Plans, and IEP meetings. Students will receive direct instruction using a virtual format with a combination of synchronous and asynchronous instructional opportunities.  Teachers will provide appropriate instructional materials and resources and incorporate strategies using whole group, small group, individual and self-paced formats.  Learning activities will be supported by classroom paraprofessionals.

 

  1. How will attendance and participation be measured?

CTE
Attendance is mandatory and will be submitted daily.  Students are expected to fully engage in virtual instruction through the entire session and submit assignments on time.  There will be meaningful interactions with the student and staff that allow feedback or input from the student on successes and challenges.  Several examples of meaningful interactions include ice breakers, videos, live classroom/lab sessions, weekly communication by email, and class discussions.  More information about specific interactions will be discussed at the CTE Virtual Orientation Session scheduled for Thursday, September 3rd from 5 pm-7 pm. 

GSST
This will ensure students are actively engaged and take responsibility for their learning. Attendance will include meaningful interactions between students and faculty.
Below are a few examples of student engagement and interaction that can be used to account for attendance:

  • Student submission of an assignment
  • Student completion of an online assessment
  • Student participation in an online forum, chat log, or discussion thread
  • Student-initiated phone call, email, and/or other digital communication or responses to teacher email

CFA/NA
Daily attendance will be taken in accordance with each student’s individualized plan.
Students will be credited for participation in synchronous and asynchronous learning opportunities, as well as time, logged in and engaged in a variety of learning platforms.

  1. How will my students be graded? 

CTE:   

  • Students will be graded based on participation in virtual sessions, daily discussion boards, quizzes, tests, workplace readiness skills, etc.  More detailed grading information by program will be provided at the CTE Virtual Orientation scheduled for Thursday, September 3rd from 5 pm - 7 pm.  Below is the grading percentage breakdown:
    • Employability--34%
    • Competencies--33%
    • Related Instruction--33%
  • Late Work CTE Policy
    • 2 point per day from the deadline date
    • After two weeks student receives a zero
        GSST:
  • GSST grading scheme, each semester exam is 20% of the semester grade, with the remaining 80% comprising the two quarters at 40% each.
  • GSST annual grades comprise each semester grade in equal portion
  • Student grade categories will include classroom assignments, lab work, quizzes, tests, etc.
  • More information will be forthcoming in the faculty syllabi.  
        CFA/NA:
  • Students will be graded based on work completion, participation in instruction in accordance with their individualized learning plan and instructional schedule, and progress. Credit for high school credit-bearing courses will be awarded by ensuring that students have completed a majority of required standards, competencies, and objectives. The Center for Autism and Newport Academy will collaborate with local school divisions to determine and award grades in accordance with the policy adopted by each school division.  Statewide assessments and the granting of locally verified credits will be in collaboration with the local school divisions under the guidance of the Virginia Department of Education.

           

  1. How will the Center for Apprenticeship and Adult Training for the 2020-2021 school year?
The Center for Apprenticeship and Adult Training will be operating under Phase 2--Hybrid/Blended Learning. Please check the NHREC website for a complete schedule.

 

  1. How will the Youth Workforce Center open for the 2020-2021 school year?

The Youth Workforce Center will be operating under Phase 2--Hybrid/Blended Learning.            
Please check the NHREC website for a complete schedule.
 

  1. Will students with disabilities receive related or itinerant services outlined in their IEPs through virtual learning?
Students with disabilities will receive related services virtually in individual or small group sessions. Related service providers will also provide additional resources for families to support at-home learning.

 

  1. What learning management system will students be utilizing to facilitate learning?

New Horizons will be utilizing Canvas and Google Classrooms LMS systems this school year. Related instruction will be provided via online instruction and through a learning management system.  Teachers and students will communicate and engage in classroom activities via the learning management system. Teachers will provide feedback and grades through the system as well.  The opportunity for parents to communicate with the instructor, view assignments, and grades will also be provided.  

Career and Technical Education will primarily be utilizing Google Classroom; however, eight CTE teachers will be piloting the Canvas system this school year.

Governor’s School for Science and Technology will continue to use the Canvas system. GSST has been utilizing Canvas since 2017.

Center for Autism and Newport Academy will be utilizing Google Classroom to facilitate an online learning environment.

Phase 1 Strategies & Measures

Click on each tab below to access detailed information regarding strategies and measures for each category. Click again on the tab to collapse the text.

  • Provide an Alternative Learning Plans website and revise curricula as needed 
  • Expand and provide professional development for staff related to effective teaching practices in a virtual setting (e.g., Google Classroom, Zoom, select applications identified by curriculum leaders, effective techniques for teaching in a virtual setting). At a minimum, teachers will be expected to participate in required training, sign-up for voluntary training that is deemed to be of benefit, and use identified best practices for teaching in a virtual setting. 
  • Provide division-developed web-based resources through the lens of a parent to further assist families in the use of Chromebooks, Google Classroom, Zoom, and Parent Portal 
  • Provide division-developed web-based resources through the lens of a student to further assist students in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum
  • Provide division-developed web-based resources through the lens of a teacher to further assist faculty in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum 
  • Expand HCS Digital Learning 1:1 Program and provide Chromebooks or other devices to students in grades PreK through 12
  • Provide virtual student schedules for teaching and learning that include the creation of division-wide instructional time allocations for each level (elementary, middle, and high)
  • Issue guidance to school leadership teams regarding the revision and creation of master schedules that take into account division-wide instructional time allocations for virtual learning at each level 
  • Communicate attendance guidelines/expectations for virtual learning and share this information with families. At a minimum, students learning virtually will be expected to attend class on the assigned day(s), actively participate, and where/when appropriate, communicate with teachers via email.
  • Communicate to students and families the expectation to report technology issues in a timely manner to the HCS Technology Help Desk to schedule needed service. As a part of this process, teachers will be notified of the technology issue in order for students participating virtually to receive an excused absence when necessary.  
  • Communicate to students and families the HCS virtual classroom grading expectations regarding assignments and assessments
  • Advise families eligible to participate in the Cox Communications Connect2Compete program as well as assist them with the signup process
  • Ensure collaboration between special education teachers and regular education teachers (to include resource and elective teachers) for inclusive settings through the division’s established professional development plan 
  • Incorporate HCS Social Emotional Learning (SEL) Framework based upon which components work best in a virtual setting as well as provide resources to staff (i.e., HCS SEL Toolkit, Alternative Learning Plan site updated with additional SEL activities and resources for families and staff)
  • Provide a comprehensive system of care to identify multi-tiered, division-wide supports for student attendance, behavior, and social emotional wellbeing
  • Conduct professional learning on the Social Emotional Learning Framework and implications for implementing in a virtual setting as well as provide climate coaches in each of the schools on SEL Key Strategies
  • Provide professional learning for prioritizing and implementing Tier I Behavior Supports in a virtual setting (required training for administrators, key school leadership team members, and climate coaches)
  • Implement cleaning protocols (click here to access detailed information regarding cleaning protocols)
  • Adhere to daily staff entry protocols developed at the school level based on division guidance shared with all schools 
  • Create a database of students with medical conditions whose physicians indicated it is not safe for them to return to school 
  • Communicate guidelines to employees who are unable to return to work due to health risk factors
  • Issue guidance regarding Family Medical Leave Act (FMLA) and appropriate leave policies as it relates to COVID-19
  • Continue to provide alternative meal services to students of the age 18 and younger at designated sites (see Phase 1 FAQs for meal site locations) 

No extracurricular activities, to include VHSL (Virginia High School League) sports, music performances, art exhibits, music ensembles, in-person field trips, or co-curricular activities will occur in Phase 1.

 

 

Phase 2

This section defines how HCS will operate at any given time should the need exist whereby the school division enters into a Phase 2 teaching and learning status. In Phase 2, HCS will operate a virtual model (online learning) for certain groups of students, while other student populations will participate in a blended model of instruction (limited in-person learning in school as well as independent work from home). In-person instruction will be provided for students with disabilities, English Language Learners (ELL), and students in grades PreK through 3, while virtual learning will continue for regular education/non-ELL students in grades 4 through 12. Additionally, families of students and students with disabilities, ELLs, and students in grades PreK-3 will be provided with three options based on transportation and learning preferences in Phase 2: 1) HCS bus transportation preferences to school, 2) parent/guardian transportation to school, 3) virtual learning. 

  • Regular education/non-ELL students in grades four through 12 will participate in virtual learning. (Please reference grade level schedules noted within the FAQ section for Phase 2.)

  • Students with disabilities will participate in limited in-person learning, attending school two to three days a week, 6.5 hours per day. The number of days this group of students will attend each week will be based on the nature and severity of the disability. Families of students with disabilities participating in in-person learning or virtual learning will receive a learning schedule via email and/or mail prior to the start of instruction. Additionally, in-person learning for students with disabilities is an IEP (Individualized Education Program) team decision with parent consent.   

    • Group A - Mondays, Wednesdays, and Fridays

    • Group B - Tuesdays and Thursdays

  • Students in grades PreK through 3 will participate in limited in-person learning, attending school two to three days a week, 6.5 hours per day. Due to the stringent physical distancing requirements that remain in place in Phase 2, the learning model for these students will be as follows:

    • Classes will be divided into two groups. Half of Teacher A’s students will attend school for a full school day (to include resource/elective classes) on Mondays and Wednesdays, while the other half of Teacher A’s students will attend school for a full day on Tuesdays and Thursdays. Select students in Teacher A’s class identified for remediation will attend school on Fridays.

    • For the days when students are not in school on a given day, they will be provided with independent work to be completed at home. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in in-person learning.  

Students participating in in-person learning will be provided transportation as outlined in HCS policy EEAA, and appropriate physical distancing requirements will be adhered to in accordance with VDH or an approved transportation plan by the division superintendent and School Board.

 

Phase 2 FAQs

Click on the tab below to access frequently asked questions for Phase 2. Click again on the tab to collapse the text.

For questions and responses related to the expansion of the division’s Digital Learning Program, as well as enhancements to the division’s virtual learning platform, please reference the FAQs in Phase 1 that provide detailed information on these topics.


How will I know which days of the week my child (in grades PreK-3, English Language Learners, or a student with a disability) will be assigned to attend school? Will the days remain the same each week? 

School administrators will work with families in an effort to permit schedule requests for students participating in in-person learning. For example, due to childcare arrangements, a family may request for their child to attend school on Mondays and Wednesdays vs. Tuesdays and Thursdays. Once the schedule has been set, it will remain the same each week for Phase 2.


How will I know if my child, who’s participating in in-person learning, has been selected for remediation that will occur on Fridays? 

Parents will be notified on Mondays if their child has been asked to attend school that Friday for remediation. Parents not contacted on Mondays can assume that their child will not need to attend school that Friday. Student groupings in these grades may vary on Fridays based on students’ performance and progress during the previous week of instruction. 


For those students participating in in-person learning, will masks be required?

Masks will be required for all common areas but not in the classroom. For students who are 10 and younger the guidance from the CDC and the VDH is they can wear masks if able to do so. For students who are unable to wear masks, it is important for them to remain home if they are coughing and/or ill.


Expectations varied regarding student attendance during the period of school closure. What will be the division’s expectations regarding student attendance in Phase 2?   

Should the 2020-2021 school year begin in Phase 2, the expectation is for students to attend class for each assigned day. For example, a second grader assigned to attend school on Mondays and Wednesdays will be expected to be present for these days of instruction. Additionally, upper elementary students, middle school students, and high school students will be expected to participate in virtual learning learning activities based on their respective schedules (noted below). 


Expectations varied regarding student assessment and grading practices during the period of school closure. If the school year begins within Phase 2, what will be the division’s expectations regarding student assessment and grading practices?   

Given the circumstances, the division made modifications to assessments and grading practices during the period of school closure for the 2019-2020 school year. For example, elementary students received final grades of Pass, Developing, or Needs Improvement, while students taking high school credit-bearing courses were permitted to elect to receive traditional letter grades or ratings of either Pass or Incomplete. Should the 2020-2021 school year begin in Phase 2, assessment and grading practices will more closely mirror a traditional school setting. For example, students in grades 2-12 will receive traditional letter grades while students in grades PreK through 1 will receive the traditional ratings that appear on the report cards for those grades. 


Will the school division continue to provide meal services during Phase 2?   

Yes, the school division will continue to provide meal services during Phase 2. Students who physically report to school can receive breakfast and lunch. To the extent that USDA allows, students whose learning is exclusively virtual and partially virtual will be provided a mechanism for receiving school meals.

 

What cleaning protocols will be implemented? 

Click here to access detailed information regarding the division’s clearing protocols.  


What will the virtual schedules in Phase 2 look like for students in grades four through 12?  

The virtual schedule in Phase 2 for students in grades four and five is depicted below. Items with an asterisk indicate that students will participate in Zoom online meetings with their teacher for a portion of this block of time. For example, all students in the class would be expected to log on for math class at 1:00 p.m., however, the teacher would use the last 30 minutes of this block of time to work with select students. Additionally, students would be assigned only to one reading group.

Fourth & Fifth Grade


3-5 Monday/Wednesday

3-5 Tuesday/Thursday

Friday

9:00 - 9:30


9:00 - 9:40



*Science Grade 5 whole group

*Social Studies Grade 4 Whole Group


*Science Grade 5 whole group

Remediation

9:40 - 10:10

*Reading Whole Group

Remediation

10:30 - 10:50

*Small Group #1

*Small Group #3

Remediation

11:00 - 11:20

*Small Group #2

*Small Group #4, Group #5 11:30 - 11:40

Remediation

BREAK

Lunch and Activity Break

Lunch and Activity Break


1:00 - 2:10

*Math Whole Group/Small Group

Remediation

2:10 - 3:00

Health/PE & Resource:  Rotating meetings as needed with weekly assignments




The virtual schedule in Phase 2 for middle school and high school students is depicted below. Students will participate in Zoom online meetings with their teacher for each block of instruction. A portion of the block may be used for small group instruction. 

Middle School & High School


Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 10:00

Block 1-- A Day

Block 1-- B Day

Block 1-- A Day

Block 1-- B Day

Office Hours/ Remediation

10:15 - 11:15

Block 2 -- A Day

Block 2 -- B Day

Block 2 -- A Day

Block 2 -- B Day

Office Hours/ Remediation

Break






1:00 - 2:00

Block 3 -- A Day

Block 3 -- B Day

Block 3 -- A Day

Block 3 -- B Day

Office Hours/ Remediation

2:15 - 3:15

Block 4 -- A Day

Block 4 -- B Day

Block 4 -- A Day

Block 4 -- B Day

Office Hours/ Remediation


Will athletics and co/extra-curricular activities occur in Phase 2?   
These activities will occur in Phase 2; however, some will be limited in scope and must follow mitigation strategies while others could be postponed until Phase 3.

The remaining questions for Phase 2 address HCS athletics.

How will out-of-season practices take place with the risk of COVID-19?
All persons involved in practices will be screened prior to the start of any activity. It is asked that, when possible, all persons wear a face covering and practice social distancing (at least 10 feet away) per Governor Northam’s orders and CDC guidelines.

What will screening before practices include?

All persons involved will have their temperatures taken by the designated Athletic Trainer and/or assigned personnel prior to practice. In addition, a daily questionnaire will be completed and documented for each person. 

How else will coaches and staff minimize the risk of COVID-19?

In addition to face coverings and social distancing, coaches and staff will wear PPE (personal protective equipment), when possible, and ensure that frequently touched surfaces are cleaned and disinfected in accordance with CDC guidelines.  

How will out-of-season practices reduce physical closeness and contact between players and/or coaches?

Our coaching staff will work diligently to make the focus on building individual skills, keep students in small groups, possibly stagger arrival/drop-off times, utilize tape or cones on the floors or playing fields to ensure coaches and players stay 10 feet apart, and discouraging unnecessary physical contact, such as high-fives, handshakes, fist bumps, and hugs. There will be no overlap in practice/weight-lifting times between teams to assure for proper sanitation between groups of athletes. 

Will the school be hosting physicals for the upcoming school year?

Our high schools will be hosting physicals in the near future.  Please visit the HCS athletic website for information as it comes available.

What resources are going to be accessible and readily available for coaches, staff, and athletes?

Hand sanitizer, disinfecting wipes, soap and water, gloves, and masks will be available at the entrance of the facility as well as in frequently trafficked areas.

How will teams minimize excess contact with others with sporting equipment?
There will be adequate supplies of shared items to minimize unnecessary contact. Coaches will limit use of supplies and equipment to one group of players at a time and clean and disinfect between uses.

Should my child bring their own water bottle?

At this time, to minimize unnecessary contact, schools will not provide shared water bottles. It is recommended that students bring their own water bottles in this phase. 

Will there be a fall sports season in Phase 2?

No decision on behalf of the VHSL has been made in regards to a fall sports season. The VHSL is waiting patiently on Governor Northam’s orders and working diligently to generate plans for any decision possibly made.

Are parents allowed to attend practices or meetings to monitor their kids?

Parents may not attend indoor or outdoor practices during Phase 2.  HCS will not have staffing to police spectators on facemasks and social distancing.  Concerns regarding practice should be sent to the school’s athletic director.

What is the protocol for notifying parents if another athlete or coach is diagnosed with COVID 19?

During daily screening, if an athlete or a coach screens positive for symptoms or an elevated fever they will be moved to a designated location to receive further instruction. At that time, parents and/or guardians of minors will be contacted. The Athletic Trainer will inform the appropriate party that they are to leave campus and contact their medical care provider. They will be able to advise if testing is necessary, or if a fourteen day quarantine should ensue. Documentation from a licensed health care provider will be required for return to athletics.

If a coach or player is diagnosed with COVID 19, will all coaches and players be required to quarantine for 14 days?

If there is a confirmed case, contact tracing efforts will be enacted. We will reference the daily screening forms and contact all who are presumed to have been in contact with the athlete and/or coach. This will likely require a 14-day quarantine period. 

Will my child be penalized for not attending off-season workouts?

No. The off season workouts are not mandatory.  Student athletes will not be penalized for not attending.

Phase 2 Strategies & Measures

Click on each tab below to access detailed information regarding strategies and measures for each category. Click again on the tab to collapse the text.

  • Provide an Alternative Learning Plans website and revise curricula as needed 
  • Expand and provide professional development for staff related to effective teaching practices in a virtual setting (e.g., Google Classroom, Zoom, select applications identified by curriculum leaders, effective techniques for teaching in a virtual setting). At a minimum, teachers will be expected to participate in required training, sign-up for voluntary training that is deemed to be of benefit, and utilize identified best practices for teaching in a virtual setting
  • Provide division-developed web-based resources through the lens of a parent to further assist families in the use of Chromebooks, Google Classroom, Zoom, and Parent Portal 
  • Provide division-developed web-based resources through the lens of a student to further assist students in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum
  • Provide division-developed web-based resources through the lens of a teacher to further assist faculty in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum 
  • Expand HCS Digital Learning 1:1 Program and provide Chromebooks to students in grades kindergarten through 12
  • Provide virtual student schedules for teaching and learning which include the creation of division-wide instructional time allocations for each level (elementary, middle, and high) for grades 4-12
  • Issue guidance to school leadership teams regarding the revision and creation of master schedules that take into account division-wide instructional time allocations for virtual learning at each level
  • Differentiate Alternative Learning Plans for students with disabilities and PreK students who are unable to access in-person instruction due to high risk health factors
  • Communicate attendance guidelines/expectations for virtual learning and share this information with families. At a minimum, students learning virtually will be expected to attend class on the assigned day(s), actively participate, and where/when appropriate, communicate with teachers via email. 
  • Communicate to students and families the expectation to report technology issues in a timely manner to the HCS Technology Help Desk to schedule needed service. As a part of this process, teachers will be notified of the technology issue in order for students participating virtually to receive an excused absence when necessary. 
  • Communicate to students and families the HCS virtual classroom grading expectations regarding assignments and assessments
  • Advise families eligible to participate in the Cox Communications Connect2Compete program as well as assist them with the signup process
  • Ensure collaboration between special education teachers and regular education teachers (to include resource and elective teachers) for inclusive settings through the division’s established professional development plan 
  • Incorporate HCS Social Emotional Learning (SEL) Framework based upon which components work best in a virtual setting as well as provide resources (i.e., HCS SEL Toolkit, Alternative Learning Plan site updated with additional SEL activities and resources for families and staff)
  • Provide a comprehensive system of care to identify multi-tiered, division-wide supports for student attendance, behavior, and social emotional wellbeing
  • Conduct professional learning on the Social Emotional Learning Framework and implications for implementing in a virtual setting as well as provide climate coaches in each of the schools on SEL Key Strategies
  • Provide professional learning for prioritizing and implementing Tier I Behavior Supports in a virtual setting (required training for administrators, key school leadership team members, and climate coaches)
  • Support schools in creating a plan to implement the Social Emotional Learning Framework and Tier I Behavior Supports  
  • Conduct professional learning on the impacts of trauma during school closure and a transition plan for SEL in a virtual environment
  • Conduct professional learning on equitable instructional practices and culturally responsive teaching practices
  • Implement transportation plan to transport students with disabilities and students in grades PreK-3 
  • Implement cleaning protocols (click here to access detailed information regarding cleaning protocols)
  • Adhere to daily student and staff entry protocols developed at the school level based on division guidance shared with all schools 
  • Maintain a database of students with medical conditions whose physicians indicated it is not safe for them to return to school 
  • Provide families with information regarding cleaning protocols relative to arrival, dismissal, breakfast, lunch, buses, playgrounds, and other traffic areas  (developed at the school level based on guidance provided by the division)
  • Communicate guidelines to employees who are unable to return to work due to health risk factors
  • Issue guidance regarding Family Medical Leave Act (FMLA) and appropriate leave policies as it relates to COVID-19
  • Separate and isolate those who present with symptoms
  • Continue to provide alternative meal services to students of the age 18 and younger 
  • Communicate an educational/training plan for staff, students and families to promote behaviors that reduce spread of COVID-19  
  • Collaborate with state and local health departments to determine conditions which warrant a reduction or school/division closure 
  • Provide adequate supplies to minimize sharing to the extent possible (e.g., dedicated student supplies, lab equipment, computers, etc)
  • Implement cleaning and disinfection procedures of areas used by sick individuals
  • Collaborate with the local health department to develop a communication plan to initiate public health investigation, contact tracing and consultation on next steps
  • Schools may offer clubs, co-curricular and athletic activities and will be required to adhere to physical distancing requirements.The physical distancing requirements include the following:
    • Six foot separation
    • Wearing of masks required
    • No sharing of objects or resources
    • Where feasible, disposable resources will be provided
    • Reusable items will be disinfected with the use of appropriate cleaning solutions
  • The division will provide club sponsors with protocols regarding physical distancing and other mitigation strategies in support of a safe learning environment
  • Athletics will be limited to individual or team-based practices, skill-building drills, or conditioning activities that allow maintenance of physical distancing at all times 
  • The division will provide athletic coaches with protocols regarding physical distancing and other mitigation strategies in support of a safe environment
  • There will be no school division youth/recreational school/sports competition in Phase 2 unless physical distancing can be maintained at all times (e.g., individual swimmers showing up at scheduled times to have their event time, etc.) 
  • There will be no competition that involves physical contact with other athletes
  • If physical distancing competitions are taking place, the following conditions apply:
    • Outdoor recreational sports are allowable if 10 feet of physical distance can be maintained by all participants and spectators at all times and all shared items can be disinfected between uses. The total number of attendees (including both participants and spectators) cannot exceed 50% of the occupancy load of the venue (if an occupancy load exists) or 50 persons (whichever is least)
    • Indoor recreational sports (including practices and classes) may occur if 10 feet of physical distance can be maintained by all participants at all times and all shared items can be disinfected between uses. The total number of attendees (including participants, referees, coaches, etc.) cannot exceed 30% of the occupancy load of the room in which the sport is being held or 50 persons (whichever is least). Spectators may not be present except parents or guardians who are supervising children. Spectators must wear face coverings consistent with any active Executive Orders and due to behaviors which may bring greater risk (e.g., cheering), it is recommended that spectators be separated by 10 feet of distance from other persons.
  • Field trips will occur on a limited basis
  • The division will provide music and physical education teachers with protocols regarding physical distancing and other mitigation strategies in support of a safe learning environment (to include music performances and art exhibits) 

 

 

Phase 3

This section defines how HCS will operate at any given time should the need exist whereby the school division enters into a Phase 3 teaching and learning status. In Phase 3, there are two possible scenarios that exist regarding student learning. In scenario 1 for Phase 3, all students will be permitted to attend school Monday through Friday, for 6.5 hours per day, based on the submission of an HCS mitigation plan to the Virginia Department of Education. This scenario will require strategies and measures in place that will enable the division to be in compliance with guidelines set forth by the CDC and VDH. For those families who would prefer for their child/children to attend school virtually in Phase 3, this will remain an option. In scenario 2 for Phase 3, limited in-person learning will occur with physical distancing and other public health mitigation strategies whereby all students will participate in a blended learning model (in-person learning on a limited basis combined with virtual/at home learning).


As indicated in Phase 2, the in-person learning for students with disabilities will be based upon the student’s IEP. In-person learning for students with disabilities is an IEP team’s decision with parent consent.  This phase, for scenario 1, permits all students to return to school Mondays through Fridays for 6.5 hours per day. Families of students with disabilities participating in in-person learning or virtual learning will receive a learning schedule via email and/or mail prior to the start of instruction.

  • Classes and instructional time allocations will resemble a traditional school day. Students may decide to attend school virtually in this scenario if concerns exist regarding a return to campus in-person learning model.

This phase, for scenario 2, involves the creation of alternating schedules whereby students learn in-person for a portion of the week while participating in at home learning on the days they are not in school. Students may decide to attend school virtually in this scenario if concerns exist regarding a return to campus in-person learning model.

  • Classes will be divided into two groups. Half of Teacher A’s students will attend school for a full school day on Mondays and Wednesdays (to include resource/elective classes), while the other half of Teacher A’s students will attend school for a full day on Tuesdays and Thursdays. Select students in Teacher A’s class identified for remediation will attend school on Fridays.

  • For the days when students are not in school on a given day, they will be provided with independent work to be completed at home. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in in-person learning.


Phase 3 FAQs

Click on the tabs below to access frequently asked questions for Phase 3. Click again on the tab to collapse the text.

Elementary In-Person Learning Parent FAQs for Phase 3, Scenario 2 Re-Entry               


The purpose of these FAQs is to help parents better understand what an in-person learning experience would look like for students at the elementary level given a Phase 3, Scenario 2, school opening in September 2020. A review of this information, to include a sample student schedule, will assist parents in making an informed and thoughtful choice regarding whether they want to request in-person learning for elementary students. 


GENERAL INFORMATION


What does a Phase 3, Scenario 2 re-entry plan look like for my elementary child/children?

In this phase of re-entry, families will have the choice for their child/children between the following two learning options:

  1. In-person learning model, in which students attend school two days per week (either Monday/Wednesday or Tuesday/Thursday) with independent work completed on the days students are not in school. Note, students in need of extra services or remediation may also be invited to attend on Fridays. In this option, physical distancing of three feet will occur in classrooms and other spaces, and all students and staff will be asked to wear face coverings. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in this learning option, although all students in grades kindergarten through five will be provided a laptop for use in the home should they need access to a device on the days they are completing independent work at home.  

  2. 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning modules. Note, this option requires a commitment of at least one semester (through January 27, 2021). Additionally, should the school division move to Phase 4 at any point during the first semester, which would enable all students to return to school without physical distancing requirements, families choosing the virtual learning option at the beginning of the school year would be able to revisit their decision at that point in time: opting to remain in a virtual learning environment OR returning to school for in-person learning.  

How will my family be asked to decide our preferred learning option?

Families will request their preferred learning option through their HCS Parent Portal account. A letter detailing the process for utilizing your HCS Parent Portal account was mailed to all students’ families on Tuesday, July 28, 2020. For those parents who have not established Parent Portal accounts in previous years, the letter provides directions for setting up an account. Parents may also click here to access directions for setting up a Parent Portal account.


If we choose the in-person learning model versus the virtual model, are we locked in for a period of time? Can we switch back and forth between the two learning options?

Due to conflicts related to scheduling, students will not be permitted to move between in-person learning and the virtual model. When families make their selection via the survey, they are being asked to commit to having their child participate in the in-person learning model for the first semester (September 8, 2020 through January 27, 2021). If unforeseen circumstances arise after a family has committed to one learning option, and now desires to switch to the other option at some point during the semester, the parent/guardian will need to communicate with the school’s administration. 


I have more than one child at the elementary level, and I also have a child at the secondary level. For scheduling purposes for in-person learning, will I get to choose the days of the week?

For scheduling purposes, schools will work to honor parent requests for in-person learning day preferences, as HCS understands that multiple children on one schedule will be the preference for many families. Families will be given the opportunity to note such a request when they complete the survey. Schools will do their best to accommodate parents’ requests for specific days. However, for transportation and class scheduling purposes, the division may not be able to honor all requests.


How large will in-person class sizes be for elementary?

Class sizes for in-person learning at the elementary level may range from 10 to 14 students per class. In order to accommodate the physical distancing practice of three feet, class sizes may vary based on the size of the classroom.  


When will my child be required to wear a face covering?

Students will be required to wear a face covering during arrival and dismissal, transitioning throughout the building, and in the classroom. Face coverings will be required during outdoor recess where physical distancing could be limited.


If my child participates in in-person learning, will he/she be held accountable for attendance?

Yes. If a student is enrolled in in-person learning, he/she will be expected to attend school on a regular basis. Teachers will take attendance and communicate with parents if concerns regarding attendance arise.  


If my child misses his/her assigned day (M/W), can I send my child on another day (T/TH) to make-up the time?

No. Students will not be able to attend school on non-scheduled days due to the fact that maximum class sizes might then be exceeded. Parents will be encouraged to follow-up with their child’s teacher(s) to secure assignments when days are missed.


What changes to visitor procedures will be followed during a Phase 3, Scenario 2 re-entry?

All schools will continue to schedule appointments for office visits. To help facilitate physical distancing, guests will not be permitted in classrooms, the cafeteria, or other areas of the building.  

 

How will students eat breakfast and lunch? 

Physical distancing measures will continue to be in place and meal services will continue to be provided. Cafeterias may be used and will provide appropriate student spacing at least three feet apart. Staggered lunch times may be used as well to allow for physical/social distancing. Food service staff will be providing students all menu items to include milk and condiments. Facial coverings will be required except while consuming meals. Meals will be served in a Grab and Go bag, or a covered to-go container. The use of open trays is not allowed during our phased re-entry meal service.


How will guests be admitted to the building? 

Facial coverings must be worn by all guests. In order to practice physical distancing we ask that you contact the school to schedule an appointment prior to visiting the office. Virtual appointments are encouraged as well. As we move forward with phased re-entry, schools and/or the division will keep parents and our community abreast of changes through frequent communication. 


What if my child arrives late or has an early dismissal? 

Parents/guardians will be requested to notify the school the morning of the day an early dismissal will be needed. For early pickups, parents/guardians are to follow the procedure of entering the building, submitting state/government ID, and signing his/her child out with either the main office staff or attendance clerk. Again, facial coverings must be worn. Families can expect to be on the lookout for additional guidance from their school’s principal regarding guest visitation.   


What strategies will be implemented for arrival and dismissal to ensure the health and safety of all students and staff?

Students and staff will be expected to wear a face covering upon arrival to school and at dismissal. All students will be monitored to ensure physical distancing as they move between cars/buses and their classrooms, following the directions of school personnel.


What occurs if the classroom teacher is out of school?

The use of substitute teachers will be needed at times. Substitute teachers are required to follow the same guidelines for all teachers and staff. Specific training will be provided to ensure consistency with division wide protocols.

Will assemblies, extracurricular activities, athletics, and field trips take place during a Phase 3, Scenario 2 school reopening? 

Large gatherings that are not in accordance with guidance from health organizations will not be held.  


TEACHING & LEARNING


What will be the instructional focus on the two days my child attends school?

Students will receive instruction in Reading/Language Arts and math daily following the HCS instructional model. Based on the grade level, science and social studies will either be integrated into the Language Arts/math lessons or taught as separate classes. Students will be assigned additional tasks in support of learning with the expectation that these are completed at home on days they are not in school.


What will an elementary school schedule look like for Phase 3, Scenario 2? 

A sample student schedule has been provided and described below along with definitions of key terms.

Elementary School Schedule Description and Definition of Terms:

  • Group 1 students will report to school on Mondays and Wednesdays and will work at home on Tuesdays and Thursdays. 
  • Group 2 students will report to school on Tuesdays and Thursdays and will work at home on Mondays and Wednesdays. 
  • In-Home Learning is defined as students continuing to complete assignments, activities, or assessments. For example, a student would complete work in Google Classroom that has been assigned by his or her teacher on the days he/she is not in school. 
  • Office Hours/Remediation: Select students are identified for remediation and will attend school on Fridays.  
  • PE, Art, Music, and Library: Students will attend these classes over the period of two weeks. 

Will students participating in in-person learning be taught the same standards/skills as students participating in virtual learning?  

Yes. Students who choose to participate in an in-person environment will be taught the same standards/skills as students who participate in a virtual environment. 


How will my child receive his/her instruction?

Students will participate in whole and small group instructional opportunities following physical distancing protocols (e.g., three feet of space between students). As needed, instructional supports, such as reading, math, special education, gifted and English Language specialists will either push into the classroom or bring select students to an additional sanitized space to support learning in a one-to-one or smaller group setting.


Will my child be able to interact and learn with his/her peers?

Yes. Students will continue to be able to engage in peer talks and groupwork adhering to physical distancing protocols and the wearing face coverings, all while monitored by the teacher.


Will my student participate in all resource classes?

Yes. Students will receive all resource classes (art, music, PE & library, guidance) over a two week period of time. However, students will not travel to other locations in the school to participate in these classes. Resource teachers will push into students’ classrooms, as the elementary model for resource classes enables students to remain in their classrooms.   


How will I know if my child has been selected for remediation and, as a result, scheduled to attend school on Fridays? 

Parents will be notified on Mondays if their child has been asked to attend school on a Friday for remediation. Parents not contacted on Mondays can assume that their child will not need to attend school that Friday. Student groupings in these grades will vary on Fridays based on students’ performance and progress. 


How will IEPs be addressed for students with disabilities as well as 504s for students who have these plans?

Students with Individualized Education Plans (IEPs) will receive special education services as outlined in individual learning plans. Students will receive collaborative and/or small group instruction from special education teachers and service providers based upon individual student needs. Services rendered by a certified special education teacher are counted as service minutes per the student’s least restrictive environment (LRE). Teachers will continue to follow the accommodations and/or modifications set forth in students’ IEPs. For example, teachers who support students with hearing impairments will be expected to wear a microphone. 


Students with 504 plans will receive educational services based on their individualized accommodations.


My child is an English Language Learner. How will my child's needs be met?

Students who are identified English Learners (ELs) and receive support from an EL teacher will continue to receive those supports. Teachers will provide push-in, pull-out, collaborative teaching, and other forms of direct language support. Students’ limited English proficiency plans will be followed as well as all classroom and testing accommodations.


CLASSROOM


Will staff be required to wear face coverings and practice physical distancing in the classroom and throughout the building?

Yes. All staff will wear face coverings and adhere to the three-foot physical distancing expectation in Phase 3 in-person learning.  


What physical distancing measures will be taken in the classroom?

Students will have defined independent spaces, to include assigned chairs. Staff will ensure students remain three feet away from their peers. Placement of desks will meet this requirement and ensure students face forward during whole group instruction. Small group learning will occur with a group size small enough to accommodate physical distancing expectations (e.g., two to three students at the small group table instead of six).


Will my child’s personal items (e.g., coat, bookbag, supply box) be stored away from others?

Yes. Teachers will ensure items are stored in isolation. Each school will communicate classroom-specific information regarding this matter. Additionally, students will be asked to bring and maintain their own personal school supplies.


Will my child use school-supplied materials (e.g., textbooks, art materials, sports equipment, instruments) that will be shared by other students?

Yes. Students may use materials and equipment that will have been used by other students. These materials will be sanitized by staff between use. All materials will be “individual use” during the designated learning period, then sanitized prior to another student using the materials. 


Will my child have recess during the school day?

Yes. Students will be provided a minimum of 20 minutes of indoor or outdoor recess each day.  Students will wash hands/sanitize before and after recess. Face coverings will be worn on the playground by students and staff, and student-to-student contact will not be permitted, as physical distancing protocols will be enforced.

 

What safety precautions will be in place for restrooms?

All restrooms will be frequently cleaned throughout the school day following HCS cleaning protocols. Students will be monitored and their access will be limited based on the size of the school facilities. Students will wear their face coverings while transitioning and using the restroom. 

TRANSPORTATION


I understand that bus capacity will be limited in a Phase 3 school opening due to physical distancing requirements. If a large percentage of families select the in-person learning option, will my child/children be guaranteed transportation to school on an HCS bus?

If a large percentage of families select the in-person learning option versus the virtual learning model, the division may not be able to transport all students participating in in-person learning to school. The results of the parent survey will provide the division with the information it needs for planning purposes. As noted in the survey, one option in the transportation section is for parents to indicate whether they will transport their child to and from school. The more families who are in a position to transport their child, the more likely the division is able to provide transportation for those families who, through the survey, request transportation on an HCS bus. Once the results of the survey have been analyzed, the division will communicate updates regarding transportation.  


How many students will be asked to sit on a bus seat?

In a normal school year, each bus seat typically seats two to three students. However, in a Phase 3 school opening, one student will be assigned to each bus seat. In the event siblings are riding the same bus, they will be asked to sit two to a seat.


Will students be required to wear a face covering when riding the bus?

Yes. All students and bus drivers/bus attendants will be required to wear a face covering when riding the school bus. 


What will happen if a child refuses to wear a face covering?

The child will be transported to his/her school and the administration will be informed so that they can take the necessary corrective action.  


Will bus drivers be taking students' temperatures prior to students boarding buses?

No. Drivers will not be taking students’ temperatures. As outlined in the division’s Phase 3 COVID-19 Health Mitigation Strategies document, each day prior to leaving home, parents are asked to walk through the student questionnaire to help determine whether students are exhibiting symptoms of illness.  


Will large capacity hand sanitizer containers be installed on school buses?

No. Large containers of alcohol-based hand sanitizers can be an accelerant in a fire and, as a result, are not permitted on school buses. If alcohol-based hand sanitation is used on school buses, it should be dispensed in a clear plastic container that holds 12 ounces or less.  Students will be permitted to bring travel size hand sanitizers onto the bus.


If my child is invited to participate in remediation Fridays, and my child rides the bus on the other two days of the week, will the bus pickup and dropoff times be the same as they are on the other days (Mondays/Wednesdays or Tuesdays/Thursdays) that I will be riding the bus?

Yes. If your child is asked to attend school on one or more Fridays, you can expect the driver to run the same routes, with the same pickup and dropoff times.  


What cleaning procedures will the HCS Transportation Department use to clean buses? How often will the cleaning of buses occur?

All buses will be cleaned thoroughly with high-grade cleaning solutions after the completion of the morning routes and then again after the completion of the afternoon routes. Drivers and bus attendants will wipe down “high-touch” areas between bus routes. 


Will my child be able to ride home with a friend/family member who is not on their assigned bus route?

No. Due to the physical distancing requirements in effect for Phase 3, bus capacity will be limited. As a result, students will not be able to ride home on another student’s bus. 


STUDENT TECHNOLOGY


Will technology be provided to my child to utilize at home to complete assignments?

Yes. Students in grades kindergarten through 12 will be assigned a Chromebook laptop to utilize to complete tasks at home and while in school. More detailed information will be forthcoming from your child's school regarding the distribution and use of Chromebooks. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS.  


Will my young child have to bring his/her assigned device back and forth to school?

Possibly. Students in grades 4 and 5 will be expected to have their device each day, at home and at school. Students in grades kindergarten through 3 may have to travel with their assigned device to and from school to complete given tasks. It is important that students have an opportunity to utilize their Chromebook under the direction of their classroom teacher to maximize their understanding of the functions and logistics of the systems they will have to access independently at home for work completion.  


Will my child have to share a device at school?

No. If students are asked to work with another computer during the school day, they will not share that computer with another student that day. These devices will then be cleaned prior to any student's use the following school day.


What will I do if I need assistance with technology or Internet access? 

Should students and parents/guardians have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020.  


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose non-abrasive non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.


CLEANING PROCEDURES


What cleaning procedures does HCS have in place to address the COVID-19 virus? 

Once the pandemic was identified in the spring of 2020, the HCS Chief of Operations, Dr. Daniel Bowling, began working to upgrade cleaning equipment and the ordering of hospital-grade cleaning solutions. HCS has developed a very thorough plan for cleaning the school buildings throughout the day as well as deep cleaning each evening and during the weekends. HCS custodians will continue to participate in professional training on effective cleaning practices related to the COVID virus. 


Frequently touched areas within school buildings will receive additional attention for cleaning purposes. These “frequent touch points” will be sanitized with quaternary-based disinfectant and disposable cloths. Custodial staff have identified “frequent touch points” to include, but not limited to, the following: door handles, counters, table/desk tops, light switches, keyboards (electronics), chairs, cafeteria tables, playground equipment, and bathrooms. Additionally, HCS Health Services has created guidelines on cleaning the clinics and “sick rooms” during the day when students are present. Click here to access detailed information regarding the division’s cleaning protocols.


Will students be expected to assist in the cleaning process during the school day?

There will be no expectation for students to clean surfaces or materials during the school day.   However, families may want to have their child(ren) support this process. For example, students may have the opportunity to bring select clearing supplies to school should they choose to do so, in order to periodically wipe down supplies and surfaces they are working on in the classroom. Or, the teacher may have available cleaning wipes in the classroom that students will be permitted to use. The cleaning of school supplies and spaces  will be a parent prerogative. Families should expect to receive guidance from their school’s principal regarding this matter.  


In some classes, students may rotate to work stations away from their desks for small group instruction. Will all small group tables/areas/materials be cleaned prior to new student use and will physical distancing requirements remain in place for small groups?

Yes. Staff will be responsible for ensuring all tables, seats, and materials for small group learning are cleaned/sanitized following each use and that students abide by physical distancing requirements.


HEALTH PROCEDURES


What communication and follow-up will occur if a student in my child’s classroom has a  confirmed case of COVID-19?

Cases will be handled individually depending on the particulars of the exposure or outbreak.  Communication will include the school nurse notifying the Coordinator of Health Services, who will in turn notify HCS Division Leadership. The Coordinator of Health Services will immediately contact the Hampton Health Department with the information and particulars related to staff and student contact (HCS Guidelines for COVID-19 Related Illnesses and Return to School or Work). 


Should the decision be made to close a classroom, school, or the division, HCS will notify impacted families in the form of a letter as well as an automated phone call. The HCS Chief of Operations (Dr. Daniel Bowling, dbowling@hampton.k12.va.us, (757) 850-5123 or 850-5124) will be contacted to begin the established cleaning procedures.


Will HCS conduct daily health screenings before students and staff enter the school or buildings? 

HCS will require all staff and parents/guardians to utilize a health questionnaire tool to determine if individuals should be going to school or reporting to work. This questionnaire can be found on the HCS main website as well as the return-to-school website. Anyone who is ill MUST stay home and self quarantine, following any recommended medical direction.  


Will HCS require masks or face coverings? 

Yes. Face coverings will be required for all employees, visitors, and students in HCS buildings and offices. One cloth face covering will be provided for each student participating in in-person learning at the beginning of the school year, with the expectation that parents will provide additional face coverings for their children as needed. The Health Services website contains instructions on how to assist students in becoming more comfortable regarding the wearing of a cloth mask. In a Phase 3 school opening, HCS will require that students have a face covering upon boarding a bus or entering the school building. 


What if a student or staff member becomes sick during the school day? 

If a student or staff member becomes sick after being in school, they will be sent to the school nurse for an assessment. If it is determined that they have COVID-like symptoms, students will be placed in a separate clinic “sick room” until the parent is able to pick up their child. It is very important to ensure your child’s school has up-to-date phone numbers and multiple points of contact to ensure students can be picked up in a timely manner. Families will receive a letter from the nurse outlining the requirements for returning to school, including being fever-free for three days without fever-reducing medication and quarantined for 14 days after symptoms started or positive COVID result. Students and staff must also be rescreened by the nurse before being approved to return to school.


What will happen if a student or staff member tests positive for COVID-19 and has been in a school building? 

If a student, staff member or others entering a school building are diagnosed with COVID-19, or come in contact with someone who has been diagnosed, HCS asks that you notify the school nurse or the HCS Coordinator of Health Services (Glory Gill, ggill@hampton.k12.va.us, 757-727-2363) as soon as the test results are confirmed. The HCS Coordinator of Health Services  will be in contact with the Hampton Health Department to determine next steps for those in the school environment. The person who tested positive, will be contacted by the school nurse. Our nursing staff will ask about others these individuals may have been in contact with, symptoms, timeline of illness, and medical provider treatment and recommendations. This information is confidential but used to better inform a mitigation plan. Based on that information and direction from the Hampton Health Department, HCS Division Leadership will make decisions regarding school health and safety. Should a student or staff member test positive for COVID-19, all parents in that school will receive a letter and a communication via phone.


Should I be concerned about my child taking required medication at school?

No. Schools will stagger and schedule times for medication disbursement to limit the number of students in the clinic at one time, following physical distancing protocols.


What are the division’s expectations regarding hand-washing or hand sanitizer?

Handwashing signage has been placed throughout each school building to encourage students and school personnel in this effort. Soap at handwashing stations has been upgraded to an antimicrobial grade soap. Hand sanitizer stations have been added to various locations within each school. All hand sanitizer will meet the CDC requirements for alcohol content. All classrooms will be provided disinfectant wipes for teachers to assist in the sanitizing of student work stations.

Secondary In-Person Learning Parent FAQs for Phase 3, Scenario 2 Re-Entry               


The purpose of these FAQs is to help parents better understand what an in-person learning experience would look like for middle and high school students given a Phase 3, Scenario 2, school opening in September 2020. A review of this information, to include sample student schedules, will assist parents in making an informed and thoughtful choice regarding whether they want to request in-person learning for their child/children.


GENERAL INFORMATION


What does a Phase 3, Scenario 2 re-entry plan look like for my middle grades and/or high school child/children?

In this phase of re-entry, families will have the choice for their child/children between the following two learning options:

  1. In-person learning model, in which students attend school two days per week (either Monday/Wednesday or Tuesday/Thursday) with independent work completed on the days students are not in school. Note, students in need of extra services or remediation may also be invited to attend on Fridays. In this option, physical distancing of three feet will occur in classrooms and other spaces, and all students and staff will be asked to wear face coverings. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in this learning option. 

  2. 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning modules. Note, this option requires a commitment of at least one semester (through January 27, 2021). Additionally, should the school division move to Phase 4 at any point during the first semester, which would enable all students to return to school without physical distancing requirements, families choosing the virtual learning option at the beginning of the school year would be able to revisit their decision at this point in time: opting to remain in a virtual learning environment OR returning to school for in-person learning. Note, if the requests to remain virtual in a move to Phase 4 are minimal, the school division may not be in a position to adequately staff a virtual learning model at the high school level.    

  

How will my family be asked to decide our preferred learning option?

Families will request their preferred learning option through their HCS Parent Portal account. A letter detailing the process for utilizing your HCS Parent Portal account was mailed to all students’ families on Tuesday, July 28, 2020. For those parents who have not established Parent Portal accounts in previous years, the letter provides directions for setting up an account. Parents may also click here to access directions for setting up a Parent Portal account.   


If we choose the in-person learning model versus the virtual model, are we locked in for a period of time? Can we switch back and forth between the two learning options?

Due to conflicts related to scheduling, students will not be permitted to move between in-person learning and the virtual model. When families make their selection via the survey, they are being asked to commit to having their child participate in the in-person  learning model for the first semester (September 8, 2020 through January 27, 2021). If unforeseen circumstances arise after a family has committed to one learning option, and now desires to switch to the other option at some point during the semester, the parent/guardian will need to communicate with the school’s administration. 


I have more than one child at the secondary level, and I also have a child at the elementary level. For scheduling purposes for in-person learning, will I get to choose the days of the week?

For scheduling purposes, schools will work to honor parent requests for in-person learning day preferences, as HCS understands that multiple children on one schedule will be the preference for many families. Families will be given the opportunity to note such a request when they complete the survey to make their decision of which learning option works best. Schools will do their best to accommodate parents’ requests for specific days. However, for transportation and class scheduling purposes, the division may not be able to honor all requests.


What will be the procedure for arrival and dismissal on the days that my child reports for in-person learning?

Each school has a unique plan for arrival and dismissal as each building’s physical layout is unique. However, expect an arrival plan where students will report to their first block classes. Those needing breakfast will either report to the cafeteria with physical distancing protocols or receive a Grab and Go Breakfast in the classroom. Principals will communicate arrival and dismissal procedures with parents/guardians. 


How will students eat breakfast and lunch? 

Physical distancing measures will continue to be in place and meal services will continue to be provided. Cafeterias may be used and will provide appropriate student spacing at least three feet apart. Staggered lunch times may be used as well to allow for physical/social distancing. Food service staff will be providing students all menu items to include milk and condiments. Facial coverings will be required except while consuming meals. Meals will be served in a Grab and Go bag, or a covered to-go container. The use of open trays is not allowed during our phased re-entry meal service.


How will students transition in the building?

Physical distancing will continue to be in place and monitored by staff as students transition between classes. Facial coverings will be required. 


How will guests be admitted to the building? 

Facial coverings must be worn by all guests. In order to practice physical distancing we ask that you contact the school to schedule an appointment prior to visiting the office. Virtual appointments are encouraged as well. As we move forward with phased re-entry, schools and/or the division will keep parents and our community abreast of changes through frequent communication. 


What if my child arrives late or has an early dismissal? 

Parents/guardians will be requested to notify the school the morning of the day an early dismissal will be needed. For early pickups, parents/guardians are to follow the procedure of entering the building, submitting state/government ID, and signing his/her child out with either the main office staff or attendance clerk. Again, facial coverings must be worn. Families can expect to be on the lookout for additional guidance from their school’s principal regarding guest visitation. 


What procedures will be followed regarding substitutes?

The use of substitute teachers will be needed at times. Substitute teachers are required to follow the same guidelines for all teachers and staff. Specific training will be provided to ensure consistency with division wide protocols.


TRANSPORTATION


I understand that bus capacity will be limited in a Phase 3 school opening due to physical distancing requirements. If a large percentage of families select the in-person learning option, will my child/children be guaranteed transportation to school on an HCS bus?

If a large percentage of families select the in-person learning option versus the virtual learning model, the division may not be able to transport all students participating in in-person learning to school. The results of the parent survey will provide the division with the information it needs for planning purposes. As noted in the survey, one option in the transportation section is for parents to indicate whether they will transport their child to and from school. The more families who are in a position to transport their child, or if your child is able to drive to school, the more likely the division is able to provide transportation for those families who, through the survey, request transportation on an HCS bus. Once the results of the survey have been analyzed, the division will communicate updates regarding transportation.  


How many students will be asked to sit on a bus seat?

In a normal school year, each bus seat typically seats two to three students. However, in a Phase 3 school opening, one student will be assigned to each bus seat. In the event siblings are riding the same bus, they will be asked to sit two to a seat.


Will students be required to wear a face covering when riding the bus?

Yes. All students and bus drivers/bus attendants will be required to wear a face covering when riding the school bus. 


What will happen if a child refuses to wear a face covering?

The child will be transported to his/her school and the administration will be informed so that they can take the necessary corrective action.  


Will bus drivers be taking students' temperatures prior to students boarding buses?

No. Drivers will not be taking students’ temperatures. As outlined in the division’s Phase 3 COVID-19 Health Mitigation Strategies document, each day prior to leaving home, parents are asked to walk through the student questionnaire to help determine whether students are exhibiting symptoms of illness.  


Will large capacity hand sanitizer containers be installed on school buses?

No. Large containers of alcohol-based hand sanitizers can be an accelerant in a fire and, as a result, are not permitted on school buses. If alcohol-based hand sanitation is used on school buses, it should be dispensed in a clear plastic container that holds 12 ounces or less. Students will be permitted to bring travel size hand sanitizers onto the bus.


If my child is invited to participate in remediation Fridays, and my child rides the bus on the other two days of the week, will the bus pickup and dropoff times be the same as they are on the other days (Mondays/Wednesdays or Tuesdays/Thursdays) that I will be riding the bus?

Yes. If your child is asked to attend school on one or more Fridays, you can expect the driver to run the same routes, with the same pickup and dropoff times.  


What cleaning procedures will the HCS Transportation Department use to clean buses? How often will the cleaning of buses occur?

All buses will be cleaned thoroughly with high-grade cleaning solutions after the completion of the morning routes and then again after the completion of the afternoon routes. Drivers and bus attendants will wipe down “high-touch” areas between bus routes. 


Will my child be able to ride home with a friend/family member who is not on their assigned bus route?

No. Due to the physical distancing requirements in effect for Phase 3, bus capacity will be limited. As a result, students will not be able to ride home on another student’s bus. 


TEACHING & LEARNING


How large will in-person class sizes be for middle and high school students?

Due to alternating schedules, class sizes may range from 10 to 15 students per class. 


How will classes or work areas be set up? 

Desks and work areas will be spaced at least three feet apart.    


Will students participating in in-person learning be taught the same standards/skills as students participating in virtual learning?  

Yes. Students who choose to participate in an in-person environment will be taught the same standards/skills as students who participate in a virtual environment. 


What will be the division’s expectations regarding student attendance for in-person learning in Phase 3?

The expectation is for students to attend class for each assigned day. For example, a high schooler assigned to attend school on Mondays and Wednesdays will be expected to be present for these days of instruction. Additionally, students recommended for remediation will be expected to be present on Fridays. 


What will be the division’s expectations regarding student engagement, assessment, and grading practices?   

During in-person and in-home learning experiences, students are expected to complete all assignments and engage in, provide feedback to, and submit instructional learning activities provided in Google Classroom (or in the case of health/PE and some Dual Enrollment courses, Canvas) per the directives of their teachers for all classes. It is critical that families understand that even in the in-home learning environment, students are to be actively participating and making the most of their learning experience. 


Assessment and grading practices will more closely mirror a traditional school setting. For example, students in middle and high school will receive traditional letter grades. Students are expected to complete assignments as directed by their teachers and adhere to given due dates for assignment submission. Grades will be recorded in PowerSchool for parents and students to access via the Parent Portal.


What will a middle school schedule look like for Phase 3, Scenario 2? 

A sample student schedule has been provided and described below along with definitions of key terms. 


Middle School Schedule Description and Definition of Terms:

  • Group 1 students will report to school on Mondays and Wednesdays and will work at home on Tuesdays and Thursdays. 
  • Group 2 students will report to school on Tuesdays and Thursdays and will work at home on Mondays and Wednesdays. 
  • In-Home Learning is defined as students continuing to complete assignments, activities, or assessments for the length of time that they would be in school. For example, an English Language Arts student would complete work in Google Classroom that has been assigned by his or her teacher. 
  • Office Hours/Remediation: Select students are identified for remediation and will attend school on Fridays. 
  • English Language Arts (ELA) and Mathematics: Students will attend two cores of these courses for 90 minutes each day the student is in school. For example, an Algebra I student will attend Core 3 and Core 4 (10:00 a.m. - 11:35 a.m.). 
  • Science and Social Studies: Students will attend these two courses for 90 minutes once per week.  
  • Health/PE, CTE, and Fine Arts: Students will attend these courses for 90 minutes once per week. 

What will a high school schedule look like for Phase 3, Scenario 2?

A sample student schedule has been provided and described below along with definitions of key terms.

Sample College and Career Academy Student Phase 3, Scenario 2 

Grade 10 Student [Group 1 Monday/Wednesday In-Person Learning Model]

Times

Monday Student A

Tuesday Student A

Wednesday Student A

Thursday Student A

Friday

8:20-9:05

HEALTH & PE

In-Home Learning

BIOLOGY

In-Home Learning

Office Hours/Remediation

9:10-9:55

In-Home Learning

In-Home Learning

Office Hours/Remediation

10:00-10:45

ELECTRONIC MUSIC (Global Elective)

In-Home Learning

ACADEMY PATHWAY COURSE (Academy Course)

In-Home Learning

Office Hours/Remediation

10:50-11:35

In-Home Learning

In-Home Learning

Office Hours/Remediation

11:40-12:35

SS WLD HIS I

In-Home Learning

FRENCH I (Foreign Language)

In-Home Learning

Office Hours/Remediation

11:40-1:35 (Lunches)

11:40-12:05 1st Lunch 

12:10-12:35 2nd Lunch

12:40-1:05 3rd Lunch

1:10-1:35 4th Lunch

Office Hours/Remediation

12:40-1:35


In-Home Learning


In-Home Learning

Office Hours/Remediation

1:40-2:25


GEOMETRY (Math)

In-Home Learning

ENGLISH 10

In-Home Learning

Office Hours/Remediation

2:30-3:15

In-Home Learning

In-Home Learning

Office Hours/Remediation



How will IEPs be addressed for students with disabilities as well as 504s for students who have these plans?

Students with Individualized Education Plans (IEPs) will receive special education services as outlined in individual learning plans. Students will receive collaborative and/or small group instruction from special education teachers and service providers based upon individual student needs. Services rendered by a certified special education teacher are counted as service minutes per the student’s least restrictive environment (LRE). Teachers will continue to follow the accommodations and/or modifications set forth in students’ IEPs. For example, teachers who support students with hearing impairments will be expected to wear a microphone. 


Students with 504 plans will receive educational services based on their individualized accommodations.


How will gifted resource services be addressed?

For gifted students in grades 6-8 selecting the in-person learning option, gifted resource classes will be provided in a virtual manner through learning modules. Gifted resource teachers will present flexible online learning modules using Google Classroom. 


How will Health and Physical Education (PE) be taught and what mitigation strategies will be in place? 

Students will participate in in-person learning per the sample middle and high school schedules above. In order to do this safely, teachers will practice physical distancing of three feet in the PE areas of instruction. Classes will be held outdoors as much as possible. Teachers will implement practices that follow CDC guidelines for cleaning and disinfecting equipment. For example, if Iocker rooms need to be used, then PE teachers will supervise entry into the locker rooms, allowing a designated number of students to enter at a time and using a limited number of lockers that are spaced out, while other students wait outside the locker room door. Additionally, teachers will utilize activities with no sharing of equipment. Any equipment used will only be used by one student and cleaned at the end of class, or between rotations of stations.


How will art be taught and what mitigation strategies will be in place? 

Students will participate in in-person learning per the sample middle and high school schedules above. In order to do this safely, art classes will create appropriate mitigation and cleaning procedures. Any equipment used will be cleaned in between classes. Classes will be structured to follow physical distancing guidelines with students spaced apart at seating areas. Students will be reminded to wash their hands at the beginning and end of the class. Per the HCS Health Services Response: Phase III COVID-19 Mitigation Health Plan, art exhibit events will occur with appropriate mitigation strategies as determined by the CDC and the VDH. 


How will music be taught and what mitigation strategies will be in place?

Students will participate in in-person learning per the sample middle and high school schedules above. In order to do so safely, students will not share common items. Marching Band, Steel Drums, Jazz Band, secondary band or choral rehearsals or performances will be allowed with appropriate mitigation strategies as determined by the CDC and the VDH. 


Band or choral competitions that involve contact with other band or choral members will be allowed with appropriate mitigation strategies (e.g., physical distancing requirements) in support of a safe environment. Students may not perform off school property at public or community events until Phase 4. Small ensemble performances may be possible during the school year. Students may not be able to perform school or community concerts until the second semester.


How will Career and Technical Education (CTE) courses be taught and what mitigation strategies will be in place?

Students will participate in in-person learning per the sample middle and high school schedules above. In order to do so safely, CTE classes will create appropriate mitigation and clearing procedures. Any equipment used will be cleaned between classes. Classes will be structured to follow physical distancing guidelines with students spaced apart at seating areas and wearing the appropriate safety equipment. 


Will assemblies, extracurricular activities, athletics, and field trips be conducted during Phase 3? 

Large gatherings that are not in accordance with the most recent Executive Order of the Office of the Governor will not be held. As we move forward with phased re-entry, schools and/or the division will keep parents and our community abreast of changes through frequent communication. 


Athletics and extracurricular activities, which may include field trips, will be allowed with appropriate mitigation strategies as determined by the CDC and the VDH. For additional information regarding participation in athletics, reference the Fall 2020 Return to School Plan


STUDENT TECHNOLOGY


Will my child/children be assigned a Chromebook? 

Chromebooks will be assigned to each student for personal use, not to be shared among peers. Students are required to bring their devices fully charged to school daily. For students who do not bring their devices, teachers will have an alternative means of providing instruction. More detailed information will be forthcoming from your child's school regarding the distribution of Chromebooks for students new to HCS. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS.   


What will I do if I need assistance with technology or Internet access? 

Should students and parents/guardians have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020.    


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose non-abrasive non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.


CLEANING PROCEDURES


What cleaning procedures does HCS have in place to address the COVID-19 virus? 

Once the pandemic was identified in the spring of 2020, the HCS Chief of Operations, Dr. Daniel Bowling, began working to upgrade cleaning equipment and the ordering of hospital-grade cleaning solutions. HCS has developed a very thorough plan for cleaning the school buildings throughout the day as well as deep cleaning each evening and during the weekends. HCS custodians will continue to participate in professional training on effective cleaning practices related to the COVID virus. 


Frequently touched areas within school buildings will receive additional attention for clearing purposes. These “frequent touch points” will be sanitized with quaternary-based disinfectant and disposable cloths. Custodial staff have identified “frequent touch points” to include, but not limited to, the following: door handles, counters, table/desk tops, light switches, keyboards (electronics), chairs, cafeteria tables, playground equipment, and bathrooms. Additionally, HCS Health Services has created guidelines on cleaning the clinics and “sick rooms” during the day when students are present. Click here to access detailed information regarding the division’s cleaning protocols.


Will students be expected to assist in the cleaning process during the school day?

There will be no expectation for students to clean surfaces or materials during the school day.   However, families may want to have their child(ren) support this process. For example, students may have the opportunity to bring select cleaning supplies to school should they choose to do so, in order to periodically wipe down supplies and surfaces they are working on in the classroom. Or, the teacher may have available cleaning wipes in the classroom that students will be permitted to use. The cleaning of school supplies and spaces will be a parent prerogative. Families should expect to receive guidance from their school’s principal regarding this matter.  


HEALTH PROCEDURES


What communication and follow-up will occur if a student in my child’s classroom has a  confirmed case of COVID-19?

Cases will be handled individually depending on the particulars of the exposure or outbreak.  Communication will include the school nurse notifying the Coordinator of Health Services (Glory Gill, ggill@hampton.k12.va.us, 757-727-2363), who will in turn notify HCS Division Leadership. The Coordinator of Health Services will immediately contact the Hampton Health Department with the information and particulars related to staff and student contact (HCS Guidelines for COVID-19 Related Illnesses and Return to School or Work). 


Should the decision be made to close a classroom, school, or the division, HCS will notify impacted families in the form of a letter as well as an automated phone call. The HCS Chief of Operations (Dr. Daniel Bowling, dbowling@hampton.k12.va.us, (757) 850-5123 or 850-5124) will be contacted to begin the established cleaning procedures.


Will HCS conduct daily health screenings before students and staff enter the school or buildings? 

HCS will require all staff and parents/guardians to utilize a health questionnaire tool to determine if individuals should be going to school or reporting to work. This questionnaire can be found on the HCS main website as well as the return-to-school website. Anyone who is ill MUST stay home and self quarantine, following any recommended medical direction.  


Will HCS require masks or face coverings? 

Yes. Face coverings will be required for all employees, visitors, and students in HCS buildings and offices. One cloth face covering will be provided for each student participating in in-person learning at the beginning of the school year, with the expectation that parents will provide additional face coverings for their children as needed. The Health Services website contains instructions on how to assist students in becoming more comfortable regarding the wearing of a cloth mask. In a Phase 3 school opening, HCS will require that students have a face covering upon boarding a bus or entering the school building. 


What if a student or staff member becomes sick during the school day? 

If a student or staff member becomes sick after being in school, they will be sent to the school nurse for an assessment. If it is determined that they have COVID-like symptoms, students will be placed in a separate clinic “sick room” until the parent is able to pick up their child. It is very important to ensure your child’s school has up-to-date phone numbers and multiple points of contact to ensure students can be picked up in a timely manner. Families will receive a letter from the nurse outlining the requirements for returning to school, including being fever-free for three days without fever-reducing medication and quarantined for 14 days after symptoms started or positive COVID result. Students and staff must also be rescreened by the nurse before being approved to return to school.


What will happen if a student or staff member tests positive for COVID-19 and has been in a school building? 

If a student, staff member or others entering a school building are diagnosed with COVID-19, or come in contact with someone who has been diagnosed, HCS asks that you notify the school nurse or the HCS Coordinator of Health Services (Glory Gill, ggill@hampton.k12.va.us, (757) 727-2363) as soon as the test results are confirmed. The HCS Coordinator of Health Services will be in contact with the Hampton Health Department to determine next steps for those in the school environment. The person who tested positive, will be contacted by the school nurse. Our nursing staff will ask about others these individuals may have been in contact with, symptoms, timeline of illness, and medical provider treatment and recommendations. This information is confidential but used to better inform a mitigation plan. Based on that information and direction from the Hampton Health Department, HCS Division Leadership will make decisions regarding school health and safety. Should a student or staff member test positive for COVID-19, all parents in that school will receive a letter and a communication via phone.


Should I be concerned about my child taking required medication at school?

No. Schools will stagger and schedule times for medication disbursement to limit the number of students in the clinic at one time, following physical distancing protocols.


What are the division’s expectations regarding hand-washing or hand sanitizer?

Handwashing signage has been placed throughout each school building to encourage students and school personnel in this effort. Soap at handwashing stations has been upgraded to an antimicrobial grade soap. Hand sanitizer stations have been added to various locations within each school. All hand sanitizer will meet the CDC requirements for alcohol content. All classrooms will be provided disinfectant wipes for teachers to assist in the sanitizing of student work stations. 

Elementary Virtual Learning Parent FAQs for Phase 3, Scenario 2 Re-Entry               


The purpose of these FAQs is to help parents better understand what a 100% virtual learning experience would look like for students at the elementary level, given a Phase 3, Scenario 2, school opening in September 2020. A review of this information, to include sample student schedules, will assist parents in making an informed and thoughtful choice regarding whether they want to request virtual learning for their elementary child/children. 


GENERAL INFORMATION

What does a Phase 3, Scenario 2 re-entry plan look like for my elementary child/children?

In this phase of re-entry, families will have the choice for their child/children between the following two learning options:

  1. In-person learning model, in which students attend school two days per week (either Monday/Wednesday or Tuesday/Thursday) with independent work completed on the days students are not in school. Note, students in need of extra services or remediation may also be invited to attend on Fridays. In this option, physical distancing of three feet will occur in classrooms and other spaces, and all students and staff will be asked to wear face coverings. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in this learning option, although all students in grades kindergarten through five will be provided a laptop for use in the home should they need access to a device on the days they are completing independent work at home.  

  2. 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning “flex modules”. Flex modules consist of videos, readings, and other work that students can complete independently. Note, this option requires a commitment of at least one semester (through January 27, 2021). Additionally, should the school division move to Phase 4 at any point during the first semester, which would enable all students to return to school without physical distancing requirements, families choosing the virtual learning option at the beginning of the school year would be able to revisit their decision at that point in time: opting to remain in a virtual learning environment OR returning to school for in-person learning.   


How will my family be asked to decide our preferred learning option?

Families will request their preferred learning option through their HCS Parent Portal account. A letter detailing the process for utilizing your HCS Parent Portal account was mailed to all students’ families on Tuesday, July 28, 2020. For those parents who have not established Parent Portal accounts in previous years, the letter provides directions for setting up an account. Parents may also click here to access directions for setting up a Parent Portal account.  


If we choose the virtual model versus the in-person model, are we locked in for a period of time? Can we switch back and forth between the two learning options?

Due to conflicts related to scheduling, students will not be permitted to move between in-person learning and the virtual model. When families make their selection via the survey, they will commit to having their child participate in virtual learning for the first semester (September 8, 2020 through January 27, 2021). If unforeseen circumstances arise after a family has committed to one learning option, and then desires to switch to the other option at some point during the semester, the parent/guardian will need to communicate with the school’s administration. 


If for any reason the division finds itself in a position to move into Phase 4 (all students able to return without the need for physical distancing) during the first semester, families will then have an opportunity to decide to return to in-person OR remain in a virtual learning environment. Note, if the requests to remain virtual in a move to Phase 4 are minimal, the school division may not be in a position to adequately staff a virtual learning model at the elementary school level.  


How will I know if virtual learning is the right choice for my child? Consider the following questions:

  • Is your child self-motivated and self-disciplined?

    • Freedom and flexibility requires responsibility. Students should take ownership of the learning process and stay organized and on-task. Successful online students are often independent.

  • Is your child comfortable asking for help when necessary?

    • It is important for students to communicate to teachers immediately if they have issues with course content or technology as many non-verbal cues used in a physical classroom may not be as obvious in an online setting.

  • Is your child committed to the learning process?

    • Students should understand the importance of focusing and staying engaged during the online lessons with teachers and practice time management skills to complete any “flex” modules assigned at appropriate times. This commitment will ensure success. (In a “flex” module, teachers post videos of mini-lessons of 10-20 minutes and students are asked to complete independent work after watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing as long as they meet the due dates required by the teacher.) 

  • Does your child mind the fact that the division requires the camera to be on when students are participating in virtual meetings with a teacher?

    • In order for teachers to monitor levels of student engagement, and to better gauge students’ understanding through the reading of body language, laptop cameras are required to be turned on when participating in virtual class meetings. For those students not interested in displaying the background of the room they are physically in during these meetings, the Zoom software platform has a setting that enables students to set a background picture.  

What times/days will virtual learning meetings with elementary teachers occur?

Students will either participate in virtual lessons (via Zoom) between the hours of 8:00 a.m.to12:00 p.m. (morning block) or between the hours of 12:00 p.m. to 4:00 p.m. (afternoon block). Families will be asked to commit to choosing either the morning block or the afternoon block. As noted in the schedule below, the child will not be on the computer for the entirety of this time block. Additionally, virtual meetings with teachers at the elementary level will occur on Mondays through Thursdays, with Fridays being used for remediation for a targeted group of students. 


As noted in the sample schedules below, students will receive 75 to 85 minutes of instruction (depending on the grade level) in English-Language Arts and 75 minutes of instruction in mathematics per day, Monday through Thursday. Families will receive the exact times in which their child will participate in these lessons closer to the beginning of school.


Additionally, parents will be notified on Mondays if their child has been asked to log-in with his or her teacher(s) that Friday for remediation. Parents not contacted on Mondays can assume that their child will not need to attend virtually that Friday. Student groupings in these grades will vary on Fridays based on students’ performance and progress during the previous week of instruction. 

 

How will my child be able to communicate with his/her virtual teacher?

Teachers will be accessible to students in a variety of ways to include phone, email, and virtual office hours.


What are the division’s expectations regarding attendance for the virtual class meetings? 

Students are expected to attend the assigned virtual class meetings. Teachers will be taking attendance for each of these scheduled classes. If concerns arise regarding attendance, teachers will communicate with parents. 


What are the division’s expectations regarding student engagement, assessment, and grading practices?   

During virtual learning experiences, students are expected to complete all assignments and engage in, provide feedback to, and submit instructional learning activities provided in Google Classroom per the directives of their teachers for all classes. It is critical that families understand that even in the virtual learning environment, students are to be actively participating and making the most of their learning experience. 


Assessment and grading practices will more closely mirror a traditional school setting. Teachers will use the appropriate grading scale for each grade level. Students are expected to complete assignments as directed by their teachers and adhere to given due dates for assignment submission. Grades will be recorded in PowerSchool for parents and students to access via the Parent Portal.


Will my child need to log on daily to complete work?

Virtual learning allows some flexibility in the completion of work. However, students are required to attend virtual sessions with teachers as noted in the schedules they will receive. Assignments should be completed by the due date in order to remain in good standing for the course. 


How many transitions throughout the day will my child receive?

The schedule, as seen below, allows for 15 minute transitions between classes as well as a lunch break. Students are expected to log in to the class a few minutes early with appropriate materials for the upcoming class.


TEACHING & LEARNING


Will elementary students participating in virtual learning be taught the same standards/skills as students participating in in-person learning?  

Yes. Students who choose to participate in a virtual environment will be taught the same standards/skills as students who participate in in-person learning. While the instructional pacing guides for core classes will mirror one another (virtual learning and in-person learning), some of the content and activities in the resource classes (art, music, PE) could be different. 


How large will virtual class sizes be for elementary students?

Depending on enrollment, the ideal virtual class size would be approximately six to eight students.


How will English-Language Arts and mathematics be taught?

English-Language Arts (ELA) and mathematics will be taught via online Zoom lessons with teachers during either the morning block or the afternoon block. (Once families commit to online learning, they will have the option at a later date to submit a preference of the morning or afternoon block of time). ELA will also have some independent reading and writing time that students will complete each day at a time of their choosing, outside the virtual meetings with their teacher. The parents of students in need of additional mathematics support will be contacted by teachers on Mondays so that students can participate that Friday for remediation. Students meeting or exceeding expectations may be provided an assignment or assessment to complete on their own in mathematics on Fridays. 


How will social studies and science classes be taught?

For students in grades kindergarten through 3, these classes will be taught using “flex” modules. In a “flex” module, teachers post videos of mini-lessons (10-20 minutes) and students are asked to complete independent work after watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing as long as they meet the due dates required by the teacher. 


Beginning with the 2020-2021 school year, students in Grade 4 will no longer have a science class, and students in Grade 5 will no longer have a social studies class. Revisions to these curricula were made during the spring of 2019 to begin transitioning to a new instructional model for the beginning of the 2020-2021 school year, where two years of science content are taught in Grade 5 and two years of social studies content are taught in Grade 4. 


For elementary students in grades 4 and 5 who select the virtual learning option, they will be taught via online Zoom lessons with teachers as well as being assigned “flex” modules to complete on their own time. 


How will resource (art, music, PE, library) classes be taught?

These classes will be taught using “flex” modules. In a “flex” module, teachers will provide written assignment instructions and may post videos of short mini-lessons and students are asked to complete independent work after reading through the lesson and/or watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing as long as they meet the due dates set by the teacher.


How will my child receive their “flex” modules noted above?

All “flex” modules will be posted in Google Classroom along with detailed directions and due dates. For the 2020-2021 school year, Google Classroom has been reorganized in such a manner to make it much easier for students to access, complete, and submit work.


Will my child be able to interact and collaborate with other students in this virtual setting?

Yes. Students will receive small group instruction in groups of approximately six to eight students, and students in these groups will be interacting virtually. Time will also be built into instruction for students to collaborate on projects, participate in group discussions, and build relationships in this virtual setting.


I am concerned about my child’s level of engagement in an online setting. What can I expect from HCS teachers in this learning environment?  

Our virtual teachers are being trained on effective virtual teaching and learning methods. The Zoom teacher meetings that your child will be participating in will encourage collaboration and instruction as well as have engaging checks for understanding during their time online. Since March 2020, HCS has been hard at work developing a training program that all HCS teachers teaching online are required to participate in prior to working with students in a virtual classroom setting. 


How will IEPs (Individualized Education Plans) be addressed for students with disabilities as well as 504s for students who have these plans?

Students with a disability who are eligible to receive special education services will be provided specially designed instruction as outlined in their Individualized Education Plan to the extent possible. Services that afford students with disabilities equitable access to the new instruction will be provided. Students will receive collaborative and/or small group instruction from special education teachers and service providers through the virtual platform based upon individual student needs. Additionally, students with 504 plans will receive educational services based on their individualized accommodations.


How will I access my child’s grades and make sure that they are completing work in a timely manner? 

We encourage parents who choose the virtual learning model to communicate regularly with their children’s teachers. Parents will be invited to be “guardians” of their child’s Google Classroom, where they will receive email summaries on their child’s progress such as missing work, upcoming work and class activities. Grades will be recorded in PowerSchool for parents to access via the Parent Portal. For directions on how to access or establish your Parent Portal account, click here

 

How many teachers will my child interact with in the virtual classroom model?

Elementary students may be assigned to work with one to three teachers in the virtual model. Typically, it will be students in the upper elementary grades who have three teachers. For example, your child may have one teacher for English and another teacher for mathematics.  


What steps is HCS taking to ensure a quality, engaging virtual education for my child?

All teachers in Hampton City Schools are expected to complete the courses below. In addition to those courses, our virtual learning teachers will also complete extra training to ensure quality. We will work with teachers so they can design engaging quality lessons and provide effective feedback while monitoring the effectiveness of the program.

  • Using Google Classroom for Instruction (all HCS teachers)
  • Using Zoom Safely & Effectively (all HCS teachers)
  • Engaging Online Learning/Teaching (all HCS teachers)
  • Building Relationships and Establishing Norms Virtually (required for virtual teachers)
  • Feedback and Grading in a Virtual Environment (required for virtual teachers)
  • Understanding the Blend of Zoom Live and Flex Modules (required for virtual teachers)

STUDENT TECHNOLOGY

Will technology be provided to my child to utilize at home?

Yes. HCS students in grades kindergarten through 12 will be assigned a Chromebook laptop. More detailed information will be forthcoming from your child's school regarding the distribution and use of Chromebooks. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS, to include information on online safety tips and student digital resources.  


I don’t have reliable Internet access at home. Does this exclude us from the virtual learning option?

No. HCS will work with families to explore options available to them. Should families have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020.  


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose non-abrasive non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.


What resources are in place in regards to Internet safety?

Visit our Digital Learning and Chromebook Zone website for online safety tips, Chromebook tips and tricks, as well as parent and student digital resources.


SAMPLE STUDENT SCHEDULES

Below you will find sample online schedules for elementary students. Listed below the schedules are overviews of the English and mathematics models of instruction as well as definitions of some of the terms you will see included in the schedules. The following schedules provide examples of how the learning would occur during the course of a week of instruction. Your child’s confirmed schedule for the virtual sessions with teachers will be communicated closer to the opening of school. Families selecting the virtual option for learning should note their time preference (morning block of 8:00 a.m. - 12:00 p.m. or afternoon block of 12:00 p.m. - 4:00 p.m.) when contacted by HCS staff. As noted earlier, students will not be on their computer screens for the entire four-hour block of time.

Sample Morning Block 

Student Elementary School Phase 3, Scenario 2

Grades K-2 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*8:00-9:15

Math

Math

Math

Math

Office Hours/

Remediation

*9:30-10:55

English & History

English & History


English & History

English & History


Office Hours/

Remediation


Independent work time

Science

Flex Module

Science

Flex Module

Science

Flex Module

Science

Flex Module

Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation



Sample Afternoon Block

Student Elementary School Phase 3, Scenario 2

Grades K-2 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*12:00-1:15

Math

Math

Math

Math

Office Hours/

Remediation

*1:30-2:45

English & History

English & History


English & History

English & History


Office Hours/

Remediation

Independent work time

Science

Flex Module

Science

Flex Module

Science

Flex Module

Science

Flex Module

Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation



Sample Morning Block

Student Elementary School Phase 3, Scenario 2

Grades 3 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*8:00-9:15

Math

Math

Math

Math

Office Hours/

Remediation

*9:30-10:55

English

English

English

English

Office Hours/

Remediation

Independent work time

Science  Flex Module

History Flex Module

Science Flex Module

History Flex Module

Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation


Sample Afternoon Block

 Student Elementary School Phase 3, Scenario 2

Grades 3 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*12:00-1:15

Math

Math

Math

Math

Office Hours/

Remediation

*1:30-2:45

English

English

English

English

Office Hours/

Remediation

Independent work time

Science  Flex Module

History Flex Module

Science Flex Module

History Flex Module

Office Hours/

Remediation

Independent work time 

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation


Sample Morning Block

Student Elementary School Phase 3, Scenario 2

Grade 4 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*8:00-8:30

History

History

History

History

Office Hours/

Remediation

*8:35-9:50

Math

Math

Math

Math

Office Hours/

Remediation

*10:00-11:25

English

English

English

English


Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation



Sample Afternoon Block

Student Elementary School Phase 3, Scenario 2

Grade 4 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*12:30-1:00

History

History

History

History

Office Hours/

Remediation

*1:05-2:20

Math

Math

Math

Math

Office Hours/

Remediation

*2:25-3:50

English

English

English

English


Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation


Sample Morning Block

Student Elementary School Phase 3, Scenario 2

Grade 5 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*8:00-8:30

Science

Science

Science

Science

Office Hours/

Remediation

*8:35-9:50

Math

Math

Math

Math

Office Hours/

Remediation

*10:00-11:25

English

English

English

English


Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation


Sample Afternoon Block

Student Elementary School Phase 3, Scenario 2

Grade 5 Virtual Learning Model

(Times with an “*” represent when students are on the computer with a teacher.)

Times

Monday

Tuesday

Wednesday

Thursday

Friday

*12:30-1:00

Science

Science

Science

Science

Office Hours/

Remediation

*1:05-2:20

Math

Math

Math

Math

Office Hours/

Remediation

*2:25-3:50

English

English

English

English


Office Hours/

Remediation

Independent work time

Flex Modules

Flex Modules

Flex Modules

Flex Modules

Office Hours/

Remediation


Overview of HCS Elementary English Virtual Learning Model & Definitions of Teaching Terms

English Elementary Virtual Instructional Model - A 75 minute block of time has been built into the English virtual learning model for students in kindergarten through Grade 3, while the block of instruction for students in grades 4 and 5 will be 85 minutes. During this time, students will be online via Zoom with the teacher participating in shared reading, read aloud, and small group instruction in reading and writing as noted below. Additionally, students will be expected to spend 40 minutes a day on their own time engaged in reading (20 minutes) and writing (20 minutes) activities based on guidance from the teacher. 


Shared Reading: Teachers and students will read grade level text together while applying grade level standards and objectives. Reading strategies will be used, topics will be discussed, and students may respond in writing after reading.  


Read Aloud: The teacher will read aloud and students will listen to the story, poem, or book. The class will discuss the text together, including new vocabulary words. Students will ask and answer questions about the text. Students may respond in writing after reading.  


Small Group Instruction: Students are provided with instruction based upon their specific reading level and needs. Students will practice reading in small groups to apply what they learn from read alouds and shared reading. Students might read chorally together (everyone reading aloud at the same time), one-on-one with the teacher, or silently. Students will also learn phonics and word analysis skills to assist them in reading and understanding new words.  


Writer’s Workshop: Teachers model the writing process to show how to plan, draft, revise, edit, and publish writing pieces. Students work on their own writing and move at their own pace through the writing process. Students meet with their teacher for writing conferences.


Independent Reading and Writing: Students will independently read a book of choice or complete writing for revision and editing.


Intervention: Students who meet the criteria will be provided additional time in small group reading to practice reading strategies and skills. Students might read chorally together, one-on-one with the teacher, or silently. They will learn to read new words and learn new vocabulary. The teacher will be providing direct support based upon the students’ needs in reading and writing by listening to the student read and giving them feedback.

Overview of HCS Elementary Mathematics Virtual Learning Model & Definitions of Teaching Terms

Mathematics Elementary Virtual Instructional Model - A 75 minute block of time has been built into the math virtual learning model for elementary students. The instructional model may vary, depending on students’ needs: 

  • Warm-Up (10 minutes)
  • Teacher Modeling (15 minutes) 
  • Guided Practice (15 minutes)
  • Independent Practice & Feedback (15 minutes)
  • Wrap-Up (5 minutes)
  • Intervention (15 minutes)

Warm-Up: Daily calendar routine for grades K-1 and a daily review of select skills for students in grades 2-5.

Teacher Modeling: Teacher models the concept(s). 

Guided Practice: Teacher guides students through understanding and applying the concept(s). 

Independent Practice & Feedback: Students work independently on an assigned task or activity with feedback from the teacher. 

Wrap-Up: Check for understanding of skills taught during the lesson prior to the end of the lesson.

Intervention: Provide additional support as needed based on student performance data and feedback. This could occur in a smaller group setting or a one-on-one setting with the teacher. 

Small Group: Students are engaged in a math focus lesson with the teacher such as skill-building, remediation, and/or feedback. Once students begin working independently, the teacher may further divide the virtual group by asking some students to sign off while others remain online for additional instruction.

 

Middle School Virtual Learning Parent FAQs for Phase 3, Scenario 2 Re-Entry

The purpose of these FAQs is to help parents better understand what a 100% virtual learning experience would look like for students at the middle school level, given a Phase 3, Scenario 2, school opening in September 2020. A review of this information, to include a sample student schedule, will assist parents in making an informed and thoughtful choice regarding whether they want to request virtual learning for their middle grades child/children. 


GENERAL INFORMATION


What does a Phase 3, Scenario 2 re-entry plan look like for my middle grades child/children?

In this phase of re-entry, families will have the choice for their child/children between the following two learning options:

  1. In-person learning model, in which students attend school two days per week (either Monday/Wednesday or Tuesday/Thursday) with independent work completed on the days students are not in school. Note, students in need of extra services or remediation may also be invited to attend on Fridays. In this option, physical distancing of three feet will occur in classrooms and other spaces, and all students and staff will be asked to wear face coverings. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in this learning option.
  2. 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning modules. Note, this option requires a commitment of at least one semester (through January 27, 2021). Additionally, should the school division move to Phase 4 at any point during the first semester, which would enable all students to return to school without physical distancing requirements, families choosing the virtual learning option at the beginning of the school year would be able to revisit their decision at that point in time: opting to remain in a virtual learning environment OR returning to school for in-person learning.   

How will my family be asked to decide our preferred learning option?

Families will request their preferred learning option through their HCS Parent Portal account. A letter detailing the process for utilizing your HCS Parent Portal account was mailed to all students’ families on Tuesday, July 28, 2020. For those parents who have not established Parent Portal accounts in previous years, the letter provides directions for setting up an account. Parents may also click here to access directions for setting up a Parent Portal account. 


If we choose the virtual model versus the in-person model, are we locked in for a period of time? Can we switch back and forth between the two learning options?

Due to conflicts related to scheduling, students will not be permitted to move between in-person learning and the virtual model. When families make their selection via the survey, they are being asked to commit to having their child participate in virtual learning for the first semester (September 8, 2020 through January 27, 2021). If unforeseen circumstances arise after a family has committed to one learning option, and now desires to switch to the other option at some point during the semester, the parent/guardian will need to communicate with the school’s administration. 


If for any reason the division finds itself in a position to move into Phase 4 (all students able to return without the need for physical distancing) during the first semester, families will then have an opportunity to decide to return to in-person OR remain in a virtual learning environment. Note, if the requests to remain virtual in a move to Phase 4 are minimal, the school division may not be in a position to adequately staff a virtual learning model at the middle school level.  


How will I know if virtual learning is the right choice for my child? Consider the following questions:

  • Is your child self-motivated and self-disciplined? To what extent are they able to create structure for themselves? 
    • Freedom and flexibility requires responsibility. Students should take ownership of the learning process and stay organized and on-task. Successful online students are often independent.
  • Is your child comfortable asking for help when necessary?
    • It is important for students to communicate to teachers immediately if they have issues with course content or technology as many non-verbal cues used in a physical classroom may not be as obvious in an online setting.
  • Is your child committed to the learning process?
    • Students should understand the importance of focusing and staying engaged during the online lessons with teachers and practice time management skills to complete any “flex” modules assigned at appropriate times. This commitment will ensure success. (In a “flex” module, teachers post videos of mini-lessons of 10-20 minutes and students are asked to complete independent work after watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing as long as they meet the due dates required by the teacher.) 
  • Does your child mind the fact that the division requires the camera to be on when students are participating in virtual meetings with a teacher?
    • In order for teachers to monitor levels of student engagement, and to better gauge students’ understanding through the reading of body language, laptop cameras are required to be turned on when participating in virtual class meetings. For those students not interested in displaying the background of the room they are physically in during these meetings, the Zoom software platform has a setting that enables students to set a background picture.  

What times/days will virtual learning occur?

Students participating in the virtual learning model will be afforded a combination of instructional activities. For example, students will engage in online virtual lessons with teachers via Zoom, as well as complete independent work through the “flex” modules (i.e., viewing a video of a teacher covering a topic prior to the Zoom session). Additionally, depending on the elective course a student is taking (i.e., band, art), there may be opportunities to receive in-person learning on Fridays at school for interested students, though it would not be required. An overview of a sample student schedule, to include times and days of the week, is included below. Parents will be contacted in advance regarding whether their child is being asked to log-in with his or her teacher(s) on a given Friday for remediation. 


Your child’s confirmed schedule would be communicated closer to the opening of school. Note, in many cases students will NOT be online for the entire time period below. For example, while the instructional block for English is 45 minutes, some lessons could conclude after 30 minutes, and the teacher may ask one or more students to remain back for small group instruction.

Grade 8 Student 


Monday 

Tuesday 

Wednesday 

Thursday 

Friday


9:00-9:45

English

English

English

English

Office Hours/

Remediation

10:00-10:45

Math

Math

Math

Math

Office Hours/

Remediation

Break






1:00-1:45

Science

Social Studies

Science

Social Studies

Office Hours/

Remediation

2:00-2:45

Health & PE

Elective

Health & PE

Elective

Office Hours/

Remediation

3:00-3:45

This time may be designated for counselors to meet with students

 

How will my child be able to communicate with his/her virtual teachers?

Teachers will be accessible to students in a variety of ways to include phone, email, and virtual office hours.


What are the division’s expectations regarding attendance for the virtual class meetings? 

Students are expected to attend the assigned virtual class meetings. Teachers will be taking attendance for each of these scheduled classes. If concerns arise regarding attendance, teachers will communicate with parents. 


What are the division’s expectations regarding student engagement, assessment, and grading practices?   

During virtual learning experiences, students are expected to complete all assignments and engage in, provide feedback to, and submit instructional learning activities provided in Google Classroom per the directives of their teachers for all classes. It is critical that families understand that even in the virtual learning environment, students are to be actively participating and making the most of their learning experience. 


Assessment and grading practices will more closely mirror a traditional school setting. Teachers will use the appropriate grading scale for each grade level. Students are expected to complete assignments as directed by their teachers and adhere to given due dates for assignment submission. Grades will be recorded in PowerSchool for parents and students to access via the Parent Portal.


Will my child need to be on the Chromebook daily to complete work?

Students will need to attend live sessions as noted in the schedules they will receive. Flex modules will have some flexibility in when they can be completed but students must complete the assignments by the due date in order to remain in good standing for the course. Due dates are at the discretion of the virtual teacher. 


How many transitions throughout the day will my child receive?

The schedule, as seen above, allows for a 15-minute transition between classes as well as a time for lunch during the day. Students are expected to log in to class a few minutes early with appropriate materials for the upcoming class.


TEACHING & LEARNING


Will middle school students participating in virtual learning be taught the same standards/skills as students participating in in-person learning?  

Yes, students who choose to participate in a virtual environment will be taught the same standards/skills as students who participate in in-person learning. While the instructional pacing guides for core classes will mirror one another (virtual learning and in-person learning), some of the content and activities in the resource classes (e.g., art, music, PE) could be different. 


How large will virtual class sizes be for middle students?

Class sizes may vary due to the number of students who opt to participate in the virtual learning model. However, the division plans to include approximately 10 to 15 students per class in a virtual learning classroom for middle school students. 


How will English-Language Arts and mathematics be taught?

English-Language Arts (ELA) and mathematics will be taught via online Zoom lessons. ELA will also have some independent reading and writing time that students will complete each day at a time of their choosing, outside the virtual meetings with their teacher. The parents of students in need of additional mathematics support will be contacted by teachers prior to Friday of that week if their child is being asked to participate in a Friday remediation session. Students meeting or exceeding expectations may be provided an assignment or assessment in mathematics to complete on their own on Fridays. 


How will social studies and science classes be taught?

Social studies and science classes will be taught via online Zoom lessons on alternating days. For instance, your child may have social studies on Tuesdays and Thursdays, while having science on Mondays and Wednesdays (see sample student schedule above). There may also be the opportunity for “flex” modules in one or more of your child’s classes. In a “flex” module, teachers post videos of mini-lessons (10-20 minutes) and students are asked to complete independent work after watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing, as long as they meet the due dates required by the teacher.


How will elective and health/PE classes be taught?

Elective and health/PE classes will alternate days and will be taught via online Zoom sessions during times determined by your child’s schedule. There may also be the opportunity for “flex” modules, as noted in the response above. 


How will my child receive their “flex” modules?

All “flex” modules will be posted in Google Classroom, (or in Canvas Announcements for health/PE) along with detailed directions and due dates. For the 2020-2021 school year, Google Classroom will be organized in such a manner to make it easy for students to access, complete and submit work.


Will my child be able to interact and collaborate with other students in this virtual setting?

Time will be built into instruction for students to collaborate on projects, participate in group discussions, and build relationships in this virtual setting.


I am concerned about my child’s level of engagement in an online setting. What can I expect from HCS teachers in this learning environment?  

Our virtual teachers are being trained on effective virtual teaching and learning methods. The Zoom teacher meetings that your child will be participating in will encourage collaboration and instruction, as well as engaging checks for understanding during their time online. Since March 2020, HCS has been hard at work developing a training program that all HCS teachers teaching online are required to participate in prior to working with students in a virtual classroom setting. 


How will IEPs (Individualized Education Plans) be addressed for students with disabilities as well as 504s for students who have these plans?

Students with a disability who are eligible to receive special education services will be provided specially designed instruction as outlined in their Individualized Education Plan to the extent possible. Services that afford students with disabilities equitable access to the new instruction will be provided. Students will receive collaborative and/or small group instruction from special education teachers and service providers through the virtual platform based upon individual student needs. Additionally, students with 504 plans will receive educational services based on their individualized accommodations.


How will I access my child’s grades and make sure that they are completing work in a timely manner?

We encourage parents who choose the virtual learning model to communicate regularly with their child’s teachers. Parents will be invited to be “guardians” of their child’s Google Classroom, where they will receive email summaries on their child’s progress such as missing work, upcoming work, and class activities. Grades will be recorded in PowerSchool for parents to access via the Parent Portal. For directions on how to access or establish your Parent Portal account click here.


What steps is HCS taking to ensure a quality, engaging virtual education for my child?

All teachers in Hampton City Schools are expected to complete the courses below. In addition to those courses, our virtual learning teachers will complete extra training to ensure quality. We will work with teachers so they can design engaging quality lessons and provide effective feedback while monitoring the effectiveness of the program.

  • Using Google Classroom for Instruction (all HCS teachers)
  • Using Zoom Safely & Effectively (all HCS teachers)
  • Engaging Online Learning/Teaching (all HCS teachers)
  • Building Relationships and Establishing Norms Virtually (required for virtual teachers)
  • Feedback and Grading in a Virtual Environment (required for virtual teachers)
  • Understanding the Blend of Zoom Live and Flex Modules (required for virtual teachers)

 

SPORTS & EXTRACURRICULAR ACTIVITIES


I am interested in the virtual learning model, but I am concerned about my child not being able to take band or chorus in person. What are the plans for virtual learners who also want to participate in music?

All students will be able to take band or chorus through the virtual learning model. Band instruments and chorus resources will be issued to students by appointment with their school music teacher. Using the "flex" modules mentioned above, students will study music through playing or singing utilizing a combination of weekly instructional videos, independent practice, sheet music, and recordings. Access to online programs using method books and full play-along examples will also be provided. A weekly Zoom meeting will be expected for lessons and to check for understanding. Small group virtual performance opportunities will be scheduled for music students with the goal of larger group performances in Phase 4.  


Will my child be able to play a sport or join in extracurricular activities if we choose the virtual learning model? If so, what would be their affiliated school?

Yes, if your child is interested in playing sports or joining extracurricular activities, they would represent their enrolled school and participate accordingly.


What if my child takes a high school course and is an athlete? Will the NCAA accept the virtual courses?

NCAA has very specific criteria for approving “non traditional coursework” which may include online or virtual courses. HCS recommends parents/students consult the NCAA and/or the college of their choice prior to enrolling in any online course.


STUDENT TECHNOLOGY


Will technology be provided to my child to utilize at home?

Yes. HCS students in grades kindergarten through 12 will be assigned a Chromebook laptop. More detailed information will be forthcoming from your child's school regarding the distribution and use of Chromebooks. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS, to include information on Internet safety and student digital resources. 


I don’t have reliable Internet access at home. Does this exclude us from the virtual learning option?

No. HCS will work with families to explore options available to them. Should families have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020.


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose non-abrasive non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.


What resources are in place in regards to Internet safety?

Visit our Chromebook Zone website for online safety tips, Chromebook tips and tricks, as well as parent and student digital resources.

High School Virtual Learning Parent FAQs for Phase 3, Scenario 2 Re-Entry


The purpose of these FAQs is to help parents better understand what a 100% virtual learning experience would look like for students at the high school level (grades 9-12), given a Phase 3, Scenario 2, school opening in September 2020. A review of this information, to include a sample student schedule, will assist parents in making an informed and thoughtful choice regarding whether they want to request virtual learning for their high school child/children. 


GENERAL INFORMATION


What does a Phase 3, Scenario 2 re-entry plan look like for my high school child/children?

In this phase of re-entry, families will have the choice for their child/children between the following two learning options:

  1. In-person learning model, in which students attend school two days per week (either Monday/Wednesday or Tuesday/Thursday) with independent work completed on the days students are not in school. Note, students in need of extra services or remediation may also be invited to attend on Fridays. In this option, physical distancing of three feet will occur in classrooms and other spaces, and all students and staff will be asked to wear face coverings. Because teachers are teaching five days a week in this model, no virtual teaching days will occur for those students participating in this learning option, although every high school student will be provided a laptop for use in the home should they need access to a device on the days they are completing independent work at home.  
  2. 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning “flex modules." Flex modules consist of videos, readings, and other work that students can complete independently. Note, this option requires a commitment of at least one semester (through January 27, 2021). Additionally, should the school division move to Phase 4 at any point during the first semester, which would enable all students to return to school without physical distancing requirements, families choosing the virtual learning option at the beginning of the school year would be able to revisit their decision at this point in time: opting to remain in a virtual learning environment OR returning to school for in-person learning.  

How will my family be asked to decide our preferred learning option?

Families will request their preferred learning option through their HCS Parent Portal account. A letter detailing the process for utilizing your HCS Parent Portal account was mailed to all students’ families on Tuesday, July 28, 2020. For those parents who have not established Parent Portal accounts in previous years, the letter provides directions for setting up an account. Parents may also click here to access directions for setting up a Parent Portal account.  


If we choose the virtual model versus the in-person model, are we locked in for a period of time? Can we switch back and forth between the two learning options?

Due to conflicts related to scheduling, students will not be permitted to move between in-person learning and the virtual model. When families make their selection via the survey, they will commit to having their child participate in virtual learning for the first semester (September 8, 2020 through January 27, 2021). If unforeseen circumstances arise after a family has committed to one learning option, and then desires to switch to the other option at some point during the semester, the parent/guardian will need to communicate with the school’s administration. 


If for any reason the division finds itself in a position to move into Phase 4 (all students able to return without the need for physical distancing) during the first semester, families will then have an opportunity to decide to return to in-person OR remain in a virtual learning environment. Note, if the requests to remain virtual in a move to Phase 4 are minimal, the school division may not be in a position to adequately staff a virtual learning model at the high school level.  


How will I know if virtual learning is the right choice for my child? Consider the following questions:

  • Is your child self-motivated and self-disciplined? To what extent are they able to create structure for themselves? 
    • Freedom and flexibility requires responsibility. Students should take ownership of the learning process and stay organized and on-task. Successful online students are independent.
  • Is your child comfortable asking for help when necessary?
    • It is important for students to communicate to teachers immediately if they have issues with course content or technology as many non-verbal cues used in a physical classroom may not be as obvious in an online setting.
  • Is your child committed to the learning process?
    • Students should understand the importance of focusing and staying engaged during the online lessons with teachers and practice time management skills to complete any “flex” modules assigned at appropriate times. This commitment will ensure success. (In a “flex” module, teachers post videos of mini-lessons of 10-20 minutes and students are asked to complete independent work after watching the lessons. Students will be able to watch these lessons and complete their independent work on a time and date of their choosing as long as they meet the due dates required by the teacher.) 
  • Does your child mind the fact that the division requires the camera to be on when students are participating in virtual meetings with a teacher?
    • In order for teachers to monitor levels of student engagement, and to better gauge students’ understanding through the reading of body language, laptop cameras are required to be turned on when participating in virtual class meetings. For those students not interested in displaying the background of the room they are physically in during these meetings, the Zoom software platform has a setting that enables students to set a background picture. 

What times/days will live virtual learning occur?

Students participating in the virtual learning model will be afforded a combination of instructional activities. For example, students will engage in Zoom sessions with their teachers, as well as complete independent “flex” modules (which may include, but are not limited to, viewing videos, completing assignments, taking notes). Additionally, depending on the elective course a student is taking (i.e., band, art), there may be opportunities to receive in-person learning on Fridays at school for interested students, though it would not be required. 


An overview of a sample student schedule, to include times and days of the week, is included below.

Parents will be contacted in advance regarding whether their child is being asked to log-in with his or her teacher(s) on a given Friday for remediation. 


Your child’s confirmed schedule would be communicated closer to the opening of school. Note, in many cases students will NOT be online for the entire time period below. For example, while the instructional block for English is 45 minutes, some lessons could conclude after 30 minutes, and the teacher may ask one or more students to remain back for small group instruction.


Sample High School Student Schedule 

Virtual Learning Model

Grade 10 Student


Monday

Tuesday

Wednesday

Thursday

Friday

9:00 - 9:45

English

Elective 1

English

Pathway Course

Office Hours/

Remediation

10:00 - 10:45

Science

Social Studies

Science

Social Studies

Office Hours/

Remediation

Break






1:00 - 1:45

Math*

Elective 2

Math*

Elective 2

Office Hours/

Remediation

2:00-2:45

Health & PE

World Language

Health & PE

World Language

Office Hours/

Remediation

3:00-3:45

This time may be designated for counselors to meet with students


*The schedule above reflects a student who is taking a single-block mathematics course. If a student is enrolled in a double-block of math, it will replace an elective so that students will receive mathematics instruction Monday-Thursday.


Note: On days when students do not have Zoom sessions for a course, they will be completing independent “flex” modules. Each course will have an expectation of a time investment above and beyond the Zoom meetings with teachers. 


How will my child be able to communicate with his/her virtual teachers?

Teachers will be accessible to students in a variety of ways to include phone and email. Teachers will also hold virtual office hours during the week for those students who need assistance with content understanding and completing assignments. 


What are the division’s expectations regarding attendance for the virtual class meetings? 

Teachers will take attendance for each of these scheduled classes, and students are expected to attend each virtual class meeting. An attendance policy for virtual learners will be shared that outlines the division’s expectations. If concerns arise regarding attendance, teachers will communicate with parents. 


Will my child need to log on daily to complete work?

Virtual learning allows some flexibility in the completion of work. However, students are required to attend virtual sessions with teachers as noted in the schedules they will receive. Flex modules will have some flexibility in when they can be completed but students must complete the assignments by the due date in order to remain in good standing for the course. 

 

What will be the division’s expectations regarding student engagement, assessment, and grading practices?   

During virtual learning experiences, students are expected to complete all assignments and engage in, provide feedback to, and submit instructional learning activities provided in Google Classroom per the directives of their teachers for all classes. It is critical that families understand that even in the virtual learning environment, students are to be actively participating and making the most of their learning experience. 


Assessment and grading practices will more closely mirror a traditional school setting. Teachers will use the appropriate grading scale for each grade level. Students are expected to complete assignments as directed by their teachers and adhere to given due dates for assignment submission. Grades will be recorded in PowerSchool for parents and students to access via the Parent Portal.


How many transitions throughout the day will my child receive?

The schedule, as seen above, allows for a 15-minute transition between classes as well as a time for lunch during the day. Students are expected to log in to class a few minutes early with appropriate materials for the upcoming class.


TEACHING & LEARNING


Will high school students participating in virtual learning be taught the same standards/skills as students participating in in-person learning?  

Yes. Students who choose to participate in a virtual environment will be taught the same standards/skills as students who participate in in-person learning.


How large will virtual class sizes be for high school students?

Class sizes may vary due to the number of students who opt to participate in the virtual learning model. However, the division plans to include approximately 10 to 15 students per class in a virtual learning classroom for high school students. 


Will choosing the virtual school option impact my academy decision?

No. Students will still engage with their academy and learn through their career lens of interest. An equitable approach to learning will be distributed to students attending face-to-face and virtually.  


In my child’s academy, I know there is an industry-specific course, and I imagine it would be difficult to find another teacher to teach this course virtually. Will my child not be able to take this class if there is no qualified virtual instructor for the course?

There will be circumstances for select classes where it will be difficult to secure a virtual instructor, due to the uniqueness of the course. In these instances, the instructor will teach from the school and broadcast the lessons through Zoom. As a result, this instructor will be able to teach in-person learners and virtual learners simultaneously. There will be instances, depending on the course, where virtual learners may not be able to participate in select hands-on activities in this scenario.  


How will classes be taught?

Classes will be taught Monday-Thursday via Zoom sessions with teachers at the designated times.  Students will have four blocks of 45-minute classes per day, as noted on the sample schedule. Students will also have “flex” modules to complete. These modules will consist of videos, readings, and other work that students can complete independently. Assignments will be posted in Google Classroom (or in Canvas Announcements for Health/PE classes) along with detailed directions and due dates. For the 2020-2021 school year, Google Classroom will be organized in such a manner to make it easy for students to access, complete and submit work.


If I choose virtual learning for my 10th grade child, will driver education be a component of the virtual course as it is for regular, in-person instruction?

The safety of our students remains our highest priority. HCS wants to ensure the highest quality instruction for your student. Virtual Zoom sessions are not the optimal platform for driver education. It would be extremely difficult to maintain the integrity of the curriculum expectations, as driver education has strict "seat time" requirements. Parents do, however, have the option to enroll their child in the VADETS online course. This is the only online course approved by VDOE and DMV. Information and registration can be found here. Driver education will be offered for students in the in-person learning model (in-person instruction and independent work). 


Will my child be able to interact and collaborate with other students in this virtual setting?

Yes. Time will be built into instruction for students to collaborate on projects, participate in group discussions, and build relationships in this virtual setting.


I am concerned about my child’s level of engagement in an online setting. What can I expect from HCS teachers in this learning environment?  

Our virtual teachers are being trained on effective virtual teaching and learning methods. The Zoom teacher meetings that your child will be participating in will encourage collaboration and instruction, as well as engaging checks for understanding during their time online. Since March 2020, HCS has been hard at work developing a training program that all HCS teachers teaching online are required to participate in prior to working with students in a virtual classroom setting. 


How will IEPs (Individualized Education Plans) be addressed for students with disabilities as well as 504s for students who have these plans?

Students with a disability who are eligible to receive special education services will be provided specially designed instruction as outlined in their Individualized Education Plan to the extent possible. Services that afford students with disabilities equitable access to the new instruction will be provided. Students will receive collaborative and/or small group instruction from special education teachers and service providers through the virtual platform based upon individual student needs. Additionally, students with 504 plans will receive educational services based on their individualized accommodations.


How will I access my child’s grades and make sure that they are completing work in a timely manner?

We encourage parents who choose the virtual learning model to communicate regularly with their child’s teachers. Parents will be invited to be “guardians” of their child’s Google Classroom, where they will receive email summaries on their child’s progress such as missing work, upcoming work,and class activities. Grades will be recorded in PowerSchool for parents to access via the Parent Portal. For directions on how to access or establish your Parent Portal account click here.


What steps is HCS taking to ensure a quality, engaging virtual education for my child?

All teachers in Hampton City Schools are expected to complete the courses below. In addition to those courses, our virtual learning teachers will complete extra training to ensure quality. We will work with teachers so they can design engaging quality lessons and provide effective feedback while monitoring the effectiveness of the program.

  • Using Google Classroom for Instruction (all HCS teachers)
  • Using Zoom Safely & Effectively (all HCS teachers)
  • Engaging Online Learning/Teaching (all HCS teachers)
  • Building Relationships and Establishing Norms Virtually (required for virtual teachers)
  • Feedback and Grading in a Virtual Environment (required for virtual teachers)
  • Understanding the Blend of Zoom Live and Flex Modules (required for virtual teachers)

 

SPORTS & EXTRACURRICULAR ACTIVITIES


I am interested in the virtual learning model, but I am concerned about my child not being able to take band, chorus, or guitar in person. What are the plans for virtual learners who also want to participate in music?

All students will be able to take band, chorus, or guitar through the virtual learning model.  Instruments and resources will be issued to students by appointment with their school music teacher. Using the “flex” modules, students will study music through playing or singing utilizing a combination of weekly instructional videos, independent practice, sheet music, and recordings. Access to online programs using method books and full play-along examples will also be provided. A weekly Zoom meeting will be expected for lessons and to check for understanding. Small group virtual performance opportunities will be scheduled for music students with the goal of larger group performances in Phase 4.


Will my child be able to play a sport or join in extracurricular activities if we choose the virtual learning model? If so, what would be their affiliated school?

Yes. If your child is interested in playing sports or joining extracurricular activities, they would represent their enrolled school and participate accordingly.


My child is an athlete, will the NCAA accept the virtual courses?

NCAA has very specific criteria for approving “non traditional coursework” which may include online or virtual courses. HCS recommends parents/students consult the NCAA and/or the college of their choice prior to enrolling in any online course.


STUDENT TECHNOLOGY


Will technology be provided to my child to utilize at home?

Yes. HCS students in grades kindergarten through 12 will be assigned a Chromebook laptop. More detailed information will be forthcoming from your child's school regarding the distribution and use of Chromebooks for students who are new to HCS. Additionally, the division has created a website called the Chromebook Zone that contains a wealth of resources for parents and students on the use of Chromebooks in HCS, to include information on online safety tips and student digital resources. 


I don’t have reliable Internet access at home. Does this exclude us from the virtual learning option?

No. HCS will work with families to explore options available to them. Should families have questions related to technology, they are encouraged to call (757) 850-6875 between the hours of 8:00 a.m. and 4:00 p.m. (Monday - Thursday). However, these times may change if additional staffing closures are required. Please note that HCS partners with Cox Communications to provide Internet service to eligible families at the reduced amount of $10 per month (click Cox Connect2Compete for more details). Additionally, for eligible families, HCS will be using funds from the CARES Act allocated to the City of Hampton to pay their Internet bill for the months of September 2020 through December 2020. 


How do I clean my child's Chromebook?

Turn off the Chromebook and unplug it. Spray a multi-purpose non-abrasive non-ammonia cleaner (such as Windex Multi-Surface) on a paper towel or soft cloth. Wipe the Chromebook screen, keyboard, and shell with the paper towel or cloth. DO NOT spray the cleaner onto the Chromebook directly. When dry, you may turn the Chromebook back on. Note: This DOES NOT disinfect the Chromebook and IS NOT effective against the COVID-19 virus. This is for general cleaning.


What resources are in place in regards to internet safety?

Visit our Chromebook Zone website for online safety tips, Chromebook tips and tricks, as well as parent and student digital resources.


Phase 3 Strategies & Measures

Click on each tab below to access detailed information regarding strategies and measures for each category. Click again on the tab to collapse the text.

  • Provide an Alternative Learning Plans website and revise curricula as needed. Curriculum departments will provide training on blended instructional models and teacher-designed lesson plans will be based on HCS revised curricula.  
  • Expand and provide professional development for staff related to effective teaching practices in a virtual setting (e.g., Google Classroom, Zoom, select applications identified by curriculum leaders, effective techniques for teaching in a virtual setting). At a minimum, teachers will be expected to participate in required training, sign-up for voluntary training that is deemed to be of benefit, and utilize identified best practices for teaching in a virtual setting. 
  • Provide division-developed web-based resources through the lens of a parent to further assist families in the use of Chromebooks, Google Classroom, Zoom, and Parent Portal 
  • Provide division-developed web-based resources through the lens of a student to further assist students in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum
  • Provide division-developed web-based resources through the lens of a teacher to further assist faculty in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum 
  • Expand HCS Digital Learning 1:1 Program and provide Chromebooks to students in grades kindergarten through 12
  • Provide virtual student schedules for teaching and learning which include the creation of division-wide instructional time allocations for each level (elementary, middle, and high)
  • Issue guidance to school leadership teams regarding the revision and creation of master schedules that take into account division-wide instructional time allocations for virtual learning at each level 
  • Differentiate Alternative Learning Plans for students with disabilities and PreK students who are unable to access in-person instruction due to high risk health factors
  • Communicate attendance guidelines/expectations for virtual learning and share this information with families. At a minimum, students learning virtually will be expected to attend class on the assigned day(s), actively participate, and where/when appropriate, communicate with teachers via email. 
  • Communicate to students and families the HCS virtual classroom grading expectations regarding assignments and assessments
  • Advise families eligible to participate in the Cox Communications Connect2Compete program as well as assist them with the signup process
  • Ensure collaboration between special education teachers and regular education teachers (to include resource and elective teachers) for inclusive settings through the division’s established professional development plan 
  • Incorporate HCS Social Emotional Learning (SEL) Framework based upon which components work best in a virtual setting as well as provide resources (i.e., HCS SEL Toolkit, Alternative Learning Plan site updated with additional SEL activities and resources for families and staff)
  • Provide a comprehensive system of care to identify multi-tiered, division wide supports for student attendance, behavior, and social emotional wellbeing
  • Conduct professional learning on the Social Emotional Learning Framework and implications for implementing in a virtual setting as well as provide climate coaches in each of the schools on SEL Key Strategies
  • Provide professional learning for prioritizing and implementing Tier I Behavior Supports in a virtual setting (required training for administrators, key school leadership team members, and climate coaches)
  • Support schools in creating a plan to implement the Social Emotional Learning Framework and Tier I Behavior Supports  
  • Conduct professional learning on the impacts of trauma during school closure and a transition plan for SEL in a virtual environment
  • Conduct professional learning on equitable instructional practices and culturally responsive teaching practices
  • Implement transportation plan to transport students  
  • Implement cleaning protocols (click here to access detailed information regarding cleaning protocols)
  • Adhere to daily student entry protocols developed at the school level
  • Maintain a database of students with medical conditions whose physicians indicated it is not safe for them to return to school 
  • Provide families with information regarding cleaning protocols relative to arrival, dismissal, breakfast, lunch, buses, playgrounds, and other traffic areas (developed at the school level based on guidance provided by the division)
  • Communicate guidelines to employees who are unable to return to work due to health risk factors
  • Issue guidance regarding Family Medical Leave Act (FMLA) and appropriate leave policies as it relates to COVID-19
  • Continue to provide alternative meal services to students of the age 18 and younger 
  • Implement the educational/training plan for staff, students and families to promote behaviors that reduce spread of COVID-19
  • Collaborate with state and local health departments to determine conditions which warrant a reduction or school/division closure 
  • Separate and isolate those who present with symptoms
  • Implement cleaning and disinfection procedures of areas used by sick individuals
  • Provide adequate supplies to minimize sharing to the extent possible (e.g., dedicated student supplies, lab equipment, computers, etc)
  • Collaborate with the local health department to develop a communication plan to initiate public health investigation, contact tracing and consultation on next steps
  • Athletics and extracurricular activities, to include field trips, will be allowed with appropriate mitigation strategies as determined by the CDC and the VDH. More guidance will be forthcoming from the Office of the Governor.
  • Marching Band, Steel Drums, Jazz Band, secondary band or choral rehearsals or performances will be allowed with appropriate mitigation strategies as determined by the CDC and the VDH. More guidelines will be forthcoming from the Office of the Governor. 
  • Band or choral competitions that involve contact with other band or choral members will be allowed with appropriate mitigations strategies in support of a safe environment
  • Public Music Performances or Art Exhibits events will occur with appropriate mitigation strategies as determined by the CDC and the VDH. More guidelines will be forthcoming from the Office of the Governor.

 

 

Phase 4

Schools open for the 2020-2021 school year with limited restrictions, as in-person learning will occur without the requirement of significant physical distancing or other public health mitigation strategies. During this phase, health authorities have determined it is safe to resume larger gatherings without physical distancing requirements so that all students assigned to a given class would be able to participate in in-person learning.

This phase most closely resembles a return to a traditional school day. As noted below in the frequently asked questions for this section, best practices in hygiene and cleaning protocols will be commonplace throughout the division’s schools. Additionally, in this phase HCS will continue to move forward with the expansion of the division’s Digital Learning Program (1 to 1 initiative with Chromebooks and enhancements to virtual learning platforms) so that students in grades kindergarten through 12 are able to be issued their own device. In the event of additional school closures, the expansion of this initiative will help to mitigate potential learning loss for a greater percentage of HCS students.

Phase 4 FAQs

Click on the tab below to access frequently asked questions for Phase 4. Click again on the tab to collapse the text.

For questions and responses related to the expansion of the division’s Digital Learning Program, as well as enhancements to the division’s virtual learning platform, please reference the FAQs in Phase 1 that provide detailed information on these topics.


What cleaning protocols will be implemented?
Click here
to access detailed information regarding the division’s clearing protocols.

What will athletics look like in Phase 4? 
The Hampton City Schools Athletic Department is awaiting guidance from the Virginia High School League and the Department of Education for activities allowed under Phase 4.

Phase 4 Strategies & Measures

Click on each tab below to access detailed information regarding strategies and measures for each category. Click again on the tab to collapse the text.

  • Advise families eligible to participate in the Cox Communications Connect2Compete program as well as assist them with the signup process
  • Expand and provide professional development for staff related to effective teaching practices in a virtual setting (e.g., Google Classroom, Zoom, select applications identified by curriculum leaders, effective techniques for teaching in a virtual setting). At a minimum, teachers will be expected to participate in required training, sign-up for voluntary training that is deemed to be of benefit, and utilize identified best practices for teaching in a virtual setting. 
  • Provide division-developed web-based resources through the lens of a parent to further assist families in the use of Chromebooks, Google Classroom, Zoom, and Parent Portal 
  • Provide division-developed web-based resources through the lens of a student to further assist students in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum
  • Provide division-developed web-based resources through the lens of a teacher to further assist faculty in the use of Chromebooks, Google Classroom, Zoom, and various educational applications embedded within the HCS curriculum 
  • Expand HCS Digital Learning 1:1 Program and provide Chromebooks to students in grades kindergarten through 12
  • Incorporate HCS Social Emotional Learning (SEL) Framework based upon which components work best in a virtual setting as well as provide resources (i.e., HCS SEL Toolkit, Alternative Learning Plan site updated with additional SEL activities and resources for families and staff)
  • Provide a comprehensive system of care to identify multi-tiered, division wide supports for student attendance, behavior, and social emotional wellbeing
  • Conduct professional learning on the Social Emotional Learning Framework and implications for implementing in a virtual setting as well as provide climate coaches in each of the schools on SEL Key Strategies
  • Provide professional learning for prioritizing and implementing Tier I Behavior Supports in a virtual setting (required training for administrators, key school leadership team members, and climate coaches)
  • Support schools in creating a plan to implement the Social Emotional Learning Framework and Tier I Behavior Supports  
  • Conduct professional learning on the impacts of trauma during school closure and a transition plan for SEL in a virtual environment
  • Conduct professional learning on equitable instructional practices and culturally responsive teaching practices
  • Implement transportation plan to transport students  
  • Implement cleaning protocols (click here to access detailed information regarding cleaning protocols)
  • Adhere to daily student entry protocols developed at the school level
  • Maintain a database on students with medical conditions whose physicians indicated it is not safe for them to return to school 
  • Provide families with information regarding cleaning protocols relative to arrival, dismissal, breakfast, lunch, buses, playgrounds, and other traffic areas
  • Communicate guidelines to employees who are unable to return to work due to health risk factors
  • Issue guidance regarding Family Medical Leave Act (FMLA) and appropriate leave policies as it relates to COVID-19
  • Communicate guidelines to students, parents/guardians and employees on actions to take related to COVID-19 illness
  • Marching Band, Steel Drums, Jazz Band, secondary band or choral rehearsals or performances will be allowed with no significant physical distancing or other health mitigation strategies
  • Band or choral competitions that involve contact with other band or choral members will be allowed with no significant physical distancing or other health mitigation strategies
  • Public Music Performances or Art Exhibits events will occur with no significant physical distancing or other health mitigation strategies. Art exhibits may resume reception activities.
  • Hampton City Schools Athletic Department is awaiting guidance from the Virginia High School League and the Department of Education for athletic activities permitted in Phase 4

A special note of thanks to the HCS Fall 2020 Return-to-School Stakeholder Task Force for providing input and feedback to the HCS Division Leadership Team.

Tracie Albea Principal, Cooper Elementary
Kerry Ambrosino Counselor, Hampton High
Aileen Aronson HCS SIS Database Manager
Nancy LeCuyer Beach HCS Superintendent's Community Council
Jeffrey Blowe HCS Senior Director of Elementary School Leadership
Dr. Dan Bowling (Co-Chair) HCS Chief Operations Officer
Dr. John Caggiano (Co-Chair) HCS Deputy Superintendent for Curriculum, Instruction, and Assessment
Brynne Cerre Principal, Booker Elementary
Myra Chambers Director of Adult and Alternative Learning
Nick Conty Band Director, Kecoughtan High
Dr. Bruce Copeland Coordinator of School Social Work Services
Gary Coverston Career & Technical Education Teacher, Bethel High
Dr. Ken Crum Principal, Eaton Middle
Angela Dandridge Elementary Regular Education Teacher, Phillips Elementary
Kelly Dee HCS Teacher Specialist for Music
Samantha Demyanyuk Physical Education Teacher, Spratley Gifted Center
Sharonda Downing Parent, Middle School
John Eagle Director of Information Technology
Chanda Epps HCS Title I Coordinator of Family Engagement
Edwina Forrest Director of Food and Nutrition Services

Glory Gill HCS Coordinator of Health Services
Kellie Goral HCS Executive Director of Public Relations & Marketing
Trena Hatcher HCS Executive Director of Student Support
Tanya Howard Academy Principal, Bethel High
Frances Johnson Elementary Special Education Teacher, Burbank Elementary
Kim Judge HCS Director of Special Education
Riham Mahfouz HCS Special Education Advisory Committee Chair/Parent
Melanie Martin Elementary English Second Language Teacher, Langley Elementary
Kate Maxlow HCS Director of Innovation & Professional Learning
Jennifer Parker Parent, Hampton High & President Hampton Council of PTAs
Heather Peterson Director of Climate and Culture
James Pope Parent, Machen Elementary
Robbin Ruth (Co-Chair) HCS Executive Director of Human Resources
Priscilla Scott-Thomas Middle School Special Education Teacher, Tarrant Middle
Dr. Rory Stapleton HCS Senior Director of Secondary School Leadership
Eric Stone HCS Senior Director of Elementary School Leadership
Paulette Townsend Middle School Regular Education Teacher, Tarrant Middle
Sierra Ware High School Regular Education Teacher, Hampton High
Darrin Wills HCS Director of Transportation

"Prior to COVID-19, Hampton City Schools were celebrating our 100% accreditation success. Today, we see how our world has changed, and now our school leaders, our HSC families, our teachers and staff, and our City are sharing with us a return to school Survey and Plan via an extensively detailed website. Clearly this is a time of uncertainty, but these details may help us all find more information and develop a better confidence in a school year focused on the health and safety of our students and families."

-Nancy Beach, Superintendent's Community Council

"I believe the best way for parents to be involved is to take this survey. The many hours spent by numerous departments, parents and staff of HCS is appreciated. Serving on this task force helped me to remember that it takes a lot of planning and coordinating with tons of people to ensure our students can go to school safely."

-Jen Parker, parent and President of the Hampton Council of PTAs

"It was a pleasure to have been part of a team of dedicated professionals who saw the challenges posed by the pandemic to public education as an opportunity to reaffirm a commitment to providing a high-quality education to the children of Hampton City Schools in a safe and nurturing environment. Along with engaging the community, this awesome team used science and data to inform its decision about how to safely return students and faculty to a school milieu conducive for teaching and learning. I am confident that the safety and educational needs of children were the primary considerations used to craft the proposed plan options and that the community can feel confident the reentry plans offer the best opportunity for student safety and academic success."

-Bruce Copeland, Coordinator of School Social Work Services 

Top

July 28, 2020

Dear HCS families,

I am writing to inform you of important news regarding our fall 2020 return-to-school recommendation. On June 30, 2020, we provided our families and staff with our division’s plan that included four possible phases to reopen schools this fall (http://www.hampton.k12.va.us/reopening/reopening.html). We have been working tirelessly to flesh out the safety measures and mitigation strategies for each phase in order to safely bring our students and staff back in September. Much of this work has been accomplished as we prepare our schools and classrooms for the return of our students. However, COVID cases continue to rise in our area and region. 

Based on evolving health information over the past few weeks and current health conditions in our region, I will be recommending to the Hampton City School Board, at their August 5 meeting, a fully virtual start to the 2020-2021 school year for all students. Please know a lot of thought has gone into making this recommendation and it is one that I do not take lightly. I recognize the challenges a virtual opening may have for some of our students, families and staff. However, this recommendation prioritizes health and safety for students and staff as well as provides us the necessary time to continue to monitor this health crisis. This 100% virtual learning model for all students would be in place for at least the first nine weeks (until November 2, 2020) unless health conditions provide us the opportunity to safely return earlier than this date. We will continue to monitor information from the Centers for Disease Control and Prevention as well as the Virginia Department of Health, and keep our families updated accordingly.

While my recommendation is for the school year to open virtually for all students, it is important for us to capture necessary information from our families should the division be in a position to transition to a modified in-person learning model for some or all students. 

As a result, we are asking all families at this time to make a decision and choose one of the two learning options (see options below) that you believe is best-suited for your child/children for the second nine weeks (or earlier if health conditions allow). Please know that families will have the opportunity to update their decision at a future date. However, this information is needed at this time in order for the school division to be in a position to transition in a timely manner from 100% virtual to a modified in-person learning model when health conditions are more favorable. 

  1. Remain in a 100% virtual learning model, featuring a combination of live teacher lessons via Zoom and independent learning modules. This virtual learning model will look very different from the alternative learning model the division implemented in the wake of our school division’s sudden closure in March 2020. Each level (elementary, middle, high) will have schedules, new learning will take place, attendance will be taken, and traditional grades will be issued. These details are outlined on the HCS Return-to-School website. 
  2. Transition to an in-person learning model, in which students will attend school in person (e.g., two days per week either Monday/Wednesday or Tuesday/Thursday with independent work completed on the days students are not in school). 

In order to help you to better understand your child’s learning options, and make an informed decision in the event we are able to return to a modified in-person learning model, we have provided details for each of the above-noted learning options on the HCS Return-to-School website (http://www.hampton.k12.va.us/reopening/reopening.html), to include mitigation strategies for in-person learning. We encourage you to read through all of the details noted within the FAQs before making a decision as to how your child/children may return once the division transitions to modified in-person learning. 

All families are asked to indicate their preference on or before Monday, August 10, 2020. To select your preference, please do so by using the online Parent Portal, https://ps.hampton.k12.va.us/public. Having information for all students by this date will allow us to proactively schedule students, teachers, and transportation should we transition to a modified in-person learning model prior to November 2, 2020. Below are details on how to access your PowerSchool Parent Portal account. 

HCS takes seriously both the education and the safety of our students and staff. We have been diligently working this summer developing plans to meet the needs based on feedback we have received from our community and staff. While we are unable to return to an in-person learning model at this time, we believe this plan enables us to simultaneously focus on teaching and learning as well as safety.

Sincerely,


Jeffery O. Smith, Ed.D.
Superintendent


How to Access the Parent Portal

Please indicate your return-to-school preference (remain 100% virtual or transition to a modified in-person learning model at the second nine weeks or when health conditions are more favorable) via the Parent Portal. Preference(s) cannot be indicated via the Parent Portal app. Please use the following link https://ps.hampton.k12.va.us/public/ to access Parent Portal. 

To log into the portal, you will need to use your username and password that you have used in the past to access the Parent Portal. Once logged in, please select “Return-to-School Preference” located in the left-hand column under Navigation. From there, please select your preferences (virtual or the in-person model and transportation request) for each of your children and finalize your preference(s) by clicking on the submit button at the bottom of the page.

For parents/guardians who have not created a Parent Portal account, you will need to contact your child's school directly to receive an access ID code and password in order to create an account. 

If you have already activated your account and have forgotten your username and/or password, you can click on the Forgot Username or Password. If you continue to have login issues, please contact your child's school.

If you do not have access to the Internet we ask that you please contact your school to inquire about available options and the Internet Access Assistance form.