WestValleyView.com
July 22, 2020
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AESD first public district to be HealthyVerify certified BY ERIN BRASSEY
West Valley View Staff Writer
Avondale Elementary School District became the first public district in the state to receive the HealthyVerify certification. The district also discussed reopening plans at a governing board meeting July 7. According to the board presentation, the district plans to offer a choice of in-person or online schooling, with new health and safety protocols including mask wearing and extra focus on students’ social emotional learning. HealthyVerify works with businesses to create and implement personalized health restrictions to limit the spread of disease, the HealthyVerify website explains. “The practices and procedures received from certification are intended to assist the district in reducing the risk of transmission of infectious diseases, including COVID-19, through a variety of approaches and methods,” said Kenya Vasquez, a district spokeswoman. She said the plan for the district includes practicing social distancing as much as possible and mask wearing for all when social distancing cannot be assured. Additionally, there will be health verifications by families and staff prior to coming to school “and robust sanitation implementations.” The procedures include the district office and its 10 campuses in Avondale and Goodyear. “AESD is committed to developing the safest return practices possible for our staff and families. We take the health and wellness of our AESD community seriously and reached out to experts in the field to support our planning and implementation of safety pro-
tocols for when we are ready to return to school,” said Dr. Betsy Hargrove, Avondale Elementary School District superintendent. AESD received its certification on June 23. HealthyVerfiy did a walk through of the school sites to ensure the proper implementation of the recommended health and safety protocols. According to the presentation, a district team helped determine that students and staff would be required to wear masks throughout the day where social distancing is not possible. Staff are also being trained in self-monitoring for symptoms, recognizing visible symptoms in others, and protocols for cleaning and sanitizing. Hand sanitizer will be readily available for everyone throughout the building, and frequent handwashing will become a regular part of the day. When classrooms reopen, AESD families will have a choice on whether students learn in-person or online. Due to Gov. Doug Ducey’s executive order, students will not be able to return to school until Aug. 17. So all students, including those who choose the in-person model, will start the year in the district’s online flex model. The flex model was designed to make it easy to transition from in-person to online. Students will spend four and a half days a week in a structured, real-time, teacher-led environment in which they will learn all subjects. Attendance will be taken daily, and students will have the chance to interact with their teachers and peers. Families can choose to stay in the flex model after the executive order is lifted, but if they wish to return to in-person after this time, they must
The Avondale Elementary School District maintenance team helped AESD achieve HealthyVerify certification. (Photo courtesy AESD)
wait until the end of each quarter. Families may also transition from in-person into the flex model if they would like. The internet is necessary to participate in the flex model, and the district will issue an iPad or Chromebook to each student for course work.
Fall options Once it is deemed safe for schools to open, AESD plans for its students to return to a four and a half day week with Wednesdays only having instruction in the mornings. Class sizes will be determined after the district finds out how many families would like to participate in in-person learning, and all students and staff will be required to wear masks. To limit cross contamination of germs, all recesses, breakfasts and lunches will be held in the students’ classrooms until they can be transitioned into the cafeteria and playground settings again. Another option for the fall semester is the digital academy in which students will attend school online four and a half days a week. It will combine live teaching, pre-recorded lessons and self-paced deadlines.
Attendance will be marked based on date stamps of student work, and all subjects will be covered throughout the week. In both the digital academy and flex models, social and emotional support will be readily available to all students, and they can participate in any events or activities at their home school. According to the presentation, other changes that will be seen in the district include food services and transportation. District transportation will still be available to those students who need it, but masks will be required, as social distancing will not be guaranteed. Buses are to be sanitized in between each drop off and signs will be posted to remind parents to keep kids home if they feel sick or have a temperature of 100.4 degrees. Parents should be on the lookout for another survey from the district so AESD can determine how each of its families would like to participate in the fall semester as well as fill any technology needs for families who don’t have access to adequate computers or technology.
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WEST VALLEY VIEW NEWS | JULY 22, 2020
Partnering with your children’s online teacher
BY SHELLY SMITH HORNBACK Guest Writer
In the “A”-rated Litchfield Elementary School District, we rely on strong partnerships to offer academic rigor in a caring environment to more than 12,000 students. We often say that schools cannot do it alone, because we are aware that our educational excellence is tied directly to the support and engagement of our families and community. The partnership between children’s caregiver and teacher is particularly important to student achievement. It is impossible to overstate the value of a caregiver and teacher working in harmony to ensure students’ care and education. Strong caregiver-teacher partnerships improve academic performance for children, enhance teacher retention rates, and foster a powerful sense of community. School-home partnerships must adapt in the face of COVID-19. Here are some tips to help caregivers foster an effective partnership with their children’s teacher. • Be sensitive: In the face of COVID-19,
many families are experiencing extreme hardship. The family of your children’s teacher may be one of them. • Be polite: Like caregivers, teachers are working hard to balance competing priorities in challenging times. Professional courtesy and kindness can strengthen the sense of teamwork and help your children’s teacher to focus on their success. Thank-you notes never go out of style. • Communicate frequently: Give your children’s teacher feedback about your children and their class. Teachers appreciate hearing what families like as well as what could be improved. Your input has the power to influence important decisions in your children’s classroom. • Ask for help: In addition to being crucial to children’s academic achievement, teachers also play a vital role in the social-emotional development of their students. Teachers care deeply about their students and can be your partner in ensuring your children’s well-being. Engage your children’s teacher during challenging times such as an illness in
the family, death of a family pet, or signs of depression in your children. • Be proactive: Address concerns immediately so your children’s teacher can be responsive to your expectations. Be direct about what you and your children need. • Join the PTA/PTO: Caregivers can be better partners by joining the school’s parent organization. PTA/PTO membership is an easy opportunity to connect with other caregivers and become better informed about your children’s school family. Students, teachers and families benefit when a robust parent organization helps to advance the mission of their school. • Update contact information: Make sure your children’s teacher knows the best way to communicate with you. Strong school-home communication depends on your teacher’s ability to reach you with important news and updates
about your children and their class. Caregivers and teachers have the power to help students thrive in the face of adversity. Building an effective partnership with your children’s teacher is a critical task and, like you, every teacher wants to achieve this goal. A strong school-home connection will lay the foundation for children’s success at school and in life. Shelly Smith Hornback is the director of community relations for the Litchfield Elementary School District.
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School Will Be Waiting for You! Whether in-person or virtually, we want our families to know that SMUSD is working diligently to ensure that students have high quality educational opportunities when school starts on August 6th. With input from 750 parents and guidance from federal, state and local officials, our staff have developed a plan that will allow our students a safe return to school, with several options (in-person, remote and online). And we are continually reviewing the evolving directives to adapt our plan as needed. In order to access the most up-to-date information including the planned safety measures, we encourage you visit our website at
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WEST VALLEY VIEW NEWS | JULY 22, 2020
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How to help your child with online school
BY BRYNNA BENJAMIN Contributing Writer
As schools across the nation resume in virtual formats, it is important to remember that online education is a significant change for children and adults. This is going to take some getting used to by everyone involved. Maintaining composure during challenging moments is key to your emo-
WEST VALLEY VIEW NEWS | JULY 22, 2020
tional well-being and your children’s success. Show grace with your children, teachers and yourself. It is OK to feel frustrated and overwhelmed at times. When this happens, step away to take some calming breaths and return with a refreshed mindset. Speak to your children with care. Thank them for their hard work rather than expressing frustration. Encourage their best
effort and assure them that mistakes are valuable opportunities for growth. Create a daily schedule for your children. Begin with a wake-up time and healthy breakfast. Consistent routines eliminate stress and help your children set priorities. Factor in a firm bedtime to ensure your children get plenty of sleep. Develop a checklist of daily expectations. Every time your children accomplish a task in their daily routine, they should be able to write a check mark or place a sticker. This will keep them on track with their responsibilities and give them a sense of accomplishment. Create a comfortable learning space for your children. It is easier for children to understand the difference between school time and play time if they have a dedicated learning space. This can be a desk in the corner or even the kitchen table. Reduce distractions like television and toys in this workspace. Your children need daily exercise. Allow your children breaks from school so they can swim or go on a walk. This will also activate their brain to listen and learn during the next academic lesson. Deepen your children’s connection to their teacher and classmates. Quality educators will promote social-emotion-
al learning by ensuring children have significant time to express their feelings and build relationships with their peers. Help your children connect to the people around them by avoiding gossip and celebrating the achievements of the people in their school family. Be familiar with your children’s schoolwork in case they come to you for support. Try to walk your children through the work, but do not expect to know all the answers. Your job is to help your children maintain a positive attitude about school and to help them stay connected to their teacher. Ensure that the teacher is aware of your children’s challenge, and request one-on-one support for them if necessary. Protect your children from harmful content by monitoring the sites and people they access online. Talk with your children about online safety and set strict parental controls on the devices in your home. In today’s virtual school setting, it is important for parents to be a strong source of support for their children. Following these tips at home will help you promote a positive online learning environment for your children. Contact your children’s teacher for support or to discuss any concerns.
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The $2,500 P.E.O. STAR Scholarship for the 2020-21 academic year was presented to Catherine Broski, who recently graduated from Millennium High School. The scholarship was presented in front of The Church at Litchfield Park’s fountain by Diane Piehl. Broski is the daughter of Joe and Delores Broski and was recommended for this scholarship by Chapter DM of Litchfield Park. The teen will attend UA, where she has plans to study philosophy, politics, economics and law this fall. The P.E.O. STAR Scholarship is based on excellence in leadership, extracurricular activities, community service, academics and potential for future success. The program is open to young women who are citizens or legal permanent resi-
dents of the United States or Canada and who are graduating high school seniors at the time of application. A student must be recommended by a P.E.O. chapter. The P.E.O. Sisterhood, founded January 21,1869, at Iowa Wesleyan College, Mount Pleasant, Iowa, is an international philanthropic and educational organization that promotes increased educational opportunities for women. There are nearly 6,000 local chapters in the United States and Canada, with almost 250,000 initiated members. The P.E.O. Sisterhood has provided over $366 million in financial assistance to more than 113,000 recipients. The P.E.O. Sisterhood also owns Cottey College, a fully accredited, private liberal arts and sciences college for women, with two-year and selected four-year programs, in Nevada, Missouri. Info: peointernational.org
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WEST VALLEY VIEW NEWS | JULY 22, 2020
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Back to School Clothing Drive adapts for unique year BY WEST VALLEY VIEW STAFF
Though COVID-19 created dramatic changes in education, it didn’t change the fact that elementary school children at Title I schools in Maricopa County need uniforms, backpacks, supplies and clothes. As such, Back to School Clothing Drive is as crucial as ever. “We will fulfill our promise to provide school clothing, uniforms, backpacks, school supplies and other essential items for elementary school-aged students, their families and schools, even with the challenges COVID-19 has presented,” said BTSCD Executive Director Karl Gentles. “Yes, we’ve had to adapt to the virus like everyone else while still being able to provide these essential needs to between 3,500 and 4,000 children. Even with a drop in fund-raising support during this very difficult time, we are committed to our mission and to the children.” Gentles said that BTSCD, Arizona’s largest provider of uniforms, backpacks and supplies, has converted from its an-
nual on-site distribution to 5,000 Title I students at Grand Canyon University to: • A drive-by distribution event serving 1,000 Luke Air Force Base families on July 23 in a collaboration with Fighter Country Partnership and the BHHS Legacy Foundation. • Delivering requested supplies for 2,000 students to specific Title I schools in Maricopa County. • Delivering supplies to 600 children in foster care in partnership with Arizona Helping Hands. • Delivering supplies for 400 children who may be homeless or in transition through Children’s First Academy and Sequoia Choice Charter School in Mesa. Families at Luke Air Force Base and families whose children attend Title I and other participating schools had to pre-register for Back to School Clothing Drive support. “Throughout the rest of the year, we will continue providing support to other schools and districts through direct delivery of supplies,” Gentles said, adding that “we are still in need of both
financial support and donations of supplies which can be done online” at backtoschoolclothingdrive.com. Sponsors who have made significant cash and in-kind sponsorship support for the current year include BHHS Legacy Foundation, Bank of America, Arizona Community Foundation, Charles Schwab, Discover Financial, Fiesta Bowl Charities, Nina Mason Pulliam Charitable Trust and Wells Fargo Bank. Bank of America, a long-time Back to School Clothing Drive is keeping up with changes due to COVID-19, while still providing clothing and supplies to students BTSCD partner, added a second in need. (Photo courtesy BTSCD) cash sponsorship to underwrite the cost of this year’s school supplies plies to more than 25,000 K-6 students since the bank could not host its annual at more than 260 schools in 40 Marcompany-wide employee supply drive. icopa County school districts. Back Founded in 1967, Back to School to School Clothing Drive operates Clothing Drive is Arizona’s largest pro- on an annual budget of approximatevider of new school outfits, uniforms, ly $1 million with three employees, a backpacks and school supplies to chil- 15-member volunteer board of direcdren in need. Back to School Clothing tors, and more than 2,500 volunteers. Drive provides new school outfits and For more information, visit backtouniforms, backpacks and school sup- schoolclothingdrive.com.
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WEST VALLEY VIEW NEWS | JULY 22, 2020
The importance of extended school year in preventing regression BY SARAI BAKER Guest Writer
Amid COVID-19, students across the world have experienced unique circumstances when it comes to their education. While parents, teachers and schools had to be quick to adapt to meet students’ needs, some parents might have noticed a decline in their child’s knowledge as they deviated from their normal routines in the classroom. For some students who have developmental disabilities, being out of routine can stall the progress and maintenance of learned skills. Summers typically mean time off from homework, but for students who have disabilities, summers may mean a regression in their learning. Students in special education typically have a different classroom structure than traditional learning environments. In addition to academics, some of these students also learn social-emotional skills and behaviors in the classroom, depending on their individualized education plans. While not every student has the same needs, some may fall behind during gaps in
the traditional school year and experience substantial regression, losing their learned skills when away from the classroom routine, and may struggle to get them back when school resumes in the fall. For some, this could mean losing academic skills, like forgetting math equations or vocabulary words, but for others it can mean losing the ability to form sentences or even experiencing an increase in negative behaviors. When students experience substantial regression, time is taken away from learning new skills when they return to school. Instead, teachers have to backtrack and spend valuable teaching time helping students to relearn these important skills, skills that the student may have already perfected before the school break. An Extended School Year (ESY) plan may be just what these students need to stay on track with their individual learning style. ESY, documented in the Individuals with Disabilities Education Act, allows students who experience significant regression to bridge the gap—literal-
ly—and continue maintaining learned skills in summer programs during the time taken for summer break. Students must qualify for ESY based on data that shows they experience significant regression. This data is collected before and after scheduled school breaks in the fall, spring and summer to see which skills are lost or gained and how long it takes to recover the skill, if at all. I have spent 10 years at ACCEL, working with students who have disabilities. ACCEL is a nonprofit with a private school serving students who have developmental disabilities, including autism spectrum disorder, cognitive disabilities and behavioral disorders. In my personal experience working in special ed, I have found that ESY is incredibly important to maintain critical skills that some of our students have struggled to develop. If a student has just started to peak with a skill and then takes two months off for summer break, this may result in regression and the likelihood that we’ll be spending more time re-training them on these learned skills.
Because ESY takes place during the summer, there is a common misconception that it is just generalized summer school. It’s so much more than that and can really make all the difference for these students. While not all students have the ability to attend ESY programs during the summer, there are ways to continue maintaining and improving learned skills at home. The most important part of avoiding regression is being consistent: Continuing to maintain a schedule and the continuity of a routine during school breaks can be extremely helpful. As we continue to navigate COVID-19 and plan for the upcoming school year, maintaining some level of normalcy and consistency will be crucial for all students to help keep their learning on track. Sarai Baker, a Glendale resident, has been working in special education at ACCEL for 10 years. ACCEL is a private nonprofit that serves individuals who have developmental disabilities, including autism spectrum disorder, cognitive disabilities and behavioral disorders.
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WEST VALLEY VIEW NEWS | JULY 22, 2020
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WEST VALLEY VIEW NEWS | JULY 22, 2020