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09-30-2021 ACES Governing Board Meeting Agenda Governing Board Facilitator Governing Board r Ronald J.Wasson Mayor Enid Weisman City Manager Vice Mayor Dr.Linda Marks Commissioner Jonathan Evans � � City Cler); Commissioner Rachel S.Friedland Ellnsa L.Horvath,MMC Commissioner Denise Landman �� pzo Commissioner Marc Narotsky Ci Attorney Commissioner Robert Shelley Weiss Scrota Hellman Cole&I3iernnan AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD REGULAR MEETING AGENDA SEPTEMER 30, 2021 10:00 a.m. Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 AVENTURA CITY COMMISSION,ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES): 1. CALL TO ORDER\ROLL CALL 2. PLEDGE OF ALLEGIANCE 3. APPROVAL OF MINUTES • July 22, 2021 Regular Meeting • August 17, 2021 Special Meeting 4. MOTION APPROVING THE 2021-2022 FLORIDA INSTRUCTIONAL CONTINUITY PLAN (ICP) FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL 5. MOTION APPROVING THE 2021-2022 OUT-OF-FIELD WAIVERS FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL 6. SCHOOL UPDATES —ACES PRINCIPAL DR. ANTHONY TYRKALA 7. OTHER BUSINESS 8. ADJOURNMENT. This meeting is open to the public.In accordance with the Americans with Disabilities Act of 1990,all persons who are disabled and who need special accommodations to participate in this meeting because of that disability should contact the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior to such proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting. Anyone wishing to appeal any decision made by the Aventura City Commission, acting in its capacity as the Aventura City of Excellence Charter School(ACES)Governing Board,with respect to any matter considered at such meeting or hearing will need a record of the proceedings and,for such purpose,may need to ensure that a verbatim record of the proceedings is made, which record includes the testimony and evidence upon which the appeal is to be based. Agenda items are available online at cityofaventura.com for viewing and printing,or may be requested through the Office of the City Clerk at(305)466-8901 or cityclerk@cityofaventura.com. CITY OF "ENTURA OFFICE OF THE CITY CLERK MEMORANDUM TO: City Commission, Acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) FROM: Ellisa L. Horvath, MMC, City Clerk � � DATE: September 24, 2021 SUBJECT: Approval of Minutes September 30, 2021 ACES Governing Board Meeting Agenda Item 3 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES), approve the attached minutes as provided by the City Clerk, for the Governing Board meetings held in July and August. BACKGROUND Meetings were held and minutes have been provided for Commission/Board approval for the following: • July 22, 2021 ACES Governing Board Regular Meeting • August 17, 2021 ACES Governing Board Special Meeting Should you have any questions, please contact me. /elh attachments u f 4r F AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD REGULAR MEETING MINUTES J U LY 22, 2021 9:00 a.m. Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 City Commission, Acting in its Capacity as the Governing Board for the Aventura City of Excellence School (ACES): 1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Enid Weisman at 9:10 a.m. The roll was called and the following were present: Mayor Enid Weisman, Vice Mayor Dr. Linda Marks, Commissioner Jonathan Evans, Commissioner Rachel S. Friedland, Commissioner Denise Landman', Commissioner Marc Narotsky, Commissioner Robert Shelley, City Manager Ronald J. Wasson, City Clerk Ellisa L. Horvath, and City Attorney David M. Wolpin. As a quorum was determined to be present, the meeting commenced. 2. APPROVAL OF MINUTES —April 15, 2021: A motion for approval of the meeting minutes was offered by Commissioner Narotsky, seconded by Commissioner Friedland, and passed unanimously, by roll call vote. 3. ACES 2021-2022 MENTAL HEALTH PLAN: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2021-2022 MENTAL HEALTH PLAN FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL AND AUTHORIZING THE EXECUTION OF NECESSARY DOCUMENTS. A motion for approval was offered by Commissioner Friedland and seconded by Commissioner Evans. Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Mental Health Plan, as required by the State. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. ' Commissioner Landman arrived during Item 7-School Updates. Aventura City of Excellence School (ACES) Governing Board Regular Meeting Minutes July 22, 2021 4. ACES 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2021-2022 THREAT ASSESSMENT POLICY AND MASTER SAFETY PLAN FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL. A motion for approval was offered by Commissioner Evans and seconded by Commissioner Friedland. Rachel Wind ler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Threat Assessment Policy and Master Safety Plan. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 5. ACES 2021-2022 PARENT/STUDENT HANDBOOK: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2021-2022 PARENT/STUDENT HANDBOOK FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL. A motion for approval was offered by Commissioner Shelley and seconded by Commissioner Friedland. Principal Dr. Anthony Tyrkala accompanied by Rachel Windler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Parent/Student Handbook. The following additional items were discussed: an addendum regarding information for masks and mobile learning due to COVID-19, the uniform policy and uniform vendor contract, and input from the Board for future handbooks. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 6. ACES 2022 GOVERNING BOARD PROPOSED MEETING SCHEDULE: Mr. Wolpin read the following motion: A MOTION APPROVING THE 2022 PROPOSED MEETING SCHEDULE FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD. A motion for approval was offered by Commissioner Evans and seconded by Commissioner Narotsky. Page 2 of 3 Aventura City of Excellence School (ACES) Governing Board Regular Meeting Minutes July 22, 2021 Mr. Wasson reviewed the proposed meeting schedule for 2022, which he explained was tentative. Following a suggestion, scheduling the meetings on separate dates from the Commission meetings or workshops was discussed. Mayor Weisman opened the item for public comment. There being no comments, the item was closed for public input. The motion passed unanimously, by roll call vote. 7. SCHOOL UPDATES — ACES PRINCIPAL DR. ANTHONY TYRKALA: Principal Dr. Tyrkala provided an update on the following topics: Enrollment, Staffing, V Grade Data, Summer Bridge, and Gifted, Spanish, Cambridge. The following additional items were discussed: technology devices, furniture transition, academics, curriculum, and conferences. 8. OTHER BUSINESS: None. 9. ADJOURNMENT: There being no further business to come before the Commission as the Governing Board, a motion to adjourn was offered by Commissioner Narotsky, seconded by Commissioner Friedland, and unanimously approved; thus, adjourning the meeting at 9:50 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for ACES, on September 30, 2021. Page 3 of 3 AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD SPECIAL MEETING MINUTES AUGUST 17, 2021 10:00 a.m. Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 City Commission, Acting in its Capacity as the Governing Board for the Aventura City of Excellence School (ACES): 1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Enid Weisman at 10:00 a.m. The roll was called and the following were present: Mayor Enid Weisman', Vice Mayor Dr. Linda Marks2, Commissioner Jonathan Evans, Commissioner Rachel S. Friedland, Commissioner Denise Landman, Commissioner Marc Narotsky3, Commissioner Robert Shelley, City Manager Ronald J. Wasson, City Clerk Ellisa L. Horvath, and City Attorney David M. Wolpin. As a quorum was determined to be present, the meeting commenced. 2. PLEDGE OF ALLEGIANCE: The Pledge was led by Mayor Weisman. 3. DISCUSSION AND MOTION APPROVING THE 2021-2022 WELCOME BACK TO SCHOOL PLAN FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL: Principal Dr. Anthony Tyrkala, accompanied by Rachel Windler-Freitag, South Florida Deputy Director Charter Schools USA, reviewed the Plan covering the following items: Message from Principal, Governing Board Recognition, Innovative Learning Opportunities, School Safety Measures & Protocols Option A and Option B, School Community Protocols, Before and Aftercare, Enrichment and Extracurricular Activity. Following review of the Innovate Learning Opportunities, the Board/City Commission discussed the possibility of offering extending learning through the mobile classroom for illnesses, upon reasonable notice. A motion made by Commissioner Friedland and seconded by Commissioner Landman to amend the Plan to allow for mobile learning for all illnesses was rescinded for further discussion. ' Participated via virtual communications media technology. z Left the meeting during the discussion of Item 3. 3 Participated via virtual communications media technology. Aventura City of Excellence School (ACES) Governing Board Special Meeting Minutes August 17, 2021 It was the unanimous consensus of the Board/City Commission to amend the Safe & Innovative Learning Experience (Mobile Classroom) to provide for student participation in extended learning for certain core courses with a 24-hour notice of illness. The Board/City Commission discussed options A and B of the School Safety Measures & Protocols. Mr. Wolpin provided comments. It was the unanimous consensus of the Board/City Commission to select the School Safety Measures & Protocols Option B, with modifications to require masks with substantial medical condition exceptions. Principal Dr. Tyrkala will be provided with guidance on the implementation of the substantial medical condition exception language. Mr. Wolpin will confer with the Charter Schools USA Attorney, to implement the action of the Board/City Commission. It was the unanimous consensus of the Board/City Commission for the same language to be used for to the Don Soffer Aventura High School Plan for this item4. Principal Dr. Tyrkala continued his review of the Plan. As suggested, hand sanitizer will be provided when entering/exiting the buses. Mr. Wasson provided comments on the bus sanitation measures and school air filters. Dr. Michael Weiss, Assistant Director of Pediatric Emergency Medicine - Joe Dimaggio Children's Hospital, provided information on the COVID-19 pandemic as it relates to children and the importance of using mitigating factors including masks for children to attend school in person. Principal Tyrkala continued his review of the Plan. Mayor Weisman opened the item for public comment. The following members of the public provided comments: Dana Marin (3700 Island Blvd., Aventura), Alice Bonvicini (3029 N.E. 188 Street, Aventura), Lindsey Margolin (3250 N.E. 188 Street, Aventura), Blair Laster (21055 N.E. 37 Avenue, Aventura), and Howard Weinberg (Hidden Bay). There being no additional comments, Mayor Weisman closed the item for public input. Principal Dr. Tyrkala reported on the results of a parent survey on masks with the majority in favor of requiring them. a Unanimous consensus, including Vice Mayor Dr. Marks,was given at this meeting since Vice Mayor Dr. Marks needed to leave before the DSAHS Governing Board Meeting. Page 2 of 3 Aventura City of Excellence School (ACES) Governing Board Special Meeting Minutes August 17, 2021 A motion to approve the Plan as presented, with the two amendments as noted through unanimous consensus, was offered by Commissioner Landman and seconded by Commissioner Shelley. The motion passed unanimously, by roll call vote, with Vice Mayor Dr. Marks absents. 4. DISCUSSION AND MOTION APPROVING THE 2020-2021 SCHOOL ACCOUNTABILITY GRADE/SCHOOL IMPROVEMENT RATING FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL: Mr. Wasson reviewed the option for ACES to opt-out of the 2020-2021 School Accountability Grade/School Improvement Rating, which most schools in Miami-Dade County were doing due to the effects of the COVID-19 pandemic on learning. Principal Dr. Tyrkala provided comments in support of opting out. The Board/City Commission provided comments individually. Mayor Weisman opened the item for public comment. There being no comments, Mayor Weisman closed the item for public input. A motion to opt-out of the 2020-2021 School Accountability Grade/School Improvement Rating was offered by Commissioner Shelley and seconded by Commissioner Landman. The motion passed unanimously, by roll call vote, with Vice Mayor Dr. Marks absent. 5. OTHER BUSINESS: None. 6. ADJOURNMENT: There being no further business to come before the City Commission as the Governing Board, a motion to adjourn was offered by Commissioner Shelley, seconded by Commissioner Landman, and unanimously approved; thus, adjourning the meeting at 11:48 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for ACES, on September 30, 2021. s Although absent for the vote for approval of the Plan,Vice Mayor Dr.Marks was present during the discussion and provided consensus on the two amendments as noted. Page 3 of 3 CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) FROM: Ronald J. Wasson, City Manager er DATE: September 24, 2021 SUBJECT: Florida Instructional Continuity Plan for Aventura City of Excellence School (ACES) September 30, 2021 ACES Governing Board Meeting Agenda Item 4 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES), approve the attached Florida Instructional Continuity Plan (ICP) prepared by Charter Schools USA. BACKGROUND The ICP is due to the Florida Department of Education (FLDOE) on September 30, 2021. The plan aligns with the requirements from the FLDOE whose direction was clear on the content they were requesting. Accordingly, there may not be much possibility for major revisions. If you have any questions please feel free to contact me. RJW/act Attachment CCO2008-21 FLORIDA DEPARTMENT OF EDUCATION fidoe.org FLORIDA INSTRUCTIONAL CONTINUITY PLAN ( ICP) 2021m2022 Local Educational Agency pity of Aventura Charter School Fventura City of Excellence School Submitted by nthonyTyrkala, Principal The Florida Department of Education (FDOE) developed an Instructional Continuity Framework that consists of ten components outlined below, each of which has a series of development activities.These components will serve as guidance resources for each Florida Local Educational Agency(LEA) to develop and refine their own Instructional Continuity Plan (ICP). LEAS and charter schools are encouraged to review the content in this portal and use it to support their ICP development. For questions about this information or the process of developing your ICP, please reach out to instructionalcontinuityplan@fldoe.org. ICP Framework Components The graphic below illustrates ten ICP components, each of which falls under one of the four broader categories at the top of the graphic: Academics,Technology, Operations and Communications. M W M Lead—h ip and fTechnDlDgy and Cantiuuation Im ergency and Planning Technical S�huul Onguing k.Man.e Op—t:.ns C.— ni.atians Cure i�ulum Rewurr•e�fdigital fiber Ser•u rity Content Proksslonel Cnigaging Lem Lrning Students with Lirn itrd A— IM1s W tbhrial P rstiioes Parent and Fam il4 5u pport The ICP Guidance document provides an accompanying general description of each component and a checklist of items that should be represented in the ICP.This tool is provided to LEAS and charter schools to assist in designing and refining ICPs across the state of Florida. For each component, LEAS and charter schools will create and insert their plan in the designated fields for the corresponding ICP components. LEAS and charter schools may also include supporting documents for each component if necessary. LEAS and charter schools will use this document to create their plans and, upon completion, transfer the information to the ICP Portal between 9/24/21 and 9/30/21. Charter School organizations who are not considered one of Florida's LEAS will use this ICP template to create and submit their plans to their LEA. ACADEMICS Component 1: Leadership and Planning The language in the ICP should: Specify LEA or charter school personnel who will serve on a cross- functional planning team; Identify desired outcomes or goals of the ICP; Define the critical success factors (CSFs) that determine achievement of the ICP desired outcomes or goals; Develop the action plans needed to address the CSFs, including the protocols and execution steps for the ICP; Develop a process for evaluating the effectiveness of the ICP. The cross-functional planning team for our ICP (Instructional Continuity Plan) includes, but is not limited to, the Principal, Assistant Principal, Teacher Leaders, ESE Lead, ELL Coordinator, and Technician. In addition, CSUSA state team personnel, including but not limited to, Deputy Directors, Curriculum Specialists, State Director, will provide guidance, resources, tools and support to the school teams. Our plan for instructional continuity allows for uninterrupted learning in the event students are placed on a stay-at-home order, as per Emergency Rule 6AER21-01. Students will be able to receive high quality educational instruction during this time to avoid learning loss until they meet the requirements to return in person. To ensure continuity of learning for all students, teachers will be equipped and prepared to deliver instruction to mobile students using the digital tools outlined below if the school, classroom, or individual students face emergency disruptions due to requirements to stay home. The Critical Success Factors (CSFs)that we will use as metrics to determine achievement of the ICP include, but are not limited to: Student assessment data (IFAs, NWEA, iReady, software progress, classroom mastery grades) Connectivity and devices provided for all students in need Digital instructional resources (Google Classroom and Zoom) Student attendance (Q coding based on student engagement) Our innovative Mobile Classroom allows teachers and students to utilize interactive technology to stream for remote/mobile students at any time. The implementation of the school's ICP is monitored and owned by the Principal. The entire cross-functional team will meet regularly to assess and evaluate the effectiveness and identify any improvements that are needed. Attendance will be taken daily based on student presence and engagement. For students on a stay-at-home order, participation and engagement in digital platforms will be monitored by the classroom teacher(s). We closely monitor performance to provide individualized lessons supportive of student abilities. Teacher training will be ongoing throughout the school year. School personnel, as directed by the building principal, will establish a process to ensure the continuity of standards-based assessments being administered to students on a stay-at-home order. These assessments will be analyzed by the school instructional team to identify learning deficits and remedial learning plans for students who are failing to make adequate progress. Student connectivity will be monitored daily to ensure equitable access for all students. Component 2: Curriculum Resources/Digital Content The language in the ICP should: Reaffirm desired outcomes, goals, and instructional strategies of the remote learning program; Confirm LMS providers and if selecting a new provider, schedule product demonstrations; Delegate a cross-functional team to monitor the performance of the LMS and make recommendations for improvements or modifications; Provide ongoing training and professional learning ensuring new hires are included; Allow planning time (two to three months) for teachers and instructional staff to become familiar with digital content to be used within the LMS, including appropriate instructional supports, e.g., coaching. Our plan for instructional continuity allows for uninterrupted learning in the event students are placed on a stay-at-home order, as per Emergency Rule 6AER21-01. Students will be able to receive high quality educational instruction during this time to avoid learning loss until they meet the requirements to return in person. To ensure continuity of learning for all students, teachers will be equipped and prepared to deliver instruction to mobile students using the digital tools outlined below if the school, classroom, or individual students face emergency disruptions due to requirements to stay home. Mobile classrooms allow us to stream live lessons for students when needed, using our existing web conferencing programs and our 360-degree cameras. This has been a successful initiative our schools began in Fall 2020 and will continue to leverage to ensure equitable learning for all students in both synchronous and asynchronous formats. CSUSA FL schools will ensure students have access to existing digital/print materials and instructional activities throughout a stay-at-home order. K-5 students may experience less asynchronous mobile lessons than 6-12 students, depending on their independence levels in the learning management system. They will have consistent access to all materials through Google Classroom, remaining engaged in learning, and continuing to work toward attainment of key grade level/subject area standards. Our mobile classrooms ensure all students have access to our guaranteed and viable curriculum through our existing learning management system (i.e. Google Classroom) and web conferencing programs (Zoom). Google Classroom has provided our schools with a versatile platform for content delivery, communication, collaboration, and professional development. Zoom serves as our web conferencing programs and bring conversations, content, and assignments together in one place. These platforms require users to use single sign-on credentials for authentication. Our CSUSA state team will continue to gather feedback and performance issues through our help ticket system. School support requests that are identified with 'Problem' status (issues that impact more than 3 people across multiple locations)or identified via solicited surveys. General end user feedback is reviewed by the State IT Team for solution and/or enhancement viability. If determined as viable, the State IT team engages the necessary vendors for review, testing, and when ready communication is sent to stakeholders. Professional development for teachers includes, but is not limited to, both synchronous and asynchronous learning opportunities, modeling of instructional strategies, mobile and in-person coaching cycles and specialized content training as some examples. Ongoing professional development for Deans and Curriculum Resource Teachers will continue to focus on analyzing data and progress monitoring, as well as best practices and instructional strategies for students. School leaders will provide regular feedback to teachers, developing their pedagogy and ultimately improving the quality of instruction for all students. Each school will provide the necessary professional development to teachers for delivering instruction for interventions with fidelity across all learning models. All teachers are provided opportunities to engage in our Mobile Classroom PD Series through synchronous webinar experiences or asynchronous pre-recorded trainings that will be posted in Google Classroom for school instructional teams to share. New teacher onboarding includes, but is not limited to, professional learning for student and staff systems that are used in the mobile classroom, regardless of whether students are in person or on a stay-at-home order. To the greatest extent possible, all CSUSA Florida schools will utilize instructional resources, software, and platforms already established as classroom instructional tools in the delivery of quality instruction. In the event a new digital platform or program is introduced, instructional leadership teams will provide step-by-step instructions and modeling for effective use, and will plan for office hours for teacher support. Examples of digital content that may be used in addition to core curriculum: iReady, Imagine Learning, Reading Plus, Lexia, Realize (Pea rson/EasyBridge), Edgenuity, Edmentum, USATestprep, Dreambox, Penda, Study Island, NewsELA, BreakOUT EDU, Brain Pop, CK12, Stemscopes, EverFi, SMART Learning Suite, Raz Kids, Khan Academy, etc. Our Curriculum Resource Teachers (CRTs) engage struggling teachers in coaching cycles that may be focused on the digital learning environment and effective use of digital tools to enhance learning experiences for students. Component 3: Professional Learning The language in the ICP should: Provide leaders and instructional staff multiple survey opportunities to determine actual needs regarding professional learning;Arrange time for professional learning opportunities for school leaders and staff, keeping in mind best practices for adult learners; Provide for implementation of professional learning for educational staff;Assess the effectiveness of professional learning efforts to continuously improve the process and provide relevant opportunities in the future. Schools complete a strategic plan, inclusive of their needs assessment, in order to focus on continuous school improvement. CSUSA state team members support the schools in these strategic initiatives and instructional needs. Surveys may be administered to school leaders, teachers and support staff on professional development needs to best support students. CSUSA FL network will identify training needs for specific educational platforms at each school and coordinate, host and/or facilitate these training for curriculum teams and/or teachers. CSUSA FL network will provide comprehensive, ongoing, robust professional learning opportunities to CSUSA FL Schools to ensure that teachers and leaders are supported in implementing best practices. Each school will provide the necessary professional development to teachers for delivering instruction for interventions with fidelity. Schools will have flexibility to provide a variety of ongoing training opportunities for teachers (a combination of in person and mobile options), including but not limited to, after school, during school, early release days (when applicable)and professional development days. Content training is also provided for teachers through the learning management system, focused on standards-based instruction, data analysis, student engagement and targeted instruction for all students. Trainings include the use of digital instructional materials or instructional technologies to create a blended learning environment and highlight how specific resources can be used in the mobile classroom. Ongoing Principal/Assistant Principal Leadership Academies will focus on analyzing data and progress monitoring, as well as best practices and instructional strategies for students. All teachers are provided opportunities to engage in our Mobile Classroom PD Series through synchronous webinar experiences or asynchronous pre-recorded trainings that will be posted in Google Classroom for school instructional teams to share. Professional development for teachers includes, but is not limited to, both synchronous and asynchronous learning opportunities, modeling of instructional strategies aligned to their grade band, mobile and in-person coaching cycles and specialized content training as some examples. School leaders will provide regular feedback to teachers, developing their pedagogy and ultimately improving the quality of instruction for all students. Pioneer educators, those with extensive background in online and hybrid delivery modalities, are identified and will provide support to teachers new to (or struggling with) the online/hybrid experience. CSUSA FL schools will extend the reach of their best teachers,whom we call Pioneer Educators, to support quality instruction for all students. The school will continue to model and support the use of the current LMS for teachers during professional development opportunities. Targeted support may also be provided to new teachers/leaders, as needed, around specific skills to support staff and student success. Each school participates in CSUSA's Master Schedule Analysis process which discusses the effectiveness of instructional practices and programming within all modalities of learning for students. Frequent professional development for Deans and Curriculum Resource Teachers with a focus on analyzing data and progress monitoring, as well as best practices and instructional strategies for students. Each school will facilitate in-house PLCs and data chats to ensure student and classroom performance is analyzed and addressed with intentional adjustments to instructional practices (how to effectively use the data to drive instruction and ensure academic growth for all students). Stakeholder survey data will be analyzed to address strengths and gaps noted by parents, students and staff. Component 4: Instructional Practices The language in the ICP should: Identify needs of educators relative to online and hybrid teaching experience and expertise; Determine which teachers have extensive background in these delivery models, and which will need more help; Develop guidance, resources, and training on the best practices for distance/hybrid education delivery for those who need help onboarding to these practices; Implement professional learning about best practices for hybrid teaching for educational staff; Assess the effectiveness of delivery methods and alter strategies as needed to engage all students. The needs of educators revolve heavily around professional learning. They require professional development to support the continued use of Google Classroom, our primary LMS, as well as digital curriculum resources. Learning opportunities will be provided to support best practice for when students need to engage in the classroom as a mobile learner. Differentiated professional development opportunities to support teachers new to the mobile learning experience, will be a focus. Training will also be differentiated by grade level to ensure teachers are receiving appropriate content and resource training based on what courses and grade levels they teach. Continuous modeling and training for the digital tools provided, including Google Classroom, Zoom and 360 degree Owl cameras, will allow teachers to gain confidence as they engage their students at home within the mobile classroom experience. Pioneer Educators, those with extensive background in online and hybrid delivery modalities, are identified and will provide support to teachers new to (or struggling with) the online/hybrid experience. CSUSA FL schools will extend the reach of their pioneer educators to support quality instruction for all students. Teachers will be able to provide school leadership teams with feedback to identify targeted support needs. Training is provided during New Teacher Induction (NTI) and Returning Teacher Orientation (RTO)for mobile learning best practices. Mid-year NTI/RTO sessions will be provided for appropriate onboarding of new staff. State team members continue to train/support CRT's throughout the year during Curriculum Cadre meetings with implementation of synchronous and asynchronous mobile learning best practices. Process documents and how-to videos are provided for teachers and school teams to reference regarding implementation and best practices. The domains on The Instructional Performance Evaluation and Growth System (IPEGS) include regular feedback on instruction in a digital learning environment. Leadership will continue to monitor pedagogical strategies through frequent classroom observations. Stakeholder survey data will be analyzed to address strengths and gaps noted by parents, students and staff. Component 5: Parent and Family Support The language in the ICP should: Identify the household technology capabilities and needs of students and their families; Establish effective two-way lines of communications with parents and families of students using a variety of media; Provide guidance and direction to students, parents, and families on how to create distraction-free learning environments at home that are conducive to learning; Develop and communicate to staff and parents/families the protocols for providing special education services and accommodations for students in need; Develop a plan to conduct regular outreach and wellness checks to help support the health and safety of students and their families; Develop a plan to ensure that the needs of special student populations, e.g., ESE, ELL, homeless, etc., are being supported in keeping with the requirements of IEPs and other educational specification documents. The school has a process in place to identify technology capabilities and needs of students and their families. This process will allow the school to equip families in need with loaner devices, including hotspots and iPads/Chromebooks, for use should students need to learn from home due to a stay-at-home order. The school will identify these needs early, to allow those devices to be deployed rapidly should the need arise. The school may provide family information sessions or process documents in multiple languages to give parents guidance on how to access school instructional continuity platforms, including but not limited to the Learning Management System, electronic gradebook and instructional software. In addition to school email, school staff will send communication to families through Remind and/or updates will be posted on the school website. School staff will welcome communication with families via web conferencing platform, phone and text. The school may post on its website sharing the various ways that students and families can connect to the school, as well as the mechanism that the school will use to communicate information to the students and their families. During family information sessions, the school may share strategies on how to create distraction-free learning environments that are conducive to learning. Families will be provided digital citizenship guidance to ensure proper and appropriate use of devices and/or content. The school, in alignment with procedures required by the LEA, will continue to provide special education services and accommodations for students who may need to learn from home. ESE service providers will have web-conferencing links available to share with students and families so that they can join their scheduled sessions via mobile platform. Teachers have been provided tools and strategies that can be used to provide students their accommodations even when learning from home. These will also be shared with families during family information sessions. The school will identify a staff member or create a committee that will be responsible for monitoring student attendance to ensure that every student is accounted for and participating in their education. If a student is learning from home, student engagement/participation will be monitored through conversations with the student's teacher(s)and work submission via the school's learning management system. If students display a pattern of non-attendance or are not participating in school via our mobile opportunities, the school will reach out to the families in multiple ways (certified letters, phone calls, emails, home visits, etc.)and conduct wellness checks when necessary. The school will engage local agencies and officials as needed to conduct the wellness checks, ensuring the health and safety of students and their families. The educational needs of special populations students, including those who are economically disadvantaged, migrant, homeless, in foster care, students with disabilities, and students who are English Language Learners will continue to be supported in the event of any stay-at-home orders. Special education services, related services and accommodations will continue to be delivered to students who may be on a stay-at-home order to ensure the provision of a free and appropriate public education. IEP/504/EP meetings will continue to be conducted with an option for team members to join through a web-conferencing platform, in accordance with LEA guidelines. Screening and evaluation of students will also continue following LEA parameters. CSUSA FL Schools will continue to follow LEA guidelines and procedures related to registration and identification of English Language Learner(ELL) students. ELL students will continue to receive instruction that is equal to the instructional quality, content, and scope that native English speakers will receive while on a stay-at-home order. All educational programming will comply with all applicable federal, state and local laws, statutes, and guidelines. ELL committee meetings may be convened based on a review of the progress monitoring data to determine appropriate ESOL services and additional interventions that may be warranted. The school will continue to provide robust progress monitoring and requisite interventions to all students, with tiered support for students not making adequate progress. The school will continue to provide supplemental services (after school, weekend, etc.)for any student who is not making adequate progress. The school will identify these students and provide written notice of the need and availability of these services to parents/guardians. TECHNOLOGY Component 6: Technology and Technical Support The language in the ICP should: Identify the technology staff members who will be key to the ICP planning process; Determine the robustness of the technology infrastructure for delivering synchronous and asynchronous instruction with crashes or other service disruptions, and upgrade as needed; Determine which students will need devices (if the LEA or charter school does not already have a 1:1 initiative); Survey students and families to determine which are in need of internet access and provide this access as needed; Provide devices that will support the digital curriculum and also complies with Free and Appropriate Public Education (FAPE); Identify and implement a web content filtering solution for all devices used by students and staff; Identify roles needed to support technology in a remote learning model and reallocate personnel accordingly. The ICP planning process is a cross functional team that includes, but is not limited to, the Senior Manager of IT, regional technicians, school-based technicians and other applicable school-based staff members. They will be key to the ICP planning process. The school's administrative team will organize a device pick-up procedure to provide students in need of a device the opportunity to pick one up at the school site. Schools will use their current inventory of laptops and mobile devices to check out to students. Schools will explore options for purchasing additional devices at a discounted rate aligned with funding guidelines provided by the Florida Department of Education. All schools have a primary internet connection of 1 GB along with secondary failover connection in the event of a service disruption. The school's administrative team will organize a device pick-up procedure to provide students in need of a device with the opportunity to pick one up at the school site. Schools will use their current inventory of laptops and mobile devices to check out to students. Schools will explore options for purchasing additional devices at a discounted rate aligned with funding guidelines provided by the Florida Department of Education. All students have access to devices needed for curriculum instruction with schools either 1:1 or working to that end. Based on the access survey data, the school's administrative team will organize a device pick-up procedure to provide students in need of a device with the opportunity to pick one up at the school site. During stay-at-home orders, companies such as Comcast may offer Xfinity Wi-Fi hotspots across the country free for anyone who needs them, including non-Xfinity customers. The school will provide additional information to families related to free and discounted internet and device accessibility as it becomes available. CSUSA Florida schools will work collaboratively with state team members to engage our partners at Verizon Wireless to purchase hotspots for families when appropriate. Based on the results of the Family Contact and Access Survey, schools determine student and parent connection needs. Schools then escalate requests to the IT department who is partnered with preferred providers, such as Verizon Networks to provide managed and filtered hotspots to meet the identified needs. Acquired devices exceed minimum standards which support the delivery of digital curriculum. Schools will provide devices that support the digital curriculum mentioned above and complies with FAPE. Web filtering is implemented through Bark for Schools and Go Guardian. Verizon is used MDM for hotspots issued to Parents. School-based technicians and support staff will aid regarding digital access and online usage of tools. Technical office hours will be provided for students and families in need of support with technology. Component 7: Cyber Security The language in the ICP should: Identify recommended national and state cyber security framework standards to be adopted by LEAS and charter schools; Include a business continuity plan tailored to the LEA or charter school operations; Include an incident response plan tailored to the LEA or charter school operations; Stipulate all cyber security-related policies and procedures aimed at safeguarding the entire LEA or charter school information system and IT infrastructure; Include an executive summary of the LEA's or charter school's current security posture; Include current Plan of Actions and Milestones for cyber security improvements to maximize ICP effectiveness. All network devices are connected on a private management network VLAN where Access Control Lists (ACL's) and restrictions are applied. Configurations are tested and vetted prior to being deployed into production. Standard configuration policies which are reviewed on an annual basis are applied based on pre-configured templates using network configuration tools. Virtual Local Area Networks (VLANs)are configured throughout the network for network segmentation. VLANs are used to segment various types of network devices such as voice, facilities, IoT, data centers, management, etc. CSUSA Schools use Enterprise WP2 with 802.1x for authentication where possible. Guest access is on a separate restricted vlan with limited ports and bandwidth. Two-factor authentication is available and enforced for all faculty and staff at CSUSA.Vulnerability scans are performed on a regular basis to all endpoints connected to the CSUSA network. Vulnerability reports are shared with the various IT administrators for corrective action. Follow-ups and rescan are performed. CSUSA has a cloud disaster recovery site where critical services are replicated and maintained in an active configuration. CSUSA performs disaster recovery tests twice a year for critical systems. These tests are documented. Some applications and services are hosted in online cloud environments such as AWS and AZURE which are part of our disaster recovery plan.All units within the company are required to have a disaster recovery and business continuity plan. Exercises are performed on a regular basis to test the disaster recovery plans. The Business Impact Analysis (BIA) is a key step in the contingency planning process. The BIA enables the full characterization of system requirements, processes, and interdependencies. This is then used to determine contingency requirements and priorities. Departments and Business Units must conduct a BIA to ascertain and evaluate the potential effects of an interruption to critical business operations as a result of a disaster, accident, or emergency. Results from the BIA should be appropriately incorporated into the analysis and strategy development efforts for the department or BU's recovery plan. The BIA helps Business Units and Departments (1) Identify Critical IT Resources and dependencies. (2) Identify Disruption Impacts and Allowable Outage Times; Prioritize uptime requirements, (3) Recovery Time Objectives (RTO)and Recovery Point Objectives (RPO), and (4) Establish recovery strategies, priorities, and requirements for resources and time. A bi-annual business impact analysis must be done to identify time-sensitive or critical business data and processes and the resources that support them.A Business Impact Analysis Worksheet must be used to collect and address new information from all Business Units managers to assess changes to be made to data storage requirements such as frequency, location, availability, and restoration of service timeline. During this analysis, gaps or inconsistencies are identified and meetings with individual managers can be held to clarify information and obtain missing information. Listed here are the policies and procedures, available upon request, that CSUSA schools have in place: CSUSA Accept Use Policy, CSUSA Computer Security and Device Standards Policy, CSUSA Data Classification Policy, CSUSA Email Encryption Policy, CSUSA Email Retention Policy, CSUSA IT Cyber Security Plan, CSUSA IT Disaster Preparedness Guide, CSUSA Multi Factor Authentication Policy, CSUSA Password Reset Policy, CSUSA Security Education and Training, CSUSA Username and Password Policy. CSUSA has adopted a security posture of adaptability and innovative thinking in response to impending cyber threats. Several industry best practices from the National Institute of Standards and Technology(NIST) have been adopted, including NIST Special Publication 800-39: Managing Information Security Risk. Moreover, CSUSA and the schools it manages have adopted the following six strategic principles with supporting goals to help strengthen its current posture: (1) Data governance and information classification by using a zero-trust model, (2) Risk management and framework to minimize risk through role base access, (3) End user training, awareness, and education, (4)Consolidation of code network services and asset identification, (5)Cyber threats intelligence through monitoring, dissemination, and remediation, (6) Optimize Services, Establish Security Metrics, Promote Compliance, Achieve Continuous Diagnostics and Mitigation. CSUSA implements and monitors security protocols in line with our Strategic plans listed previously and our Security policies. Periodic reviews are conducted to ensure policies align with industry standards. Component 8: Engaging Students with Limited Access The language in the ICP should: Specify a team of service providers and determine a point person for communication with families about the efforts to provide education and supports for their child; Develop a plan to communicate early and often with students and parents to identify needs and ensure supports; Ensure that LEA leadership is engaged with special education service providers to deliver needed supports and resources to educators, learners and families; Research and implement best practices in online special education. Schools will identify a staff member or create a committee that will be responsible for monitoring attendance for tudents who may be at risk and display a pattern of truancy or non-attendance. They will also be responsible to nsure that every student is accounted for and participating in their education. If technical difficulties are identified s a barrier for access to their education, the school will provide support for families to acquire the necessary esources to ensure that students have devices and connectivity. SUSA FL Schools will continue to identify vulnerable students who have had limited or no contact with the school and will work with the family to transition the student to the learning modality that will result in acceptable attendance rates. The following strategies may be used to identify and transition these vulnerable students: identify students with frequent absences, identify barriers to attendance and/or participation, and develop intervention plans to address barriers to student participation. Schools may also monitor the level of engagement/participation of its ESE students in their scheduled ESE essions to determine if outreach activities targeting these specific interventions is warranted for some students. School leadership and state team personnel engage and collaborate with special education service providers, ncluding ESE teachers and contracted staff, to ensure that special education services are provided to students ho may be on a stay-at-home order. Families will be advised on how to connect with their student's special ducation providers should a stay-at-home order be issued. School-level teams for special education will collaborate with other special education professionals within the SUSA FL network related to best practices for delivering special education services via mobile platforms. Through this professional learning community, best practices and research may be shared based on individual school needs. OPERATIONS Component 9: Continuation of School Operations The language in the ICP should: Identify the facets of school operations that are impacted by extended school closures along with the essential personnel needed to support learning continuity through remote teaching and learning; Identify and communicate expectations of charter school or LEA staff related to schedules and work performance during school closures; Develop and communicate an execution plan to provide food services to students and families in need during school closures; Develop and execute a plan to provide special education services and accommodations to students in need during school closures; Conduct outreach to community organizations to provide comprehensive support to students and families during school closures. n the event of a school-wide stay-at-home order, CSUSA Florida schools are prepared to follow their emergency rocedures. Each CSUSA Florida school will make mobile learning opportunities available for all students. Mobile earning is aimed at providing continuity of critical content planned for each grade level or subject area planned or the school year. Our schools are ready to provide students and families with mobile learning plans, alleviating he need for our families to look for alternative enrollment in other virtual options. In the event of a school-wide tay-at-home order, only school administration and select staff members will report to the building.All other staff embers will work remotely during this time. Extended school closures impact a variety of facets of school operations, including but not limited to: Transportation is put on hold When applicable, before and after care will be put on hold Food service provides meals for grab and go All meetings and communications shift to mobile modalities Essential personnel (administration, food service, IT, front office, etc.) may be required to report to campus epending on their roles and responsibilities. II staff are expected to continue to work their regular hours and conduct their regular work responsibilities, nless job functions are specific to in person learning models. Essential staff members may be required to report n person to the building. eal distribution will be available at a minimum of two times per week through a drive-thru format. Meals will be rovided for multiple days at a time during these distributions. Families will be encouraged to sign-up in advance or proper counts, however, all school-based families that report to the school will be provided with meals. Special education teams, in alignment with procedures and documentation requirements from the LEA, will agree n how students will continue to receive the special education and related services during stay-at-home orders. SE service providers will have web-conferencing links available to share with students and families so that they an join their scheduled sessions via mobile platform. Teachers have been provided tools and strategies that can e used to provide students their accommodations even when learning from home. These will also be shared ith families during family information sessions. School administration will work with a variety of community organizations, depending on the needs of the families, and depending on the local community organizations. Some of these organizations might include, but are not imited to food pantries, churches, mental health providers, homeless shelters and organizations, etc. COMMUNICATIONS Component 10: Emergency and Ongoing Communications The language in the ICP should: Identify stakeholder groups within the school community along with the appropriate communication channels for each group; Clarify roles and responsibilities of school personnel assigned to communicate with stakeholder groups; Define the scope of communications to be sent to stakeholders along with a schedule for such communications to ensure coordination; Publish guidance for stakeholders and ICPs on the charter school or LEA website leading up to and throughout the duration of extended school closures. Communication among all stakeholders is considered key in the implementation of our Instructional Continuity Plan. Immediately after a stay-at-home order, each affected school's administrative team will provide teachers, students, and families with timely and accurate information regarding the school site and the transition to remote learning. School leaders may utilize the following modes of communication to reach all school community members: Phone Calls Remind/SchoolMint Emails Letters School Website School Social Media Pages Throughout the stay-at-home order, families will receive communication from the school's administrative team and their student's teacher(s) regarding supervision of students during mobile learning times and family/student support during the stay-at-home order. Teachers will also communicate directly with students/families regarding the instructional continuity plan schedules, expectations, and procedures. Initial communication will include an overview of processes and expectations in the event of a stay-at-home order. The state team will coordinate with school leadership to coordinate appropriate communication to stakeholders. The scope of the communication will vary depending on the severity of the situation (ex. timelines, processes, etc.)All up-to-date communication will be updated and published on the school website in the event of a school-wide stay-at-home order. CITY OF "ENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) FROM: Ronald J. Wasson, City Manager er C4_ x DATE: September 24, 2021 SUBJECT: Recommendation to Accept Aventura City of Excellence School Out-Of-Field Waivers September 30, 2021 ACES Governing Board Meeting Agenda Item 5 RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board of the Aventura City of Excellence School, accept the out-of-field waivers list as outlined in this memorandum and recommended by Principal Tyrkala. BACKGROUND The Miami-Dade County School Board requires the Governing Board of each charter school annually to accept a list of teachers considered out-of-field. Teachers working on additional certification or endorsements for subjects that they are teaching are considered out-of-field until requirements are met. All teachers hold current certification. The additional certification or endorsements are extra credentials. This is a typical practice as teachers expand their professional development. Below are listings of instructional staff members who are working towards additional certification in the following subject areas: English Speakers of Other Languages (ESOL) Endorsement This is an add-on to a current certificate to be able to teach English Language learners. The following teachers are involved in a five-course sequence, allowing six years for completion, some of which have completed coursework and await a testing appointment or FLDOE action: Laskmy Santin, Diana Sreter, Gina Arfi, Jaclyn Avenilov, Deborah Kocab, Walkira Segura, Hannah Rossin, Jessica Dahan, Anita Silber, Juan Parra, Lisa Ann Hall, Marie Saint Hilaire, Lindsey Croston, Jennifer Chinchilla, Elena Krishtal, Simone Miranda. Gifted Endorsement This is an add-on to a current certificate to be able to teach gifted learners. The following certified teachers are involved in on-going coursework in pursuit of gifted endorsement: Deborah Kocab, Beth Greenberg, Jordan Schermer, Juan Parra, Rica Tickner. Elementary Education These teachers are certified in a different grade level, field or subject and have a scheduled testing date to earn certification as elementary educators. Anita Silber(6-12 Social Science), Juan Parra (6-8 English), Nicole Calka (PK-3). English 6-12 These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification in English 6-12. Davina Kemp (K-5 ELA). If you have any questions please feel free to contact me. RJW/act Attachment CCO2006-21