This webpage was last updated on November 20, 2020.
We understand that this has been an extremely challenging time for families and students across the grades, and we very much want to provide as much connection and normalcy for this community as possible, while also, as Mike has alluded to in his Friday updates, preserving community wholeness. We are currently working on getting Kindergarteners and 1st-Graders on a 4:1 schedule starting Monday, December 7 (which the SFDPH just approved); this is also the week that, in our staggered start, our 5th and 6th Grades will return to campus on a 2:3 schedule. Having the 5th and 6th Grades return the week of December 7 was always our plan, as was bringing the 7th and 8th Grades back after Winter Break in order to provide more academic consistency for the older two grades, especially, as they tackle high school transition work. This was something that our Academic Admin team was especially mindful of when making transition plans for our Middle School students.
Though we are planning to bring back Kindergarten and 1st Grade on a 4:1 schedule in early December, please know that this is not causing a slowdown in planning for the Middle School's return in any way, and we are eager to have 5th and 6th Grade back after Thanksgiving. Once the 7th & 8th Grades return to campus in hybrid mode after Winter Break, and as long as transmission rates in San Francisco remain low and we have the approval of SFDPH, we will set our sights on transitioning the rest of the grades to a 4:1 schedule, as well.
A reminder that 5th and 6th Grades will return to campus in a 2:3 hybrid model the week of December 7th.
5th Grade will be on campus Mondays and Tuesdays, and so their first day back at Friends@Valencia will be Monday, December 7.
6th Grade will be on campus Thursdays and Fridays, and so their first day back at Friends@Valencia will be Thursday, December 10.
Meanwhile, our 7th and 8th Grades will return to campus after Winter Break, during the week of January 11th.
SFFS began our reopening process with the focus of safely offering in-person learning to all of our students and maintaining the wholeness of our community. Our staggered schedule and 2:3 hybrid model have contributed to a safe and successful roll-out to start, and we are now finalizing plans for safely offering even more in-person learning for students if virus risk continues to remain moderately low. Academic Dean Tracie Mastronicola and the Scheduling Team are working on a 4:1 hybrid schedule model that can accommodate our students, faculty, and staff safely and that follows the guidelines that have been put forth by the SFDPH. In addition to virus risk and the creation of a new schedule, other considerations in this planning process include sufficient staffing, space that allows for physical distancing guidelines, and budget implications.
We have an appointment to present this updated 4:1 hybrid plan to SFDPH Safe Schools site inspection team before Thanksgiving Break, and will share more with our families after we have been approved by the city to conduct more in-person learning days on campus and use more spaces, which we have prepared for socially distanced learning, throughout our building.
We are aware of the fact that an uptick in confirmed COVID cases in San Francisco has led SFDPH officials to roll back a number of adult-centered business re-openings (including high schools), a step by which we are encouraged, especially given that risk remains relatively low in our area, as it indicates how proactive and vigilant our public health officials remain in fighting this pandemic. Of special note for school communities like ours is that schools currently open will be allowed to remain open—and that elementary and middle school students (not considered adult-centered, and therefore lower risk still) can continue to welcome back students, as we hope to do at Friends.
If a child falls ill at school, a teacher will accompany them to the Health Office, where our health coordinator, Allie, will conduct a health screening and take the student's temperature. If it is determined that the student is unwell and needs to go home, Allie will call the student's parents and arrange for them to pick the student up from school as soon as possible. To minimize potential risk to other community members, a student waiting for their parent or caregiver will remain in the Health Office with Allie. Once a parent or caregiver has arrived, Allie will walk the student out to their car, as we cannot allow families and visitors on campus at this time.
If Allie has noted that a student is displaying symptoms of COVID, SFFS will request that the family have the student tested for COVID and keep them home until they have confirmation that their student has tested negative.
Come rain or shine, we plan to eat snacks and lunch—and enjoy recess—outside for the foreseeable future, and inclement weather will not mean that we eat inside. Our Friends should dress for the weather and wear layers so that they can stay comfortable throughout the day (please keep in mind that doors and windows remain open throughout the day, as well). SFFS will have tents up on the Front Yard by mid-November so that we can eat outside—even when it's raining!
For the weeks immediately following Thanksgiving and Winter Breaks, ALL students will be in Friends@Home mode to allow families and our professional community to quarantine safely. You can read holiday travel guidelines from the SFDPH here.
All students will be in Friends@Home mode for the week of November 30–December 4 (following Thanksgiving Break), with students in our Monday / Tuesday cohorts returning to Friends@Valencia on Monday, December 7. Those in our Thursday / Friday cohorts will return to campus on Thursday, December 10.
Similarly, all students will be in Friends@Home mode for the week of January 4–8 (following Winter Break), with students in our Monday / Tuesday cohorts returning to Friends@Valencia on Monday, January 11. Those in our Thursday / Friday cohorts will return to campus on Thursday, January 14.
If your student has been in contact with someone who has been exposed to COVID (for example, if they have a sibling at another school where a case of COVID has been confirmed), we ask that you reach out to your division head and Allie (email@example.com) as soon as possible to let us know. If your child is asymptomatic, they may continue to come to campus for Friends@Valencia.
If you learn that your student has been in direct contact with someone with a confirmed case of COVID (for example, if they have a sibling at home who has tested positive for COVID), we ask that you immediately reach out to Allie for guidance about next steps and testing. We will ask you to keep your student home until they have a confirmed negative COVID test, and that you share these results with Allie for her records.
As much as we would like to be in a position to offer more care to SFFS students, we are unable to do so at this time due to SFDPH guidelines around consistent, stable, small student groupings and our need to allow our custodial staff to immediately begin the process of cleaning and sanitizing our campus as soon as school ends, in preparation for the day ahead. It is important to note that virtual ED programming continues for our Lower School Friends.
Our current cleaning and sanitizing procedures, as well as spacing and staffing constraints, are also reasons we have not yet been able to extend our current proctored Lower School sibling care to all Friends students during their Friends@Home school days. For now, we are focused on planning for a safe and successful transition to a 4:1 schedule in order to enable all SFFS students to enjoy more time on campus.
We are happy to say that we have passed our SFDPH inspection, and we are welcoming students back to campus in a staggered start, with Kindergartners and 1st-Graders returning to 250 Valencia first. You can check out the complete staggered return schedule below:
October 26: Kindergarten and First Grade
November 9: Second, Third, and Fourth Grades
November 30: All Students in Friends@Home following Thanksgiving
December 7: Fifth and Sixth Grades
January 4: All Students in Friends@Home following Winter Break
January 11: Seventh and Eighth Grades (K–8 all present on a 2:3 Hybrid Schedule)
Following a holiday break, such as Thanksgiving, all grades will have a week of Friends@Home to allow families and staff time to test and/or quarantine. Following the week of Friends@Home, all grades that were previously in hybrid will return on their assigned days. Only our initial return to 250 Valencia will have a staggered entry, and we will not employ a staggered re-entry to campus following breaks.
A staggered approach to re-entry was SFDPH’s number one recommendation for reopening schools. We will be reorienting students and staff for a new experience at Friends, and a stagger allows us to focus on the health and safety protocols for each grade as they re-enter the building. Two weeks between each group returning to campus was also a recommendation set by SFDPH—this allows schools to track cohorts as they re-enter and pinpoint health issues related to a particular grade and cohort.
One component that did elongate our staggered approach was the decision to keep all students and faculty remote following breaks such as Thanksgiving and Winter Break. SFDPH recommended that students and staff should follow San Francisco Health Orders regarding quarantine after travel and that schools should consider asking staff and students to stay at home to quarantine before returning to schools after travel to areas with high levels of COVID-19 transmission, even if not required by local or state health orders.
We did not make this decision lightly, and recognize the desire for many to return to campus as quickly as possible. However, with the health and safety of our community at the center of our decision-making, we decided to implement remote programming following a break often associated with travel and mixing with extended family and friends.
SFFS adopted a hybrid 2:3 schedule, as it allows every student to be on campus for in-person learning two days a week and off-campus three days a week (and it should be noted that no students will be on campus on Wednesdays to allow for thorough cleaning and disinfecting of the building). Further, a 2:3 schedule allows us to maintain 50% capacity in the building at any given time, meaning we can use dedicated and familiar classroom environments for all our students and also give everyone plenty of yard time outside. This model also allows us to maintain a robust Friends@Home program, which is important both for those students that will need, for a variety of reasons, to continue learning in remote mode full-time and also in the event that SFDPH closes schools again or a shelter-in-place order is issued by the state once again.
We have hired a health coordinator, Allie Thornberry, and among Allie’s responsibilities will be to help differentiate between COVID symptoms and typical winter season coughs and congestions. Teachers will not have to make a determination about how ill a student is; students who do not feel well while at school will be sent to the Health Office to be evaluated by Allie.
Lower School siblings will have the option to attend Friends@Home at 250 Valencia if they are on opposite in-person schedules beginning on Monday, November 9. For example, if a 3rd Grade student is remote on Thursday and Friday, when their 1st Grade sibling is in-person at Friends, that 3rd-Grader will have the choice to come to campus and work in a room with a TA or ED staff member. Siblings participating in Friends@Home in proctored sibling care on campus will be kept in their grade-level cohort groupings and, because of SFDPH restrictions around the mixing of cohorts, it is important to note that sibling care will not operate in the same way as a normal Friends@250Valencia school day. Sibling care will not be able to provide recess and will primarily focus on supporting students, in their specified cohort spaces, as they engage with Friends@Home programming. When we are able to move to a 4:1 schedule where all Lower School students are on campus four days per week, sibling care will not be continued. We are currently hiring, live-scanning, and testing sibling room proctors for COVID-19, and we will plan to begin sibling care for Lower School families who sign up on November 9.
Our distance learning team is comprised of Beth Espinosa, Kim Gitnick, Rebecca Mallabone, and Frances Dickson. They will be partnering with classroom teachers, TAs and Teaching Aides to provide programming for our students who will remain at home. Students at home will be given a structured schedule to follow for each day, much like they experience in the current Friends@Home programming. That schedule will include live lessons where students at home connect with their teacher and other students in the classroom using Swivl cameras and Smartboards. The schedule for students at home will also include asynchronous work on Seesaw as well as check-ins and small group interactions with one of the distance learning team members. On the three days per week when a cohort is at home, Friends@Home programming will continue as usual for all students.
Yes. SFDPH provided strict rules around students staying within their cohort and not mixing with students from other cohorts; however, adults can move between cohorts, and our lead teachers will—with safety precautions in place—in order to connect with all of their students.
There were many competing interests along the path to reopening. A staggered approach to reopening, coupled with Friends@Home programming and upcoming school breaks scheduled in the fall and winter months, were in line with SFDPH’s guidelines for how to safely reopen schools. With those factors in mind and a focus on bringing back our youngest learners first, we knew that our oldest students would rejoin after the completion of the fall semester.
There is no doubt in our minds that having our 7th- and 8th-Graders back on campus is important for each of them, as well as our entire Friends community. However, we have also given great consideration to the fact that both grade levels will benefit from having a stable fall semester—transition is a large component of a 2:3 hybrid schedule, and for our 7th- and 8th-Graders, there is already a tremendous amount of transition associated with the high school process. Seventh grade reports are shared with high schools during the application process and our 8th Grade students are currently hard at work on their high school applications as their teachers are busy writing their recommendations. We wish to provide the 7th and 8th Grade students and teaching teams with as much stability as possible throughout their fall semester, and avoiding the transitions between Friends@Home and Friends@250Valencia provided the best option for that.
No. Specialists will Zoom into classes during the days when students are in Friends@Home programming. Our specialists in the Lower School work with five distinct grades, and so keeping specialists remote allows them to continue to safely connect across the various cohorts and grades.
A benefit of the 2:3 hybrid is that we are never above 50% capacity, which allows us the flexibility to get every student outside on the yard for at least 30 minutes each day, which we believe is a crucial component of our students’ day during Friends@Valencia.
Public health guidelines prohibit us from gathering in large groups for the foreseeable future, although we hope that will change. However, we hope to maintain as many of our Friends’ traditions as possible, even if they require some changes! With our focus on re-opening, we’ve postponed (but not cancelled) GrandFriends Day. This will be a virtual event in the new year, with more details coming soon. Winter Celebration will also be virtual. There will most certainly be a graduation celebration for our 8th graders, although it is too soon to predict what shape that event will take.
The school encourages students to receive flu shots and get tested for COVID-19 before returning to campus in person. However, it is important to note that current SFDPH guidelines do not currently recommend that asymptomatic students test at this time.
A school closure may be appropriate when there are multiple cases of COVID-19 in multiple cohorts or when at least 5% of the total number of student/staff test positive within a 14-day period. We will also switch to full-time Friends@Home distance learning whenever the air quality index measures at 100 or above, as this will make it difficult to keep our windows as we plan to do for increased ventilation. The SFDPH may also determine school closure is warranted for other reasons, including results from public health investigation or other local epidemiological data, among a host of other factors and considerations. When there is any ambiguity, we will consult with our medical advisory team and SFDPH to determine if closure is warranted.
Parent feedback was incredibly valuable in the spring to enhance our Friends@Home programming this fall. Before the start of this school year, we surveyed parents to have a better understanding of their comfort level in sending their students back to campus before the creation of a vaccine. The majority of responses (about 75%) indicated they would be comfortable sending their students back to 250 Valencia; the remaining quarter were unsure or not planning to have their student return at that time. In addition, the comments from families helped us better understand themes of concern in the parent community (social and emotional well-being of students, health protocols, ventilation in the building, siblings, care for faculty, etc.) Our most recent survey is helping guide us on a more granular level by allowing grade level teachers to prepare their classrooms, schedules, and technology to support students both in and out of the classroom.
In addition to formal surveys, we’ve listened carefully to parent feedback we’ve received in a host of other channels: through FriendsConnect conversations, questions in AMAs, emails to communications@sffriendsschool and administrators, and direct conversations across the community. We’re grateful for the many forms of feedback we’ve received as we navigate the complexities of this situation.
When a grade returns to 250 Valencia in hybrid mode, students will rotate two days at school and three days in Friends@Home. In this scenario, because all students will remain on Friends@Home programming three days per week, a strong Friends@Home component will remain in place in order to serve all students. Those students who cannot return to the building in any capacity will remain connected to in-person learning using tech tools such as in-class cameras, Zoom, our Lower and Middle School Distance Learning Portals, Google Classroom, and Seesaw.
As a grade fully returns to 250 Valencia, we will pivot from focusing on our Friends@Home online program to in-person programming on campus. Because we anticipate some families being unable to return for personal reasons (such as students with a health condition, students with family members with a health condition, students who cohabitate or regularly interact with a high-risk individual, etc.), as well as students being unable to come to school when they are sick with common illnesses like a cold or the flu, we plan to continue a limited Friends@Home program, and will continue to make use of the tech tools listed previously.
When we are able to return to 250 Valencia in hybrid mode, outdoor spaces will be a particularly important component of our curriculum after being in virtual Friends@Home mode for so many months. The Front Yard will allow students to be physically active at various points in the day, and with physical distancing guidelines in place, 2–3 groups of 11 students could fit on the yard at any given time. With that in mind, there will be limited space for holding class on the yard and we will pursue a plan of returning to campus incrementally or in a rotating schedule.
Unfortunately, teaching at parks and other non-SFFS outdoor areas limits our ability to control the environment, provide proper sanitation, handwashing and bathroom facilities, and thus we are not pursuing this option.
Our historic home at 250 Valencia Street has a passive ventilation system, which allows air inside of the building to be drawn in from outside through open windows and doors, and drawn up and out through one of four towers venting to the roof. We have equipped each room with an air purifier with an ionization feature that binds to smaller virus particles and allows them to be trapped in the HEPA filters of the units. For the rooms where HVAC is available (the gym, the Black Box theater, and the movement rooms), we have upgraded units with Merv-13 filters set to pull in the maximum outside air possible. In winter, our building is heated by a radiant in-floor heating system.
Should we learn that an individual who has been on campus has contracted COVID-19, we will work in close coordination with the SFDPH and our health coordinator to notify all families immediately. We will also notify all students/families and staff who have been in contact with the individual and provide them with guidance on how to self-quarantine, as per SFDPH guidelines. These students will shift to temporary Friends@Home mode, and the impacted areas on campus will be closed off and cleaned, disinfected, and sanitized. After their period of self-quarantine is over, we will ask students/families and staff returning to school to certify that they have followed the appropriate protocols. If we have multiple confirmed cases of COVID at school after reopening, we may once again switch to Friends@Home mode for all students. Please note that we will not share the name of the individual who is ill, as this is protected medical information.
Yes, SFFS has asked all families to sign a Community Agreement, and will require that any family wishing to send their student(s) back to campus for in-person learning, sign and return this form. The agreement details the safety precautions and thoughtful behavior we expect our Friends to undertake in order to protect everyone in our community to the best of our ability, such as wearing masks in public, avoiding large gatherings and observing social distancing guidelines, etc.
Academic Dean Tracie Mastronicola has worked throughout the summer with a team of faculty members on processing the feedback we received in our Friends@Home parent survey, distributed at the end of the 2019–2020 school year, and using that input to develop a thoughtful and strengthened Friends@Home schedule for our students. The schedule for the coming year provides more in-person connection with peers and teachers, increased academic touchpoints, smaller classes, and opportunities for engagement throughout the day.
Additionally, our Technology Team has focused on streamlining our tech toolkit for students—the Lower School will now have a 1:1 iPad program, with all K–4 students receiving a school-owned device for learning. The device will be centrally managed by SFFS with remote tools that will allow us significant control of the iPads in order to accomplish things like pushing out software, filtering internet access, and setting time limits. This standardization of devices should greatly simplify and improve distance teaching and learning for our Lower School community. (We will also have a tech meeting for parents and guardians early in the year to address tech-related questions.) Additionally, the Lower and Middle School faculty are moving towards standardizing the online resources and software tools that we use in distance learning in order to minimize technology training hurdles and focus on teaching and learning.
At SFFS, inclusivity and connectedness are central to who we are, and we are committed to trying to maintain this element of our identity throughout our time in distance learning mode. We will continue to gather for Meetings for Worship via Zoom, we will welcome and onboard new families with a virtual version of our New Families Coffee and meetings with division heads, and we will still connect new families with buddy families as we have in the past, and we are working with the PA to imagine creative ways that we might foster community connections, at a distance.
We did think quite a bit about the impact of our schedules on working families, and how structuring our students' day more could hopefully be more helpful to parents. To this end, they focused on more closely mimicking a school day schedule, with hours similar to those when we are on campus. They also added more synchronous classes (five live classes in LS and seven in MS), made class sizes smaller so that students could experience more direct teacher support, and tried to make space for facilitated social time for students, like scheduled lunch. There will also be ED programming with Marina for "after-school hours."
We also find that it is sometimes helpful for families to try to identify the most important parts of the day for parents/guardians to "attend" with their student. SFFS understands that every child needs vastly different supports during their school day, and our division heads and teachers will work closely with families to tend to those different needs.
M, T, Th, F:
Kindergarten/1st: 9:00 a.m.–2:30 p.m., with virtual ED programming to follow
2nd–4th: 9:00 a.m.–3:15 p.m., with virtual ED to follow
K–4th: 9:00 a.m.–1:00 p.m., with virtual ED programming through 2:30 p.m.
M, T, Th, F:
5th–8th: 8:15 a.m.–3:45 p.m., with virtual ED programming to follow
5th–8th: 8:15 a.m.–1:15 p.m., with virtual ED programming through 2:30 p.m.
As part of our preparation for the coming academic year, we have deliberately created smaller grade and classroom-specific groupings that will be consistent throughout the year whether in Friends@Home mode or back on campus. We will share this information with families in August, and hope that this will help facilitate virtual connections.
As for in-person "learning pods," while we certainly understand that there may be a variety of pragmatic and well-intentioned reasons that families are interested in them, SFFS cannot organize or support them, especially with the current restrictions outlined by both the Governor and SFDPH. We ask that families consider some of the concerns that we, and many others in the education field, have about the formation of these pods in the current Bay Area landscape: that many families may not be invited or may not feel they have the resources to join a pod, leading to issues of equity and inclusivity, and that gathering in-person—even in small groups—exposes children and their families to a greater risk of transmitting and/or contracting COVID-19, which is both a public health concern and could cause a delay to the start of in-person school. Our Quaker mission compels us all to consider equity and access, and in these times, those values are put to the test more than ever.
Upon listening to and processing parent feedback about the spring, some of the supports we have put in place to help students who struggle with distance learning are
- Smaller instructional groups (about 12 students/class)
- Office hours in the Lower School and required Tutorial in the Middle School
- Facilitated connections during non-academic times (lunchtime Zoom buddies, student clubs, daily advisory in the Middle School)
- More student choice (choice time, clubs, affinity groups)
- Live a.m./p.m. circles in the Lower School
- Daily Advisory meetings in the Middle School
A huge component of building up our support for families is strengthening our home-school connection during Friends@Home—we will build in time for bi-weekly teacher-student-parent check-ins and we will continue and expand our weekly support meeting with technology support with Ryan, Friends Connect with Jennifer and Clarke, and regular programmatic updates with Mike and Tracie.
It’s important to note that our approach is not one of “How will we help our students to catch up?” but one of “How will we work with our students to help them move forward?” Our educators will spend time on grade-level work, providing supports for students that are aimed at helping them access grade level material.
Now more than ever, we need to be more precise in how we “address learning gaps.” The age of the student, the discipline, and which specific skills and knowledge they are acquiring are all components to understanding how we address learning gaps—we believe a combination of grade level work and filling in any gaps is the best way forward.
For example, in math there is a clear progression of standards, so it makes sense that students will struggle if their understanding of prerequisites is not strong. No amount of support will make that issue disappear. In this case, teachers will help students fill in holes, while also helping students make progress on grade level material. In addition to classroom teachers, DS supports at each grade will play a key role in this work with students. In reading/writing and humanities, age becomes a major factor. A kindergarten student who was on the verge of sounding out letters in March is going to need help picking up where they left off in first grade this year. A middle school student who is struggling with comprehending informational texts because they missed out on vocabulary work and practice in reading for understanding in the spring is not far from the differentiation that our educators take on every day. Pandemic or not, using strategies to build up a student’s weaknesses (in this case vocabulary and reading comprehension skills) while continuing to advance the student through engaging, grade level content helps to keep students engaged and learning while also tending to the targeted skill building they need.
Students at SFFS will continue to be given high-quality assessments, both standardized and developed, by teachers who know them best. We will continue to use reading and math assessments such as Literably, Math & Reading Inventory testing, and CTP 5 testing (ERB) as standardized assessments. And while those are important markers, formal assessments are less likely to provide the most helpful information. Quick, informal assessments done by classroom teachers and shared with families will provide us with ongoing information about where our students are, how they are progressing, and what they need to move forward.
Our team of learning specialists will play a key role this year as we expand our efforts in assessment, differentiation, and meeting students where they are. They will be fully involved in both Friends@Home and Friends@Valencia modes, supporting students and families as we navigate the 2020–21 school year. We are expanding the scope of our DS program to include students who struggle with distance learning. We have carefully integrated several supports into the schedule that are specifically aimed at supporting students through F@H, including smaller class sizes; office hours in the Lower School; and required tutorial and office hours in the Middle School, which will be aimed at providing individualized support to students and parents.
In the Lower School, Frances Dickson, Kim Gitnick, and Rebecca Mallabone will each work closely with classroom teachers to provide small group instruction, one-on-one check-ins with students (as needed), and will collaborate and plan with our lower school faculty.
In the Middle School, students in need of organizational and learning support will receive assistance from Mitch Neuger and Kori Riordan, along with classroom teachers, throughout the school day. The schedule includes organizational support with learning specialists, tutorial time, and office hours with teachers.
It’s difficult to answer this question and stick only to the academic side of school. When we consider long term effects, social-emotional concerns are front and center in our thinking. Our youngest students are sometimes without the language to explain their feelings, while our older students are often seeking autonomy from their parents and thus searching for connections outside of the home to share their struggles. SFFS is paying close attention to this, and will continue to for years to come. Kids are resilient, but this is a time of high emotions and stress for all of us.
In looking at connections, emotion does impact academic performance, and we can tend to students' needs now, with steps such as outlining a personalized learning program, working with their family and therapist, and maintaining connections with adults at school throughout the year that are focused on individual support. For many students, they will learn more about themselves as learners in this pandemic than they ever would in a "normal" school year—which could have major benefits as they continue to evolve and grow.
When thinking about longer-term academic effects — if we follow through with the correct approach to distance learning and post-distance learning, we don’t anticipate long-term academic effects from six months of distance learning. We learned a lot from post Katrina research, and all of that points to a quick recovery (in terms of academic progress) when you avoid remediation, commit to acceleration (focusing on grade level content), and pair acceleration with supports for students that are aimed at helping them access engaging grade level material.
Our PE Department is currently focused on how we can engage students with physical activity in an equitable way that is accessible to all of our students. We are building Morning Exercises into our schedule to start the day and get kids moving before they settle in for a day of engagement and learning. We are thinking about a “Daily Challenge” that might bring some friendly competition and fun into the day. Physical education will also be a part of both Lower and Middle School schedules as a specialist class, and more details on how our teachers will lead students in physical activity will be forthcoming.
Unfortunately, we will not be able to have a Middle School athletic season this fall. The California Interscholastic Federation (CIF) has stated that there will be no fall sports for high schools, either, and that they will plan for winter sports. We, too, hope that we will be able to return to the fields and courts this winter, but as with all decisions, this will be guided by the advice of public health experts and officials, as well as when the community is able to return to our campus at 250 Valencia.
We will continue to offer virtual ED/A3 activities, led by our Extended Day & A3 Director Marina Vendrell, and share a rotating schedule for after-school activities with our Back-to-School materials. You will note that ED activities are included in our current sample Friends@Home schedule.
At the end of last school year, the professional community committed to two goals to guide our work for summer learning in preparation for 2020–2021: developing our distance learning and DEI (diversity, equity, and inclusion) work. To that end, our faculty engaged in a number of learning opportunities in both these domains, from workshops to conferences to trainings. We plan to keep these two areas of focus as our guides throughout the coming year.
Additionally, we have formed a new faculty E&I committee, which will be led by teachers to focus on the student experience, looking closely at our classrooms and curriculum. Middle School affinity groups will again have dedicated time, and we'll work to get more students involved. And in Lower School, there is considerable energy behind the formation of affinity groups, in addition to ongoing SEL work in creating a sense of belonging and community for all.
There is also dedicated time being carved out for E&I work during professional development days and regular faculty meetings, and we are exploring the use of outside facilitators to help build our knowledge and skills with this work. The work is ongoing, and it will be seen and felt throughout the school year, be it virtually or in person.
At this point, we have decided to close our campus in order to implement social distancing, and all major health agencies are now urging citizens to self-isolate as much as possible. Though it is difficult and not an insignificant strain on home life, we recommend that families practice social distancing as much as they can and frequently consult the California Department of Public Health’s guidelines on social and public gatherings.
UPDATE: The school cannot assist families in creating independent learning pods, per the orders from the Governor's Office; thank you for understanding.
Though we might be home, we’re all still working and will be online in case you have questions—please feel free to reach out to us! For general questions about school operations and distance learning, please reach out to Alissa at firstname.lastname@example.org. If you have a tech-specific question, please contact Ryan and Shane at email@example.com.
We ask that, as a community safety measure, you let us know if a member of your household is confirmed to have Coronavirus (you can email firstname.lastname@example.org). Having this information is essential to our ability to make informed decisions about our school operations going forward.