Yes, a reusable cloth face mask with school colors and logo will be provided to every student and staff member at each of our schools.

HIGH SCHOOLS

• Bonneville
• Canyon View
• Fremont
• Roy
• Two Rivers
• Weber
• Weber Innovation
• Weber Online

JUNIOR HIGH SCHOOLS

• Canyon View
• North Ogden
• Orion
• Rocky Mountain
• Roy
• Sand Ridge
• Snowcrest
• South Ogden
• T H Bell
• Wahlquist

ELEMENTARY SCHOOLS

• A Parley Bates
• Burch Creek
• Canyon View
• Country View
• Farr West
• Freedom
• Green Acres
• H Guy Child
• Hooper
• Kanesville
• Lakeview
• Lomond View
• Majestic
• Midland
• Municipal
• North Ogden
• North Park
• Orchard Springs
• Pioneer
• Plain City
• Riverdale
• Roosevelt
• Roy
• Silver Ridge
• Uintah
• Valley
• Valley View
• Washington Terrace
• West Haven
• West Weber

July 10, 2020

Dear Parents, Students, Teachers and Staff Members,

Members of the Weber Board of Education and I recognize that there are questions and concerns regarding the opening of school this fall. District and school leaders are spending the summer preparing for the return of students in August. Throughout the entire school year, Weber School District will follow guidance from state and local health department officials regarding school opening or possible closures. This year's return to school will come with some new protocols and procedures in order to keep everyone safe and healthy. Here is a link to our Safe Weber—A Responsive Framework to COVID-19. We encourage everyone to get familiar with the document, along with its accompanying protocols. While it will alter certain aspects of the school day, our goal is to maintain a normalized environment where students can learn and teachers can teach.  

Each of us continues to hope for a vaccine and effective therapeutics to treat the spread of the coronavirus. Optimistic medical advances are certainly bringing that day closer. Until then, our individual behavior will become the most effective defense against the virus. Up to this point, our best countermeasures against the virus have been limiting large scale social interactions and imposing restrictions on group gatherings (e.g., soft closure of schools, closures of non-essential businesses, stay-at-home recommendations, etc.). We have moved into a period where these types of restrictions are less sustainable. We are now beginning to rely more on individual behaviors. Frankly, our goal is to keep schools open, sporting events available, extracurricular activities accessible, as well as field trips, dances and graduation. The best way to accomplish that is for each of us to demonstrate individual responsibility by protecting ourselves and others.

As we open schools for in-person instruction, it is important that everyone recognizes the role they play in protecting themselves and others. It is absolutely imperative that if anyone experiences flu-like symptoms (e.g., fever, cough, chills, nausea, etc.) they stay home. The board of education has suspended high school attendance credit requirements for the 2020-21 school year so that no student feels compelled to attend school. Likewise, elementary and junior high administrators have discontinued any type of perfect attendance awards. Each school will place a heightened emphasis on facility sanitation, including the regular cleaning of touch points, horizontal surface areas and the use of electrostatic sprayers to maintain a clean and healthy school environment. Hand hygiene is vital! We will have hand sanitation stations placed throughout our schools and students will be encouraged to regularly wash their hands as a way to remove germs, avoid getting sick and prevent the spread of germs to others.  

The school district will provide face coverings for students and teachers. These face coverings are durable, washable and reusable. They will come in school colors and include the school logo. We also have a face shield for every teacher and staff member. Face shields permit the students to see and hear their teacher. These simple things like consistent hand-washing, staying home when sick, facial coverings, standing at a distance and limiting close interactions will become our best defense against the virus and keep everyone safe. Now that we know much more about how the virus is spread, we must govern ourselves in ways that will limit the spread.  

Finally, we know that there will be some families who choose to have their students learn from home. We want to accommodate that choice. We have had teams of teachers working all summer to build courses on a learning management system called CANVAS (and in some instances Google Classroom). This will enable your student to stay connected to his/her teacher and classmates while learning from home in a flexible model.  

The overall success of this school year will require each of us working closely together, listening to one another's concerns and doing our part to contribute to a positive, healthy and safe school experience.  

Professionally,  

Dr. Jeff M. Stephens

Superintendent; Weber School District

Safe Weber- A Responsive Framework to COVID-19 >>

We are excited to have our schools open and we welcome our students, teachers and staff back! Weber School District takes the health and wellness of all students and staff seriously. We have developed a strategic, deliberate plan for reopening our schools. Our goal is to open school under the Moderate Precautions listed in our Safe Weber Framework.

 *Weber School District will always follow the guidance of the Health Department and will make the necessary adaptations to ensure the health and safety of our students and staff.

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on submitted assignments, assessments, discussions, etc.
• Assignments are likely fewer in number than with face-to-face instruction and feedback must increase
• Tools: written, auditory, recorded, Google Meets, shared docs, using the “chat” feature as an exit ticket

Instructional and/or Practice Time

• Elementary: 2 hours per day (instruction plus assignments total); 20 minutes of home reading is still highly recommended
• Junior High: 30 min/class/day (instruction plus assignments total)
• High School: 45 min/class/day (instruction plus assignments total)
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

Essential Learning Targets are on an LMS (instruction, assignments, assessments)

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs several times per week (encourage documentation)
• Tools: Email, phone, MyStudent, LMS, surveys and Google Forms

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Modified grading scales may be in effect as students complete online learning
• Consider using online engagement as part of grade determinations as appropriate
• Elementary may not issue report cards

Collaboration

• Student-student
  • Google Meets and/or discussion threads
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (using modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include Important and Supporting Standards from grade-level Core when possible
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
• Tools: written, auditory, recorded, in person, Google Meets

Instructional and/or Practice Time

• Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
• Junior High: class period plus 15-30 min/class/day
• High School: class period plus 40-60 min/class/day
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs at least weekly
• Tools: Email, phone, MyStudent, LMS

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Modified grading scales may be in effect as students complete online learning
• Consider using online engagement as part of grade determinations as appropriate

Collaboration

• Student-student
  • Class discussion, silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (may need modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include Important and Supporting Standards from grade-level Core as appropriate
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
• Feedback is not limited only to assignments
• Tools: written, auditory, recorded, in person

Instructional and/or Practice Time

• Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
• Junior High: class period plus 15-30 min/class/day
• High School: class period plus 40-60 min/class/day
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs frequently
• Tools: Parent-Teacher conferences, family nights, back-to-school night, email, phone, MyStudent

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Grading occurs as in pre-COVID-19 settings

Collaboration

• Student-student
  • Silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (may need modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Instructional Delivery

• All teachers are on a common LMS per school, providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families

Instructional Delivery

• All teachers are on a common LMS per school providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families

Instructional Delivery

• All teachers are on a common Learning Management System (“LMS”) per school providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families