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Kevin Lloyd

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Everything posted by Kevin Lloyd

  1. Guidelines from the American Academy of Pediatrics encourage “having students physically present in school.” Dr. Sean O’Leary, an authorof that advice, explains why. https://www.nytimes.com/2020/06/30/us/coronavirus-schools-reopening-guidelines-aap.html?referringSource=articleShare
  2. COVID-19 playlist - #physed activities that can be used with distancing/sanitizing measures in place (for full groups, small groups, gym use, etc). Plan ahead for what fall might bring, or use now over summer #education if needed.
  3. The challenge of reopening and being prepared for recovery from the Pandemic is a daunting task. There are no experts that have been through something like this. However, tackling recovery through a systematic approach can help schools ensure that their plans are complete. Having qualified and experienced professionals reviewing and providing suggestions can give that assurance and peace of mind that your school’s plan is comprehensive and complete. The Recovery Plan Assessment covers a range of pertinent policies and procedures including safety, health, risk and response and the foundation. There are three levels of assessments: Complete Recovery Plan Assessment covering the full range of areas needed for recovery Foundation Recovery Plan Assessment covering the core or foundation areas needed for recovery Focus Area Recovery Plan Assessment covering a deep dive into one area needed for recovery Free initial consultation!! Complete Recovery Plan Assessment: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) Programme Management (educational delivery such as managing Room to Zoom and teacher constraints) People Management (physical and psychological well-being for staff and students) Budget (including funding) considerations €2,500 Foundation Recovery Plan Assessment: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) €1,500 Focus Area Recovery Plan Assessment - your choice of one of the following areas: Opening and closing (pre-opening requirements, criteria for closing and reopening) Access (campus assess controls including visitors, movement between rooms / buildings, bathrooms, etc.) Operations (transportation safety and efficiency, health and hygiene protocols including clearing, cafeteria and eating protocols, sports programme, community association activities, field trips, outdoor activities, etc.) Communication (strategy and protocols for staff, parents, and students) Programme Management (educational delivery such as managing Room to Zoom and teacher constraints) People Management (physical and psychological well-being for staff and students) Budget (including funding) considerations €1,000 The Assessment includes: One-hour consultation call defining the deliverables and understanding the key issues Our consultants will review pertinent records and documents, conduct interviews as necessary and provide assessments and recommendations on your plan Our consultants will formalize the insights highlighting areas that need to be addressed with recommendations in a short summary One-hour consultation call to review the document with you School can work on updating the plan to provide amendments and improvements One-hour consultation call to finalize the plan The Recovery Plan Assessment will be done by Clearpath Alerts, LLC and Together School Ltd. Clearpath Alerts (www.clearpathalerts.com) which provides customized and actionable resiliency strategies and solutions and Together School (www.together-school.com) which provides communication solutions for transportation, attendance and more including emergency management. Clearpath Alerts and Together School work collaboratively with a variety of schools, universities, corporations, and non-profit entities providing valued services. For further Information on Recovery Assessments please contact us at info@together-school.com or in comments below with your name, contact details and your focus area.
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    By invitation - A Round Table Discussion on Access Control at International Schools to discuss, share and learn from other schools around the world as to best practices for managing campus / school access during COVID-19. Approach We are inviting schools (max. 10) to a round table discussion that addresses the key areas for Access Control, including: Strategy and Policies – Development, enforcement, vulnerabilities, alignment with other policies, medical pre-screening, and privacy considerations Managing Access from Arrival to Departure – screening, spacing, registering, staging areas, isolation areas, drop off / pickup procedures, protect, and empower staff Movement on Campus - limiting access – buildings, facilities (bathrooms, etc.), register and document, Use of stairwells, elevators Communication – transparency, rule changes, timely – sick child, exposure, documentation As there is a concern this crisis will continue, the Recovery Forum (www.sep-forum.com) will be the platform for ongoing discussions and further sharing of information covering Access Control.
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    By invitation - A Round Table Discussion for International Schools offering transportation services who want to learn from other schools around the world as to best practices for operating a safe and efficient transportation service during Covid-19. Approach We are inviting schools (max. 10) to a round table discussion that addresses the key areas for operating a transportation service, including: - Planning – route management, social distancing, size of the bus, etc. - Health and Hygiene – social distancing, disinfecting buses, older drivers, ventilation, temperature screening, etc. - Drop-off – how to manage the students entering the school - Dismissal and Departure – order in which students depart school - Communication – health screening, absences, schedule changes, etc. As there is a concern this crisis will continue, the Recovery Forum (www.sep-forum.com) will be the platform for ongoing discussions and further sharing of information covering School Bus Operations. Please contact Kevin Lloyd if you are interested in participating in this session either via a direct message in the Recovery Forum or via email at kevin.lloyd@educemobile.com.
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    The International School Recovery Forum recently sat together with seven International Schools Physical Education leaders. The purpose was to discuss how to continue Physical Education with the restrictions coming from the COVID-19 Pandemic. The discussion covered available space, time limitations, learning criteria, teacher availability, adapting and communications. This is a summary of their recommendations on how to manage the challenges. Participating schools included: Anglo American School Moscow International School Düsseldorf American School of London Copenhagen International School Sreenidhi International School & Sreenidhi Sports Academy Zurich International School American School of Barcelona
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    INTRODUCTION When schools closed early for Easter in March 2020, no one knew when they would open their doors again. Some felt that they would start as usual in late April, with the tacit expectation that the summer term would look similar to all the years that had preceded it. Within a few weeks, public exams had been abandoned for the year, and it was clear that the term would start substantially later than planned, if at all. Many schools had taken advantage of the Government’s Job Retention Scheme to defray the cost of workers no longer required. The word “furlough” had entered the public vocabulary. The impact upon sport was similarly rapid and dramatic. The final stages of national competitions due to be played in late March were cancelled. By mid- April all National Governing Bodies (NGBs) had suspended sport at every level, from grassroots to international. Most initially set review dates, but followed up with “until further notice” declarations, many of which still apply. Desperate attempts are underway to try to restore professional sport, especially in Soccer, Cricket and Rugby as these games are haemorrhaging money in the absence of televised competition. The Olympic Games has been postponed for a year, for the first time in its history. The implications for independent schools are enormous, and potentially catastrophic. The future of the sector is threatened. All are desperate to restore operations as early as can safely be managed, with whatever restrictions are necessary. There is a race to get back towards something recognisable, partly to address educational omissions, but also to justify fees. Sport and physical activity are a critical part of this. They are a distinguishing feature of the sector’s identity, and a central part of its business case. Also, they are the area of school life that will find it most difficult to accommodate travel, distancing and hygiene restrictions. The impact of the pandemic may influence the character of school sport forever. This could be either a positive or negative thing, depending upon how it is handled. It is vital that schools develop a coherent plan to handle the various stages of the process if they are to emerge with a programme that meets the needs of pupils, and is attractive to a potentially shrinking market. All contingency planning is based on an assumption that the pandemic will have an enduring, though diminishing, legacy. In a rapidly changing landscape, all expectations are conditional. Medical developments, especially the availability of a vaccine, treatment or antibody test, would change everything. Schools must hope for this, but plan for the alternatives. This plan will recognise the three stages of recovery.
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    A social distancing PE pack with activities that can be done while social distancing measures are still in place. To share with colleagues in school to ensure PE can still have a place on the timetable! Developed by Kieran James - Twitter @KJamesPE
  9. Use PE teachers are counsellors to provide health and wellbeing now more than ever to help students manage the emotional challenges faced during this crisis Use the school nurse to educate the class on how the virus can be transferred from one person to the next
  10. Different points of view on how to communicate within the community exist, however effective communication should follow a process to ensure consistent and clear communication. Communicate with parents and students important details to parents and students so they know what is expected such as no PE kit and bring own water bottles regarding things the school is doing so parents are aware, engaged and ultimately confident that they are receiving value. about school rules and regulations as they may receive different communication from other sources about their local club, sports facilities, and friends from other schools
  11. Use an app to communicate and follow up with students.
  12. Review what is available – resources, equipment, time, etc. Align with leadership and find an implementation option Do what you can with what you have – get ideas from the students Must have the mindset that things need to change To help prepare for when you may be forced to change group sports such as contact sports, sports using common equipment, sports with social distancing. This will allow you to focus on certain sports and be ready when change is required.
  13. Employ teachers who must be working at home (due to medical, age, etc.) to support with the theory learning and offering online classes such as Zoom Provide videos as a tool for self-teaching the students Split teachers for onsite and online tasks Allow the teacher to select doing room, zoom or support independent student learning If using substitutes, plan accordingly as they are not likely certified to "teach" PE.
  14. Use virtual training with the students using zoom. Bring students together during virtual training to encourage social interaction. Ensure GDPR/privacy compliance
  15. Have students bring an individualised PE Bag including necessary equipment, clothing, water bottle, etc. This bag is especially beneficial when there is no access to normal gym facilities. Students are responsible for hygiene of the bag
  16. This is very difficult and the approach that should be taken is to be “Adaptive, Creative, Flexible.” Be adaptive and flexible with tasks and assessments. Recognize that not all students have access to same space or equipment at home. Focus on things students have not had at home personal and social interaction with other children keeping active play for the sake of play
  17. @Ryan T. Matopodzi Are you able to share more details on the App your school is using?
  18. Include subjects addressing health and wellbeing. Include sports that are optimal for social distancing such as individual sports. Separate based on age and independent learning: primary school are told what activities to do – this can be supplemented by students middle school are given a frame where they can pick and design what to do high school are allowed more choice as they do not want to get hot and sweaty Focus only on the skill development during the class and learning theory at home If showering after activities is not permitted, then focus on learning theory at school and have skill development at home. Provide the students the responsibility / autonomy to invent games with the limitations in mind. Students develop objectives and rules. This is important for students as they do not experience creative play as much in digital/screen age. Have students record a video of a skill lesson and have teachers comment/assess on it afterwards – need to ensure GDPR compliance Find different ways to test the skill of the student which is similar – it is important here to ensure the scale for the assessing is consistent Use an app to focus on individualised training stressing improvement.
  19. · Adjust how lessons are structured between home and school (see section learning criteria on options) · Students front-load learning theory at home before coming to schoo
  20. · Cleaning is mandatory so have students and teachers clean to reduce cleaning time (provide enough cleaning material) · If equipment is to be disinfected, then ensure next class is doing something different not using same equipment
  21. · Bring physical activity into other classes or have time during the day to keep kids active throughout the day
  22. · Focus on skill development rather than full sport (basketball shooting vs. playing game) · Consider using apps such as the Home Court app for specific skill developmen
  23. · Split the classes into groups using different equipment · Split the classes into groups in different locations such as parking lot, courtyard, etc. · Setup stations where student can do certain activity and then rotate them · Split instruction into theory and activity - frontload classes in a classroom setting with learning theory (knowledge) before doing activity in the gym
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    Change management is the process, tools and techniques used to achieve a required outcome that necessitates a different way of working. Critical to this is the management of people through communication internally and externally. The Pandemic has forced schools to close and recovery is about how to manage this new normal effectively. This session will provide insights on how to successfully implement change through a structured approach: · Establishing guiding principles for why change is necessary · Prioritizing in a structured way what needs to be changed · Implementing in a collaborative and adaptive team approach · Communicating to create transparency and confidence Hosted by ECIS, Together School Limited and Clearpath Alerts http://www.cvent.com/d/qnqyf7
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    Implementing Blended (Online/Onsite) Learning - As schools reopen with constraints from COVID-19, including space and social distancing. Schools are reacting. There is a need to provide Blended (Online/Onsite) Learning options for the students to support their learning criteria. This session will provide options on how to manage this and considerations for schools when providing blended learning. Facilitated by Matt Harris Ed.D Matt Harris, Ed.D. - is an international educational consultant based in Singapore. In his work, Dr. Harris helps schools, districts, and educational technology companies with educational technology strategic planning, systems design, training, and program development. Drawing on his award-winning programs, Dr. Harris has worked with schools and large educational organizations in Europe, Middle East, Africa, North America, Australia, and Asia. He also shares his expertise through keynote speeches, articles, and online social channels around educational leadership and technology. Prior to working as a consultant, Dr. Harris worked as an educational leader and teacher having taught all grade levels from preschool to graduate school in technology and mathematics. He worked as a senior administrator in schools and universities in North America and Asia. Dr. Harris is an Apple Distinguished Educator, Microsoft Innovative Education Expert, Google Certified Innovator, and Common-Sense Education Certified Educator. In his spare time, Dr. Harris enjoys exploring the world through travel with his wife and children. Hosted by ECIS, Together School Limited and Clearpath Alerts Register here - http://www.cvent.com/d/5nqyf6
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