Resources » September Return to School Plans

September Return to School Plans

K-12 Education Goal: Maximize in-class instruction for all students by implementing Stage 2 COVID-19 safety measures
 
On March 17, 2020 the Provincial Health Officer (PHO) identified a pandemic risk to the province and declared a public health emergency and a provincial state of emergency related to the international spread of the Coronavirus-2019. The Ministry of Education, in collaboration with the PHO, has directed school districts to “begin the new school year with the goal to maximize in-class instruction for all students” under Stage 2 of the K-12 Education Restart Plan by “implementing a comprehensive suite of COVID-19 safety measures” and maintaining these foundational principles:
  • Maintain a healthy and safe environment for all students, families and staff.
  • Provide the services needed to support the children of our essential workers (ESWs).
  • Support vulnerable students who may need special assistance.
  • Provide continuity of educational opportunity for all students.
 
The health and well-being of our students, staff, and families is a top priority for Brackendale Elementary.  Our School Safety Plan for COVID-19 Exposure Control plan and our School Opening Procedures have been developed to ensure the health and well being of our school community. Our plans will be reviewed as new information becomes available and amended as needed, in accordance with provincial direction. 
 
 
Health Check everyday before arriving at school:
  • Every child and every adult who goes to school must do a daily health check
    • Stay home if sick
    • Keep children home if they are ill or show signs of illness
Students
  • Playgrounds are closed for morning arrival
  • Students must:
    • go directly to their class Arrival/Dismissal zone upon arrival
    • wait at their zone for their teacher
    • use the bike rack assigned to their class and Learning Group
    • follow their teacher and enter the building through the school door assigned to their class
  • Entry into the school building will be staggered to avoid congestion at door ways
  • Students must stay 2m physical distance from anyone not in their Learning Group
Adults
  • Parents and caregivers stay outside, may wait with children at their designated Arrival/Dismissal zone, must avoid congregating and maintain 2 metre physical distancing from others
  • Time your child's arrival as close to the 8:45am morning bell as possible
  • Please do not send your child to school early
 
Who will be my child's teacher?
  • A staff member or your child's teacher from last school year will call or email you on Wednesday, September 9th to share this exciting news!
What happens on Sept. 10th, the first day of school?
  • Morning Bell 8:45am - Please time your child's arrival as close to the morning bell as possible
  • Upon arrival children will go to their Arrival Zone 
  • Parents or caregiver waiting with children must maintain 2m physical distance from other children and adults
  • Teachers will be waiting to meet their students at their Arrival Zone
  • Remind children to:
    • Avoid physical contact with learning group peers
    • Maintain 2m physical distance from others
  • Classes will stagger into the building at designated doors
Where is my child's Arrival/Dismissal Zone?
  • Refer to the school map above
  • School Staff will be at the front of the school to help direct children to their Arrival Zone
What will learning look like?
  • Your child's first day starts with a warm welcome and check-in activities
  • Lots of learning will happen outside
  • Safety orientation lessons will include:
    • Hand washing
    • Washroom routines 
    • Recess/Lunch routines
    • Arrival/Dismissal routines
    • What to do if a child feel sick
    • Keeping our hands to ourselves
    • Not sharing our things or food
    • What is 2m Physical Distance?
How should I prepare my child?
  • Be positive and optimistic that your child will have fun and be safe!
  • Explain the morning routine and Arrival Zone where they will stay while waiting for their teacher
  • Discuss the importance of the daily health check
  • Practice hand washing for 20 secs at home
  • Model 2m physical distancing
  • Explain the importance of not sharing our belongings
  • Remind your child not to touch other students or teachers in their class (reduce physical contact)
  • Practice "Air High Fives" - Act out a "high five"  while 2m distance from someone
  • Make a plan for the end of the day:
    • Bring home all your belongings 
    • Walk home
    • Bike home
    • I will meet you near your Arrival/Dismissal zone (see the school map above)
    • I will be parked in the parking lot and will wait for you in the car
    • Your (older brother/sister) will meet you near your Arrival/Dismissal Zone
What should my child bring on the first day of school?
  • Morning snack
  • Recess snack
  • Lunch
  • Waterbottle (filled with water)
  • Indoor shoes
  • Rain jacket (if it might rain)
  • Rain boots (if it might rain)
  • Warm sweater or other warm jacket
  • Hat for sun or rain 
  • Change of clothes (younger students)
Teaching and Learning
At BRE, classes of students traditionally come together to collaborate on projects, to experience value added learning experiences such as special events and field trips, and to share in leadership or other learning activities.  Collaboration is a core competency and pedagogical learning strategy that features in both the BC Curriculum and our SD48 Education Plan.  Bringing groups of students together enriches the learning environment and inspires understanding and respect for diversity.  At BRE, we will continue to foster collaboration skills in our classroom learning, however, we shall limit collaboration between groups of students. One class of students and staff shall only interact with one other class of students and staff.  These two classes and the teachers and staff who instruct these students shall be defined as a Learning Group.
 
Students and Adults in a Learning Group
  • must minimize physical contact,
  • must stay together during recess and lunch in their designated play area on the school grounds,
  • may come together for educational purposes at teacher discretion,
  • are not required to maintain 2m physical distancing is not need required,
  • are not required to wear a masks,
  • must respect persons choosing to wear a mask. 
Students and Adults Outside of a Learning Group:
  • must maintain 2m physical distancing, including at morning arrival and at dismissal
  • staff/adults must wear a mask in hallways and common areas.
 
BRE is planning for 7 Learning Groups, depending on enrolment
Recess and Lunch (unstructured break times)
  • There will be two recess and lunch times, scheduled to keep Learning Groups together,
  • Learning Groups will be assigned to a play zone:
    • Lower playground, Global Motion and Side Field, Zipline and Upper field, Upper Playground and Forest,
  • Learning Groups will rotate through the play zones at appropriate intervals, such as every two weeks,
  • Playground supervisors will be members of a Learning Group, as much as possible,
  • All playground supervisors carry First aid kits, 
  • The school secretary, Mrs. Hackett, will be available at the office in the case of an emergency or other child need.
 
Washroom access
  • Students will be provided the opportunity to use the washroom before breaks to minimize interruption of other classes that are in session during their break time,
  • In the case of an emergent need, children may go to the front office and Mrs. Hackett will help
Everyone at BRE must wash their hands:
  • before leaving home; 
  • upon arrival at school
  • after using the washroom;
  • after breaks and outdoor activities;
  • before and after using playground equipment;
  • before and after using shared spaces (gym, library, etc.)
  • before food preparation;
  • before and after eating any food; and,
  • before leaving the school
Additionally:
  • Every classroom has a sink area which is equipped with running water, soap and paper towel, 
  • Teachers will establish routines that enable students to follow the 20 second hand washing protocol, 
  • Teachers will teach/model and provide multiple opportunities for students to practice and learn the hand hygiene measures,
  • Custodial staff will clean high touch surfaces at least twice every 24 hours (e.g. door handles, cupboard handles, handrails, grab handles, light switches, desk tops, counter tops, shared keyboards and devices, phones, washrooms and associated handles, etc.);
  • Custodial staff will also clean and disinfect the school (including student desks and chairs) at the end of the instructional day.

 

Dismissal - 3:00pm (with staggered exits)
  • Teachers will escort their students to their Arrival/Dismissal Zone
  • Parents and caregivers may meet their child near their designated Arrival/Dismissal zone, while maintaining 2 metre physical distancing from others
  • Older brothers/sisters may meet siblings near their designated Arrival/Dismissal zone, while maintaining 2 metre physical distancing from others
Pack-in, Pack-out
  • BRE started a “pack in/pack out” environmental practice last year and halted compostable and plastic recycling
  • Items from home may not be shared including food, snacks, birthday treats 
  • Personal items will go home with students each day
  • Students will help ensure that the ‘coat cupboard' is completely empty of shoes, coats, bags etc.
School Supplies
  • You may order school supplies online here
  • We buy in bulk and pass savings on to families
  • Teachers will provide individual school supply kits to each child
Compassionate Learning Communities - Trauma Informed Practice
At BRE our professional develop plan is focussed on First People’s Principles of Learning and Trauma-informed practice. Continuing with this focus is paramount to the transition back to school and strengthening our capacity to assist children, staff and the school community.  As compassionate educators, the following strategies will be applied as much as possible:
  • Daily check-ins through circle and other inclusive measures that honour student voice and First Nations Peoples Principles of Learning
  • Acknowledging coping strategies by weaving social/emotional wellness into literacy (speaking, writing, reflecting, sharing) and other curricular areas;
  • Supporting student agency and fostering resilience by integrating the 4-Blankets of Resilience, Digital Portfolios (MAP), and student self-assessment across the curriculum and within the context of continuous reporting;
  • Supporting independence; (i.e. modelling for children, not doing for children);
  • Minimizing additional stress or trauma by addressing emergent needs as well as the needs of vulnerable students.
The SD48 Education Plan: Pathways to Learning has a drop down menu where student e-folios, the MAP and The Four Blankets are described.  
Mental Health Supports

BRE staff will monitor and support each student’s mental health and well-being daily.  Concerns will be brought to the attention of the School Base Team (Counsellor, Learning Support, Principal) to plan a collaborative response and intervention as needed.

Brackendale Elementary School is honoured to learn, work and play on the Traditional, Ancestral, Unceded Territory of the Sḵwx̱wú7mesh Nation and Village of Waiwaikum.  Our ample school grounds, lush forests and accessible local environments, enable us to take students outside more often. Physical Learning Environments are a key feature in our District Educational Plan that includes learning outside in the natural environment: 
Student curiosity and risk taking is enhanced through movement, hands on learning, and exploration. They grow their knowledge, sense of place, and application of learning by spending time outside in the natural environment.     Source: SD48 Education Plan
The following strategies will be applied as much as possible:  
  • Plan for and implement outdoor and environment learning activities including place-based learning, exploration, and experiential learning;
  • Use the school grounds and local natural environment as provocations for learning and adapt learning activities to use the environment as a resource for learning;
  • Adapt activities that involve movement, including those for physical health and education, for the outdoors (including PE and DPA). 
    • Playgrounds are a safe environment and appropriate personal hygiene practices including hand washing before, during if necessary, and after outdoor play are practiced;
  • Ensure that students have walking field trip permissions. A walk through the fall fair grounds and along Terry Fox Run trails would be appropriate activities;
  • Eat snack and lunch outdoors to minimize physical contact and reduce the use of touch surfaces.