Thank you to everyone who completed the surveys. We value hearing your thoughts and feedback. A number of your questions related to returning to Ellis Street for in-person learning. While those questions are moot for the moment, your questions will be especially helpful as we continue planning for a return to Ellis Street later in the school year.
We know that there are many questions as we move closer to the start of the school year, and we want to connect with you. We are inviting all families to engage with us in live meetings via Zoom during the week before school begins. Families, please RSVP for these meetings via the link in your email.
August 10 at 4:00pm: for families with students in the Class of 2024
August 10 at 5:00pm: for families with students in the Class of 2023
August 11 at 4:00pm: for families with students in the Class of 2022
August 11 at 5:00pm: for families with students in the Class of 2021
Once competitive athletics are permitted, the normal three seasons of sports will be condensed into two seasons beginning December 2020. By way of background, on July 20, the California Interscholastic Federation (CIF), the governing body for public and private high school sports in the state of California, released their modifications for the 2020-21 athletics calendar. Each of the ten CIF sections determined its own specific calendar, and North Coast Section (NCS), of which JCHS is a member, published its start dates and playoff calendar on July 20. Click here for the CIF press release, and here to see the NCS press release.
JCHS Director of Athletics Sean Moler will outline more details about the JCHS plan for the athletic program, both competitive athletics and independent physical education, on the Athletics section of our plan for 2020-21.
Experience from the first iterations of our Distance Learning plan in the spring showed that one of the most challenging elements for students to navigate is the number of classes to focus on during a single day. By reducing the number of classes that students need to focus on at one time, we better support a student’s ability to go deeper into their learning. This will also permit us to have longer blocks each day for learning. That means, classes that used to be spaced over an entire year, will have the same amount of class time in a single semester.
Interweaving the learning throughout the year will support the student’s engagement and long-term retention of their learning. Particularly in areas like math and language learning, completing a full semester at once would create time-spans that are too long between learning engagement.
If a student finds that they are falling behind in the work for a class, the alternating quarter system also allows students to check in with faculty, catch up on work that may be pending, ask for additional help, and enjoy a “reset” when the class begins again in the following quarter.
Alternating quarters also enable students to see and interact with others from different grades promoting a stronger sense of school community.
This schedule is fully amenable to a 100% online option for students. Those who cannot be on campus during their on-campus week would be able to virtually access the instruction from home. Families should be sure to notify the Registrar if their student will be 100% online. Some classes may be taught entirely online to protect faculty health.
Minimizing student density on campus, maximizing our ability to contact-trace, and giving students ten-day windows of off campus time will support our ability to identify, respond and contain quickly when high-risk incidents occur.
We feel that the reduction of the number of classes at one time will greatly reduce the cognitive strain on executive functioning weaknesses. Students with processing speed challenges will confront the new challenge of condensed courses, and modifications around work-load may be needed. Increased availability for one-on-one support, the additional hire of a third learning specialist, more frequent synchronous learning time, and more consistent schedules will all serve to support our students with learning differences.
Students who wish to make changes to their schedule may do so during the Add/Drop period. Please note that the Add/Drop period is earlier this year to ensure all students receive the correct books with their Back To School Boxes. Students who are interested in adding or dropping a course MUST fill out an Add/Drop Form by Wednesday, August 5. Once this form is received, the Registrar will notify the student and parents via email to let them know if the requested course has been approved. Families will be notified by Tuesday, August 11. Students who are enrolled in eight courses have until Friday, September 4 to drop a course.
In order to meet the health and safety protocols for Campus Mode 2 (“All-In”; 100% student density) or Campus Mode 3 (Hybrid; 50% student density), we’ve lowered our class sizes and certain classes are only available to specific grade cohorts. To meet room density restrictions, most classes have a smaller cap than usual and many classes already are at capacity. This means that there will be less room for movement during the add/drop period. Add/Drop requests will be approved based on seniority and available space.
One question that has come up is whether JCHS can organize small groups of students on campus for orientation or off campus for learning pods. The answer to both questions from the San Francisco Department of Public Health (SFDPH) is “No.” SFDPH is in the process of deciding whether or not reopening waivers will be granted for elementary schools based on Governor Newsom’s directives. But there will be no waivers for high schools. SFDPH also has confirmed San Francisco schools cannot adopt summer camp guidelines for school programming or otherwise organize small-group activities or learning pods. JCHS remains committed to taking advantage of the best and safest opportunities made available by SFDPH and we will be sure to keep families updated with any changes.
On days when students are learning from home, whether in Campus Mode 4 or Mode 3, most of the learning will be synchronous. Each class will meet for synchronous learning during its scheduled time. Yet, the learning will be similar to working in a live classroom in that there may be times when students are working independently or in small groups or watching media or any range of other typical classroom activities adapted for distance learning.
This summer, JCHS partnered with Global On-Line Academy (GOA) to provide all faculty members with professional development to deepen their capacity to provide a high quality education when we can’t all be on campus together. GOA is a leader in on-line education and teacher training for private school students and faculty from around the world, offering insights into how teachers can design for community, connection, and student support in online spaces; design learning experiences that are easy to navigate, intuitive, and interactive; and help students demonstrate and provide evidence of their learning in online spaces. All members of the JCHS professional community took the GOA overview class, Designing for On-Line Learning; JCHS faculty took additional courses in Assessment, Wayfinding and Student Agency. In addition, some teachers did coursework to become Google Certified Educators.
With this training under their belts, teachers have been working hard to redesign their classes, streamline the content they plan to teach, and reimagine their assessments and rubrics.
In the fall, JCHS teachers will go back to giving letter grades in their classes. However, with the school year broken into quarters, and all courses taught over half of the year, we have modified our grade reporting system. In each quarter, students will receive mid-quarter and end-of-quarter grade reports. JCHS will maintain our policy to only put the final grade from each course on student transcripts. For example, when a student has a class that meets in Quarters 1 and 3, they will get grade reports at the middle and end of Quarter 1. When they pick the class back up in Quarter 3, their grade will continue cumulatively through Quarter 3 during which they will receive another grade report midway through the quarter. The grade they receive at the end of Quarter 3, that represents their work over the entire year-long equivalent class, will be the only grade that appears on their transcript.
We anticipate that the workload during Quarter 1 may be quite intense as both teachers and students adjust to the new compressed schedule. Students enrolled in Quarter 2 classes will likely not have sufficient time during Quarter 1 to complete their summer assignments. Therefore, all summer assignments will be due on August 19, whether the class meets in Quarter 1 or Quarter 2.
This coming year brings with it a lot of change, and these changes will be experienced differently by each person. Our increased time online, the compressed courses, the rotating quarters, and the block schedule all present us with a variety of opportunities and challenges. Teachers have been engaging this summer in their own online learning, developing skills to make online learning more impactful, interactive, dynamic, and less draining.
We are excited to share that our learning support department has grown, with the hire of Dr. David Neufeld, our new Director of Learning Support. David has been involved in special needs education for nearly twenty years. He spent the last decade as the Director of Inclusion at Jewish LearningWorks, supporting the Bay Area Jewish community around learning differences and interventions. He brings with him a deep knowledge of learning challenges and how to combat feelings of isolation and navigate challenging school experiences. David earned his doctorate in Special Education from UC Berkeley in 2012, with a focus on social engagement with peers in children with autism. His expertise on the social dimension of learning will be particularly invaluable in a year where the social challenges for students are intensified.
This incredible team has been working this summer to reimagine how we ensure all students have access to the support, interventions, and accommodations that they need to thrive in their learning. We have been developing and strengthening our systems that will increase our coordination and communication with students, families, and teachers, in order to effectively implement interventions, and strengthen relationships.
Examples of some of the ways we will be supporting students this year include:
“Classroom”/Zoom observations of students to see how they are interfacing with the new systems and online learning
Team meetings with Learning Support staff and teachers about student learning plans to assess the implementation and effectiveness of supports, accommodations, and modifications.
Regular teacher and parent/guardian surveys to gather information regarding how students are doing in order to proactively intervene when needed
A “supervised” Zoom space for students to work during their study hall with a JCHS educator present
Increased opportunities for learning support sessions
Student Study Halls
Friday Learning Support Hours
3:30-4:00 pm Homework Cafe
A Curated online resource library for families and students to provide strategies for learning, navigating online learning, and supporting organizational struggles.
As students and families who are already working with Ms. Lauren Cook (Dean of College & Gap Year Advising) know, she brings an unparalleled warmth, reliability, and a culture of sanity to what can be a stressful college application process. This fall, the college search and application process will undoubtedly look different from other years, and Ms. Cook is poised to help students navigate this new reality. While the JCHS College Advising Program will not change dramatically this year as many components are already executed virtually, there will be some logistical shifts to address the continuing pandemic. To read more, visit our College Advising page.
JCHS is grateful for generous operational, programmatic, and financial support from:
The Jewish Community High School of the Bay (JCHS) is a unique college preparatory high school committed to integrating deep learning, universal wisdom, and Jewish values. We empower each student to embrace her or his Jewish identity, generate empathy and compassion, delight in lifelong education, and improve the world.