The COVID-19 pandemic that has inundated countries around the world this spring has triggered a variety of defensive responses from all corners of the globe, including Saskatchewan and its educational systems.
The virus has driven millions of people inside, or they have to comply with newly created recommendations regarding social gatherings and face-to-face communications.
COVID-19 sent the Saskatchewan school systems into protective modes beginning as early as March 12, said Lynn Little, director of education and CEO for the South East Cornerstone Public School Division (SECPSD).
Little spoke to members of the Cornerstone school board on April 22 via an online meeting that brought the members together in a virtual platform for their monthly public business session.
She provided a running diary and commentary of events that unfolded beginning on March 12 and the actions taken by administration, as the threat posed by the virus became a reality.
Little noted the pandemic status was verified and a warning issued by the province’s chief medical officer on March 15 and by the morning of March 16, the Cornerstone’s board chairwoman and council met to chart a course of action.
Later that morning, Premier Scott Moe announced the suspension of school activities to be implemented by March 20. Families were urged to keep their children at home if childcare issues could be resolved within that time frame.
That response team for SECPSD consisted of administration personnel, managers and co-ordinators.
“The response and planning team met daily (through a conference website) for the next three weeks,” said Little.
Those meetings are now conducted on a weekly basis, as the population becomes more familiar with new realities.
During the early stages, Little said the SECPSD leadership team met daily to enable them to respond to public inquiries and by March 18, the state of emergency declared by Premier Scott Moe was already being processed by Cornerstone.
Between March 20 and 27, the division reset the development framework, she said, and a preparedness and business continuance plan for essential services was mapped with leaders and other administrators urged to work from home when possible while all school division facilities were closed to the public.
An in-school administration plan was verbally communicated with school administrators mid-morning of March 27, the director added. Supplemental learning options and multi-mode systems were engaged and students were urged to stay connected with their educators.
Learning packages were developed for those who did not have easy access to online learning while a virtual learning plan was developed by the division’s teachers and support staff.
By April 2, approximately 88 per cent of the 8,300 students enrolled in Cornerstone schools were signed in and working, and 95 per cent of those expressed a desire to keep going with supplemental learning programs.
School bus drivers delivered 349 learning packages and pre-Kindergarten to Grade 12 classes were being made available through classroom instructors.
Because the Microsoft Team system was already in place, Little said, “We were in a good spot to move forward.”
That platform is being used by division counsellors and speech pathologists who enter into conference calls with students. The division has lent 620 legacy laptops to students with needs for increased access to technology.
“There is a request for 113 more in the second wave of requests and we are preparing for a third wave.”
These were also delivered by the bus drivers.
Plans are being formulated so students will be able to retrieve personal items left in schools.
There are also plans made to reactivate school community councils.
Issues such as grade allocations were handled with students being informed they would advance to the next grade level but were encouraged to stay connected to their classmates and teachers via the Internet to ensure a complete learning curve in preparation for that next grade.
Little said it had been a challenge getting messages and action plans out to everyone and this was an unprecedented situation.
“We have day to day unknowns and the return to classrooms … well, what will it look like? Whatever comes, we will respond. We didn’t know what we didn’t know, but that has now led to some creative opportunities. We’ll take it on one priority at a time.”
The isolation aspect of this new crisis has become another big challenge, she asserted, due to the loss of human connections but the silver linings have been noted, especially within the teaching community who are doing what they can to help students and families, she said.
“We’re better together on this journey and so many have played vital roles, so as a result, we are better for our journey.”
