School Relaunch Staff Engagement

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Consultation has concluded

Your voice is important and we need your help to ensure a safe, caring, and welcoming return to school for students and staff.

Please share your wonders and concerns about School Relaunch below. We will be responding to every question asked in the Questions tab. Staff are also welcome to submit suggestions and ideas using the Ideas tab.

Your voice is important and we need your help to ensure a safe, caring, and welcoming return to school for students and staff.

Please share your wonders and concerns about School Relaunch below. We will be responding to every question asked in the Questions tab. Staff are also welcome to submit suggestions and ideas using the Ideas tab.

Consultation has concluded

Please add any questions you have surrounding the COVID-19 School Relaunch and the 2020-21 FSD School Relaunch Handbook.

  • Share As per the update that allows singing if students are masked, are we then allowed to require Kindergarten students to put on masks at these times? My understanding had been that because masks are optional for K-3 we are not allowed to require students to wear them. Thank you. on Facebook Share As per the update that allows singing if students are masked, are we then allowed to require Kindergarten students to put on masks at these times? My understanding had been that because masks are optional for K-3 we are not allowed to require students to wear them. Thank you. on Twitter Share As per the update that allows singing if students are masked, are we then allowed to require Kindergarten students to put on masks at these times? My understanding had been that because masks are optional for K-3 we are not allowed to require students to wear them. Thank you. on Linkedin Email As per the update that allows singing if students are masked, are we then allowed to require Kindergarten students to put on masks at these times? My understanding had been that because masks are optional for K-3 we are not allowed to require students to wear them. Thank you. link

    As per the update that allows singing if students are masked, are we then allowed to require Kindergarten students to put on masks at these times? My understanding had been that because masks are optional for K-3 we are not allowed to require students to wear them. Thank you.

    CSM asked about 4 years ago

    Thank you for your question.  The guidance documents do specify that a mask must be in place for any student when singing regardless of grade level.  It may be a good idea to communicate with the class community and explain that the mask would be required and specific to students taking place in singing activities in class.  It would also recommended that other risk mitigation strategies be in place where possible if students are to be singing, i.e.. singing outdoors, singing in a larger school space (atrium or gymnasium), all students are spaced apart and facing in the same direction.   Thank you and please let us know of any other questions.

    singing
    singing
  • Share Why is loss of smell or taste under the category of "stay home until better" and not "isolate for 10 days or until negative test result"? Isn't loss of smell and taste a classic Covid symptom, and uncommon for other conditions besides Covid? on Facebook Share Why is loss of smell or taste under the category of "stay home until better" and not "isolate for 10 days or until negative test result"? Isn't loss of smell and taste a classic Covid symptom, and uncommon for other conditions besides Covid? on Twitter Share Why is loss of smell or taste under the category of "stay home until better" and not "isolate for 10 days or until negative test result"? Isn't loss of smell and taste a classic Covid symptom, and uncommon for other conditions besides Covid? on Linkedin Email Why is loss of smell or taste under the category of "stay home until better" and not "isolate for 10 days or until negative test result"? Isn't loss of smell and taste a classic Covid symptom, and uncommon for other conditions besides Covid? link

    Why is loss of smell or taste under the category of "stay home until better" and not "isolate for 10 days or until negative test result"? Isn't loss of smell and taste a classic Covid symptom, and uncommon for other conditions besides Covid?

    PH asked about 4 years ago

    Thank you for your question and apologies for the delay in responding.  The list of symptoms and the isolation requirements are put in place by the CMOH (Chief Medical Officer of Health) following the latest medical research.  This is not a document that we can modify.

    illness
    illness
  • Share Hello! We know that GSAs improve LGBTQIA2S+ students’ sense of connectedness to their school and peers, even if they never attend a meeting. This is significant because we know that LGBTQ+ students are more likely to skip class and struggle with academics. According to Alberta Education, "GSAs/QSAs significantly improve LGBTQ+ students’ psychosocial well-being and self-esteem and help to foster an accepting, inclusive school climate. GSAs/QSAs also work to decrease feelings of depression and despair for many LGBTQ youth." Source: https://education.alberta.ca/media/3272703/positive-impacts-of-gsasqsas_hmjwb.pdf) We have seen a growing body of evidence that suggests that GSAs actually improve the mental health of all students, including those identifying as heterosexual. GSAs promote positive representations of gender and sexuality minorities, promote acceptance, challenge gender and sexuality-based bullying, and encourage empathy and understanding. All students attending schools with GSAs report lower rates of suicidal ideation when compared to their peers at schools without GSAs. (Source: https://news.ubc.ca/2014/01/20/gay-straight-alliances-in-schools-reduce-suicide-risk-for-all-students/) One of FSD's key priorities for optimum learning commits us to "ensure and maintain Division wide learning environments that are welcoming, caring, respectful, safe and inclusive," and GSAs are an important socioemotional and mental health support for FSD students. How does Division leadership plan to support teachers in starting up and maintaining GSAs within our schools at this time? Are there possibilities for students to meet in person, cross-cohort and cross-grade, if social distance is maintained, masks are worn, and attendance is kept for purposes of contact tracing if necessary? What if meetings are held outside, or in large indoor spaces? If meetings must be virtual, are there opportunities for tech support and Division-wide collaboration to connect GSA students with others within their schools, and possibly with students from other schools? Or is Division leadership considering other approaches to support a growing number of FSD students that identify with a gender or sexuality minority? Thank you for taking the time to read through this question and respond. I appreciate it very much! on Facebook Share Hello! We know that GSAs improve LGBTQIA2S+ students’ sense of connectedness to their school and peers, even if they never attend a meeting. This is significant because we know that LGBTQ+ students are more likely to skip class and struggle with academics. According to Alberta Education, "GSAs/QSAs significantly improve LGBTQ+ students’ psychosocial well-being and self-esteem and help to foster an accepting, inclusive school climate. GSAs/QSAs also work to decrease feelings of depression and despair for many LGBTQ youth." Source: https://education.alberta.ca/media/3272703/positive-impacts-of-gsasqsas_hmjwb.pdf) We have seen a growing body of evidence that suggests that GSAs actually improve the mental health of all students, including those identifying as heterosexual. GSAs promote positive representations of gender and sexuality minorities, promote acceptance, challenge gender and sexuality-based bullying, and encourage empathy and understanding. All students attending schools with GSAs report lower rates of suicidal ideation when compared to their peers at schools without GSAs. (Source: https://news.ubc.ca/2014/01/20/gay-straight-alliances-in-schools-reduce-suicide-risk-for-all-students/) One of FSD's key priorities for optimum learning commits us to "ensure and maintain Division wide learning environments that are welcoming, caring, respectful, safe and inclusive," and GSAs are an important socioemotional and mental health support for FSD students. How does Division leadership plan to support teachers in starting up and maintaining GSAs within our schools at this time? Are there possibilities for students to meet in person, cross-cohort and cross-grade, if social distance is maintained, masks are worn, and attendance is kept for purposes of contact tracing if necessary? What if meetings are held outside, or in large indoor spaces? If meetings must be virtual, are there opportunities for tech support and Division-wide collaboration to connect GSA students with others within their schools, and possibly with students from other schools? Or is Division leadership considering other approaches to support a growing number of FSD students that identify with a gender or sexuality minority? Thank you for taking the time to read through this question and respond. I appreciate it very much! on Twitter Share Hello! We know that GSAs improve LGBTQIA2S+ students’ sense of connectedness to their school and peers, even if they never attend a meeting. This is significant because we know that LGBTQ+ students are more likely to skip class and struggle with academics. According to Alberta Education, "GSAs/QSAs significantly improve LGBTQ+ students’ psychosocial well-being and self-esteem and help to foster an accepting, inclusive school climate. GSAs/QSAs also work to decrease feelings of depression and despair for many LGBTQ youth." Source: https://education.alberta.ca/media/3272703/positive-impacts-of-gsasqsas_hmjwb.pdf) We have seen a growing body of evidence that suggests that GSAs actually improve the mental health of all students, including those identifying as heterosexual. GSAs promote positive representations of gender and sexuality minorities, promote acceptance, challenge gender and sexuality-based bullying, and encourage empathy and understanding. All students attending schools with GSAs report lower rates of suicidal ideation when compared to their peers at schools without GSAs. (Source: https://news.ubc.ca/2014/01/20/gay-straight-alliances-in-schools-reduce-suicide-risk-for-all-students/) One of FSD's key priorities for optimum learning commits us to "ensure and maintain Division wide learning environments that are welcoming, caring, respectful, safe and inclusive," and GSAs are an important socioemotional and mental health support for FSD students. How does Division leadership plan to support teachers in starting up and maintaining GSAs within our schools at this time? Are there possibilities for students to meet in person, cross-cohort and cross-grade, if social distance is maintained, masks are worn, and attendance is kept for purposes of contact tracing if necessary? What if meetings are held outside, or in large indoor spaces? If meetings must be virtual, are there opportunities for tech support and Division-wide collaboration to connect GSA students with others within their schools, and possibly with students from other schools? Or is Division leadership considering other approaches to support a growing number of FSD students that identify with a gender or sexuality minority? Thank you for taking the time to read through this question and respond. I appreciate it very much! on Linkedin Email Hello! We know that GSAs improve LGBTQIA2S+ students’ sense of connectedness to their school and peers, even if they never attend a meeting. This is significant because we know that LGBTQ+ students are more likely to skip class and struggle with academics. According to Alberta Education, "GSAs/QSAs significantly improve LGBTQ+ students’ psychosocial well-being and self-esteem and help to foster an accepting, inclusive school climate. GSAs/QSAs also work to decrease feelings of depression and despair for many LGBTQ youth." Source: https://education.alberta.ca/media/3272703/positive-impacts-of-gsasqsas_hmjwb.pdf) We have seen a growing body of evidence that suggests that GSAs actually improve the mental health of all students, including those identifying as heterosexual. GSAs promote positive representations of gender and sexuality minorities, promote acceptance, challenge gender and sexuality-based bullying, and encourage empathy and understanding. All students attending schools with GSAs report lower rates of suicidal ideation when compared to their peers at schools without GSAs. (Source: https://news.ubc.ca/2014/01/20/gay-straight-alliances-in-schools-reduce-suicide-risk-for-all-students/) One of FSD's key priorities for optimum learning commits us to "ensure and maintain Division wide learning environments that are welcoming, caring, respectful, safe and inclusive," and GSAs are an important socioemotional and mental health support for FSD students. How does Division leadership plan to support teachers in starting up and maintaining GSAs within our schools at this time? Are there possibilities for students to meet in person, cross-cohort and cross-grade, if social distance is maintained, masks are worn, and attendance is kept for purposes of contact tracing if necessary? What if meetings are held outside, or in large indoor spaces? If meetings must be virtual, are there opportunities for tech support and Division-wide collaboration to connect GSA students with others within their schools, and possibly with students from other schools? Or is Division leadership considering other approaches to support a growing number of FSD students that identify with a gender or sexuality minority? Thank you for taking the time to read through this question and respond. I appreciate it very much! link

    Hello! We know that GSAs improve LGBTQIA2S+ students’ sense of connectedness to their school and peers, even if they never attend a meeting. This is significant because we know that LGBTQ+ students are more likely to skip class and struggle with academics. According to Alberta Education, "GSAs/QSAs significantly improve LGBTQ+ students’ psychosocial well-being and self-esteem and help to foster an accepting, inclusive school climate. GSAs/QSAs also work to decrease feelings of depression and despair for many LGBTQ youth." Source: https://education.alberta.ca/media/3272703/positive-impacts-of-gsasqsas_hmjwb.pdf) We have seen a growing body of evidence that suggests that GSAs actually improve the mental health of all students, including those identifying as heterosexual. GSAs promote positive representations of gender and sexuality minorities, promote acceptance, challenge gender and sexuality-based bullying, and encourage empathy and understanding. All students attending schools with GSAs report lower rates of suicidal ideation when compared to their peers at schools without GSAs. (Source: https://news.ubc.ca/2014/01/20/gay-straight-alliances-in-schools-reduce-suicide-risk-for-all-students/) One of FSD's key priorities for optimum learning commits us to "ensure and maintain Division wide learning environments that are welcoming, caring, respectful, safe and inclusive," and GSAs are an important socioemotional and mental health support for FSD students. How does Division leadership plan to support teachers in starting up and maintaining GSAs within our schools at this time? Are there possibilities for students to meet in person, cross-cohort and cross-grade, if social distance is maintained, masks are worn, and attendance is kept for purposes of contact tracing if necessary? What if meetings are held outside, or in large indoor spaces? If meetings must be virtual, are there opportunities for tech support and Division-wide collaboration to connect GSA students with others within their schools, and possibly with students from other schools? Or is Division leadership considering other approaches to support a growing number of FSD students that identify with a gender or sexuality minority? Thank you for taking the time to read through this question and respond. I appreciate it very much!

    Sam asked about 4 years ago

    At the moment we have asked working groups to develop plans for certain operations to relaunch.  We understand and support the need to include this, please email communications@fsd38.ab.ca if you'd like to discuss further how to develop a plan to reintroduce GSA's in a covid environment.  In the interim, the division is certainly supportive of setting up safe and secure technology solutions to create a virtual space where students could participate, please contact Learning Technologies for support.

  • Share Now that Dr. Hinshaw has revised guidelines for singing and wind instruments in class - that it can be done, provided everyone is masked - can we expect see an update to the FSD handbook reflecting this in the near future? on Facebook Share Now that Dr. Hinshaw has revised guidelines for singing and wind instruments in class - that it can be done, provided everyone is masked - can we expect see an update to the FSD handbook reflecting this in the near future? on Twitter Share Now that Dr. Hinshaw has revised guidelines for singing and wind instruments in class - that it can be done, provided everyone is masked - can we expect see an update to the FSD handbook reflecting this in the near future? on Linkedin Email Now that Dr. Hinshaw has revised guidelines for singing and wind instruments in class - that it can be done, provided everyone is masked - can we expect see an update to the FSD handbook reflecting this in the near future? link

    Now that Dr. Hinshaw has revised guidelines for singing and wind instruments in class - that it can be done, provided everyone is masked - can we expect see an update to the FSD handbook reflecting this in the near future?

    JHibberd asked about 4 years ago

    Thank you.  We have a group of FSD Team members how have kindly volunteered to build a plan for our Relaunch Steering Committee to consider pm this topic (we also have a team working on Band, Athletics, and Outdoor Education).  We will be reviewing this plans and making recommendations for implementation at the earliest beginning of October.  

    extra curricular activities
    extra curricular activities
  • Share What measures need to be in place in order for teachers & EAs to run small groups at a horseshoe table (for speech, OT, RTI, etc). I am specifically thinking of Div 1 students who are not masked. Do we need dividers between students? What is the cleaning protocol for a chair and tabletop between individual student users? on Facebook Share What measures need to be in place in order for teachers & EAs to run small groups at a horseshoe table (for speech, OT, RTI, etc). I am specifically thinking of Div 1 students who are not masked. Do we need dividers between students? What is the cleaning protocol for a chair and tabletop between individual student users? on Twitter Share What measures need to be in place in order for teachers & EAs to run small groups at a horseshoe table (for speech, OT, RTI, etc). I am specifically thinking of Div 1 students who are not masked. Do we need dividers between students? What is the cleaning protocol for a chair and tabletop between individual student users? on Linkedin Email What measures need to be in place in order for teachers & EAs to run small groups at a horseshoe table (for speech, OT, RTI, etc). I am specifically thinking of Div 1 students who are not masked. Do we need dividers between students? What is the cleaning protocol for a chair and tabletop between individual student users? link

    What measures need to be in place in order for teachers & EAs to run small groups at a horseshoe table (for speech, OT, RTI, etc). I am specifically thinking of Div 1 students who are not masked. Do we need dividers between students? What is the cleaning protocol for a chair and tabletop between individual student users?

    Kim Saunders asked about 4 years ago

    Thank you for this question.  Protocols should be developed for this situation that would ensure physical distancing and student cohorts if possible.   Dividers could be used if distancing cannot be maintained, please ensure that these dividers meet AHS recommendations.   Cleaning protocols should also be included that follow shard materials recommendations.  

    cohorts
    cohorts
  • Share Wanting to spend student learning time on learning, I found myself spending my recess break sanitizing Chromebooks before returning them to the cart for the next class. Is time we spend cleaning Chromebooks considered assignable time? on Facebook Share Wanting to spend student learning time on learning, I found myself spending my recess break sanitizing Chromebooks before returning them to the cart for the next class. Is time we spend cleaning Chromebooks considered assignable time? on Twitter Share Wanting to spend student learning time on learning, I found myself spending my recess break sanitizing Chromebooks before returning them to the cart for the next class. Is time we spend cleaning Chromebooks considered assignable time? on Linkedin Email Wanting to spend student learning time on learning, I found myself spending my recess break sanitizing Chromebooks before returning them to the cart for the next class. Is time we spend cleaning Chromebooks considered assignable time? link

    Wanting to spend student learning time on learning, I found myself spending my recess break sanitizing Chromebooks before returning them to the cart for the next class. Is time we spend cleaning Chromebooks considered assignable time?

    mdow asked about 4 years ago

    Thank you.  The principal will determine assignable time in schools. Please work with you school administration to determine what your assignable time may look like.

    staff
    staff
  • Share After Deena Hinshaw’s update today are schools allowed to have students participate in singing? She mentioned minimizing group sizes and taking precautionary measures but nothing specific. Thank you! I love singing and would love to be able to sing with my class while distanced indoors. on Facebook Share After Deena Hinshaw’s update today are schools allowed to have students participate in singing? She mentioned minimizing group sizes and taking precautionary measures but nothing specific. Thank you! I love singing and would love to be able to sing with my class while distanced indoors. on Twitter Share After Deena Hinshaw’s update today are schools allowed to have students participate in singing? She mentioned minimizing group sizes and taking precautionary measures but nothing specific. Thank you! I love singing and would love to be able to sing with my class while distanced indoors. on Linkedin Email After Deena Hinshaw’s update today are schools allowed to have students participate in singing? She mentioned minimizing group sizes and taking precautionary measures but nothing specific. Thank you! I love singing and would love to be able to sing with my class while distanced indoors. link

    After Deena Hinshaw’s update today are schools allowed to have students participate in singing? She mentioned minimizing group sizes and taking precautionary measures but nothing specific. Thank you! I love singing and would love to be able to sing with my class while distanced indoors.

    Lalibertem asked about 4 years ago

    Thank you for this question.  In the short term, not yet.  We did open an opportunity for staff last week to build plans for band, choir, athletics to be introduced across the Division, just prior to Dr. Hinsahw's update.  We would like to get to the end of September before considering these plans and understand the new recommendations more fully before implementation.  

    band
    band
  • Share Would it be possible to look at following daycare regulations for kindergarten, considering that it's not 'mandatory'? Our students go to daycares after school and, to the best of my knowledge, they follow cohorting rules which allow kids to play together as they need to and sanitize materials weekly. on Facebook Share Would it be possible to look at following daycare regulations for kindergarten, considering that it's not 'mandatory'? Our students go to daycares after school and, to the best of my knowledge, they follow cohorting rules which allow kids to play together as they need to and sanitize materials weekly. on Twitter Share Would it be possible to look at following daycare regulations for kindergarten, considering that it's not 'mandatory'? Our students go to daycares after school and, to the best of my knowledge, they follow cohorting rules which allow kids to play together as they need to and sanitize materials weekly. on Linkedin Email Would it be possible to look at following daycare regulations for kindergarten, considering that it's not 'mandatory'? Our students go to daycares after school and, to the best of my knowledge, they follow cohorting rules which allow kids to play together as they need to and sanitize materials weekly. link

    Would it be possible to look at following daycare regulations for kindergarten, considering that it's not 'mandatory'? Our students go to daycares after school and, to the best of my knowledge, they follow cohorting rules which allow kids to play together as they need to and sanitize materials weekly.

    SD asked about 4 years ago

    Thank you for this suggestion.  We will bring this to our steering committee meeting tomorrow.  We did send out suggested guidelines for Kindergarten classes last week for consideration.

    kindergarten
    kindergarten
  • Share A new addition to the FSD Covid Handbook under Food and Nutrition Services, is that "food that is prepared in a group cannot be consumed." Does this apply to Foods classes, where kids are masked, following all other protocols and are preparing food with their group to be eaten only by them? on Facebook Share A new addition to the FSD Covid Handbook under Food and Nutrition Services, is that "food that is prepared in a group cannot be consumed." Does this apply to Foods classes, where kids are masked, following all other protocols and are preparing food with their group to be eaten only by them? on Twitter Share A new addition to the FSD Covid Handbook under Food and Nutrition Services, is that "food that is prepared in a group cannot be consumed." Does this apply to Foods classes, where kids are masked, following all other protocols and are preparing food with their group to be eaten only by them? on Linkedin Email A new addition to the FSD Covid Handbook under Food and Nutrition Services, is that "food that is prepared in a group cannot be consumed." Does this apply to Foods classes, where kids are masked, following all other protocols and are preparing food with their group to be eaten only by them? link

    A new addition to the FSD Covid Handbook under Food and Nutrition Services, is that "food that is prepared in a group cannot be consumed." Does this apply to Foods classes, where kids are masked, following all other protocols and are preparing food with their group to be eaten only by them?

    Jeanine Schaan asked about 4 years ago

    Thank you.  Yes, this is new information received by AHS last week.  Students would need to prepare food individually with individual handling of ingredients as well as cooking tools and utensils to be able to consume the food.  There would also need to be shared handling of material protocols in place for accessing ingredients.  Hand hygiene protocols would also need to be in place as part of this. 

    food
    food
  • Share Can a student walk home with parental permission if not feeling well, or does the instruction " pick up from a parent or guardian" need to be enforced, required the sick student to stay in school potentially longer than if they could walk home. Thanks! on Facebook Share Can a student walk home with parental permission if not feeling well, or does the instruction " pick up from a parent or guardian" need to be enforced, required the sick student to stay in school potentially longer than if they could walk home. Thanks! on Twitter Share Can a student walk home with parental permission if not feeling well, or does the instruction " pick up from a parent or guardian" need to be enforced, required the sick student to stay in school potentially longer than if they could walk home. Thanks! on Linkedin Email Can a student walk home with parental permission if not feeling well, or does the instruction " pick up from a parent or guardian" need to be enforced, required the sick student to stay in school potentially longer than if they could walk home. Thanks! link

    Can a student walk home with parental permission if not feeling well, or does the instruction " pick up from a parent or guardian" need to be enforced, required the sick student to stay in school potentially longer than if they could walk home. Thanks!

    Andrea Laubman asked about 4 years ago

    Thank you for this question.  Yes, a student can walk home with parental permission, but each situation should be considered on a case by case basis.   Considerations should include age of student, distance, severity of symptoms.  It would be recommended that an email confirmation of this request from the parent be in place prior to allowing a student walk home in all cases.     

    illness
    illness