Clinton Public Schools

Comprehensive District Reopening Plan

2020-2021

Presented to the CPS School Committee for Approval August 10, 2020

Table of Contents Executive Summary 3

Letter from the Superintendent 4

Background 6 COVID-19 Closure 6 Clinton Health Data 6 Reopening Guidance 7 Clinton Parent and Staff Survey Data 7 Plan Development & Process 10

Introduction 11 Clinton Public Schools Primary Goals 11 Three Phases of Reopening 11

School Calendar 12 Staff Professional Development 12 Student Reconnection 14 Reopening of School 14

Reopening Options 14 Full Reopening 14 Hybrid or Partial Reopening 15 Full Remote Learning 15 Online Learning Option 15

Health & Safety 15 Safety Committee 15

Role and Responsibilities 15 Membership 15

Facilities 16 Ventilation 16 Cleaning & Disinfecting 16 Pest Management 17

Safety Procedures 17 Hygiene & Sanitizing 17 Personal Protective Equipment (PPE) 17 Social Distancing 18 Training & Protocols 18 Nurses and Medical Staff 18 Protocols for responding to COVID-19 scenarios: 19 Contact Tracing 21

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School Closure 21 High-Risk Individuals 21

Remote Learning Options 21 Workplace Accommodations 21 Statutory Leaves 22

District-wide Logistical Considerations 24 Length of School Day 24 Technology 24 Transportation 25 Pre-Kindergarten 26 Before & After School Care 26

Meetings the Needs of All Students 27 Special Education 27 English Learners 38 Section 504 39

Clinton Elementary School Reopening Plans 40 Full Reopening 40 Hybrid Reopening 41 Full Remote Learning 42

Clinton Middle School Reopening Plans 44 Full Reopening 44 Hybrid Reopening 47 Full Remote Learning 49

Clinton High School Reopening Plans 51 Full Reopening Plan 51 Hybrid Reopening Plan 53 Remote Learning Plan 54

Online Learning Option 54

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Executive Summary The 2020-2021 school year is one like we have never seen before. Due to the

COVID-19 Pandemic, schools have been closed since March of 2020. With the pandemic still going on, schools need to be prepared to meet the needs of students both academically and social-emotionally through a variety of models that prioritize student safety.

Clinton Public Schools has developed three models of learning for the 2020-2021 school year. These models include a full in-person return to school, a full remote learning model, and a hybrid model that includes both in-person and remote learning.

These models have all been developed using the guidance provided by the DESE to ensure that we are providing for the health and safety of students, meeting the needs of all learners, and providing access for all students to be successful.

Based on the guidance from the DESE regarding transportation and social distancing as well as the local COVID-19 data (As of August 5, 2020, Clinton has a 1.04% positivity rate) CPS is currently planning on opening on September 16 in a hybrid learning model.

This hybrid model is designed to have approximately 50% of the students receiving in-person instruction for a week, while the other 50% would learn remotely. High needs students will be able to attend in-person learning for both weeks. This model was chosen based on three factors: parent/guardian and staff survey data identified this as the preferred model; this model provides for continuity of learning during the in-person week; and this model provides nine (9) days between sessions to allow for isolation of the cohorts and the ability to respond to symptomatic students and staff. The structure of this model allows for fluid movement between all three learning models so that the district is able to adapt based on COVID-19 data or changes in guidance. Parents/guardians of students who are not yet ready to return to school will have the option of selecting a remote learning option that will be staffed by CPS teachers and follow the full remote learning model.

To support student health and safety, all necessary safety supplies, as outlined in the DESE guidance, have been procured. All required maintenance and repairs have been completed on our HVAC systems in each building. Additional facilities considerations have been made including adding isolation rooms, providing negative pressure air scrubbers where needed, and ordering additional hand washing stations.

To ensure access for all students, CPS will be issuing all students a chromebook and providing hotspots to those who need them. CPS has also upgraded our Learning Management System and Collaboration tools by purchasing the Google Enterprise for Education platform. Additionally, CPS has purchased assessment and content platforms such as iReady, Great Minds in Sync, and Edgenuity to ensure that remote learning is robust, structured, and aligned to the state curriculum frameworks.

Overall, CPS believes that the comprehensive plan put together allows for multiple pathways to safely meet the academic and social emotional needs of all learners during these challenging times.

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Letter from the Superintendent August 10, 2020 Dear Parents, Guardians, and the Clinton Community,

Last school year, when the COVID-19 pandemic began and schools initially closed for two weeks, I don’t think anyone could have imagined the magnitude of the situation or how it has impacted society as we know it. While I believe that Clinton Public Schools did an admirable job at implementing remote learning in an emergency situation last year, we know that there were many opportunities for improvement. As we prepare for school to start this fall, CPS has developed plans to offer full in-person learning, remote learning, and hybrid learning. These plans are designed to be able to seamlessly move between each model to ensure that we are best able to meet the academic and social emotional needs of all learners in a manner that prioritizes the safety of our students and staff.

All components of the CPS comprehensive plan have been developed using the guidance provided by the Massachusetts Department of Elementary and Secondary Education (DESE). This DESE guidance has been developed by a team which includes medical professionals and it is based on data and current research on COVID-19. We will continue to make adjustments to our plan as necessary to ensure that we are complying with any new guidance that may be issued.

You can expect that all of our models for learning will include supporting students' physical and emotional wellness, addressing gaps in learning from last year, providing instruction on the Massachusetts curriculum frameworks, tracking attendance, and providing feedback and assessment.

As of August 5, 2020, the town of Clinton had a 1.03% COVID-19 positivity rate. This is below the state positivity rate of 1.82%. Additionally, CPS began in-person summer school programs on August 3, and had a successful first week of what can be considered a “soft reopening”. Based on these factors, and the guidance from the DESE, Clinton Public Schools intends to start the 2020-2021 school year on September 16 in a hybrid model .

This hybrid model is designed to have approximately 50% of the students receiving in-person instruction for a week, while the other 50% would learn remotely. The groups would then switch the following week. High needs students will be able to attend in-person learning for both weeks. This model was chosen based on three factors: parent/guardian and staff survey data identified this as the preferred model; this model provides for continuity of learning during the in-person week; and this model provides nine (9) days between sessions to allow for isolation of the cohorts and the ability to respond to symptomatic students and staff. The structure of this model allows for fluid movement between all three learning models so that the district is able to adapt based on COVID-19 data or changes in guidance. Parents/guardians of students who are not yet ready to return to school will have the option of selecting a remote learning model that will be staffed by CPS teachers and follow the full remote learning model.

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To support student health and safety, all necessary safety supplies, such as masks, gloves, gowns, face shields, and hand sanitizer, have been procured. All required maintenance and repairs have been completed on our HVAC systems in each building. Additional facilities considerations have been made including adding isolation rooms, providing negative pressure air scrubbers where needed, and ordering additional hand washing stations.

To ensure access for all students when they are remote learning, CPS will be issuing all students a chromebook and providing hotspots to those families who need them. CPS has also upgraded our Learning Management System and Collaboration tools by purchasing the Google Enterprise for Education platform. Additionally, CPS has purchased assessment and content platforms such as iReady, Great Minds in Sync, and Edgenuity to ensure that remote learning is robust, structured, and aligned to the state curriculum frameworks.

We are asking that all families please complete the student “registration” form no later August 18. This form will ask you to indicate if your student will be returning to school in our hybrid format or if your student is not yet ready to return and you would like to have a fully remote learning format. Additionally, if you indicate that your student will be returning there are additional questions regarding transportation and your family’s individual needs or requests that we will use to help develop our cohorts.

While we understand that no plan will be able to completely remove all risk, we recognize that for many families full remote learning is unable to meet the social emotional and academic needs of their students. We will continue to make adjustments, monitor data, and follow DESE guidance to ensure that we are able to offer in-person learning opportunities as safely as possible. We ask for your support in this effort by making sure your student is wearing a mask, maintaining social distance, washing their hands frequently, and keeping your student at home if you think they may be sick .

Finally, thank you for all of the support that you have shown us during this difficult time. The Clinton community rallied to help support our students when we were shut down last year, and has continued to provide great feedback and support throughout our planning process. I believe that we all have the common goal of doing what is best for all of the students of Clinton.

If you have any questions, comments, or concerns, please feel free to contact me at smeyer@clinton.k12.ma.us or by phone at (978) 365-4200. Sincerely,

Steven C. Meyer, Ed.D. Superintendent

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Background

COVID-19 Closure On March 10, 2020, Massachusetts Governor Baker declared a state of emergency due

to the outbreak of the 2019 Novel Coronavirus (COVID-19). Furthermore, on March 11, 2020 the World Health Organization (WHO) declared COVID-19 a pandemic.

In an effort to slow the spread of COVID-19 on March 15, 2020, Governor Baker ordered all Massachusetts public schools to close through April 6, 2020. On March 25, this order was subsequently extended until May 4, 2020. Finally, on April 21, all Massachusetts Public Schools were closed through June 29, 2020.

During this time of school closure, Clinton Public Schools, following Massachusetts Department of Elementary and Secondary Education guidelines, implemented a remote learning plan to continue to provide educational opportunities and meet the needs of students.

On June 25, 2020, the Commissioner of Education released Initial Fall School Reopening Guidance. On July 10, 2020, the DESE issued their final guidance regarding Special Education Summer School.

The DESE is requiring all school districts to submit a reopening plan which includes options for full reopening, remote learning, and a hybrid model. This comprehensive document describes the various components of this plan.

Clinton Health Data On May 18, 2020, Governor Baker introduced a four phased reopening plan. Based on

the trends in COVID-19 data, the state entered phase three on July 6, 2020. On July 1, 2020, the Town of Clinton had 249 confirmed cases of COVID-19. This data

came from 1796 tests which were performed. This results in a percent positivity rate of 13.86%. This was slightly higher than the state average of 12.17%. However, as of August 6, 2020, Clinton has had 263 total confirmed cases with a percent positivity rate of 1.04%. This is lower than the state average of 1.82%.

The follow table summarizes the number of cases of COVID-19 in Clinton as of August 5, 2020:

June 24 July 1 July 8 July 15 July 22 July 29 Aug 5

Clinton 245 249 253 257 258 261 263

Current COVID-19 data can be found on the Mass.gov daily dashboard:

https://www.mass.gov/info-details/covid-19-response-reporting#covid-19-daily-dashboard-

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Reopening Guidance The Massachusetts Department of Elementary and Secondary Education has released

multiple documents providing guidance regarding the reopening of schools. The most recent DESE guidance can be found here: http://www.doe.mass.edu/covid19/ . This plan has been created using these guidance documents and applying the guidelines to the specifics of Clinton Public Schools.

Clinton Parent and Staff Survey Data As outlined in the in June 25 Initial Fall Reopening Guidance Document, CPS created a

family survey to gather data regarding: ○ Students who will return in the fall in-person ○ Students who will continue remote learning and for what reason ○ Children who need internet/technology access, and/or other support or

one-on-one guidance ○ Children who need bus transportation ○ Families who are planning to use alternate transportation ○ Families who will need food service or other essential services.

This survey was distributed to families on Monday, June 29 and parents were asked to complete the survey by Friday, July 10. The survey was distributed in three languages, English, Spanish, and Portuguese. There were a total of 723 responses to the survey which accounted for 1165 students.

When asked if they would send their students in the fall for in-person learning, given the preliminary guidance from the state, the data indicated that 57.9% of the students would return, 13.6% would not, and 28.5% are still unsure.

Would you send your student to school onsite in the fall?

The primary concerns regarding a return to school were: Public health guidance and

regulations not being followed, Classrooms and other student gathering places not properly disinfected, and The availability of disinfecting materials and safety supplies (PPE).

When asked which hybrid model they would prefer, alternating weeks was the model that was most selected. This data is summarized in the table below.

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If Clinton had to offer a hybrid model, which configuration would you prefer?

Alternating Weeks 281 38.9%

Alternating Days 190 26.3%

AM / PM 156 21.6%

Would Prefer Remote to Hybrid 96 13.3%

In terms of student transportation, only 48.2% of the students represented in the survey

data indicated that they intend to ride the bus in the fall. Through coding of the comments provided by the respondents, the following themes

emerged regarding the reopening of schools: ● Concern that it’s too early to open schools, concern about a second surge

coming ● The safety protocols will be to difficult for students, particularly wearing a mask

all day ● Childcare/job security is a concern if school is not fully reopened ● Medical concerns of the student or family member and asymptomatic

transmission The next section of the survey focused on remote learning. 98.3% of the responses

indicated that they have access to internet connectivity for remote learning. 15% of the responses indicated that they would still need to access food service in the event of remote learning.

When reflecting on the remote learning which took place in the spring, the areas indicated as most effective were “Live google meetings with the teacher” and “Independent online/computer-based work provided by the teacher”. The biggest challenges identified were “Getting my student interested” and the “Lack of contact with other students”.

As CPS prepares for the possibility of remote learning in the future, the following were identified as the most important aspects of consider: “That my student is interested and engaged by the material”, “That my student feels supported and has direct contact or ability to interact academically in a virtual setting with their classroom teacher and classmates”, and “That my student is receiving feedback on their work either through teacher or peer review”.

When examining the thoughts and concerns of the respondents regarding remote learning the following themes emerged:

● Lack of support for students on IEPs, with 504s, and English Learners ● A desire for more structure in the remote learning environment, including

following a schedule that incorporates specials ● Provide more assessments and feedback to ensure students are making

academic progress ● Provide supplies to families so that students can complete assignments ● More small group meetings to limit the distractions from whole class meetings

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Additionally a similar survey was given to staff to gain input on their thoughts regarding the return to school. This survey had 220 responses, including approximately 83% of all teachers and 84% of all instructional assistants.

This survey data indicated that 95.9% of staff intend to return to work in the fall. The remaining 4.1% were unsure at this point. No staff members indicated that they would definitely not return. When asked to rate how comfortable they were with returning to school from 1 to 10, with 1 being the least comfortable and 10 being the most comfortable, the average response was 6.8. 44% of the staff answered either an 8, 9, or 10 and 11% of the staff answered either 1, 2, or 3.

In terms of which hybrid model to choose, 43.6% preferred alternating weeks, with 34.5% selecting an morning and afternoon session and 21.8% selecting alternating days.

When asked to select their primary concerns with returning to school in the fall, the staff identified: “Public health guidance and regulations not being followed” and “Readjustments to classroom or school life” as the top ones. When asked to share their own thoughts about reopening in the fall, the following themes emerged:

● Health concerns based or their own or family members medical conditions ● The workload associated with remote learning and how a hybrid model would

work ● Finding childcare if schools do not all open up ● The ability of both students and staff to follow guidelines such as wearing masks ● Concerns regarding students not staying home when sick

When the staff were asked to identify what they felt were the most important aspects to consider for remote learning moving forward, the top responses were: “Consistency in expectations for student engagement”, “The learning includes a balanced combination of synchronous (or scheduled Google meetings) and asynchronous (independent) learning activities”. “That students have direct contact or ability to interact academically in a virtual setting with their classroom teacher and classmates”.

When asked to share their thoughts about remote learning, the following themes emerged:

● Providing more structure to the day ● Providing more consistency in expectations and terminology with remote learning ● More opportunities for small group meetings rather than whole class meetings

Plan Development & Process The first draft of the comprehensive reopening plan was completed during the week of

July 13, 2020 by the Clinton Public Schools administrative team. During the week of July 20, 2020 meetings were held with stakeholders to gather feedback. These stakeholder groups include:

■ The CPS Safety Committee ■ Union representatives ■ Building-based reopening groups ■ Representative from parent groups (SEPAC, ELPAC, and PTA)

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The feedback from stakeholders as well as additional DESE guidance were used to revise the plan for a public presentation to the School Committee on July 27. The plan presented on July 27 was submitted to the DESE along with the approved preliminary reopening plan summary.

Following the July 27 School Committee meeting, virtual parent sessions were held on July 29. These sessions included a district session followed by staggered sessions for each individual building. Additionally, CPS has been having preliminary discussions with the Clinton Teachers Association regarding reopening concerns. A district-wide question and answer session for all staff was held on August 5, 2020.

The current version of this plan reflects changes and clarifications based on the most current state guidance and feedback from stakeholders.

Introduction

Clinton Public Schools Primary Goals For the 2020-2021 school year, Clinton Public Schools will be focusing on six primary

goals to ensure that staff are being supported to meet the needs of all learners. These goals are:

○ GOAL 1: Support the physical wellness of each student and staff member by implementing practices to limit the spread of COVID-19.

○ GOAL 2: Support the mental wellness of students and staff during the transition back to school and address any trauma from the school closure.

○ GOAL 3: Assess the readiness of all learners and provide appropriate academic interventions.

○ GOAL 4: Meet the needs of all learners in the classroom by removing barriers to learning through the implementation of a Universal Design for Learning framework.

○ GOAL 5: Incorporate the use of technology into the UDL framework to support a transition to remote learning as necessary.

○ GOAL 6: Promote social justice and racial equality by continuing to address unconscious bias, bias in the curriculum, and working to support families and students for whom English is not their primary language.

Three Phases of Reopening Clinton Public Schools views the reopening of school in three phases. The first phase

will focus on professional development for the staff to essentially teach the staff all of the new processes and procedures for safety, curriculum, instruction, assessment, and student support.

The second phase of reopening is the reacclimation of students to the school. This phase involves individual meetings between students, families, and staff to review the safety procedures, complete registration paperwork, and provide digital resources for remote learning.

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The final phase of the reopening process is to begin running classes either in-person, remotely, or in a hybrid format.

School Calendar To accomplish these three phases changes will need to be made to the school calendar.

On July 27, the DESE reduced the 180 day student learning requirement to 170 days in order to “provide sufficient training and preparation time for educators and staff”. Additionally, districts are required to start to provide instruction to students no later than September 16, 2020.

This plan calls for staff to return on August 31, 2020 and provides for 11 days of professional development. The first day of school is scheduled for September 16. Additionally, there will be two parent evening events scheduled for Wednesday, September 9 and Monday September 14.

Finally, the half day professional development day scheduled for October 23 would be changed to a full day professional development day, and the March 5 professional development day would remain as scheduled. Other half day professional development days are subject to change throughout the year depending on the current model of instruction.

Staff Professional Development CPS recognizes that professional development is imperative to help support our staff in

meeting the needs of all learners. The following professional development calendar outlines the steps we intend to take based on the PD currently available to us:

Date Topic Audience Goal Funding

July 21, 28, 31 Looney Math CES Math Leads Goal 4 & 5 CES TAG Grant

July 22 & 29 Sustainable Improvement Planning

CES SSOS Team Goals 1-6 CES TAG Grant

July 27 Universal Design for Learning Administration Goal 4 ESSER

July 28-30 UDL Leadership Team Planning

UDL Leadership Team Goal 4 ESSER

On-Going CMS & CHS Digital Curriculum Work

CMS & CHS Teachers Goal 5 Title IVA

August 6 Diversity Network CPS Diversity Network Team Goal 6 Diversification

Pilot Grant

August 20 Wit & Wisdom Lead

Grade Level Leaders K-6 Goal 4 & 5 Title IVA (6

Hours)

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August 21 Wit & Wisdom PD All Teachers K-6 Goal 4 & 5 Title IVA (6 Hours)

August 31

COVID-19 Safety Procedures Overview & UDL Keynote

All Staff Goal 1 Contract/ESSER

September 1

Remote Learning/ Digital Curriculum/ iReady

All Staff

Goal 3

DESE Provided 10 Days of PD

September 2 SEL/Trauma Goal 2

September 3 Safety Procedures, UDL Planning Technical Assistance, and Technology

Goals 1, 3, 4, 5 September 4

September 8

September 9

September 10

Planning, Mandatory Trainings & Parent Meetings

Goal 1, 2, 4, 5, 6

September 11

Planning, Final PPE check and training, & Parent Meetings

Goal 1, 4, 5

September 14

Planning, Unconscious Bias, & Parent Meetings

Goal 6, 4, 5

September 15

Final Safety & Procedures Walkthrough

Goal 1

October 23 Digital Curriculum & iReady Teachers

Goal 3 Full Day PD

March 29 Digital Curriculum & iReady Teachers

Goal 3 ½ Day PD

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Student Reconnection For the student reacclimation and reconnection phase, each student and family will

schedule an appointment to meet with their students homeroom or advisory teacher. Teachers will be provided with a script/protocol to address the following aspects:

● Health history ○ Risk factors ○ Exposure to COVID-19 ○ Food Security ○ Mental Health/Trauma Concerns

● Safety & Hygiene Procedures ○ Handwashing ○ Masks ○ Social Distancing

● Technology ○ Internet Access ○ Issue Chromebook ○ Provide email and login information

● Registration ○ Update Address and Contact Information ○ Other Registration/First Day Paperwork

Each of these protocols would include contingencies so that teachers would not need to engage in any power struggles. For example, if a parent or student said they could not wear a mask for medical reasons, the teacher would refer the student to the nurse.

Reopening of School The reopening of school refers to the start of classes. These could resume in-person, as

remote learning, or in a hybrid model depending on COVID-19 data and state guidance. While all options are outlined in this document, CPS is currently leaning towards opening school on September 16 in a hybrid format pending changes to local COVID-19 data.

Reopening Options

Full Reopening Full reopening refers to all students being able to return to school everyday. This plan

will look different in each building. For specific reopening plans, please refer to the individual school section below.

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Hybrid or Partial Reopening A hybrid or partial reopening refers to bringing in only some students on certain days.

The CPS hybrid plan is based on bringing students in one week and then those students would learn remotely the following week. The students would be divided alphabetically in an effort to keep families on the same schedule. Some students with particular learning needs may attend in-person both weeks.

The hybrid plans for each building are created so that they can seamlessly be transitioned to a full reopening. Please see each schools’ sections for more details on their hybrid learning plan.

Full Remote Learning Full remote learning is similar to how last year ended, with no students reporting to the

building. The remote learning for this year will require daily attendance and follow a much more structured schedule and utilize a digital curriculum. Please see each schools’ sections for more details on their remote learning plan.

Online Learning Option Clinton Public Schools will offer a full-time remote learning option to those students who

are not able or not yet comfortable returning to school. This option will be very similar to the full remote learning option. Students will be assigned CPS teachers and will utilize a digital curriculum. This option will still require daily attendance, follow a structured schedule, and all students will be graded.

Health & Safety

Safety Committee

Role and Responsibilities The health and safety committee will meet on a regular basis to address issues related

to community spread, changes in procedures and protocols, changes in learning options, and to address labor management issues. This Committee met on July 21 and then again on August 4 with the next meeting scheduled for August 18. This committee shall meet approximately every two-weeks following throughout this process.

Membership Membership on the Health and Safety Committee shall be as follows:

○ School Committee - 2 Members

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○ Superintendent & Assistant Superintendent for Pupil Services ○ Elementary, Middle, and High School Principals ○ Director of Facilities ○ The Board of Health ○ School Physician ○ Lead Nurse ○ Union representatives from the CTA and AFSCME ○ Dee Bus representative ○ Clinton Police Department ○ Clinton Fire Department ○ Other experts or agencies as needed

Facilities

Ventilation To increase airflow and ventilation, windows should be opened whenever possible and

not a safety risk. Prior to the start of school all filters have been changed. All existing HVAC equipment

has been serviced and is operational as designed. CPS has secured documentation from our HVAC company, J.C. Cannistraro, that “at the current time all major HVAC equipment is running per original factory design specifications".

Additionally, negative pressure “air scrubbers” have been purchased and located in the nurses offices, isolation rooms, and other office areas with limited windows.

Finally, the Director of Facilities is currently reaching out to DESE approved vendors who can provide an in-person assessment of physical space. We are working to have one of these vendors assess each of our buildings with the priority being Clinton Middle School.

Cleaning & Disinfecting To address the needs for more frequent cleaning of surfaces and restrooms, all

custodians will be moved to a day shift. These shifts may be slightly staggered to allow ample time to get the building open in the morning and disinfected in the afternoon.

High touch surfaces such as door handles, light switches, restrooms, and shared equipment shall be wiped down periodically throughout the day. For wiping down surfaces the primary cleaners will be those which have been identified as effective and available through procurement sources.

Disinfection of all surfaces will be completed each afternoon using an electrostatic fogging process. This process uses Biotab7, a medical grade disinfectant. All disinfectants will be properly secured in custodial areas

In the event of a positive diagnosis, outside resources will be used to disinfect the contaminated areas. Arrangements with multiple outside vendors have been made to procure these cleaning services as needed.

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Pest Management Given the likely scenario of students eating lunch in their classrooms, every effort will be

made to increase pest management strategies. Large trash barrels will be placed in the hallway during the punch periods. As students finish their lunches and go to the restroom to wash their hands, they will be asked to discard their waste in the barrel. These barrels will then be emptied following the lunch period. This should help to minimize the amount of food waste in the classrooms.

Normal consultation with the pest management company, Ford’s Pest Control, will occur and adjustments will be made if there is any noticeable increase in activity. The Integrated Pest Management plan is available online at the state IPM website.

Safety Procedures

Hygiene & Sanitizing When students enter or exit the building they will be required to wash their hands or use

hand sanitizer. Hand washing breaks will be provided throughout the day, especially before and after eating. Additionally, hand washing should take place whenever someone joins or leaves a cohort.

Hand sanitizer will be provided by the district. It will be either 60% ethanol or 70% isopropanol. Large quantities of hand sanitizer shall not be stored in classrooms. Classrooms will each have a pump bottle of hand sanitizer and receive refills as needed. The district supply of hand sanitizer is stored in the CMS garage area, this area is designed for storing potentially flammable materials.

Portable sinks have been ordered to facilitate hand washing in all three buildings. Additionally, plans to add sinks to the concession stand at CES and to add additional sink capacity to the restrooms at CMS are currently in process.

Signage regarding hand washing and sanitizing procedures shall be prominently posted and included in building announcements. Specifically, there will be signage reminding students to use soap and water to wash all surfaces of their hands for 20 seconds, wait for visible lather, rinse thoroughly and dry with an individual disposable towel.

Personal Protective Equipment (PPE) Students in grades 2 through 12 and all staff must wear a face covering inside school

buildings, on school property, on school provided transportation, and whenever/wherever less than 6 feet of social distancing can be maintained. Exceptions will be made for special needs students and any individual with contraindicated medical conditions. Students in kindergarten and grade 1 are encouraged to wear a face covering.

Students should refrain from unnecessary touching of their face, and the unnecessary touching of others. Safe mask breaks will be built into the school day.

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Students are expected to bring their own face covering to school each day. The school will have a supply for those students who need one in an emergency situation.

The school district will provide all staff members with a disposable mask each day. Additionally, staff whose positions require close proximity with students, such as nurses and certain special education staff, shall be provided with gowns, gloves, or other PPE as necessary.

Social Distancing Students desks/seating will be spaced at a minimum of three (3) feet apart, with a goal

of six (6) feet apart when possible. All students are required to be facing the same direction. When moving throughout the building, or outside of the classroom, students must strive

to maintain six (6) feet apart and be sure not to get within three (3) feet of others. The sharing of desks and materials shall be minimized to the extent feasible. Students

and staff who are eating in their rooms shall eat at their own desks, provided that there is six (6) feet of social distancing. If six (6) feet cannot be reached during meals, the class may be required to move to an alternate location. All food and drink served shall be individually portioned or packaged. All water fountains (bubblers) shall be turned off. Bottled water will be provided as needed.

Signage will be posted to remind students and staff of social distancing guidelines. Additionally, marking will be added to hallways to serve as reminders where needed.

Training & Protocols All staff shall be trained in the beginning of the year on all policies and procedures,

including isolation protocols and for donning/doffing PPE. Each building shall designate a COVID-19 response leader who shall be the primary contact for updating protocols and training. Many of the training resources can be found here: https://www.bucme.org/node/1220

Visitors to the buildings shall be restricted to only those absolutely necessary. Every effort shall be made to hold virtual meetings with those from outside the building.

Daily substitutes shall not be called. Coverage plans within the building shall be created and followed. Additional “permanent sub” positions may be created as necessary, particularly the position of permanent substitute nurse for the district.

Drop-off and pick procedures shall be modified to limit exposure and promote social distancing. For specifics on these procedures, please refer to each building based plan.

Teacher schedules shall include guidelines for when to provide hand washing and mask breaks to correspond with disinfecting.

Nurses and Medical Staff The goal is for each building to have two medical staff in the building. CES shall have

two nurses, CMS one nurse and the default home of the district-wide nurse substitute, and CHS with one nurse and one LPN.

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Each nurse shall have an isolation room area assigned to them in addition to their normal nurses office. Every effort shall be made to limit students going to the nurse’s office for non-medical reasons.

Protocols for responding to COVID-19 scenarios: Students and staff are asked to self-report any COVID-19 related symptoms. In the

event a student or staff member is exhibiting COVID-19 symptoms or has had a positive test, they are expected to remain home. Medical documentation shall not be immediately required to stay home, but medical provider fitness to return shall be required before returning.

Staff should be observant of anyone exhibiting COVID-19 related symptoms. Any staff or students exhibiting or complaining of COVID-19 related symptoms shall be isolated until they can leave the school building.

The following is a full list of symptoms for which caregivers should monitor their children, and staff should monitor themselves:

● Fever (100.4 degrees Fahrenheit or higher), chills, or shaking chills ● Cough (not due to other known cause, such as chronic cough) ● Difficulty breathing or shortness of breath ● New loss of taste or smell ● Sore throat ● Headache, when in combination with other symptoms ● Muscle aches or body aches ● Nausea, vomiting, or diarrhea ● Fatigue, when in combination with other symptoms ● Nasal congestion or runny nose (not due to other known causes such as

allergies) when in combination with other symptoms COVID-19 related data must be kept confidential (other than disclosures to public health

officials). Records shall be stored a separate medical information apart from personnel files or student records.

The DESE does not recommend any in-school testing or routine temperature checks at this time. Therefore, these shall not be performed.

The DESE has released a comprehensive protocol document which can be found here: https://drive.google.com/file/d/1VSwYdEk-hpMj1Uh5dR6iuTvgHXHcUOCf/view?usp=sharing .

The commons elements for each COVID-19 scenario include: ● Evaluate symptoms ● Separate from others ● Clean and disinfect spaces visited by the person ● Test for COVID-19 and stay at home while awaiting results ● If test is positive:

○ Remain at home at least 10 days AND until at least 3 days have passed with no fever and improved other symptoms

○ Monitor symptoms ○ Notify the school and personal close contacts

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○ Answer all calls from the local board of health or Massachusetts Contract Tracing Collaborative to help identify close contacts to help them prevent transmission

○ Secure release from contract tracers for return to school The following table is Quick Reference provided by the DESE:

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Contact Tracing Attendance must be taken each period and/or periodically throughout the day to assist

with contact tracing. A record of all names, dates, times, and locations of all individuals physically present in the building shall be maintained.

Required public health disclosures to the Board of Health shall be made while maintaining confidentiality/privacy to the extent possible. Staff should cooperate with state contract tracers to the extent possible, while maintaining confidentiality/privacy.

School Closure When there is suspected in-school transmission beyond one cohort or a small number of

cohorts, school and district leaders must consult with the Board of Health to determine the next steps. This may include: closing the school partially or fully for a short time (1-3 days) for an extensive cleaning or closing the school partially or fully for the longer duration of a 14 day quarantine period.

If there are multiple cases in multiple schools, the same process described above will be followed at a district level. However, before a final decision is made regarding a school or district closure, the superintendent must consult with the DESE.

If there is a large municipal outbreak, as determined by the local board of health or DPH, the superintendent shall consult with the local board of health to determine if it is appropriate to close a specific school, schools, or the entire district. However, before a final decision is made regarding a school or district closure, the superintendent must consult with the DESE.

Finally, at the statewide level, if Massachusetts were to move back to a prior phase of the reopening plan, the DESE will communicate with school districts and schools to determine if in-person schooling should continue.

High-Risk Individuals

Remote Learning Options Every effort will be made to match student and staff needs by providing those staff who

are at high risk with opportunities to facilitate remote learning from an isolated location to the extent feasible while maintaining privacy and not being discriminatory.

Workplace Accommodations Employees with qualified disabilities are entitled to reasonable accommodations to

perform essential job functions, as long as such accommodations would not pose an undue hardship to the employer’s business. Any employee who feels they may have a qualified disability may request to engage in the interactive process to determine reasonable accommodations.

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Statutory Leaves The following chart summarized the statutory leaves that may apply regarding

COVID-19. Staff who feel they may qualify for a statutory leave and wish to apply for one should make an appointment with the superintendent.

Leave Eligibility Length of Leave Paid/Unpaid Evidence Required

Family Medical Leave (FMLA)

For an employee or close family member with a “serious medical condition”. Must have worked for at least 12 months and at least 1250 hours in the prior 12 months

Up to 12 weeks (same pool of leave as FFCRA)

Unpaid, if contractual leave taken concurrently, then contractual leave rate.

Complete and sufficient certification from a healthcare provider. Department of Labor form.

ADA (Americans with Disabilities Act)

Qualified individual with a disability who required reasonable accommodations to provide essential job functions as long as reasonable accommodations would not pose an undue hardship to the employer’s business operations

Fact-dependent. Access to contractual or statutory leaves may be a reasonable accommodation

Depends on the basis for the leave

Interactive process. May require information to engage in the interactive process.

Families First Coronavirus Response Act (FFCRA) EXPIRES: 12/31/2020

To care for the employee’s “son or daughter” in the event the child’s school is closed or the child care provider is unavailable due to COVID-19 related reasons. The employee must have worked at least 30 calendar days prior to this leave.

Up to 12 weeks, used concurrently with EPSLA. Same pool as FMLA

Partially Paid. First two weeks unpaid (but may be paid under EPSLA), remaining 10 weeks at ⅔ regular pay with statutory minimum and maximum

Provide: Name, dates for leave, reason for leave, statement that the employee cannot work for the above reason. Employee must also supply: Name of child, name of school or child care provider, statement that NO OTHER SUITABLE PERSON is available to care for the child.

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Emergency Paid Sick Leave Act (EPSLA) EXPIRES: 12/31/2020

Employees is unable to work or telework as a result of COVID-19 because employee is: 1.Subject to quarantine or isolation order 2.Has been advised by a healthcare provider to self-quarantine 3.Is experiencing COVID-19 symptoms and seeking medical diagnosis 4.Is caring for an individual subject to 1 or 2 5.Is caring for a child whose school or child care is unavailable 6.Is experiencing any other substantially similar condition by the federal government

Up to 80 hours for full-time employees. Part-time, up to the number of hours they would have worked in two week.

For reasons 1-3, paid at their regular rate. For reasons 4-6, ⅔ regular pay rate. Statute contains minimums and maximums.

Provide: Name, date for requested leave, reason for the leave, and statement indicating the reason. For 1-3 the statement should include the name of the name of the entity issuing the order or providing advice.

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District-wide Logistical Considerations

Length of School Day To accommodate multiple tiers of busing and limit the exposure time, the school day will

be reduced to the minimum required to meet time on learning at CHS, and the bus schedule will be built around that. The following times are the approximate start and end times for each tier of busing:

Grades Start Time Dismissal Time Daily Time on Learning

Approx. Annual Time on Learning

9-12 7:25 1:20 5 hours 30 min 935 hours

7 & 8 8:00 1:50 5 hours 850 hours

5 & 6 8:30 2:20 5 hours 850 hours

2, 3, & 4 9:00 2:50 5 hours 850 hours

K & 1 9:30 3:20 5 hours 850 hours

Pre-K TBD TBD 5 hours 850 hours

Technology CPS recognizes that in order to be able to successfully address gaps in learning and to

promote learning in all three learning models, that it is essential to provide both students and staff with the appropriate tools. The table below identifies aspects of our technology plan and how these tools will be used.

Aspect Tool/Platform Description

Access Chromebooks All students will be provided with a chromebook.

Connectivity Hotspots Any students who need assistance connecting to the internet will be provided a hotspot by the district

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Learning Management System (LMS)

Google Classroom CPS has purchased Google Enterprise for Education to add enhanced features to our LMS

Collaboration Tools Google Meet, Google Drive Google Enterprise for Education will have more features to support effective online collaboration

Content Platforms iReady Great Minds in Sync Edgenuity

Diagnostic Assessment and learning path software for grade k-8 Online learning component for our elementary Math (Eureka) and ELA (Wit and Wisdom) curricula Comprehensive online course software for grades 6-12

Single-sign on Platform Clever To allow families to access all platforms through a single login

Logistics & Communication PikMyKid OneCall

To be used at CES and CMS to facilitate student drop-off, pick-up, and communication District-wide system for sending phone calls, emails, and text messages.

Transportation The DESE issued transportation guidance on July 22, 2020. This guidance focuses on

five core principles. ● Masks - All staff and students on the bus, regardless of age, are required to wear masks

at all times. Some exceptions for medical and/or behavior reasons, and the associated protocols, are found in the guidance.

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● Distance - Students should be seated no more than one student per bench, alternating sides for each row, which allows students to maintain approximately 3 feet of physical distance. Children from the same household may sit together and in closer proximity.

● Ventilation - Keep windows open at all times during operation, unless not possible due to extreme weather conditions.

● Seat Assignments - Students should be assigned to a single bus and particular seat. The seat assignments should correspond to pick-up and drop-off order.

● Bus Monitors - Districts are asked to consider bus monitors. CPS will work with our bus vendor, Dee Bus, to assess the necessity of bus monitors to assist with adherence to these health and safety guidelines. Based on the above guidelines, the typical “full-sized” bus will be able to hold

approximately 25 students. Prior to the start of school, CPS will have parents identify if they require bus transportation so that our routes can be adjusted as necessary based on the ridership numbers.

Additionally, each building will be making specific building based adjustments to their pick-up and drop-off protocols. Please see each building plan for more specific information regarding pick-up and drop-off.

Pre-Kindergarten At this point, the integrated Pre-K will be suspended until further notice for new typical

peers. The district will provide services to those Pre-K students who have an IEP which states that they should attend Pre-K and for typical peers who have been previously attending. There are many factors for this decision including: the challenges in getting that age group to follow social distancing; toileting and hygiene concerns at that age; the program is tuition-based and last year parents did not want to pay tuition for remote learning; the potential long-term impact of introducing students that young to school under these conditions. Students who were previously receiving or require itinerant services will continue to receive services through the itinerant model.

Before & After School Care At this point, before and after school care will be suspended until further notice.

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Meetings the Needs of All Students

Special Education Delivery of IEP Services

Students shall receive all services documented in their IEPs through in-person instruction, remote instruction, or a combination of both, with a strong emphasis on providing in-person instruction to the greatest extent possible, while abiding by the current necessary health and safety requirements. For the purposes of this document, students with complex and significant needs include those students already identified as “high needs” through the IEP process on the IEP form entitled “ Primary Disability/Level of Need-PL3 .” Such students shall meet at least two of these criteria:

○ Services provided outside of the general education classroom; ○ Service providers are special education teachers and related service providers; ○ Special education services constitute more than 75% of the student’s school day; ○ Students who cannot engage in remote learning due to their disability-related

needs; ○ Students who primarily use aided and augmentative communication; ○ Students who are homeless ○ Students in foster care or congregate care; and/or ○ Students who are dually identified as English Learners.

Even if the rest of the district has entered into a hybrid or remote model of instruction, the district shall make every effort to maintain in-person instruction for students with disabilities, particularly those with complex and significant needs as indicated on the IEP PL3 and preschool-aged students. For example, if one school building or the district implements a hybrid model of instruction for its students, teachers may be able to simultaneously maintain full-time in-person instruction for students in self-contained special education classes. In such situations, the district shall first attempt to maintain full-time in-person instruction (i.e., having the students remain in school for the entirety of their school day). If this is not possible,the district will make a reasonable effort to provide as many in-person services as possible on a part-time basis (such as having the students come into school for related therapies, social skills groups, or Applied Behavior Analysis (ABA) services). Finally, in-person services may be provided in the home or in community-based settings where feasible for students with significant and complex needs, if it is not possible to provide services in the school setting. In sum, the district shall make best efforts to take all necessary steps to ensure that students with disabilities, particularly preschool-aged students and those with complex or significant needs, receive as many services

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as possible in-person, whether full-time, part-time or in a student’s home or community-based setting (if feasible). Learning Models The sections below describe expectations for providing special education services through the three learning models schools and districts are expected to prepare prior to the reopening of school: in-person learning, hybrid learning and remote learning. While each model is described below, the district re-emphasizes the importance of prioritizing in-person learning for students with disabilities, particularly preschool-aged students and those with complex and significant needs, if the school or district is unable to safely provide full-time in-person learning for all students. Full-time In-person Learning (while meeting current health and safety requirements). Considerations for maximizing in-person learning for students with disabilities should be made when developing schedules.

○ When considering staffing alternatives for reducing class size, students with disabilities receive specialized instruction and support from qualified professionals.

○ Flexible solutions for reducing the mixing of student groups should be considered to ensure students with disabilities are receiving services safely in the least restrictive environment.

○ When considering the use of alternative school spaces or external facility spaces, considerations for providing students with disabilities with inclusive learning will be made and placement of students with disabilities in groupings or cohorts that support learning goals in the least restrictive environment should be prioritized.

○ When planning for full-time in-person learning, the district will carefully consider the specific needs of their students with disabilities. While having classes outdoors may be a possibility for many students, this option may not be suitable for some students with disabilities. For example, students with visual impairments may have light sensitivity and/or outdoor settings may be too distracting.

○ Identify staff trained in various areas of special education shall be included in the COVID-19 Response Team.

○ Provide additional training time for educators who will provide direct physical support to students with disabilities on the use of the additional protective supplies they will need, including appropriately donning and doffing disposable gowns, face shields, etc.

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○ The use of strategies to pair peer models with students with disabilities to promote social interaction.

○ The district shall partner with parents to support a smooth transition to re-opening of school, given the introduction of the new social distancing protocols and schedules.

○ Educators shall work closely with parents of children who experience difficulty with changes in routine (for example, students with autism) or children who experience anxiety with such changes.

Remote Learning The district shall have a comprehensive plan for delivering special education instruction and services remotely. This model is available for individual students who are not returning in-person, and for all students in the event of future classroom or school closures due to COVID-19. Remote learning in the school year 2020-2021 is expected to be more robust than the models of remote learning implemented in the Spring of 2020. With the possibility of remote service delivery during the 2020-2021 school year, the district shall be prepared to provide services through “Instruction and Services” mode of delivery. The “Resources and Supports” delivery model may only be used on a temporary basis for a limited period of time (no more than two weeks), until which time the school or district has overcome the hurdles preventing service delivery through an “Instruction and Services” delivery model. In accordance with 603 CMR 27.08(3)(b), as adopted by the Board of Elementary and Secondary Education on June 30, 2020, remote learning models shall include the following requirements:

○ Procedures for all students to participate in remote learning, including a system for tracking attendance and participation;

○ Remote academic work aligned to state standards; and ○ A policy for issuing grades for students’ remote academic work. Teachers and

administrators shall regularly communicate with students’ parents and guardians, including providing interpretation and translation services to limited English proficient parents and guardians.

For school year 2020-2021 Instruction and Services include the following components:

○ A regular and consistent schedule of classes, interventions, services and therapies as required by the student’s IEP, offered synchronously or asynchronously;

○ Structured learning time designed so that the student can access state standards; and

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○ Frequent interactions with teachers and other staff members to ensure participation.

The district shall support the infrastructure needed to put in place the required Instruction and Services, including availability of computer devices and internet connectivity in students’ homes, appropriate communication platforms, and educator and parent training. Parent training topics might include the use of devices and electronic learning and communication platforms, troubleshooting technology issues, expectations for structured learning time, supporting students’ social/emotional needs, etc., and training shall be offered in a parent's primary language. Hybrid Learning When planning for a hybrid learning model, the district shall give consideration for continuing to maximize in-person learning for students with disabilities. Preschool-aged students with disabilities and students with significant and complex needs shall be considered for continuous in-person learning to the greatest extent possible. For example, even if most students are not in school each day, the district shall consider scheduling small groups of students with significant and complex disabilities for daily in-person instruction. Where appropriate, peers without disabilities may also be included to ensure inclusionary services. Learning and services provided remotely via a hybrid learning model will follow the guidance provided in the section below on Remote Learning. Similarly, learning and services provided in-person follow guidance provided in the section above on Full-time In-person Learning while meeting the current health and safety requirements. In-person services offered within the student’s home or in a community-based setting, particularly for students with significant and complex needs, can also be considered as part of a hybrid model to ensure that as many services as possible are provided in-person instead of remotely. Promoting Inclusive Services and the Least Restrictive Environment (LRE) When planning for the physical distancing requirements for students and adults in a classroom, the district shall be mindful of the additional special educators and related service providers who will need to enter the classrooms throughout the school day to provide services to students with disabilities in the least restrictive environment. As such, the following shall be considered:

● The district shall carefully develop classroom assignments and service delivery

schedules for students with disabilities so that they receive services consistent with their IEPs in the least restrictive environment, as defined in 603 CMR 28.02(12) , while also

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maintaining the current health and safety protocols. For example, special education teachers and related service providers (speech language pathologists, occupational therapists, etc.), could provide special education services in the general education setting (“B Grid”) services remotely from within the school building via video conference, instead of coming into the classroom to provide services. This practice would help to minimize foot traffic in and out of classrooms while also providing access to services that support the inclusion of students with disabilities. To support this model, the district may have instructional assistants serve as facilitators for push-in services.

● If service providers are not able to provide special education services in the general education setting remotely within the school building via video conference, those educators or related service providers should schedule services in a manner that maintains physical distancing requirements and avoids overlapping with other staff in the classroom or physical setting. Some classrooms might need to have a marginally reduced number of students in order to accommodate the additional educators and staff members who are needed to support students with disabilities throughout the school day. The district shall partner with parents to think creatively about how they can maintain opportunities for inclusion for students with disabilities.

Parent Engagement The district shall embrace two-way communication which is inclusive, for example:

● All written and oral communication be provided in the primary language of the home and in language that is understandable to the general public. This includes translating district-wide and special education notifications sent to families, as well as translating special education documents, schedules, and instructions; learning plans, IEPs, Progress Reports and using interpreters at IEP Team meetings.

● Teachers/special education liaisons shall contact the parents of their students as soon as possible to discuss how a given student’s IEP services will be delivered if different than described in a student’s IEP, giving particular consideration to potential changes to how and where special education services will be provided. Using input from that discussion, teachers or liaisons provide parents with written notification containing specific information about how IEP services will be provided promptly at the start of the 2020-21 school year. For example, if during in-person learning, a student will receive related therapies via video conferencing while in the general education classroom, parents receive written notification describing this different mode of delivering IEP services. Examples of this written notification include the use of DESE’s suggested Documentation of Modified In-Person, Remote or Hybrid Services template, Notice of Proposed School District Action (N1), letter or other written documentation.

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● If special education services are provided differently than as they are described in a student’s IEP, parents will be notified in writing with specific information about how those services will be provided after they have discussed such matters with a teacher or IEP liaison. Written parent notification describing any differences in how special education services will be delivered should include how, where and when specialized services are being provided, and should be dated to reflect when services that are being provided differently begin. In accordance with DESE’s guidance parental consent is not required to implement modified in-person, hybrid or remote special education services; however, such documentation should describe the school’s and district’s efforts to provide services as closely aligned to the way they are described in the IEP as possible. Schools and districts can provide notification of remote services to families in multiple ways, e.g., U.S. mail, email, student information systems, or online communication platforms. These notifications will be provided in the primary language of the home.

Developing Positive Behavior Supports and Safe Learning Environments The district shall continue to create safe and supportive learning environments and provide proactive support to prevent unwanted behaviors in each of the three learning models planned for the 2020-2021 school year. Proactive direct instruction for school- and class-wide routines, social skills instruction, individualized social stories, and other preventative measures will be necessary, particularly following the disruption to normal school routines. The district recognizes that students will reacclimate to learning and school life at different rates. Additionally, considerations regarding how anxiety and/or trauma may impact the reintegration into normal school life should be considered, including providing Tier 1, Tier 2, and Tier 3 supports available to students under a multi-tiered system of support .

Under the present circumstances, the district, when appropriate may utilize disciplinary action as a last resort for students with disabilities exhibiting behavioral challenges. Wearing of masks, maintaining social distance, adapting to new routines and protocols, and other nuances related to changes in the learning and the school environment may be challenging or frightening for students with disabilities. Before administering discipline, special educators and school administrators shall determine if behaviors deemed inappropriate are a result of situations brought about by the pandemic, or if such behaviors are caused time away from in-person learning. In addition, restorative practices and other diversionary strategies may be utilized in place of punitive measures to help focus on correcting the concerning behavior.

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Early Childhood Special Education and Preschool Children Preschool children with and without disabilities are particularly in need of in-person services so that they can develop the socialization, motor and communication skills that are vitally important at this age. The district prioritizes in-person instruction for this age group but should also be prepared to adjust to hybrid or remote services if necessary. As stated previously in this document, providing services in a student’s home if feasible might be a beneficial option, particularly if it is not possible to provide services in the school setting. Transition from Early Intervention An extension of Early Intervention (EI) services is available for children who turned 3 between March 15, 2020 and August 31, 2020. For those students, EI services can continue until special education eligibility determination can be completed and the child has transitioned to special education, or until October 15, 2020. Because as a result of the pandemic, the district has been unable to conduct comprehensive evaluations, and in some cases convene full IEP meetings, and initiate services by the child’s third birthday, districts can expect an increased number of children needing to complete the eligibility determination process and an increased number of children needing special education services. The district is making reasonable efforts to be prepared to complete the transition process, have completed assessments, and an IEP signed for this group of students by October 15, 2020. In partnership with EI providers, the district shall develop a plan that explicitly outlines the transition process for each child with extended EI services and who are potentially eligible for school-based services. Additional resources are available in the Technical Assistance Advisory SPED 2019-1: Transition from Early Intervention Programs to Early Childhood Special Education . Natural Environments and LRE for Preschool Children If children are attending childcare or Head Start programs, and IEP services are being provided, collaboration with the childcare staff is critical to ensure a smooth transition and delivery of IEP services. The district’s preschool staff and childcare staff may collaborate to ensure that special education services are being provided within current guidelines as outlined below :

Kindergarten Screening Kindergarten screening requirements are set forth in 603 CMR 28.03(1)(d) . Districts are required to screen three- and four-year old children for the Child Find process and for all children who are of age to enter kindergarten. The district may resume the screening process (e.g., family interviews) using phone calls or virtual meetings.

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In-person Instructional Environments and Physical Distancing for Preschool Children When determining classroom arrangement to accommodate physical distancing requirements, the district shall factor in the additional special educators and related service providers who will need to enter the classroom to provide services for young children with disabilities in the least restrictive environment. In light of the Department’s guidance that students at the elementary level remain in one classroom for the majority of the day, the district may consider whether pull-out services can be offered in accordance with the health and safety guidelines or, instead, if services should be pushed into the classroom.

Given the specific health and safety requirements, the district may reconfigure space to discourage prolonged close contact and instead encourage activities that allow for children to spread out. Programs may use different means to divide classrooms as needed to support group sizes and promote distancing requirements. These may include movable walls, partitions, or other barriers that clearly define and separate areas, ideally clear partitions so that children can see and interact with each other, while maintaining physical distance. The district shall also design their own strategies to implement this requirement, e.g., spacing chairs at tables, designing games and group activities where children may engage in play that can be spaced apart (for example, by using visual cues like hula hoops or developing social stories to support children in learning new rules), and increasing outdoor time. Visual supports and strategies for direct instruction for children to maintain physical distance and comply with other health and safety guidelines will be critical. Educators may also develop individual bins with activities/materials that still foster social interactions such as music and dancing; additionally, educators could identify materials that stretch across learning centers so that children can be working together on projects while remaining physically distanced.

Hybrid/Remote Learning Considerations for Preschool Children The district shall prioritize in-person instruction for young children. If remote instruction becomes necessary, to balance screen time and non-screen time, shorter virtual sessions and flexible offerings of live, recorded, small group instruction shall be considered. For example:

● Pre-recorded enrichment activities aimed at providing practice and/or generalization opportunities can be provided outside of live learning time.

● Keep learning opportunities interactive and similar to the routine of what children already were familiar with (e.g., circle songs, etc.) and when appropriate, pair new learning with familiar activities.

● Given the remote aspect of learning in these circumstances, educators should be mindful of wait times to maximize opportunities for as many children to be engaged.

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● In-person services offered within the student’s home, particularly for preschool age students with complex and significant disabilities, can also be considered as part of a hybrid model to ensure that as many services are provided in-person instead of remotely.

Monitoring Student Progress The district shall continue to issue Progress Reports at least as often as report cards or progress reports are provided for students without disabilities, in accordance with 603 CMR 28.07(3) . Progress Reports shall be sent to families, guardians and state agencies involved with the student through mail, email, student information systems, or online communication platforms, and translated into the language of the home when required.

Transition Services Although in-person participation in community-based programs and inclusive concurrent enrollment programs at institutions of higher education may be limited at this time, schools and districts should make best efforts to develop plans collaboratively with community-based providers, colleges, parents/guardians, and students in order for students to access as much transition programming as possible. Current health and safety requirements remain a priority when making decisions as to the extent that transition services are able to be accessed in community-based settings; however, it is highly recommended that in-person transition services resume as soon as it is safe to do so with the proper health and safety measures in place.

Initial Evaluations, Reevaluations and IEP Team Meetings The district will plan for addressing the backlog of assessments and meetings while simultaneously addressing the need to maintain timelines for annual review Team meetings and evaluations for students who are newly referred and/or due for an evaluation. The district shall continue to follow the direction on meeting special education timelines as described in the Department’s Implementation of Special Education Timelines During the COVID-19 State of Emergency .

IEP Teams shall continue to conduct annual review Team meetings as they are due, in accordance with 603 CMR 28.04 (3) . IEPs shall be written as though the student will be attending school full time in-person; however, given the unpredictable nature of the COVID-19 virus, the district shall be prepared to be adaptable in our approach to delivery of IEP services, based on the current health information and trends at that time. As was the case when schools closed in March, any changes to service delivery should be documented in writing on the N1 to the parent.

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It is important to note that a change in the delivery of services due to a school’s change in learning model, in-person, hybrid or remote, as a result of COVID-19 does not result in a change in placement . The services outlined in the IEP remain and are considered “stay-put.” Schools and districts maintain open communication and collaboration with families as they respond to the trajectory of the virus and make decisions about the opening and/or closing of school buildings and settings and the learning models to be utilized. Considerations for Students with Low Incidence Disabilities Students with high risk medical conditions Parents/guardians of students with high risk medical conditions should be encouraged to consult their child’s healthcare provider to discuss the appropriateness of attending in-person instruction. This includes students who depend on mechanical ventilation and students with tracheostomies. School health professionals should work with primary healthcare providers to identify alternatives to nebulizer treatments in the school setting and to inform decision-making relative to how the student can safely access in-person instruction.

Students with visual impairments General considerations Students with visual impairments do not acquire information incidentally and often need additional instructional time devoted to visual efficiency, technology, orientation and mobility (O&M), recreation and leisure, self-determination, independent living skills, career education and compensatory skills, including communication. The district may consider grouping students who need braille and/or tech instruction in centralized locations for specialized instruction in order to reduce Teachers of the Visually Impaired (TVIs) moving between several locations. Academics of braille can be provided remotely; however, technique of braille and writing and reading should be prioritized for in-person learning. O&M should be prioritized for in-person learning. Technology Considerations Use technology or software that allows screen sharing easily with the TVI to “see what they are seeing”. Provide braille notetakers with Wi-Fi access, braille curriculum materials, and braille production capability from home, if possible.Students with low vision may need a larger monitor to interact with class remotely and for others the visual multitasking required to participate in live remote classes may be too overwhelming. Pre-teaching and reinforcement may be needed to assist with processing the live lesson. Provide Bluetooth keyboards for students with visual impairments who have iPads to allow students to use accessibility keyboard shortcuts when in online platforms. Touchscreens have proven very difficult for students with visual impairments to use when accessing Google Meet or Zoom.

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Students who are deaf or hard of hearing (DHH):

The district shall consider the needs of students who are able to see the lips of the speaker. Additionally, the district may:

○ Purchase clear masks or shields, as needed, for staff. ○ Consider the need for an interpreter in the classroom for deaf or hard of hearing

students and determine the logistics of social distancing and classroom setups. ○ Face shields and masks distort voice and are difficult with FM systems. The

Massachusetts Commission for the Deaf and Hard of Hearing is working on resources to address FM system use and will disseminate these when they are available.

Staffing, Specialized Safety Supplies/Protective Equipment and Training Due to the need to be closer than the minimum physical distancing requirements when instructing some students with disabilities, the district and or individual school in conjunction with the special education service providers shall follow the guidelines that the Center for Disease Control describes for “ direct service providers ”. Direct service providers include personal care attendants, direct support professionals, paraprofessionals, therapists, related services personnel, instructional assistants, school nurses, health office staff, and any other staff who come into close contact with students with disabilities. Additional preventive measures may need to be taken depending on the activity and the risk level of that activity. For more information please see: http://www.doe.mass.edu/covid19/on-desktop.html

There may be instances where some students with disabilities will require unique supports that may make it less possible to practice physical distancing. In addition, some students with disabilities will not be able to wear cloth face masks as frequently or at all. In order to support such students safely, schools and districts ensure that:

● Classrooms are adequately staffed, and in accordance with any approved student:

licensed educator: aide ratios; ● Educators, related service providers, paraprofessionals and other staff members are

prepared with any additional protective equipment that may be needed as unexpected situations arise, such as disposable gowns, face shields, etc.;

● When assessing the amount of protective equipment needed, considerations should be made for itinerant staff who interact with multiple groups of students in multiple locations, staff who perform tasks routinely that require close proximity and/or physical contact with students, and those who go out into the community to support students’ educational programming;

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● All staff members using additional protective equipment are properly trained to accommodate children’s needs (See BU SHIELD COVID-19 training resources for videos, posters and other training materials); and

● Families are consulted as partners to ensure the health and safety of students .

English Learners The district focus shall be on student outcomes and their growth in English language acquisition and meeting their English language proficiency benchmarks. The district shall be flexible in designing ELL programs, determining the scope of ELE services or the amount of ESL instructional time to meet each individual student's ELP benchmark. Additionally, a summer boost program shall be offered to Els which shall focus on learning loss and the recoupment of the achievement gap for ELs. Initial identification and Placement Procedures for Els during periods of extended school closures during Periods of Extended School Closures due to COVID-19 Grades K-12. The district shall use the following procedure to provide a means of provisionally identifying English learners (ELs) during the time that schools are closed for normal operations due to COVID-19 and face-to-face screening is not possible. This process may not replace the formal identification process when face-to-face screening is possible, and formal screening must take place as soon as possible once school resumes normal operations for any student who has been given a provisional status

Step 1: Administer the home language survey (HLS) to all newly enrolling students.

Step 2: Conduct an interview remotely with the student (phone, Skype, Zoom, etc.) when the answer to any of the questions on the HLS is a language other than English.

Step 3: In the event a student with a primary language other than English enrolls into the district, the District shall use the WIDA Remote Screener as a paper-based solution, to uphold equity for all students, regardless of their access to technology.

● K-1 Description (note that students entering Kindergarten or Grade 1 use the same materials) for Grades 2-12 the district shall use the WIDA Remote Screener to be released in early August.

○ Tests Oral Language only ○ Designed to be administered over the phone between a student and test

administrator (ideally a video call) ○ Both student and test administrator have printed test materials ○ Approximately 10 minutes to administer ○ Helps support identification of English learners

● Materials for download and printing ○ Student Packet (pictures)

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○ Test Administrator Packet (pictures, test administrator script) ○ Test Administrator Manual ○ Test Administrator Training Video

● Accessing Materials ○ Materials will be posted in the WIDA Secure Portal within the Screener Test

Materials and Training section, under a new tile: WIDA Remote Screener. ○ The WIDA Remote Screener tile will be visible to all people who have WIDA

Screener or K W-APT permissions. When a state or local site adds people to the WIDA Screener or K W-APT permission, WIDA Remote Screener is included in that permission.

○ ESL teachers shall receive training in proctoring the remote screeners.

Step 4: Notify parents and/or legal guardians of screening test results and provisional placement decisions.

Step 5: DO NOT code the student as an EL in before you administer a language proficiency screening test.

Section 504 Students with 504 plans should have these plans reviewed to make sure that all of the accommodations are able to be implemented regardless of the learning model. If adjustments need to be made to the 504 plan, then the team should convene to update the plan accordingly. The district may hold 504 meetings in-person or virtually, including determining eligibility. There will be one 504 plan which will have two different sections – accommodations for in-person instruction and accommodations for virtual instruction. OCR requires all decisions to be made by the 504 Team.

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Clinton Elementary School Reopening Plans

Full Reopening Clinton Elementary School intends to add an additional section per grade level (K-4) to reduce class size and account for the 6ft. guidance. CES will structure grade levels into cohorts that consist of General Education Teachers, Special Education Teacher, ESL Teacher (Grades 1-4), Instructional Assistant, and a related Arts teacher (on a rotating basis to provide access to all available related Arts classes). All classrooms will implement a consistent format of Google Classroom, which will provide fluidity between all plans. We will be streamlining all of our log-ins and accounts through one app called “clever.” Clever will only require one log-in and password to access all platforms for remote learning. The hours will be reduced and CES will operate on a staggered schedule 5 days a week. Grades 2, 3, & 4 will follow a 9:00-2:50 schedule and Grades K & 1 will follow a 9:30-3:20 schedule. Preschool AM session will be 9:15-11:15 and the PM session will be 12:15-2:15. Students will eat lunch in their classrooms. Recess areas will be sectioned off outside. Students and teachers will be encouraged to be outside when appropriate. A sample of an Instructional Day during a full reopening would look like this sample. The PikMyKid app will be used for dismissal. Buses will arrive and leave through the front loop which will increase the number of entrance/exit paths reducing the number of students arriving or leaving at once through one space. Students who are parent transport will exit through the back of our building, also increasing the number of doors and providing adequate space for a car line so parents can remain in their vehicle throughout the process. This app will eliminate the need to congregate lines of students waiting for dismissal. Arrival:

● Buses: Buses will arrive in the loop in the front of the school to increase the number of doors students can enter through. It will be staggered, grades 2-4 and then grades K-1. We will utilize the entrance closest to the fire station, main entrance, and the doors closest to Oxford Court.

● Parent Drop Off- Parents will drop off their children through the back door utilizing the cafeteria entrances. Times will be staggered, grades 2-4, PK and grade K-1. Parents will remain in their car and students will be greeted by a staff member on duty.

● All students and staff will be expected to wash their hands upon arrival with soap and water or use hand sanitizer.

● All students will go directly to their assigned classrooms

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● All students in grades 2-4 are required to wear a mask throughout the day. Students in PK-1 are encouraged to wear a mask.

● Any visitors will need to call the office and make an appointment. Lunch/Recess:

● Students will eat lunches in their classrooms. ● Recess spaces will be assigned to classrooms. ● Handwashing will occur before and after eating lunch.

Dismissal: ● Buses-There will be staggered dismissal times, grades 2-4, and K-1. We will load buses

in the front loop to increase the amount of exits utilizing the door closest to the fire station, main entrance, and Oxford Courts.

● Parent Pick Up- there will be staggered dismissal times, grade 2-4, PK and K-1. We will release students through the back of the building utilizing the cafeteria doors. Parents will check in using the “PikMyKid” app.

Restrooms: ● Restrooms will be assigned per grade level cohort and additional sinks will be provided

Classrooms: ● Classroom set up will allow for 6ft guidance. See this sample. ● Students will have an assigned desk/workspace that only that child sits at. ● Students will be 1:1 with technology ● Custodial staff will be working during the day for regular cleaning. ● Preschool classrooms will be cleaned between AM & PM sessions.

Nurses: ● One nurses’ office will be on the 3rd floor that will be prioritized for symptomatic students

and have a quarantine space. We will utilize a “PikMyKid” app to pick up students. ● Another nurses’ station for routine medical needs and minor accidents will be located in

an alternate location.

Hybrid Reopening The hybrid plan at CES will be a blended model between the reopening plan and remote learning plan. This plan would allow for consistency with the same teacher and cohort of students and continuation of learning with health and safety as a priority. The hybrid plan is defined as alternating weeks to be structured as one week in school and one week learning remotely, weeks will be based on last name and/or family. For example, A-M could be one cohort, and N-Z could be another cohort. During this model it will allow for half the students to be in school, further reducing the numbers in the classroom, for one week of direct instruction. The other half of the class would be learning remotely for the week, and then the groups would switch.

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When students are learning remotely, following the hybrid plan, students will mostly be working independently with asynchronous lessons through a remote platform and assignments that will support continuation of learning. There will be an opportunity to connect with a grade level designee at least 3 times a week to address any concerns with google classroom, etc. There will be a scheduled opportunity for students learning remotely to check in with their teacher, during the week for support and feedback. Students during the hybrid week will be able to join a morning meeting with the “in school cohort” through a google meet at least two times a week and will have a scheduled “special” class. Participation and attendance would be monitored during this week through completion of work packets, participation in classroom meets, and using dashboard data to our online platforms, monitored by the teacher. Students would have their assignments via Google Classroom as well as a personalized learning pathway through iReady which is geared toward the individual student, based on assessment data and can be monitored by the teacher and the grade level designee. Hours will be reduced and the school will operate on a staggered schedule. Grades 2, 3, & 4 will follow a 9:00-2:50 schedule and Grades K & 1 will follow a 9:30-3:20 schedule. Preschool AM session will be 9:15-11:15 and PM session will be 12:15-2:15. Students will eat lunch in their classrooms. Recess areas will be sectioned off outside. Students and teachers will be encouraged to be outside when appropriate. A sample of an instructional day in school during the hybrid schedule would look like this sample. All procedures outlined for full reopening will remain for hybrid. Exceptions to the hybrid model: Any student who is in a Substantially Separate Program, in Preschool, beginner EL, or falls within state guidance expectations will continue with the reopening plan daily. These students will attend school consistently week to week and not follow the alternating pattern. These families will be notified by the district.

Full Remote Learning The Remote Learning Plan at CES is defined as a school closure due to a state mandate. During the remote learning plan, all students who participated in the reopening plan/or hybrid plan will participate in distance learning. When students are learning through our remote learning plan, they will need a device and Internet access. The district will provide a chromebook to all students and internet access via hotspots if necessary. Students will access all learning, synchronous and asynchronous, resources through the google classroom platform introduced in the “reopening plan” and in the

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“hybrid plan.” Students will remain with their assigned teacher(s) and they will provide a schedule of their day where lessons and check-ins will occur daily. Attendance and participation will be monitored during AM and PM sessions. The feeding program will operate providing families with opportunities to receive breakfast and lunch during the week. This is a sample of a tentative schedule: Remote Learning Plan

Monday Tuesday Wednesday Thursday Friday

9:00-9:30 Meeting/Social / Check in

Meeting/Social/ Check in

Meeting/Social/ Check in

Meeting/Social/ Check in

Meeting/Social/ Check in

9:30-10:00 Fundations Fundations Fundations Fundations Fundations

11:15-12:00 ELA ELA ELA ELA ELA

12:45-1:30 Small groups/ flex time

Small groups/ flex time

Small groups/ flex time

Small groups/ flex time

Small groups/ flex time

1:30-2:30 Math Math Math Math Math

2:30-3:00 CPT CPT CPT CPT CPT

10:00-11:15 Special time

2:35-3:20 Special time

Online Learning Plan: The online learning plan is an option for families who will not be sending their student back to Clinton Elementary School under any of the outlined plans. These students will participate in remote learning under the supervision of our staff using the same curriculum as our in person model. The staff assigned to the student will provide opportunities for synchronous and asynchronous learning and engagement. Students will need a device and Internet access. The district will provide a chromebook and internet access via a hotspot if necessary. There will be a schedule for opportunities to troubleshoot any concerns and provide social opportunities. The feeding program will operate providing families with opportunities to receive breakfast and lunch during the week.

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Clinton Middle School Reopening Plans

Full Reopening Clinton Middle School intends to adjust staffing as needed per grade to reduce class size and meet state guidelines regarding distance between staff and students. CMS will structure classes into cohorts, with teacher teams consisting of a combination of General Education, Specials, Special Education, EL, and Instructional Assistants. Specials will rotate on a limited basis to reduce cohort exposure. All classrooms will implement a consistent format of Google Classroom, which will provide fluidity between all plans.

● Arrival: ○ Bussing - As students arrive on busses, they will enter the main doors at CMS. If

more than one bus arrives at CMS, students will remain on the bus in order to maintain social distancing guidelines.

○ Parent Drop Off - Students who are driven to school will enter through the back of the school, following social distancing guidelines. The front and rear doors will be unlocked at CMS from 7:50 am through 8:00 am for grades 7 & 8 and again from 8:20 - 8:30 for grades 5 & 6. Parents dropping students off after 8:00 or 8:30am respectively will drop students at the front door.

○ Students and staff are asked to wash their hands and/or use appropriate hand sanitizer when entering the building.

○ All students and staff are required to wear masks throughout the day while in the building according to CDC guidelines.

○ Students are asked to go to their assigned class when entering the building. ○ Students will not be permitted to use hallway lockers or gym lockers ○ Students will not be expected to change for physical education classes. ○ Appointments are required by anyone who will be visiting the school. ○ Guests with appointments will be provided entrance through the main doors only.

● Lunch and Recess: ○ Students will eat lunch in the cafeteria, gym, or library, in designated areas by

cohort. ○ Seating will be 6 feet apart to meet state guidelines. ○ Students will sanitize before and after eating, and the library, gym, and cafeteria

will be cleaned between lunches. ○ Recess areas will be sectioned off outside and Students and teachers will be

encouraged to be outside when appropriate. ● Dismissal:

○ There will be staggered exit times at dismissal and students will be called as buses arrive.

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○ Parents/Guardians who are either dismissing during the school day, or picking up their child at the end of the school day, will use the “pikmykid” app.

○ Student dismissal during the school day will be from the main office through the main door.

○ Student pickup at the end of the school day will be through the rear door. ○ Entrance to the building will be on an as needed basis.

The hours will be reduced and CMS will operate on a staggered schedule. Grades 7 & 8 will follow an 8:00-1:50 schedule and Grades 5 & 6 will follow an 8:30-2:20 schedule.

Monday Tuesday Wednesday Thursday Friday

8:00 - 8:15 Advisory/H R

Advisory/H R Advisory/HR Advisory/HR 8:00 - 8:15 Advisory/ HR

8:18 - 9:36 Block 1 Block 4 Block 1 Block 4 8:18 - 9:05 Block 1

9:39 - 10:57 Block 2 Block 5 Block 2 Block 5 9:08 - 9:55 Block 2

11:00 - 12:23

Intervention / iReady and lunch

Intervention / iReady and lunch

Intervention/ iReady and lunch

Intervention/ iReady and lunch 9:58 - 10:45 Block 3

12:26 - 1:50 Block 3 + dismissal

Block 6 + dismissal

Block 3 + dismissal

Block 6 + dismissal 10:48 - 12:06

Block 4 + lunch

12:09 - 12:56 Block 5

12:59 - 1:50 Block 6 + dismissal

Blocks are 78 minutes Monday - Thursday except for the final block of the day, which is 84 minutes to allow for dismissal. On Fridays, blocks are 47 minutes long, with block 6 at 51 minutes long to allow for orderly dismissal. Grades 5 and 6 will follow a daily and weekly schedule which will include time for the following: Morning meeting ELA, Math, Social Studies, and Science iReady online work in reading and math programs Recess Lunch Mask breaks If feasible, special every other day

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Example Grade 5/6 schedule

8:30 - 8:50 Morning meeting

8:50 - 11:20 Classroom/Teacher 1: ELA/SS, iReady, special, recess, mask breaks

11:20 - 11:45 Lunch

11:50 - 2:20 Classroom 2/Teacher 2: Math/Science, iReady, special, recess, mask breaks

Students in 5th and 6th grade will either remain in the same classroom all day and the teachers will move rooms, or students will switch halfway through the day, depending on final class size and state guidelines. All specials would be taught in the classroom or outside to reduce movement. Students will have lunch in the cafeteria or gym.

● Restrooms ○ Restrooms will be assigned to specific grade levels. ○ Limit the number of students per restroom at a given time. ○ Block off sinks and urinals as necessary to achieve appropriate social distancing.

● Cafeteria and possibly other space tbd - Breakfast & Lunch ○ One way marked entrance and exit for cafeteria ○ Ensure distancing with students six (6) feet apart, facing the same direction ○ Utilize other eating areas to allow for proper social distancing ○ Seating areas will be appropriately marked at six (6) foot intervals, facing the

same direction. ○ Students will be able to eat outside in assigned locations when weather permits.

● Classrooms ○ Spacing of desks and tables will be at least three (3) feet apart with removal of

additional furniture to allow for movement. ○ Seating arrangements will include a minimum of a three (3) foot radius around

the student according to state guidelines. ○ Students will use the 1:1 chromebook model with limited sharing of materials. ○ Students will have the opportunity to use hand sanitizer during class along with

before and after lunch. ● Drills

○ Fire Drill - Students will follow social distancing protocol proceeding to designated safe zones.

○ Lock Down - Following normal procedures, students will follow social distancing during drills.

● Attendance ○ Move to daily period attendance in iPass

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Hybrid Reopening The hybrid reopening plan at CMS will be a blended model between the reopening plan and remote learning plan. This plan would allow for consistency with the same teacher and cohort of students.The hybrid plan is defined as alternating weeks to be structured as one week in school and one week learning remotely; weeks will be assigned based on last name and/or family. For example, last names beginning with letters A through M could be cohort one (1) and N through Z could be cohort two (2). Exceptions will be made as needed to accommodate any families with multiple last names. This model would reduce the number of students in school at a time, further reducing the number of students in the building. While one cohort is receiving direct in person instruction, the other cohort will be participating in remote learning.

● Exceptions - Any student who is in a substantially separate program, beginner EL or falls within state guidance expectations will continue with the full reopening plan. These students will attend school consistently week to week and not belong to one cohort or another. These families will be notified by the district.

● All components from the full reopening plan will be followed in the hybrid model while students are at CMS.

● Google Classroom, Edgenuity, Great Minds, and iReady will be used during the remote learning weeks to facilitate distance learning.

● Students will access their assignments via Google Classroom and will have continued access to iReady, which is geared toward the individual student, based on assessment data, and can be monitored by the teacher and the grade level designee.

● Teachers will have online office hours 2-3 days per week for online students to check-in. Drop off, dismissal, and lunch procedures will remain the same during hybrid reopening, and the same schedule will be followed. The hours will be reduced and CMS will operate on a staggered schedule. Grades 7 & 8 will follow an 8:00-1:50 schedule and Grades 5 & 6 will follow an 8:30-2:20 schedule.

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Grades 7 and 8 draft schedule:

Monday Tuesday Wednesday Thursday Friday

8:00 - 8:15 Advisory/HR Advisory/ HR Advisory/HR Advisory/

HR 8:00 - 8:15 Advisory/ HR

8:18 - 9:36 Block 1 Block 4 Block 1 Block 4 8:18 - 9:05 Block 1

9:39 - 10:57 Block 2 Block 5 Block 2 Block 5 9:08 - 9:55 Block 2

11:00 - 12:23

Intervention/ iReady and lunch

Interventi on/ iReady and lunch

Intervention/ iReady and lunch

Interventio n/ iReady and lunch 9:58 - 10:45 Block 3

12:26 - 1:50 Block 3 + dismissal

Block 6 + dismissal

Block 3 + dismissal

Block 6 + dismissal 10:48 - 12:06

Block 4 + lunch

12:09 - 12:56 Block 5

12:59 - 1:50 Block 6 + dismissal

Blocks are 78 minutes Monday - Thursday except for the final block of the day, which is 84 minutes to allow time for dismissal. On Fridays, blocks are 47 minutes long, with the final block of the day 51 minutes to allow for orderly dismissal. Grades 5 and 6 will follow a daily and weekly schedule which will include time for the following: Morning meeting ELA, Math, Social Studies, and Science iReady online work in reading and math Recess Lunch Mask breaks If feasible, special every other day Example Grade 5/6 schedule

8:30 - 8:50 Morning meeting

8:50 - 11:20 Classroom/Teacher 1: ELA/SS, iReady, special, recess, mask breaks

11:20 - 11:45 Lunch

11:50 - 2:20 Classroom 2/Teacher 2: Math/Science, iReady, special, recess, mask breaks

In the hybrid schedule, when possible students in 5th and 6th grade will spend half their day in the ELA/SS class, the other half in the Math/Science class. To reduce movement, specials and

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iReady, class will happen in the classroom they are in at the time the class is scheduled, so students will not travel to another room for a special. This will reduce movement. Students will have lunch in the cafeteria or gym. When students are in the out of school week for hybrid learning there will be an opportunity to connect with teachers for support during the week at regularly scheduled times. Teachers will provide their classes with a schedule of synchronous and asynchronous learning expectations for the remote learning week.

Full Remote Learning During remote learning, all students who participated in the reopening plan/or hybrid plan will participate instead in remote learning, as CMS will be closed. Students will access learning resources through the google classroom platform introduced in the “reopening plan” and in the “hybrid plan.” Students will remain with their assigned teacher(s) and will follow a revised schedule each week. During remote learning, both halves of the classes, Week 1 and Week 2 from the hybrid model, will be grouped together. For example, week 1 block 1 science would combine with week 2 block 1 science to form one full class during remote learning. For consistency, when CMS is in full remote learning blocks will not rotate. Students will continue to have all classes, with the exception of the iReady block - that will be done on their own as it is a fully online program and is self paced. Full remote schedule, grades 7 and 8. Monday Tuesday Wednesday Thursday Friday

8:00 - 8:15

Advisory/Morning meeting

8:00 - 8:30 ELA tutorial/office hours last names A-L. Science tutorial/office hours last names M-Z.

8:20 - 9:20

Block 1 class

Block 4 class

Block 1 class

Block 4 class

8:40 - 9:10 ELA tutorial/office hours M-Z. Science open tutorial/office hours A-L.

9:25 - 10:25

Block 2 class

Block 5 class

Block 2 class

Block 5 class

9:20 - 9:50 Math tutorial/office hours A-L. Social Studies tutorial/office hours M-Z.

10:30 - 11:30

Block 3 class

Block 6 class

Block 3 class

Block 6 class

10:00 - 10:30 Math tutorial/office hours M-Z. Social Studies tutorial/office hours A-L.

11:35 - 12:35

2 - ½ hr extra help sessions; 1 for Blocks 1-3, 1 for Blocks 3-7 Block 7

2 - ½ hr extra help sessions; 1 for Blocks 1-3, 1 for Blocks 3-7 Block 7

10:30 - 11:00 Specials tutorial/office hours - this could increase if needed

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12:35 - 12:50 lunch lunch lunch lunch 11:10 - 12:10 staff meeting

12:50 - 1:50

Students: homework, guidance appointment s, speech, etc. Teachers: planning, parent communicat ion, etc.

Students: homework, guidance appointmen ts, speech, etc. Teachers: planning, parent communicat ion, etc.

Students: homework, guidance appointment s, speech, etc. Teachers: planning, parent communicati on, etc.

Students: homework, guidance appointmen ts, speech, etc. Teachers: planning, parent communicat ion, etc.

12:10 - 12:40 lunch

12:40 - 1:50 team meetings or planning time

Note: iReady block will not be a group online class. Students will log in and work independently on ELA and Math during that time. The 60 minute teaching block may look something like direct instruction (10-15 minutes), group applies knowledge or does activity together on the Google Meet (10-15), teacher gives feedback and reteaches as needed (5-10), assigns and then has students start on homework, questions if needed (10) with the remaining time having 1/2 the class stay (for example, the groups could be divided according to the hybrid groupings) for more focused check ins and help. The Grab and Go meals program will provide families with opportunities to pick up breakfast and lunch during the week. Online Learning Plan: The online learning plan is an option for families who will not be sending their student back to Clinton Middle School under any of the outlined plans. These students will be assigned to CPS teachers and essentially follow the full remote learning plan.

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Clinton High School Reopening Plans

Full Reopening Plan Clinton High School’s full reopening plan will include all students attending school on a daily basis. Students and staff will take precautions according to state guidelines while attending school. Appropriate signage and hand sanitizer will be provided and placed around the building.

● Arrival: ○ Bussing - As students arrive on busses, they will enter the main doors at CHS. If

more than one bus arrives at CHS and is unloading at the same time, students will be diverted to use both front entrances to CHS in order to maintain social distancing guidelines.

○ Driving - Students who are driven to school or drive themselves are asked to use the most appropriate entrance, being the front or back of the school, to follow social distancing guidelines. The front and rear doors will be unlocked at CHS from 7:00 am through 7:25 am.

○ Students and staff are asked to wash their hands and/or use appropriate hand sanitizer when entering the building.

○ All students and staff are required to wear masks throughout the day while in the building according to CDC guidelines. Students will have mask breaks throughout the day.

○ Students are asked to go to their assigned class when entering the building. ○ Students will not be permitted to use their lockers or gym lockers. ○ Students will not change for physical education classes. ○ Appointments are required by anyone who will be visiting the school. There will

be a single exit/entry for all visitors to CHS and a log of all visitors will be kept. ■ Guests with appointments will be provided entrance through the main

doors only. ○ Students with a block one (1) tutorial may arrive at school late, but before the

beginning of block two (2) with parent/guardian permission and appropriate documentation.

● Dismissal: ○ There will be staggered exit times at dismissal. ○ Parents/Guardians dismissing their child will use the external intercom upon

arrival to contact the front office. The front office will dismiss the student to the parent. Entrance to the building will be on an as needed basis.

○ Students with a block four (4) tutorial may leave school early with parent/guardian permission and appropriate documentation.

● Transitions and Passing Periods: ○ The hours at Clinton High School will be reduced. The day will begin at 7:25 am

and end at 1:20 pm.

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○ CHS will move to a rotating block schedule, with four (4) blocks per day. ○ There will be a designated flow of travel in the building. Upon arrival and when

moving about the building, students will travel according to one way signage in the hallways and stairwells. Students should not linger in the hallways.

○ Students will report to their homeroom on the first day of each week for their advisory. Daily homeroom has been eliminated. Students will report to their first assigned block on all other days.

● Schedule: ○ CHS will move to a rotating block schedule, with four (4) blocks per day. ○ Each block will be approximately 80 minutes ○ Students will attend an advisory period in their homeroom every first day of the

week. (Monday or Tuesday if Monday is a holiday)

Period Rotation

1st Week Day Every other Day 1 5 2 6 3 7 4

7:42 - 8:58 7:25 - 8:45 1 5 2 6 3 7 4

9:01 - 10:17 8:48 - 10:08 2 6 3 7 4 1 5

10:20 - 12:01 10:11 - 11:57 3 7 4 1 5 2 6

12:04 - 1:20 12:00 - 1:20 4 1 5 2 6 3 7

○ The third block will be approximately 105 minutes with each class having a 25

minute lunch break. ● Restrooms:

○ Restrooms will be assigned to specific grade levels. ○ Limit the number of students per restroom at a given time. ○ Block off sinks and urinals to achieve appropriate social distancing.

● Cafeteria - Breakfast & Lunch: ○ One way marked entrance and exit for cafeteria ○ Ensure distancing with students six (6) feet apart, facing the same direction and

signage will indicate the one way movement ○ Utilize alternative eating areas to allow for proper social distancing ○ Seating areas will be appropriately marked at six (6) foot intervals, facing the

same direction. ○ Students will be able to eat outside in assigned locations when weather permits. ○ Access to microwave use will be restricted until further notice

● Classrooms ○ Spacing of desks and tables will be at least three (3) feet apart and nonessential

furniture will be removed to allow for movement. ○ Seating arrangements will include a minimum of a three (3) foot radius around

the student according to state guidelines. Students will have assigned seating

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and every effort will be made such that students will not be the same seats in back to back periods.

○ Students will use the 1:1 chromebook model with limited sharing of materials. ○ Students will have the opportunity to use hand sanitizer during class along with

before and after lunch. ○ Additional safety considerations will be implemented in specific courses such as

the arts, physical education or any course with shared equipment. ● Drills:

○ Fire Drills - Students will follow social distancing protocol proceeding to designated safe zones.

○ Lock Down - Following normal procedures, students will follow social distancing during lockdowns.

● Attendance: ○ Daily period attendance will be taken in iPass.

Hybrid Reopening Plan The hybrid reopening plan at CHS will be a blended model between the reopening plan and remote learning plan. The hybrid plan is defined as alternating weeks to be structured as one week in school and one week learning remotely; weeks will be assigned based on last name and/or family. For example, last names beginning with letters A through M would be cohort one (1) (Green) and N through Z would be cohort two (2) (Gold). This model would reduce the number of students in school at a time, further reducing the number of students in the building. While one cohort is receiving direct in person instruction, the other cohort will be involved in remote learning. While in the building, students will have assigned seating within their cohorts in each class and every effort will be made such that students are not in the same seats in back to back periods.

● Exceptions - Any student who is in a substantially separate program, preschool, beginner EL or falls within state guidance expectations will continue with the full reopening plan. These students will attend school consistently week to week and not belong to one cohort or another. These families will be notified by the district.

● All components from the full reopening plan will be followed in the hybrid model while students are at CHS.

● Students at home during the Hybrid model will be working using Edgenuity (online platform) and Google Classroom that has been setup by the classroom teacher. These students are encouraged to contact their teachers for guidance and extra help during the teachers office hours and/or after school (1:20 pm).

● We have contracted with Edgenuity (online platform) for our curriculum needs this year. Teachers will be using Edgenuity as the backbone of their curricula. They will be able to modify, supplement and facilitate student learning using Edgenuity and Google Classroom. Edgenuity will be used in all three (3) school models this year.

● Students will be graded using the numerical system outlined in our student handbook.

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● Teachers will have online office hours 2-3 days per week for online students to check-in along with after school extra help.

○ Teacher office hours will be posted on their Google Classroom ○ Extra Help will be offered after school remotely

● Two (2) hours will be reserved weekly for faculty, professional development and/or department meetings.

Remote Learning Plan During remote learning, school would continue online with students accessing curriculum through Edgenuity and Google Classroom. CHS will ensure that all students have access to an appropriate device and adequate internet during remote learning. All students who participated in the full reopening plan or hybrid plan will participate in remote learning. Students will adhere to structured learning time: the same 4 period per day schedule as stated in the full reopening plan. The grading and daily period attendance expectations will be the same as the full reopening and hybrid models. Teachers will have 2 office hour meeting times daily with students: 7:25-7:55 AM and 12:25-1:20 PM. Two (2) hours will be reserved weekly for faculty meetings, department meetings, etc. Additional guidance will be provided by DESE’s Office for Food and Nutrition Program for meals for remote learners. Remote Schedule

Block Times 1 5 2 6 3 7 4

7:25 - 7:55 Office Hours / Meeting Time

1 8:00 - 8:55 1 5 2 6 3 7 4

2 9:00 - 9:55 2 6 3 7 4 1 5

3 10:00 - 10:55 3 7 4 1 5 2 6

4 11:00 - 11:55 4 1 5 2 6 3 7

12:00 - 12:30 Lunch

12:30 - 1:20 Office Hours / Extra Help

Online Learning Option The online learning option will be offered to any student who is unable or unwilling to return to school. This online learning will be primarily done using Edgenuity. Edgenuity has been endorsed by the DESE as a Learning Management System (LMS) for student learning. Students in the online learning environment will have CPS staff and/or online learning staff who will work with them to help facilitate their learning and act as an advisor.

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