Safe Reopening Of California’s Public Schools

Title Page

Site
Conducted on
Prepared by
Location

HEALTH AND SAFETY

Local Conditions

Ensure that the following local conditions are in place:
a. Flexibility or Lifting of State Stay-Home Order i. The state has lifted or relaxed the stay-home order to allow schools to physically reopen.
b. Flexibility or Lifting of County Stay-Home Order i. The county has lifted or relaxed the stay-home or shelter-in-place order to allow schools to physically reopen.
c. Local Public Health Clearance. Local public health officials have made determinations, including, but not limited to, the following: i. Testing Availability. Consult with local public health officials to ensure adequate tests and tracking/tracing resources are available for schools to reopen. Employees have access to tracking/tracing resources are available for schools to reopen. Employees have access to COVID-19 testing at regular and ongoing intervals. ii. Sufficient duration of decline or stability of confirmed cases, hospitalizations, and deaths. iii. Sufficient surge capacity exists in local hospitals.
d. Equipment Availability i. Have sufficient protective equipment to comply with California Department of Public Health (CDPH) guidance for students and staff appropriate for each classification or duty, as well as relevant California Division of Occupational Safety and Healt Administration (Cal/OSHA) requirements. ii. Have a plan for an ongoing supply of protective equipment. iii. Purchase a sufficient number of no-touch thermal scan thermometers for symptom screenings. iv. Consider the differing requirements of PPE/EPG for the differing populations of students with disabilities (i.e., for those requiring medical procedures, toileting, lifting and mobility assistance).
e. Cleaning Supply Availability i. Have enough school-appropriate cleaning supplies to continuously disinfect the school site in accordance with CDPH guidance. ii. Ensure sufficient supplies of hand sanitizers, soap, handwashing stations, tissues, no-touch trash cans, and paper towels.

Plan to Address Positive COVID-19 Cases or Community Surges

a. Establish a plan to close schools again for physical attendance of students, if necessary, based on public health guidance and in coordination with local public health officials.
b. In accordance with CDPH guidance, when a student, teacher, or staff member or a member of their household tests positive for COVID-19 and has exposed others at the school implement the following steps: i. In consultation with the local public health officials, the appropriate school official may consider whether school closure is warranted and length of time based on the risk level within the specific community as determined by the local public health officer. ii. In accordance with standard guidance for isolation at home after close contact, the classroom or office where the COVID-19-positive individual was based will typically need to close temporarily as students or staff isolate. iii. Additional close contacts at school outside of a classroom should also isolate at home. iv. Additional areas of the school visited by the COVID-19-positive individual may also need to be closed temporarily for cleaning and disinfection. v. Develop a plan for continuity of education, medical and social services, and meal programs and establish alternate mechanisms for these to continue.

Injury and Illness Prevention Program (IIPP)

a. Update the IIPP to address unique circumstances during the COVID-19 crisis and make updates accessible to employees and parents.

Campus Access

Develop a plan to minimize access to campus, and limit nonessential visitors,facility use permits, and volunteers.
a. Exclude any student, parent, caregiver, visitor, or staff showing symptoms of COVID-19 (reference CDC and CDPH guidelines for COVID-19 symptoms). Staff should discuss with the parent or caregiver and refer to the student’s health history form or emergency card to identify whether the student has a history of allergies, which would not be a reason to exclude.
b. Monitor staff and students throughout the day for signs of illness. Determine any special or unique needs for students with disabilities related to planned district or schoolwide procedures. unique needs for students with disabilities related to planned district or schoolwide procedures.
c. Students—Entering Campuses i. Passive Screening. Instruct parents to screen students before leaving for school (check temperature to ensure temperatures below 100.4 degrees Fahrenheit, observe for symptoms outlined by public health officials) and to keep students at home if they have symptoms consistent with COVID-19 or if they have had close contact with a person diagnosed with COVID-19. ii. Active Screening. Engage in symptom screening as students enter campus and buses, consistent with public health guidance, which includes visual wellness checks and temperature checks with no-touch thermometers (check temperature to ensure temperatures below 100.4 degrees Fahrenheit), and ask all students about COVID-19 symptoms within the last 24 hours and whether anyone in their home has had COVID-19 symptoms or a positive test. 1. If a thermometer requiring a touch method (under the tongue or arm, forehead, etc.) is the only type available, it should only be used when a fever is suspected and caution is taken by temperature screeners, such as by wearing gloves, eye protection, and a mask. 2. Thermometers must be properly cleaned and disinfected after each use. iii. All students must wash or sanitize hands as they enter campuses and buses. iv. Provide supervised, sufficient points of access to avoid larger gatherings. v. Use privacy boards or clear screens when practicable. vi. If a student is symptomatic while entering campus or during the school day: 1. Students who develop symptoms of illness while at school should be separated from others right away, preferably isolated in an area through which others do not enter or pass. If more than one student is in an isolation area, ensure physical distancings 2. Any students or staff exhibiting symptoms should be required to immediately wear a face covering and wait in an isolation area until they can be transported home or to a health care facility. 3. Students should remain in isolation with continued supervision and care until picked up by an authorized adult. 4. Follow established guidelines for triaging students in the health office, recognizing not all symptoms are COVID-19 related. 5. Advise parents of sick students that students are not to return until they have met CDC criteria to discontinue home isolation. vii. Develop a plan for if students are symptomatic when boarding the bus. viii.Protect and support students who are at higher risk for severe illness (medical conditions that the CDC says may have increased risks) or who cannot safely distance from household contacts at higher risk by providing options such as virtual learning or independent study.
d. Staff—Entering Campuses i. Passive Screening. Instruct staff to self-screen before leaving for work (check temperature to ensure temperatures below 100.4 degrees Fahrenheit, check for symptoms outlined by public health officials) and to stay home if they have symptoms consistent with COVID-19 or if they have had close contact with a person diagnosed with COVID-19. ii. Active Screening. Engage in symptom screening as staff enter worksites, consistent with public health guidance, which includes visual wellness checks and temperature checks with no-touch thermometers (check temperature to ensure temperatures below 100.4 degrees Fahrenheit), and ask all staff about COVID-19 symptoms within the last 24 hours and whether anyone in their home has had COVID-19 symptoms or a positive test. 1. If a thermometer requiring a touch method (under the tongue or arm, forehead, etc.) is the only type available, it should only be used when a fever is suspected. 2. Thermometers must be properly cleaned and disinfected after each use. iii. All staff must wash or sanitize hands as they enter worksites. iv. Exclude employees who are exhibiting symptoms from the workplace. 1. Staff members who develop symptoms of illness should be sent to medical care. Have emergency substitute plans in place. 2. Create a procedure for reporting the reasons for the exclusions. 3. Advise sick staff members not to return until they have met CDC criteria to discontinue home isolation
e. Outside Visitors and Groups i. Limit access to campus for parents and other visitors. ii. Evaluate whether and to what extent external community organizations can safely utilize the site and campus resources. Ensure external community organizations that use the facilities also follow the school’s health and safety plans and CDPH guidance. iii. Review facility use agreements and establish common facility protocols for all users of the facility. iv. Establish protocol for accepting deliveries safely v. Charter School Co-locations 1. Update facility use agreements to address unique circumstances during the COVID-19 crisis, ensuring that organizations that are using the same facility have agreed to the same understandings about how to reopen in a healthy and safe way. Establish a protocol for responding to site concerns regarding health and safety issues that arise during the pandemic that is collaborative and meets the needs of all stakeholders.

Hygiene

Plan to address hygiene practices to ensure personal health and safety in school facilities and vehicles.
a. Handwashing. In accordance with CDPH and Cal/OSHA guidance and in consultation with local public health officials, develop a plan for handwashing that includes: i. Providing opportunities for students and staff to meet handwashing frequency guidance. ii. Ensuring sufficient access to handwashing and sanitizer stations. Consider portable handwashing stations throughout a site and near classrooms to minimize movement and congregations in bathrooms to the extent possible. iii. Ensuring fragrance-free hand sanitizer (with a minimum of 60 percent alcohol) is available and supervised at or near all workstations and on buses. Children under age nine should use hand sanitizer under adult supervision. Call Poison Control if consumed: 1-800-222-1222. Note:frequent handwashing is more effective than the use of hand sanitizers
b. Train staff and students on proper handwashing techniques and PPE/EPG use, including the following: i. Scrub with soap for at least 20 seconds or use hand sanitizer if soap and water are not accessible. Staff and students should use paper towels (or single use cloth towels) to dry hands thoroughly. ii. Wash hands when: arriving and leaving home; arriving at and leaving school; after playing outside; after having close contact with others; after using shared surfaces or tools; before and after using restroom; after blowing nose, coughing, and sneezing; and before and after eating and preparing foods. iii. CDC guidance on proper PPE use.
c. Teach staff and students to: i. Use tissue to wipe the nose and cough and sneeze inside the tissue. ii. Not touch the face or face covering.

Protective Equipment

Plan to address protective equipment needs to ensure personal health and safety in school facilities and vehicles
a. According to CDC guidance: i. Training and information should be provided to staff and students on proper use, removal, and washing of cloth face coverings. ii. Face coverings are not recommended for anyone who has trouble breathing or is unconscious, incapacitated, or otherwise unable to remove the covering without assistance. LEAs should make reasonable accommodations such as a face shield with a cloth drape for those who are unable to wear face coverings for medical reasons. Per Cal/OSHA, considerations for face shields should include a cloth drape attached across the bottom and tucked into shirt. iii. Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected (many people carry COVID-19 but do not have symptoms). Cloth face coverings are not surgical masks, respirators, or personal protective equipment.
b. Staff Protective Equipment i. As recommended by the CDC, all staff should wear face coverings. Per CDPH guidance, teachers could use face shields, which enable students to see their faces and to avoid potential barriers to phonological instruction. ii. Provide masks if the employee does not have a clean face covering. iii. Provide other protective equipment, as appropriate for work assignments. 1. For employees engaging in symptom screening, provide surgical masks, face shields, and disposable gloves. 2. For front office and food service employees, provide face coverings and disposable gloves. 3. For custodial staff, provide equipment and PPE for cleaning and disinfecting, including: A. For regular surface cleaning, provide gloves appropriate for all cleaning and disinfecting. B. Classified staff engaged in deep cleaning and disinfecting should be equipped with proper PPE for COVID-19 disinfection (disposable gown, gloves, eye protection, and mask or respirator) in addition to PPE as required by product instructions. All products must be kept out of children’s reach and stored in a space with restricted access. C. Cal/OSHA requires that PPE be provided and worn to effectively protect employees from the hazards of the cleaning products used and training be provided to staff on the hazards of chemicals.
c. Student Protective Equipment i. Students should use cloth face coverings, especially in circumstances when physical distancing cannot be maintained. If an LEA requires students to wear face coverings, then the LEA must provide face coverings to be used. Consider how the LEA will address students with disabilities who refuse or are not able to wear masks. At a minimum, face coverings should be worn: 1. While waiting to enter the school campus. 2. While on school grounds (except when eating or drinking). 3. While leaving school. 4. While on a school bus. A. Driver has access to surplus masks to provide to students who are symptomatic on the bus

Physical Distancing

Plan to meet physical distancing standards in school facilities and vehicles. Clearly define how staff can honor physical distancing recommendations, yet meet student medical, personal, or support needs. Determine how adequate space and facilities will be utilized to maintain health and safety of students and staff, especially when tending to individual student medical or personal needs
a. Plan to limit the number of people in all campus spaces to the number that can be reasonably accommodated while maintaining a minimum of 6 feet of distance between individuals. (6 feet is the current minimum recommendation for physical distancing from the CDC, but it is important to pay attention to future modifications in public health recommendations.)
b. To the extent possible, and as recommended by the CDC, attempt to create smaller student/educator cohorts to minimize the mixing of student groups throughout the day. Minimize movement of students, educators, and staff as much as possible
c. In a circumstance where sufficient physical distancing is difficult or impossible, such as when students enter or exit a school bus in proximity to the bus driver, all individuals, including staff and students, should wear face coverings that cover the mouth and nose consistent with public health guidance. To be clear, face coverings are not a replacement for physical distancing, but they should be used to mitigate virus spread when physical distancing is not feasible
d. Student Physical Distancing. LEAs should plan to: i. Limit number of students physically reporting to school, if needed to maintain physical distancing. 1. Determine student and staff capacity of each school meeting 6-foot physical distancing objectives. 2. Consider various strategies outlined in the Instructional Program Models in the guidance document, such as early/late start times and blended learning models. ii. The CDC recommends virtual activities in lieu of field trips and intergroup iii. Post signage and install barriers to direct traffic around campus. iv. Buses 1. Determine maximum capacity for students of each vehicle while meeting 6-foot physical distancing objectives. 2. Create a plan for seating based on maximum capacity determined above, and develop a plan for bus routes that accommodates the capacity limitations. Mark or block seats that must be left vacant. Sample seating options A. Option 1: Seat one student to a bench on both sides of the bus, skipping every other row. B. Option 2: Seat one student to a bench, alternating rows on each side to create a zigzag pattern on the bus. 3. Instruct students and parents to maintain 6-foot distancing at bus stops and while loading and unloading. 4. Seat students from the rear of the bus forward to prevent students from walking past each other. To prevent students from walking past one another, afternoon runs should be boarded based on the order in which students will be dropped off. (Students who get off first should board last and sit in the front.) 5. Students and staff should wear face coverings at bus stops and on buses. v. Playgrounds/Outside Spaces/Athletics 1. Increase supervision to ensure physical distancing. 2. Physical education (PE) and intramural/interscholastic athletics should be limited to activities that do not involve physical contact with other students or equipment until advised otherwise by state/local public health officials. vi. Classrooms 1. Determine maximum capacity for students of each classroom while meeting 6-foot physical distancing objectives. 2. In accordance with CDC and CDPH guidance, ensure desks are a minimum of 6 feet apart and arrange desks in a way that minimizes face-to-face contact. 3. If necessary, utilize other campus spaces for instructional activities (e.g., lecture halls, gyms, auditoriums, cafeterias, outdoors). 4. If necessary, broadcast to other classrooms and students distance learning at home. 5. Increase staffing to ensure physical distancing for younger students and students with special needs. 6. Arrange developmentally appropriate activities for smaller group activities and rearrange furniture and play spaces to maintain separation, when possible. 7. Address physical distancing objectives as students move between classrooms. 8. Address potential issues from physical distancing rules that could result in unintended segregation of students with disabilities on campuses away from peers without disabilities. vii. Food Service 1. Consider strategies to limit physical interaction during meal preparation and meal service (e.g., serving meals in classrooms, increasing meal service access points, staggering cafeteria use). 2. Suspend use of share tables and self-service buffets for food and condiments. 3. Install physical barriers, such as sneeze guards and partitions, at point of sale and other areas where maintaining physical distance of 6 feet is difficult. 4. With an approved National School Lunch Program waiver, offer meal delivery for students quarantined or in a home-based cohort. 5. If providing meal service in classrooms, plan for cleaning and trash removal.
e. Staff i. Develop a plan that ensures physical distancing among staff in their work environment to reduce spread of the virus that includes: 1. Avoiding staff congregation in work environments, break rooms, staff rooms, and bathrooms. 2. Avoiding grouping staff together for training or staff development. Consider conducting the training virtually or, if in-person, ensure distancing is maintained. ii. Adjust staff schedules (through negotiations) to accommodate new student schedules and physical distancing strategies. iii. In accordance with Cal/OSHA regulations and guidance, evaluate all workspaces to ensure that employees can maintain physical distancing to the extent possible. 1. Where possible, rearrange workspaces to incorporate a minimum of 6 feet between employees and students. 2. If physical distancing between workspaces or between employees and students and visitors is not possible, add physical barriers that cannot be moved to separate workspaces.

Cleaning and Disinfecting

Plan to meet cleanliness and disinfecting standards in school facilities and vehicles.
a. Overall Cleanliness Standards. Schools must meet high cleanliness standards prior to reopening and maintain a high level during the school year.
b. In accordance with CDC guidance, avoid sharing of electronic devices, toys, books, and other games or learning aids.
c. Limit stuffed animals and any other toys that are difficult to clean and sanitize.
d. In accordance with CDC and California Department of Pesticide Regulation (CDPR) guidance, and in consultation with local public health officials, develop a plan that includes i. A safe and correct application of disinfectants using personal protective equipment and ventilation recommended for cleaning. ii. Disinfecting surfaces between uses, such as: 1. Desks and tables 2. Chairs 3. Seats on bus 4. Keyboards, phones, headsets, copy machines iii. Disinfecting frequently—at least daily—high-touch surfaces, such as: 1. Door handles 2. Handrails 3. Drinking fountains 4. Sink handles 5. Restroom surfaces 6. Toys, games, art supplies, instructional materials 7. Playground equipment iv. When choosing disinfecting products, using those approved for use against COVID-19 on the Environmental Protection Agency (EPA) List N: Disinfectants for Use Against SARS-CoV-2 and follow product instructions. 1. To reduce the risk of asthma related to disinfecting, programs should aim to select disinfectant products on the EPA List N with asthma-safer ingredients (hydrogen peroxide, citric acid, or lactic acid). 2. Avoid products that mix these ingredients with peroxyacetic acid, sodium hypochlorite (bleach), or quaternary ammonium compounds, which can cause asthma. 3. Use disinfectants labeled to be effective against emerging viral pathogens, following label directions for appropriate dilution rates and contact times. v. When cleaning, airing out the space before children arrive. Plan to do a thorough cleaning when children are not present. vi. Closing off areas used by any sick person and not using before cleaning and disinfection. To reduce risk of exposure, wait 24 hours before cleaning and disinfecting. If it is not possible to wait 24 hours, wait as long as possible
e. Make a Plan for Adequate Outdoor Air Circulation i. In accordance with CDC guidance, ensure that ventilation systems and fans operate properly and increase circulation of outdoor air as much as possible by opening windows and doors and other methods. Do not open windows and doors if doing so poses a safety or health risk to children using the facility (for example, allowing pollen in or exacerbating asthma symptoms). Maximize central air filtration for heating, ventilation, and air conditioning (HVAC) systems (targeted filter rating of at least MERV 13).
f. Take steps to ensure that all water systems and features (e.g., drinking fountains, decorative fountains) are safe to use after a prolonged facility shutdown to minimize the risk of Legionnaires’ disease and other diseases associated with water.
g. Keep each child’s belongings separated and in an individually labeled storage container, cubby, or area. Send belongings home each day to be cleaned

Employee Issues

Engage employees on COVID-19 plans and provide necessary training and accommodations.
a. Revisit existing bargaining agreement. i. Engage the exclusive representatives of labor groups and work collaboratively in tailoring bargaining agreements to address the relevant employee issues in this checklist. Ideally, these are matters that would be resolved as part of the reopening planning process and prior to school starting so as to provide clarity for reopening. ii. Create a plan for future bargaining that may be necessary as additional issues arise
b. Staffing Ratios i. Ensure staffing levels are sufficient to meet unique facility cleanliness, physical distancing,student learning, and health and safety needs to address COVID-19. ii. Consider rolling staff cohorts to meet needs and avoid overwork.
c. Develop and provide staff training or utilize state-provided training on: i. Disinfecting frequency and tools and chemicals used in accordance with the Healthy Schools Act, CDPR guidance, and Cal/OSHA regulations. For staff who use hazardous chemicals for cleaning, specialized training is required. ii. Physical distancing of staff and students. iii. Symptom screening, including temperature checks. iv. Updates to the Injury and Illness Prevention Program (IIPP). v. State and local health standards and recommendations, including, but not limited to, the following: 1. Proper use of protective equipment, including information on limitations of some face coverings that do not protect the wearer and are not PPE but can help protect people near the wearer. Face coverings do not replace the need for physical distancing and frequent handwashing. Cloth face coverings are most essential when physical distancing is not possible. Also include training on removal and washing of cloth face coverings. 2. Cough and sneeze etiquette. 3. Keeping one’s hands away from one’s face. 4. Frequent handwashing and proper technique. 5. Confidentiality around health recording and reporting. vi. Training for school health staff on clinical manifestations of COVID-19, pediatric presentations, and CDC transmission-based precautions. vii. Training on trauma-informed practices and suicide prevention.
d. Designate a staff liaison or liaisons to be responsible for responding to COVID-19 concerns. Employees should know who they are and how to contact them
e. Reasonable Accommodations i. Protect and support staff who are at higher risk for severe illness (medical conditions that the CDC says may have increased risks) or who cannot safely distance from household contacts at higher risk by providing options such as telework or negotiated change in classification or duties. ii. If reasonable accommodations are not practicable, the LEA should work with the employee to develop a flexible leave plan that endeavors to avoid exhausting the employee’s earned leave.

Communication with Students, Parents, Employees, Public Health Officials, and the Community

a. School leaders should engage stakeholders, including families, staff, and labor partners in the school community, to formulate and implement the plans in this checklist.
b. Communicate to staff, students, and parents about new, COVID-19-related protocols, including: i. Proper use of PPE/EPG. ii. Cleanliness and disinfection. iii. Transmission prevention. iv. Guidelines for families about when to keep students home from school. v. Systems for self-reporting symptoms. vi. Criteria and plan to close schools again for physical attendance of students.
c. Target communication for vulnerable members of the school community
d. Create a communications plan for if a school has a positive COVID-19 case. i. Address the school’s role in documenting, reporting, tracking, and tracing infections in coordination with public health officials. ii. Notify staff and families immediately of any possible cases of COVID-19. Review legal responsibilities and privacy rights for communicating about cases of the virus. iii. Provide guidance to parents, teachers, and staff reminding them of the importance of community physical distancing measures while a school is closed, including discouraging students or staff from gathering elsewhere. iv. Provide information to parents regarding labor laws, Disability Insurance, Paid Family Leave,and Unemployment Insurance. v. Advise sick staff members and children not to return until they have met CDC criteria to discontinue home isolation. vi. Inform those who have had close contact with a person diagnosed with COVID-19 to stay home and self-monitor for symptoms and to follow CDC guidance if symptoms develop. If a person does not have symptoms follow appropriate CDC guidance for home isolation.

INSTRUCTIONAL PROGRAMS

INSTRUCTIONAL SCHEDULING MODELS

Essential Planning Questions/Action Steps for LEAs
• How will the LEA engage with their education partners and staff in collaboratively making the decision of choosing an instructional schedule model?
• How will the LEA create a process for evaluating and adapting models throughout the year with all educational partners and staff?
• As an LEA is contemplating different instructional schedule models, a review of the LEA’s infrastructure and resources should be considered in the decision-making process. For example: •What technology access and resources are available for students and families? •What technology support resources are available for students and families? •What technology policies are in place to protect private and sensitive student information? Are policies current and compliant with California data privacy laws? •How does a survey of physical buildings and space inform the instructional schedule model decision? •How will the LEA survey needs of staff and provide aligned professional learning? •How will all students’ needs be addressed within the instructional schedule model? •What instructional and social–emotional supports will students and families need? •How will you measure success and effectiveness of the model? •What model are other schools in the area choosing to help with consistent and coherent approaches to support families?
Conduct a survey or review on current teacher/staff, student, and family needs. Review data and determine LEA strengths, barriers, and capacity to support identified needs.
What is the communication plan for reopening with a new instructional schedule model? •LEAs should consider communication for different audiences and critical messages, including •how messages will be delivered and •how to improve the efficacy of communication by identifying and addressing potential language barriers, cultural barriers, and disability accommodations or supports necessary for communicating to families and other audiences

INSTRUCTIONAL PLANNING

Essential Questions for Consideration
What planning time and infrastructure will teachers and staff need to discuss real-time feedback from students?
What planning resources will staff need to work together to design and lead changes in their classrooms?
What data will be collected as a feedback loop on students’ experiences to inform planning?
How will the LEA ensure students with disabilities and other special populations are fully integrated into every aspect of preparation and participation of the instructional model?
How will Universal Design for Learning (UDL) be utilized during instructional planning time?
How will the teacher teams determine essential state standards to focus learning?
How will staff engage with the student to figure out learning barriers and plan to find innovative ways to meet their needs?

COLLABORATION AND ASSESSMENT

•Essential Questions

Are there common diagnostic, formative, and summative assessment tools across the district/site for comparative analysis to identify specific targeted student learning needs?
If assessments must be given at home, how have students been prepared for and given opportunity to practice the protocols for administration? If parent support or guidance is needed, how have they been prepared?
Is there a clearly defined multitiered system of support that includes guidance for implementing Tier 1 strategies before offering Tier 2 interventions? When and how to offer Tier 2 and Tier 3 supports?
Do staff have structured collaboration time to engage in improvement cycles including reviewing student assessments, planning instructional shifts and strategies based on data, establishing clear outcome goals, debriefing the lesson as a team, and repeating the process?
What might this look like in a virtual setting?
How will districts ensure appropriate accommodations are made for students?

•Considerations

Consider a data management platform to collect, house, and disaggregate local data on a regular basis.
Consider developing a regularly scheduled time for grade-level teams and staff meetings to engage in cycles of inquiry around student data. Rural districts might use this opportunity to connect gradelevel teams virtually for collaboration.
Establish a common protocol for regular and consistent communication to parents.
Develop a plan to meet the social–emotional needs of the student prior to administering an assessment. Examples include greetings and a warm-up game (with physical distancing) to ease anxiety, prior to asking students to demonstrate learning. If diagnostic testing has not been widely implemented in previous years, staff administering the assessments should be sure to clarify the purpose of diagnostic assessments
Interventions may include a regularly scheduled 30-minute session with an intervention provider or specialist through video conference, scaffolding for specific task assignments (e.g., an outline or sentence starters for written responses), pre-highlighted texts, more frequent feedback or checkins, time management supports, or maintaining a daily written agenda. Students in upper grade levels may be offered guidance for monitoring their own progress and implementing interventions independently, if appropriate. For example, students can implement supports like setting their own timer to chunk assignments, keeping a daily agenda that outlines tasks and goals, or creating a playlist or active routine to help with stress or anxiety management
Formative assessment examples may include collecting exit tickets through a digital platform at the end of each class session, whether online or in person; using an opener to reinforce skills and check for understanding on concepts recently taught; giving students opportunities to share what is working and what is not working; or continuing to provide ample opportunity for discussion and meaningful content interaction with students through high-order thinking questions. As students are given opportunities to participate in engaging activities, be sure to provide students with ample time to think and develop a solid response, as appropriate.
When reviewing all assessment data, focus on a continuous improvement learning model.
Provide professional learning for teachers on diagnostic assessments
Learning goals should be clearly established and explicitly communicated to students. Providing students with an essential question or learning goal at the beginning of instruction, and frequently referring back to the question or goal, provides transparency for students. In a virtual environment, this can include prominently posting the learning goal or essential question on a teacher’s web page, asking students to keep a learning log to track their key learnings throughout a lesson or unit, or weekly check-ins that require students to respond to the essential question using information from the week’s lessons and activities.
Consider using choice boards, which provide students with a variety of options that demonstrate learning and allow students to revise or resubmit work after reteaching or receiving feedback. Feedback should be timely, specific, and actionable, either through written or oral communication, videos or sound recordings, or student-to-student feedback in online breakout sessions
Consider working with students to develop a portfolio (online or paper), selecting their work products to put in an online file, and submitting reflection videos

SOCIAL–EMOTIONAL LEARNING

Before school starts, how will the LEA engage with families and provide activities to help families feel comfortable on the school campus?
Before school starts, how will the LEA engage with staff to help them feel comfortable when returning CO their classrooms and schools?
How will the LEA support staff CO integrate SEL practices? What types of professional development will be offered and how often will if be available?
How will school staff provide non-academic-focused check-ins with students?
How might wearing masks alter our understandings of how individuals are feeling? Consider lessons on alternative ways CO communicate feelings.
How can we positively communicate the need for physical distancing in the classroom? Children naturally hug, touch, etc. when playing. Consider finding ways CO positively reinforce good practices.
How will we handle students' and/or families' varied understandings of physical distancing measures? Consider age-appropriate lessons on the science behind infection. Such lessons may also be leaned upon when addressing students who express concern when seeing other classmates exhibit signs of allergies or other noncontagious symptoms.
How will students who need additional support CO physically distance or who may not be able CO wear a mask due CO a manifestation of their disability be supported at the school site? What, if any, exceptions can be made in such circumstances?
How can we support movement CO ensure children are expending adequate energy? As student movement from classroom CO classroom or recess activities are restricted, there may not be as many opportunities for physical activity during the school day. Consider building in transition activities that allow for movement.
How do we integrate SEL practices into instructional planning?

SPECIAL EDUCATION

•Personal Protective Equipment (PPE)/Essential Protective Gear (EPG)

Consider the differing requirements of PPE/EPG for the differing populations of students with disabilities (i.e., for those requiring medical procedures, toileting, lifting and mobility assistance).
Consider how the LEA will address students with disabilities who refuse or are not able to wear masks

•Planning for Students who are Medically Fragile and/or Immune Compromised

Clearly define how staff can honor physical distancing recommendations, yet meet student medical, personal, or support needs.
Determine how adequate space and facilities will be utilized to maintain health and safety of students and staff, especially when tending to individual student medical or personal needs.
Build in flexibilities to keep students connected and included in the class and school community regardless of how much physical time they are able to attend school. Ensure the ability to quickly pivot to attending class virtually in order to retain some regular connection to teacher and peers.
Determine any special or unique needs for students with disabilities related to planned district or schoolwide procedures and protocols related to the following: •Daily health screening and temperature checks •Restroom use as well as diapering and toileting • Paths of travel •Use of campuses for recess or recreational activities • Cleaning and disinfecting

•Physical Distancing

Establish any necessary flexibilities for specific students-with¬disabilities populations such as preschool-age, students with extensive support needs, behavioral challenges, etc.
Establish flexibilities and plan for how to implement physical distancing given lack of space and facility limitations, particularly for children who will struggle with maintaining physical distancing.
Address potential issues from physical distancing rules that could result in unintended segregation of students on campuses away from peers without disabilities.
Plan for maintaining access to peers without disabilities and ensure that students remain in the least restrictive environment.
Determine how the LEA will provide related services in instructional models while staying physically distant
Discuss how LEA staff and providers will conduct assessments while practicing physical distancing.

•Ensuring a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act

Work with each family and student to determine what FAPE looks like for each student and family during COVID-19. It may be different than the individualized education program (IEP) developed pre¬COVID-19.
Use the LEA model(s) for all students as the basis for establishing FAPE.
Ensure children with disabilities are included in all offerings of school education models by using the IEP process to customize educational opportunities and provide supports when necessary.
Use annual IEP to plan for traditional school year and while not required, it is suggested LEAs include distance learning plans or addendums CO address distance learning needs during immediate or future school site closures.

Utilize and Update Individualized Education Programs (IEPs)

Essential Questions That LEAs Need to Consider
How will designated and integrated ELD be provided?
How will we support English learners with oral language development?
How will we engage English learners’ families and ensure they receive information and convey information in a language they understand?
How will we ensure that the social–emotional and physical health needs of English learners are addressed?
How will we ensure that English learners have the tools needed to engage in the curriculum, including access to technology as well as access to books or assignment packets?
How will we track English learners’ progress and ensure that all current English learners and reclassified students make progress?
How will we support English learners who are not making progress toward proficiency?
How will we provide opportunities for home language development for all English learners and ensure that the home language is seen as an asset?
How will we address the needs of multilingual students and English learners enrolled in multilingual programs?
How will we ensure that English learners have access to the full curriculum, including ELD?
How will we provide professional learning opportunities and tools to teachers and paraprofessionals focused on meeting the needs of English learners during distance learning and the transition to reopening schools?

CAREER TECHNICAL EDUCATION

•CTE Instruction

LEAs should consider the following as they move to reopen their CTE classrooms.
Develop a system to clean all equipment or tools being used using the health and safety guidance as the foundation for their planning. Tools are checked out often during an instructional period and returned at the end of that class. A process should be developed to ensure that all tools are cleaned each time they are returned so that they are ready for the next student or next class.
In an instructional laboratory such as a shop, equipment is used numerous times during a class period and may need to be sanitized according to the health and safety guidance. Extra time should be spent at the beginning of the year to review typical safety precautions with additional time reviewing special circumstances centered on cleanliness to avoid exposure to COVID-19.
A process should be developed to ensure all equipment is clean and safe every time a class occurs. Many CTE courses assign tasks to students who assist in cleanup at the end of class, and the students should be trained in all safety processes and procedures. It would be appropriate to assign a student each period to ensure that equipment is properly cleaned following each use.
To reduce the number of students in a CTE laboratory and maintain physical distancing, consider having half of the students remain in the classroom while the other half participates in the laboratory instruction.

•Career Counseling

Since counselors and teachers will likely be able to see students on site but with less face time, they may need to rely on blended instruction with some in-person direction and some via a remote platform. Direction could also be delivered by recorded instruction posted on a class web page
Educators should rely on online tools such as the California CareerZone, found at https://www.cde.ca.gov/ci/ct/cc/. California Career Center, and mobile apps such as the Career Surfer, My Stuff Job Central, and My Stuff CAP (career action plan) which students can use on their own and at their own speed to complete assignments.
Educators will need lesson plans and activities developed for distance learning that can be given to students with less upfront direction due to the limited time of in-person instruction.

•Experiential Learning

Work with business and industry partners to develop a plan to maintain distancing requirements while students are on site
Look into alternatives to on-site placement. Are there opportunities for virtual industry opportunities?
Work with teachers on potential methods to supervise and monitor students who are taking part in experiential learning opportunities. Teachers should consider skills being obtained by the student and also notice safety and cleanliness policies.

•Career and Technical Student Organizations

Engage students in a process to review their calendar of events in an effort to provide creative alternatives to participation. Some considerations might include:
Holding monthly meetings in a way that enhances the distancing requirements
Developing engaging activities that can be completed virtually
Working with community groups to plan for safely participating in service projects
Reviewing the LEA’s current travel policy and adopting revised strategies to ensure safe and healthy travels, as many CTSO activities are out-of-class and often out-of-town
Reviewing the current travel restrictions for students and faculty, addressing travel within the community, county, state, and even nationally
Addressing the need of the travel versus the risks • For example, if a group of seven students is traveling within a 30-mile radius to participate in a competition, what would the restrictions be? If the students were traveling the same distance to take part in a meeting, would the same restriction apply? What if the students were participating in a leadership conference with students from other communities?

EXPANDED LEARNING

•What: Eager Partners

Find out who is offering after-school and summer programs at or near your schools.
Invite them to talk about their approach and their programs.
Engage them in the planning process as early as possible to align with instructional programs to accelerate learning. They often know much about the local community and its resources and opportunities. When asked, they are good at coming up with innovative solutions and flexible models for supporting the students.
Be clear about your parameters and expectations, and then continue to engage as equal partners. Like you, expanded learning providers are professionals and experts in their field.
Do any existing memoranda of understandings (MOUs) require updates on modifications to ensure students and staff are safe?

PROFESSIONAL RELATIONSHIPS AND LEARNING

ESSENTIAL PLANNING QUESTIONS

How will the school maintain positive relationships among staff?
What information can we solicit from students, families, and educators about distance learning efforts and a transition CO a new instructional program model that can inform PL opportunities?
What does successful implementation of the new instructional program model look like and what supports do educators need in order CO achieve it?
What PL structures can continue under the new instructional schedule model and what adjustments need CO be made in order CO maintain quality and safety and accelerate student learning?
What opportunities will be provided CO teachers in order CO build their confidence with the new instructional program model?

CONTINUITY OF RELATIONSHIPS AND LEARNING PLANS

ESSENTIAL QUESTIONS FOR CONSIDERATION

How will LEAs maintain relationships and connectedness when the physical school buildings are closed?
How will the LEA continue some of the same practices, such as student announcements, even when the physical school buildings are closed?
How will the LEA continue to provide opportunities for staff collaboration and professional learning?
How will LEAs create a feedback loop about the experiences of students, staff, and families to inform their ongoing planning and communication?
How will LEAs consider the diverse needs of all students and plan for common and differentiated social–emotional and academic supports?
How will LEAs continue their community partnerships to amplify their efforts of continuity of relationships and learning?
How are all of our relationships becoming more equitable and strengthening our community

MENTAL HEALTH AND WELL-BEING OF ALL

TIER 1: UNIVERSAL SUPPORTS: WHOLE SCHOOL SAFETY AND PREVENTION PLANNING

What is the LEA doing to promote wellness of students on a daily basis?
Conduct universal screening co identify social—emotional needs of students.
Share student mental health need assessment data with stakeholders during LCAP stakeholder engagement process.
Encourage school boards CO adopt policies that support staff and student wellness.
Consider strategies CO become a trauma-responsive school system CO support the school community.
Conduct routine check-ins using a trauma- and resilience-informed lens.
Develop a system CO connect with students and families co promote attendance
Engage with students and families using culturally responsive techniques.
Are staff trained in providing supports through a trauma-informed and responsive lens?
o Use Psychological First Aid to assess immediate needs and provide support.
o Use professional development time to increase trauma knowledge and skills
What is the LEA doing to reduce the stigma associated with accessing services?
o Engage staff in professional development about mental health destigmatization.
Has the LEA adopted a suicide prevention policy?
o Share the National Suicide Prevention Lifeline 1-800-273-8255 widely. (Include it on staff and secondary student ID cards.)
o Include mental health and wellness resources on district and school websites and in communications with families (newsletters, emails, texts, robocalls, etc.).
Has the LEA engaged the school community and mental health practitioners in a survey to understand its constituents’ needs in order to build upon existing assets and determine the current mental health needs of staff, students, and families? (For example, the CDE offers a free CalSCHLS Learning from Home Survey.)
o Conduct schoolwide mental health assessment that includes trauma and stress.
o Assess and review necessary staffing ratios to meet student needs (teachers, support services, etc.).

TIER 1: COMMUNITY AND FAMILY ENGAGEMENT AND SUPPORT

How are LEAs engaging community-based and local government partners in supporting the mental
wellness of staff and students?
o Collaborate with stakeholders, such as county behavioral health departments and local HMOs and PPOs, to promote staff wellness and provide workshops and supports regarding adult and student mental health, trauma responsiveness, suicide prevention, and resilience.
o Suggest all LEAs (county offices of education, districts, and school sites) include information and links to increase access to mental health and wellness resources.
o Share resources for basic needs: food banks, Medi-Cal, Covered California, energy programs, Section 8 housing, prescription and patient assistance programs, unemployment supports, local job postings, local CalFresh and food distribution, free internet access, etc.
o Provide a link to CDE’s Resources for Students in Crisis: https://www.cde.ca.gov/ls/cg/mh/studentcrisishelp.asp

TIER 1: UNIVERSAL SUPPORTS: STAFF WELLNESS

What supports are available to promote staff wellness and prevent burnout, compassion fatigue, and secondary traumatic stress?
o Provide trainings on secondary traumatic stress and self-care (e.g., Support for Teachers Affected by Trauma [STAT]).
o Promote mindfulness techniques and staff social supports.
o Provide routine communication (in-person or virtual) to staff members to encourage self-care, including examples, and examples of wellness (e.g., saying no, accepting oneself and others, and not being at 100% all the time).
o Promote the use of staff support groups to enhance staff cohesion and coping
o Provide a monthly informational insert in staff checks about mental wellness and local resources

TIER 1: CLASSROOM STRATEGIES

How do LEAs promote safety and consistency in the classroom?
o Establish and implement daily routines for both in-person and remote delivery.
o Include stress management or mindfulness practices in daily classroom routine.
o Consider impact of stress and trauma when assessing and supporting students.
o Use restorative circles (in-person and virtually).

TIER 2/3: EARLY AND TARGETED INTERVENTION FOR STUDENTS AND STAFF

What supports are currencly in place CO assist students and staff with mental health issues?
o Provide staff with resources from their Employee Assistance Program (EAP).
o Align district funding, policies, and programs to fully support mental wellness for students and staff
o Implement or scale up Social Emotional Learning (SEL) CO promote social—emotional competencies among students. Promote and support adult SEL.
o Maintain or expand student mental health services using LCFF, ESSA Title II and IV funds, or other leveraged resources.
What technology is being used to deliver mental health services remotely? Is this technology platform
HIPAA or FERPA compliant? Is it secure?
o Review district policy and coordinate with mental heath partners CO ensure confidentiality.
o Assess what supports are currencly in place to assist students with mental health issues.
o Encourage students to use counseling services as needed. Promote messaging CO remove stigma.
o See that staff are trained in evidence-based practices (CBITS, SSET, DBT for Schools, etc.).
o Provide information about and access to tele-behavioral health services for counseling services (group, individual).

COMMUNICATION AND COMMUNITY ENGAGEMENT

COMMUNICATION

Effective communication plans will:
Understand and utilize the communication methods preferred by target audiences.
Determine the desired outcomes of communication efforts and design key messages to achieve them. Differentiate key messaging across multiple platforms (e.g., email, text messaging, push alerts, infographics, website posts, social media, news media outlets, printed mailings, etc.).
Include languages other than English.
Use communication methods that will accommodate persons with hearing and visual impairments.
Develop frequent messaging that includes all critical information to reduce confusion, anxiety, or misunderstandings. Certainty reduces stress, even when there are not always specifics to share. For example, if plan or action step specifics are not yet available, provide detailed updates and information about the decision-making process and factors being considered (especially as they pertain to stakeholder feedback).
Ensure communication is bias free and destigmacizing and does not perpetuate stereotypes.
Use existing school resources to amplify messaging: school campus signage, marquees, existing handouts, etc.
Provide contact information for follow-up questions or concerns.
Develop a dedicated hotline and web page that includes answers CO common questions and that all staff can direct the public to for the latest updates. This measure can reduce the burden on individual employees and will promote message clarity and consistency across schools.
Encourage consistency of messaging by developing internal calking points for frontline staff, including principals, teachers, office and clerical staff, etc.

COMMUNITY ENGAGEMENT

As schools begin to plan for reopening, they must actively and authentically engage parents and caregivers, families, and students in the decision-making process in order to build trust and credibility for any plans that are implemented. Effective community engagement will:
Clearly communicate the organization's objectives.
Ensure stakeholders understand the ask and their role in the process.
Specify how and when feedback will be used in the decision-making process.
Reflect back CO stakeholders the feedback received CO demonstrate the organization has listened.
Close the loop and strengthen credibility by communicating how feedback was acted upon.
Examples of effective community engagement strategies include:
Qualitative and quantitative surveys.
Focus groups and listening sessions with target stakeholders.
Previews of draft plans with representative stakeholders CO build early understanding and solicit real-time feedback.
Appointment of representative stakeholders—administrators, students, educators, parents and caregivers, health officers, etc.—to steering committees and task forces charged with developing plans

EARLY LEARNING AND CARE

LEA ELC program providers should also take steps to ensure their ability to maintain reasonable physical distancing prior to reopening, including the following
Adhering, to the extent possible, to best practices guidance issued by the CDSS and ELCD regarding group size and ratios while also maintaining contractual requirements, unless waived.
Instituting procedures to ensure children are grouped in the same configuration, with the same staff throughout the day and restrict mixing between groups. This may require reconfiguring the physical space (e.g., deconstructing centers to ensure access to all types of activities for all children) or moving children between physical spaces throughout the day.
Closing or repurposing communal spaces such as cafeterias and libraries while implementing physical distancing procedures. Such spaces may offer opportunities for reconfiguring to support smaller groups of children.
Maximizing outdoor time for children in accordance with schedules to rotate use and allow for cleaning of any shared materials or equipment.
Utilizing head-to-toe placement of children and creating physical barriers, as needed, to protect children and ensure distancing during naptimes.
Staggering arrival and pick-up times to limit direct contact with and between parents and caregivers to the greatest extent possible and creating processes such as curb pick-up or different doors for entering and exiting to the greatest extent possible.

SCHOOL SERVICES

TRANSPORTATION

•Physical Distancing on School Buses

Determine maximum capacity of students for each vehicle while meeting 6-foot physical distancing objectives.
Create a plan for seating based on maximum capacity determined above. Sample options:
o Option 1: Seat one student CO a bench on both sides of the bus, skipping every other row.
o Option 2: Seat one student CO a bench, alternating rows on each side CO create a zigzag pattern on the bus.
o Mark or block seats that must be left vacant.
Assign a bus aide to ensure distancing and do symptom screenings.
Ensure 6-foot distancing at bus stops and while loading and unloading.
Prevent students from walking past each other by taking the following measures:
o Seat students from the rear of the bus forward.
o Board afternoon runs based on the order in which students will be dropped off. Students who get off first should board last and sit in the front.
Require face coverings for students and staff at bus stops and on buses.

STUDENT MEALS

Considerations for Changes in Food Service Operations

•Health and Hygiene Promotion

Designate a COVID-19 coordinator.
Teach and reinforce handwashing and use of a cloth face covering by employees when near other employees or students
Have adequate supplies for both employees and students including soap,hand sanitizer, and tissues.
Post signs on how to stop the spread of COVID-19.

•Cleaning and Sanitation

Update standard operating procedures for sanitation of school kitchens, cafeterias, food warehouses, and central production kitchens.
Train all employees on health and safety protocols, including correct application of disinfectants and maintaining physical distancing.
Clean and disinfect surfaces frequently touched by students during meal service, including tables, chairs, carts used in transportation, and point-of-service touch pads. Use timers for cleaning reminders.

•Meal Preparation

Ensure gloves, masks, disposable aprons, and ocher supplies are readily available.
Promote fresh healthy menu options chat are individually placed meals and preportioned and prewrapped produce.
Use disposable trays and wrap cold items in plastic and hoc food with foil.
Consider how work stations can be reorganized for proper physical distancing during meal preparation and meal service.
Adjust employee shifts CO minimize number of staff in the kitchen.

•Onsite Meal Service

Assess whether to serve meals in the classroom or cafeteria or to use outdoor seating.
Encourage physical distancing through increased spacing, small groups, and limited mixing between groups, if feasible. Stagger meal times to allow for cleaning between meal services and to serve students in smaller groups.
Provide at least 6 feet of physical distancing between groups or tables by increasing table spacing, removing tables, marking tables as closed, or providing a physical barrier between tables
Provide physical guides, such as tape on floors or sidewalks and signage on walls to ensure that students remain at least 6 feet apart in lines or while waiting for seating.
Remove or suspend use of share tables and self-service buffets for food and condiments.
Consider having staff wear masks and gloves while using point of service (POS) touch pads, replace touch pads with a scanner, or have hand sanitizer available.
Install physical barriers, such as sneeze guards and partitions, at POS and other areas where maintaining physical distance of 6 feet is difficult.
Consider increasing access points for providing meal service.
Ensure cleaning of every table between groups of students or meal service times.

•Offsite Meal Service (with approved USDA waivers)

Offer grab-and-go student meals for consumption at home, including drive-through, delivery, or curbside pick-up options.
Assess whether there are students who are unable CO access school meal distribution sites and identify ways to address these gaps.
Consider whether it is feasible CO continue to use buses to distribute meals to students.

•Communication with Students and Families

Notify parents and the school community about school meal service and options
Use a variety of communication methods such as social media, newsletters, and school websites.

AUDIT COMPLETION

General Comments
Prepared by