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Post COVID-19 School District/School Re-opening Plan

A COLLABORATIVE EFFORT OF EDUCATIONAL PROFESSIONALS MAY 2020 EDUCATINGTHROUGHCOVID-19

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Permission to use all or parts of this plan must be requested and will be granted to educational leaders using it for their schools or districts. No part of this plan is to be sold to schools, school districts, or any other educational entity. For non-members of

our group, to request permission for use, please email Bernie Audette@ [email protected]

Table of ContentsProblem/Context............................................................................................................................. 2

Status of school operations in the United States.............................................................3

Reopening of Schools...........................................................................................................4Plan Mission................................................................................................................................... 5

1. Current Year School Plan:.....................................................................................................72. Summer Plan:........................................................................................................................ 8

District and School Reopening Plan:..............................................................................................91. Ground the plan.................................................................................................................... 9

2. Safe School Facilities Plan and Report...............................................................................103. Health and Safety Response Plan.......................................................................................11

4. Trauma and Emotional Health Response Plan:...................................................................115. Student Baseline Analysis:..................................................................................................11

6. Staff Professional Development and Support:....................................................................137. Financial Concerns:............................................................................................................13

Appendix A: A Blueprint for Back to School.........................................................................14

Appendix B: Resources.............................................................................................................20

Appendix C: Possible Scheduling and Staffing Implications..............................................21

Appendix D: References............................................................................................................24

Appendix E: List of Group Members.......................................................................................29

A COLLABORATIVE EFFORT OF EDUCATIONAL PROFESSIONALS EDUCATINGTHROUGHCOVID-19

PAGE 1 DATE: MAY 2020

Problem/ContextEducational leaders across the United States have faced a myriad of problems since the COVID-19 pandemic struck our population. Since early to mid-March 2020, we have seen the closure of American Schools with a quick shift to various forms of distance learning. The American public school system was not prepared for this type of event. By many accounts in the news, some districts and schools have excelled at continuing education during the COVID-19 quarantine. In contrast, other districts and schools have certainly struggled to provide what their students need. Quickly, all understood this was a situation that unequally impacted all students and schools. The focus of this report is to develop a successful, comprehensive plan template for educational leaders to utilize in planning for their school districts and schools. Also included with this plan template are many resources all need to reopen our school districts and schools.

The situation causing the closing of American schools was the spread of the novel coronavirus, which has come to be known as COVID-19. ABC News published the following chronology of how we became aware of the virus and where it has led us as of the writing of this part of the plan on April 18, 2020:

December 31, 2019: WHO says mysterious pneumonia sickening dozens in China. January 11, 2020: China reports 1st novel coronavirus death. January 21, 2020: First confirmed case in the United States. January 23, 2020: China imposes strict lockdown in Wuhan. January 30, 2020: WHO declares a global health emergency. February 5, 2020: Diamond cruise ship quarantined. February 11, 2020: Novel coronavirus named COVID-19. February 26, 2020: First case of suspected local transmission in the United States. February 29, 2020: First death attributed to COVID-19 in the United States. March 3, 2020: CDC lifts restrictions for virus testing. March 13, 2020: President Trump declares a national emergency. The first schools shut

down. March 15, 2020: CDC warns against large gatherings (greater than 50 people). March 17, 2020: Coronavirus (COVID-19) present in all 50 states with the reporting of

the first case in West Virginia. March 18, 2020: China reports no new local infections. March 19, 2020: Italy’s death toll surpasses 4,000 making it the first country with more

overall deaths than China. March 20, 2020: New York City declared a U.S. outbreak epicenter. March 24, 2020: Japan postpones the Olympics scheduled to take place starting in July

2020; Reschedules the competitions until the summer of 2021. March 24, 2020: India announces a 21-day complete lockdown. March 26, 2020: United States leads the world in COVID-19 cases topping 82,000 and

deaths exceeding 1,000. March 27, 2020: U.K. Prime Minister Boris Johnson tests positive for COVID-19. April 2, 2020: Global cases hit one million. April 9, 2020: Evidence that the first COVID-19 cases in NYC came from Europe.



April 18, 2020: Through this date, schools remain closed. The “opening” of the country has become a politically charged discussion. Governors and the President clash over the opening of the country and the re-starting of the economy. Governors seem much more focused on the health and well-being of their citizens. Medical, scientific, and public health officials are offering a variety of opinions on what is the best way to contain the virus and allow the country to resume a normal life. As of writing on April 18, 2020, the President has issued some guidelines to “reopen” the country while individual state Governors consider the realities in their states and, in several instances, have joined up with other Governors from their region to assess the situation as a team. Beyond the guidelines issued from the White House, no clear plans exist at this point regarding the most responsible way to begin to resume a normal life.

Status of school operations in the United States

As of today, April 18, 2020, Education Week has published a map (and table) showing the status of school operations, impacting 51 million students in the United States, including Washington DC and Puerto Rico. As of this writing, 26 states have closed operations for the balance of the 2019-2020 school year, eight states have closed through April, 12 states have closed into May, and one state closed until further notice, and five have recommended closing for the balance of this school year.

According to the CDC, as of April 19, there are a total of 497,161 COVID-19 cases in the United States. We can compare this number over time but will utilize it for a baseline in this report. ** As of May 12, 2020, according to the Johns Hopkins University of Medicine, there are a total of 1,354,504 COVID-19 cases in the United States and a total of 4,222,968 COVID-19 cases worldwide.

As of April 18, there is significant disagreement over the “reopening “of the country and when schools might reopen. Although more than half of the states have closed school for the remainder of the 2019-2020 school year, just shy of half of the states remain undecided at this point. Some governors of those states have articulated that even though 27 states have indicated they have closed schools for the balance of this academic year, they are not ready to make that call. Gov. Charlie Baker of Massachusetts said, “If you could wave a



magic wand, which we can’t, I believe that the vast majority of school systems and school district leaders would like to see the kids back at some point before the end of the year,” Baker said. One reason Baker said he wants to see schools reopen before the end of the school year would be so students could take tests to determine how far behind, they fell (sic) due to the pandemic. Baker said competency tests are important “so that there’s some idea about things people could work on over the course of the summer so they’re not completely behind when they show up in the fall.” At the heart of the concern, Baker and others have articulated the learning loss that students may experience due to this significant break from school. (As a note: On April 21, Massachusetts Governor Charlie Baker closed Massachusetts schools for the remainder of 2019-2020 academic year.) Although most schools have provided either a computer-based, online form of instruction or teacher-created packets of materials, many have already acknowledged that there exists significant inequity in these approaches, especially for our most at-risk students.

A recent publication, by the NWEA (Northwest Evaluation Association), entitled: The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. In this white paper, authors, Megan Kuhfeld and Beth Tarasawa pointed to the research base devoted to the summer slide as well as newer studies to conclude that “these preliminary forecasts parallel many education leaders’ fears: missing school for a prolonged period will likely have major impacts on student achievement come fall 2020. The COVID-19 crisis is a call to action for practitioners and policymakers alike. Once schools are back in session, we must be prepared to support students, many of whom will likely be behind academically.” Their work, which has been heralded by many, is a call to all educational administrators to take action to work to address the loss of academic gains that will most likely be of greatest impact to our youngest learners as well as our most at-risk students. This paper, and the discussion that has followed, provides the complete foundation for this school district and school reopening plan.

Reopening of SchoolsThe reopening of schools is a difficult decision that will be made at the state level from the Governor’s Office. As educators, we all hope that the decision, when made, is based upon the best information we can have from the public health officials and medical advisors who have as their collective goal to minimize the spread of the virus, thus keeping illness numbers and deaths as low as possible. As we continue to live in an environment of uncertainty, we see Governors from around the country attempting to balance a variety of political forces with the information they are receiving from public health and medical officials. As educational leaders, we must do whatever is in our power to ensure that our schools are not reopened until we are sure our students, staff, and community members will be safe. We must be vocal, both as individual professionals, but also as part of national and state associations.

In a recent article in the Washington Post(May 5, 2020) included the graph below as well as the following observation: “States that expect to keep restrictions in place aimed at encouraging social distancing — including most of the seven states above — have seen drops in the number of new daily cases relative to a month ago. States that have already begun to scale back those measures have seen a rapid increase in daily case totals relative to one month ago.” Although the data is being captured in our rapidly changing environment, educational leaders must be very concerned that too quickly of a state’s reopening and the reopening of schools, could lead to a real resurgence in COVID-19 cases and casualties. Regardless of where the decision is made to reopen schools, if things go poorly and the health and well-being of our students, staff, or community members are put in jeopardy, it will fall directly at the feet and in the heart of every school leader



put in that position. We owe it to our students, our staff members, and everyone in our community to do our best to ensure schools only open when the medical and public health data truly supports that decision.



Plan MissionThe mission of a school district and school reopening plan is to give a detailed action-plan template to reestablish essential services for our school districts and schools moving forward post the COVID-19 pandemic and monitor progress through the reopening phase of not less than six months. This work will recognize all stakeholders with a laser focus on student and staff needs. There needs to be the development of two smaller, short-term plans in addition to the larger reopening plan. One is the current year school plan, and the other is a plan for the summer with a transition to the start of the new school year. It would also be extremely beneficial to layout all dates for each phase so that all know the periods covered by each and understand any changes needed to the forthcoming school year calendar. (Note: As with many of the parts of this document, impact bargaining will most likely need to be done in places where the school district/school does not have a contract open for negotiation.)

The American Enterprise Group put together “A Blueprint for Back to School,” which, from our research, appears to be one of the first comprehensive documents of its kind. Published in May 2020, this document references many things already included in this plan. However, we are including excerpts here, and in the appendices of this document, as additional support for educational leaders.

As leaders considering this planning process, keep in mind the following from the above-referenced document:

“Of course, reopening in a manner that is safe and responsive will involve novel challenges…The path to reopening must be based on the public health frameworks guiding the gradual relaxation of the intensive social distancing measures adopted this spring…. Depending on the public health situation, there may be waves of stopping and starting, partial or staggered openings, or other developments (determined by local health facilities, population vulnerability, and more). These decisions will require robust community engagement to yield both coherent planning and community support.

Despite the uncertainty, state policymakers, school leaders, and community leaders should develop plans based on the following assumptions informed by the most current guidance from public health officials.

• Schools will remain closed this spring but will reopen in the fall (albeit with the potential of localized, 14-to-28-day rolling closures triggered by new outbreaks).3

• Reopened schools will need modifications based on guidance from national, state, and local health officials, which could include physical distancing, temperature screenings, and frequent disinfecting of classrooms.

• Accommodations will be needed for teachers, administrators, school staff, and students who may be at heightened risk from COVID-19 due to their age or other health conditions.4

• A vaccine might not be available for 18 months or more, meaning that plans should take into account both the 2020–21 and 2021–22 school years.

Guiding Principles

Four principles should guide decisions, preparations, and actions as education leaders, community leaders, and public officials work to reopen our nation’s schools.



• While governors have the authority to close and open schools, these decisions are best made by consulting with those closest to the problem, including school leaders, health officials, and community leaders.

• Schools are responsible for meeting the needs of all students, including the distinctive needs of students from low-income backgrounds, students with disabilities, and English language learners.

• Schools are obliged to find ways to serve all students, even during times of disruption when remote learning requires students to connect from home.

• Given that school systems cannot reasonably have been expected to plan for the current situation, state and federal officials must help provide the resources schools need to help weather the crisis.

Schools can only reopen in the context of a community’s gradual relaxation of the social distancing measures put in place. Reopening schools is a crucial step in helping reopen other parts of the economy. As such, state and school leaders must develop education plans that are closely tied to their state’s public health frameworks, which guide both the gradual relaxation of social distancing measures and the conditions under which those measures should be reactivated.”

Flow Chart Reference: Centers for Disease Control and Prevention Recommendations for School Closure Decisions Source: Centers for Disease Control and Prevention, “Considerations for School Closures,” March 2020, https://www.cdc.gov/ coronavirus/2019-ncov/downloads/considerations-for-school-closure.pdf.

The American Enterprise Institute also addressed another critical area of concern for schools – personnel issues: COVID-19 Is Creating a School Personnel Crisis, published May 2020. In this report, AEI identifies three key points that must be considered by all school leaders as they are planning for future operations:

“According to various bodies of medical research, those over age 65 are disproportionally vulnerable to COVID-19. Over half a million public and private school teachers are in the most at-risk age range for COVID-19.”

“More than 18% of all public and private school teachers and 27% of all principals are in this vulnerable age range. Private schools face greater challenges, with 25 percent of teachers and 44 percent of principals in this age range.”

When discussing reopening plans for the 2020-2021 academic year, schools should consider measures such as providing early retirement incentives and creating new roles for teachers and principals who are forced to remain home due to their risk. Additional policies will be needed to give schools access to teachers who can backfill these positions.”

1. CURRENT YEAR SCHOOL PLAN: In a collaborative way, engaging teachers, parents, community members, and students: What needs to be done now for the balance of this school year? What have we been doing well, and what must we change in the short period we have left in this state of “virtual or distance” education? The plan might



https://www.cdc.gov/%20coronavirus/2019-ncov/downloads/considerations-for-school-closure.pdf.

https://www.cdc.gov/%20coronavirus/2019-ncov/downloads/considerations-for-school-closure.pdf.

include some form of baseline assessments. However, many experts recommend paying attention to the social and emotional well-being of both teachers and students. Educational leaders may want not to try to accomplish too much, given all the challenges faced by all during this period of quarantine. Some recommend that a little may go a long way during this period.

a. How do we end the year?b. What do we do for grades? c. How do we continue to provide essential services such as the providing of

nutritional services and other personal needs services being delivered by the school district or school?

d. What about graduation and graduation requirements?e. What will our retention policy be for students?f. What is happening with state-mandated tests?g. What will our transcripts look like?h. What do we have to do if we have graduates and we need to send documentation to

colleges?i. What are we doing about regular, benchmark assessments? How will with impact

the transition of students from one school to another in our district? What information do we usually send and how will it look now?

j. How do we plan for students to come in and pick up their belongings?k. How will our district or school make up for lost instructional time?l. What is the realistic amount of time students should spend working at home? In

what format will that take place?m. Since the need for distance learning or virtual education developed quickly and

without the teachers having much time to prepare, a professional development assessment should be conducted so that teachers receive ongoing support in these areas.

i. What is the professional development assessment?ii. How will the district/school ensure the results are valid and reliable?

iii. How will the results be used in the development of a professional development plan?

n. Also, understanding we may need to continue to integrate some form of technology-based program, we must consider the devices and software we need and procure them for a future rollout.

o. Work on identifying some partners who can assist with assessment and data gathering. What has not explored that could be of great help to our students and teachers?

p. Survey students, parents, and teachers:i. What went well with distance learning?

ii. What did not go well?iii. If we need to institute distance learning in the future, what would you like to

see done differently?2. SUMMER PLAN: The summer plan must address what type of services, educational,

and other support services will be offered to reduce the COVID-19 quarantine loss of learning. This plan should also be done in a collaborative manner. The focus of the summer programs should be to engage students in meaningful educational experiences to mitigate any loss of learning as well as to re-engage them with their school community.



It cannot be stressed enough that paying attention to social-emotional needs, food insecurity needs, and other direct student and family support services must be a critical part of this plan.

a. What type of student educational programs are we able to provide?i. How will we identify students to participate?

ii. Will we be able to compel students to participate?iii. What will our learning expectations be?iv. What data will drive the instruction we use with these students?v. What financial support will we have to fund such a program?

vi. Will we have the appropriate staff to offer a successful program?vii. What benchmark assessments will we use to monitor student progress?

viii. How will performance in these types of programs impact student placement once we open schools for the next school year?

ix. Once we know what the opening of the next school year will look like, how can we help our students transition to that reality?

b. Continue professional development plan from number 1 above.c. Continue technology planning from number 1 above.d. Continue to investigate community partnerships that may assist with getting

students back on track.

District and School Reopening Plan: We recommend that this plan have the following components:

1. GROUND THE PLAN: Use a tool such as the Bellwether Educational Partners Toolkit to help anchor all your work in the things that point to the uniqueness of your school district or school.

a. Reground in your organization’s Mission, Vision, and Core Values to be sure your plan reflects these.

b. Define what success looks like for your organization based on the work done in letter “a” above. Create a timeline that includes a definition of success and the key priorities.

c. For this reopening plan, consider what your short and long-term priorities are and identify:

i. Tasks to accomplishii. Resources needed

iii. Owneriv. Deadlinev. Status column to monitor progress

d. Identify and connect with all key stakeholders making sure to address:i. Who are they?

ii. What do they need to know?iii. How do you want them to feel?iv. Key messagesv. Frequency



vi. Formatvii. Owner

e. Have a thorough understanding of the many areas that need to be planned for as schools seek to reopen. (Education Week, 4.28.20)

i. From McKinsey & Company (2020) Post-pandemic capabilities for school systems besides safely reopening schools, education systems will have a daunting task in re-enrolling students, helping students recover lost learning, and preparing for a viral resurgence. New partnerships may help build capabilities for these tasks.

1. Reenrollment. As schools reopen, some students may not return to class, for instance, because of parental concern about ongoing health risks, student leakage to the workforce to support financially struggling families, or student disengagement after frustrating remote learning experiences. Previous crises suggest that girls in developing countries are especially at risk of not returning to school.

2. Remediation. Students who do return to school may need significant work to catch up on academics, especially in school systems that struggled to roll out effective remote learning. Students who lacked devices, internet access, or parental support— or who were already behind when the crisis began—will likely need the most help.

3. Resurgence. Systems must also plan for a local or national viral resurgence. Preparing means being ready for multiple waves of closures and reopening, which will entail blending remote and in-person learning. These tasks will require resources and capabilities that many systems lack. Maintaining a crisis nerve center through the process and beyond can enable a coordinated response through strong leadership, effective operations, and systems for ongoing data-processing and monitoring.¹ New forms of collaboration and communication may also be needed with other government agencies, with nongovernmental organizations, and— importantly—with parents.

ii. There will be issues to be worked out with unions and school personnel:1. Impact bargaining on Working Conditions

a. Things happened so fast with the closure of schools that many of these things were not discussed, and these issues are still very much unresolved in lots of districts.

i. Work hours and teacher timeii. Meeting Time

iii. Sick Time/People with health issues or family members with compromised health issues

b. Distance learningi. What does it look like?

ii. What are the requirements?iii. How can an administrator assess if a staff member is

meeting this requirement?c. Contacting and Communicating with students?

i. How done?ii. Frequency?

iii. How monitored?d. Attendance

i. StudentsA COLLABORATIVE EFFORT OF EDUCATIONAL PROFESSIONALS

EDUCATINGTHROUGHCOVID-19 PAGE 10 DATE: MAY 2020

ii. Staffe. Evaluations and grading

i. How done?ii. Criteria?

iii. Shared rubrics?iv. Pass/Fail or grades?v. How can teachers be fairly evaluated?

1. Do all get a proficient for the distance learning time?

f. Professional Developmenti. What does it look like during these times of remote

learning?ii. How can we make our energy and effort in P.D. give all

the best return on investment of money and time?2. SAFE SCHOOL FACILITIES PLAN AND REPORT: All school facilities must prepare

for reopening by being deep cleaned and sanitized. A full cleaning and sanitation report must be prepared to document all work in this area and made available to all within the school district and school community. Deep cleaning and sanitation efforts must meet all guidelines set forth by the United States Centers for Disease Control and Prevention, the individual state’s departments of public health and safety, and local boards of health and public safety. Where appropriate, the cleaning and sanitation work should be certified by the proper local authority as meeting the current standard for this work and ensuring the facilities are safe for all to return. This certification must be included in the completed report and shared with the school district or school community. This report must also contain a response plan should we face other challenges, such as an additional outbreak of the COVID-19 or other contagion.

3. HEALTH AND SAFETY RESPONSE PLAN: When reopening schools, no one can predict how we will need to structure and operate to keep all students and staff safe and well. Things that we are going to have to include in this part of the plan once we have the information:

a. Social Distancing Requirements:i. How can we accommodate 6’ between everyone?

ii. Do we have enough space in our schools to do this?iii. What programmatic changes are necessary?iv. How does this impact bussing students to school?v. How does this impact feeding students?

vi. What about recess and other things, like band and chorus, that is often done with larger numbers of students?

b. Consider other safety protocols such: face masks, gloves, constant and consistent sanitizing, the use of hand sanitizer, hand washing, protocols for contact, etc.

i. How does this impact the use of all sorts of educational tools, manipulatives, technology, lab equipment, etc.?

c. New, critical functions of the school nurse: What are they?i. Do we screen students, staff, and all visitors to our school and district offices

each day as they enter the school?ii. What happens when a student, staff member, ancillary service provider, or

visitor to our school appears to exhibit symptoms?



4. TRAUMA AND EMOTIONAL HEALTH RESPONSE PLAN: A trauma and emotional health plan will articulate the support to be provided to all students and staff who have suffered from various traumas as a result of living through the first, significant phase of the COVID-19 pandemic. This plan must be based on the guidance of the state departments of education as well as the U.S. Department of Education. Local input by social service agencies, local mental health providers, the American Association of School Counselors, and any other group or agency informing research-based, best practice in the area of trauma victim emotional support and guidance. This plan is sub-divided into a re-entry phase of the first three months, followed by a maintenance phase of three months, and a one-month recalibration and revision phase. Future plans and efforts will be guided by the analysis and reporting done in the final recalibration and revision phase.

5. STUDENT BASELINE ANALYSIS: As we know from the research on student learning losses during significant disruptions of school attendance, we can expect that many of our students will return to our schools further behind than they need to be to progress to the next, appropriate grade level. (NWEA, 2020) (Hawkins, 2020) (Brookings, 2020)(Kuhfeld, 2019) When the impact of this loss in learning is extrapolated out over time, as Chad Aldeman, a senior partner at Bellwether Education Partners brought forward, the losses from this COVID-19 slide could impact students through their life. Aldeman cites (Jaume and Willen, 2018) when he states, “teacher strikes in Argentina had a negative impact on the incomes of students now in their 30s, who had lost 80-90 days of school as children. Those deficits extended as well to the children of those students. That research also suggests that lost learning in early grades has the biggest impact.” (from Hawkins, 2020) If students are out of school from mid-March 2020 until August/September 2020, they will be out well over 90 days. Also, at this time, we are not even sure if school will start back up by the August/September 2020 timeline.

We also know that of the 55.1 million students out of school from both public and private school settings due to COVID-19, not all have equal access to technology and academic and emotional support during this time. (Morton, 2020) These factors most definitely impact the ability of our students to make the educational/learning progress we would want to see for all of them. Failure of our schools to find a way to address these losses in learning may lead to a generation of COVID-19 kids who could see the life-long impacts demonstrated in the work of Juame & Willen, 2018.

To be able to meet our students where they are and make up for the time and learning they have lost, a plan to assess students and deliver targeted instruction to help them to regain what they have lost is essential. This critical step is fraught with many challenges. Not only have students missed a great deal of school time, but they abruptly left school, so many teachers do not have valid and reliable baselines for where their students were when schools ceased in-person operations. Further complicating this issue are the challenges introduced due to the varied way instruction was experienced by students during the time of the COVID-19 leave.

For school district and school leaders to address this issue without knowing the learning baselines for our students, we must address the following questions:

a. What were we able to do with both the end of the school year and the summer work? Were we able to identify the standards that may not have been taught and the gaps that exist?



i. Assessment1. What instrument(s) will we use?

a. What modifications will we make for students with learning needs?

b. How do these modifications manifest themselves in each of the following points in this analysis?

2. Why have we chosen these instruments?ii. Data Collection

1. What data are we collecting?2. What will that data show us?

iii. Data Analysis1. When analyzing the data, what will be the focus of our analysis?2. What type of data analysis will we be doing?

iv. Planning for Future Instruction1. How will the data and our analysis inform student placement?2. How will the data and our analysis inform our instruction?3. What assessments and benchmark levels will we use to evaluate the

progress made by students?4. How will the achievement on benchmark assessments impact student

placement and services offered moving forward?

6. STAFF PROFESSIONAL DEVELOPMENT AND SUPPORT: From the work done during the end of the prior school year and the summer, continue our professional development efforts so that our teachers have the support and tools necessary to use the technology that is required.

7. FINANCIAL CONCERNS: What are the economic concerns that have come to the forefront as a result of the COVID-19 pandemic?

a. Fundingi. Source, problem, impact

1. Additional State Support?2. Additional Federal Support?3. What cuts will be expected?4. What can schools realistically provide?5. Is a level-services budget reasonable?

b. Programmatic Requirementsi. Program, requirement, cost, funding source

c. Governmental Mandatesi. Mandate, cost, funding source

d. Employee Relatedi. Union issues – issue, cost, funding source

ii. Safety issues – issue, cost, funding source



Appendix A: A Blueprint for Back to SchoolThe following is quoted directly from A Blueprint for Back To School by American Enterprise Institute as a convenience for educational leaders –a direct link to the entire report is as follows: https://www.aei.org/research-products/report/a-blueprint-for-back-to-school/

School Operations

Schools will have to revamp their day-to-day operations to adhere to public health guidance. This includes at least three areas of operations: public health accommodations, school meals, and transportation. With public health accommodations, schools will have to examine every aspect of the school day— from classroom spaces to class schedules—and adjust to address new public health guidance. Leaders will need to address gaps in meal service and distribution plans. As for transportation, schools will need to devise plans that conform with physical distancing protocols. All this will have obvious implications for staffing and costs and is a budget line that Washington should help address.

Public Health Accommodations. Schools will need to adapt to evolving guidance from health officials based on a better understanding of COVID-19 risks and the related mitigation strategies. Health officials may recommend reopening schools only when certain hygiene and distancing measures are in place, as we are seeing in parts of Asia and Europe.

• Depending on local circumstances, schools will need to consider closing playgrounds, suspending nonessential activities, moving meetings online, limiting on-campus visitors, administering COVID-19 tests, and requiring temperature checks for students and faculty entering buildings.19 •

• Classrooms, hallways, school buses, and other areas will need to undergo regular deep cleanings to minimize the spread of COVID-19. 20

• Schools should identify and procure any needed personal protective equipment public health officials recommend, including gloves, face masks, hand soap, hand sanitizer, and disinfectant. Some of these items will require working with local health authorities, while others may be more widely available but will require unforeseen budgetary outlays.

• Schools should also develop plans that even if they open schools, some parents may decide to keep their child at home during a local outbreak.

School Meals. Districts need to assess which students cannot take advantage of school meal distribution sites and identify ways to address these gaps. State leaders should consider how to leverage the flexibility provided with Pandemic Electronic Benefit Transfer to provide additional benefits to children who normally receive free or reduced-price school meals.21

• Some schools may continue to use buses to distribute meals to students. As students return to school, the burdens this will place on school staff and bus fleets may become prohibitive— requiring alternative strategies.

• Schools will need to assess, based on CDC guidance, whether to serve meals in the classroom or in smaller cohorts in the cafeteria or offer grab-and-go boxed meals.

• Many schools have become crucial meal distribution sites for not only students but also other community members. Districts need to determine whether to continue this broader



meal 10 A BLUEPRINT FOR BACK TO SCHOOL service option or whether this role is best served by another organization in their community.

Transportation. Schools will have to organize transportation to conform to physical distancing protocols health officials recommend. For instance, it is likely that schools may be advised to operate buses with a one-student-per-seat rule, creating massive burdens for bus fleets and driver pools. There is an additional set of questions regarding transportation for the millions of students in urban centers who typically rely on mass transit.

• Districts will need to develop contingency plans that anticipate the required numbers of buses and drivers and the budgetary implications. There will be a clear need for federal funding to help address the unanticipated costs.

• Districts will need to coordinate with city transportation officials to maximize the use and safety of existing public resources. In urban centers, that will require working with transit and public health officials to determine what is deemed safe and feasible for mass transit.

• Districts also need to anticipate issues regarding the health and safety of drivers and other transportation staff. Many drivers may be in a population that is vulnerable to COVID-19 or leery of the risks. Districts need to project what their situation will be for available drivers and plan accordingly.

Whole Child Supports. Schools need to consider students’ social and emotional (SEL) needs. Students are experiencing COVID-19 differently. Many are going through significant trauma because of school closures, potentially losing friends and family members and experiencing the insecurity created from parents losing jobs. SEL and trauma supports will be crucial not only during this period of remote learning but also in the next academic years. It is also important, however, to avoid stereotypes or stigmas and assess students as individuals with targeted support accordingly.

SEL Supports. All students need supportive relationships and nurturing learning environments, particularly students facing additional stress. Educating the “whole child” is not a single set of courses, policies, or activities, but rather a mindset that should inform both school reopening plans and the support students receive.22 Schools should consider a needs assessment to understand the full range of student and faculty needs. Meeting those needs is not the school’s sole responsibility, but rather a shared responsibility among community partners including community health providers, food banks, counseling, and other resource providers.

• Schools will need to adopt SEL practices to better support the wide range of student needs. In particular, this means working with national organizations to provide the expertise and support for schools and systems to do this well.

• Sports and extracurricular activities represent a crucial component of SEL for many students, and there are questions about when these activities can be responsibly resumed. There is a crucial role for private organizations such as state athletic associations, the National Honors Society, debate and forensics leagues, and similar organizations to work with states to determine appropriate timelines and explore possible accommodations that might promote an expedited restart.

Mental Health Supports. The isolation brought about by social distancing can exacerbate children’s depression and anxiety.23 As students return, schools must have counseling



support to address the numerous causes of trauma that result from the deaths of friends and family members, economic hardship from a parent losing his or her job, or abuse, violence, or neglect. The isolation brought about by social 11 A BLUEPRINT FOR BACK TO SCHOOL distancing can also exasperate children’s depression and anxiety.24

• Policymakers and school leaders should assess the need for additional counselors, social workers, school psychologists, and nurses. They should explore whether there are better opportunities to deploy staff, temporarily draw support from community organizations, partner with other community-based organizations, or sketch extraordinary 2021 funding demands for state and federal appropriators.

• Schools should take advantage of the new federal regulatory flexibility for telemedicine to quickly expand access to counseling services using online and videoconferencing systems.

School Personnel. Many educators may be vulnerable to COVID-19, raising questions about how to protect them, whether they will be able to work in schools next year, and how to respond to any resultant personnel shortages. Meanwhile, districts and teachers unions should work together to revisit aspects of their labor agreements to help schools adapt to social distancing and to ensure that vulnerable teachers can work safely and productively. As school budgets, responsibilities, and models evolve, schools and districts must be prepared to evaluate their staffing needs.

COVID-19 Susceptible Personnel. With vulnerable personnel, those over age 55 are the most at risk from COVID-19. 25 This would suggest that an estimated 18 percent of teachers and 27 percent of principals are considered vulnerable. States should explore possibilities to offer early retirement or reassign at-risk staff.

• States and schools should consider early retirement incentives that align with individuals susceptible to COVID-19 based on age and adjust years of service requirements for retiree health insurance.

• States should also consider how expedited credentialing, nontraditional classroom configurations, and relaxed class-size requirements might help address potential staffing shortages due to the many teachers currently at risk who might not be able to enter classrooms this fall.

• States and schools should also explore reassigning teachers who are uncomfortable dealing with the new teaching practices required, including online instruction.

Teacher Certification Requirements. If vulnerable teachers cannot come to school to teach, schools will need to find other teachers who can quickly step in. Two workable strategies are to relax interstate licensure requirements and expedite certification for teachers whose training was interrupted this spring.

• States should make it easier for schools to recruit teachers from across state borders. This strategy was employed by several states with health professionals to help surge capacity at hospitals. States should start immediately to appropriately revise their reciprocity requirements for teachers with out-of-state certifications.

• States should consider taking a page from how many of them handled medical students late in their training, issuing would-be graduates in good standing with expedited or



provisional credentials. This would allow districts to hire these individuals if needed. Meanwhile, states can require individuals to pursue full certification and can revoke provisional certifications where appropriate.

Collective Bargaining Agreements. Whatever one thinks of collective bargaining agreements in ordinary circumstances, contractual constraints on class sizes, schedules, staff work hours, and more could make it difficult for schools to adapt in response to social distancing requirements—compromising their ability to educate students and potentially putting vulnerable educators’ lives at risk. 12

• National unions can provide clear and necessary guidance to their local chapters to help expedite negotiations. Obviously, it might be problematic for unions to contemplate waiving some contractual language for the coming school year. On the other hand, part of the agreement should be creating off-contract roles and duties (such as remote educator or homework coach) that would allow districts to create appropriate roles for at-risk staff.

• Governors would do well to bring district leaders and employee representatives together to develop statewide frameworks for creating flexibility around staffing and labor issues.26 Given the urgency, such conversations should be well underway by mid-June.

• Changes ought not necessarily involve expanded or reduced total work hours or requirements, but they would likely involve heightened flexibility for the 2020–21 academic year.27

Staffing Challenges. As budgets, responsibilities, and models evolve over the next 18 months, schools and districts must be prepared to evaluate their staffing needs. Districts and schools are currently wrestling with chaotic budget projections, uncertainty with operations, and questions about how they will be using staff in 2020–21. This suggests a need to start planning now for possible changes in staffing that could include early retirements or reassignments. Leaders need to plan for adding staff in certain roles (such as janitorial services or remote learning), while there may need to be reductions in other positions. Certainly, the dire budget projections suggest that all schools and systems should be planning for potential layoffs, reduced hours, or other cost-saving adjustments.

• Districts and schools should revisit staffing projections with an eye to identifying opportunities for cost-saving measures, such as early retirement, depending on what happens in the budget. Some early retirements for staff susceptible to COVID-19 might also be part of this estimate.

• Given that about 80 percent of school outlays are for compensation for staff, it will be essential for cash-strapped districts to explore all avenues of relief—which includes the potential for new federal and state aid—and cost-saving measures.

• This is a good time for unions and districts to collaborate on addressing staff health needs, recognizing the fluidity of the situation, and exploring scenarios that are both budget conscious and responsive to teachers’ and students’ needs. Given the need to rethink certain staffing and jobs, it makes this a particularly opportune time for philanthropy to partner with select teachers unions and districts to reflect budget-conscious models.

Academics. Disrupting the school year has created broad academic challenges for students, particularly those most vulnerable before the crisis occurred. Schools will need



to differentiate instructional strategies to meet students where they are. This means addressing schedules and instructional time, diagnostics, curriculum, and accountability. Schools should prepare for possible intermittent closures next year and plan for continuity of learning. States will need to consider potential assessment challenges, including the implications for traditional accountability measures.

Continuity of Learning. If another wave of COVID-19 sweeps through a community, schools may once again be closed and have to return to remote learning. Schools will need to support teachers with managing class assignments, content, and assessments delivered remotely. This will include providing backup support for teachers who are themselves caring for kids or elderly parents or who are sick themselves and cannot be as attentive to their jobs as others can. 13

• School leaders should engage their curriculum providers to identify the best way to use the publisher’s material to identify student learning gaps, how their materials can be used in different ways (e.g., in-classroom instruction, remote learning, and hybrid learning), and how the provider can help give professional development for teachers in each modality.

• Schools will need to consider printed resources and materials that students can take home.

• Students with special needs and English language learners will need accommodations and additional support. Those must be planned for now to ensure every student can be served in the event of additional closures. And teachers must receive needed professional development to ensure they can carry out these responsibilities.

• Schools routinely employ drills to test procedures for fires, tornadoes, and active shooters; a similar approach should be considered to test remote learning systems and procedures before they are needed.

Assessing Student Needs. Schools would be opening this fall after most students were out of a brick-and mortar school for more than five months. The first priority will be getting students reintegrated into school. Districts and schools need to consider the variety of diagnostics assessments that can be used for understanding where each student is academically and each child’s SEL needs. They will need to identify the most vulnerable students (homeless students, students with disabilities, English language learners, and students directly affected by COVID-19 through a family death or hospitalization) to prioritize their needs.

• States, districts, and schools should consider screening students to assess their social, emotional, and mental health after such a prolonged period of isolation.

• States and districts might consider working with their assessment providers to repurpose the spring assessments into diagnostic assessments for back to school.

• States and districts might also use this as an opportunity to pilot new assessments that provide relevant, actionable diagnostic information to teachers and parents.

Assessments and Accountability. The loss of the 2020 spring assessments severely curtails our understanding of student progress and needs, particularly across different student groups including race, gender, poverty, English language ability, and special needs. Assessment data are also crucial for informing school interventions, improving



instructional practices, and targeting resources to the schools and students who need the most help.

• States should commit now to administering their 2021 assessments in the spring and work with the research community to explore the best methodologies for measuring student growth given the missing year of data.28 They should also consider opportunities to experiment with new assessment and accountability models such as competency-based learning or through course assessments.

• Schools should work with their teachers to determine how best to use assessment and growth data as part of their evaluation frameworks, which for some teachers is crucial for career advancement.

• States should determine what constitutes attendance and a statutory school day in the context of remote learning and begin to assess how possibly reducing the total number of in-person class days or instructional hours might change how assessments are used in the schoolhouse. As accountability in many states and districts now includes attendance, state and district leaders will need to determine if adjustments in attendance policies should be made during the period transitioning back to school.

Distance Learning. Technology will never replace an engaged classroom teacher, but it can support instruction—and remote learning can be a lot better than nothing at all. The sudden shift to remote learning in the spring revealed the stark challenges students faced if they could not connect to the online content or video conferences with their teachers. The coming months provide an opportunity to assess what worked and did not work with remote learning, address home connectivity gaps, and provide teachers the training they need to succeed next year.

Home Connectivity. Regarding home connectivity, remote learning works only if students can access the content and instruction. A series of measures are necessary to ensure that students can learn remotely if schools employ a “hybrid” (part in-school, part at-home) model or have to transition back to complete distance learning at any point next year.

• By the beginning of the school year, all students should have the device and connectivity they need to access learning at home, particularly among low-income and rural students.29

• Schools will need to have devices and mobile hot spots for students to take home in the event of remote learning. Schools will also need to consider ways of providing technical support in remote learning contexts, including providing just-in-time support for teachers.

Professional Development. This spring, millions of teachers who have never taught remotely have been suddenly forced into duty as online educators. States and districts need to devise strategies to dramatically improve the quantity and quality of online teaching if it proves necessary, either as part of a hybrid delivery model or during rolling closures next fall.

• Professional development should be tailored to the tools, services, and content districts use.



• Teacher evaluations and improvement strategies (including observation, feedback, and coaching) should consider the need to deliver online instruction and be modified accordingly.



Appendix B: Resources

Cleaning and Disinfection for Community Facilities from the CDC accessed 4.21.20

https://www.cdc.gov/coronavirus/2019-ncov/community/organizations/cleaning-disinfection.html

16 free digital resources for reading, math, and MAP growth to use at home during the COVID-19 crisis accessed 4.22.20

https://www.nwea.org/blog/2020/16-free-digital-resources-reading-math-map-growth-from-home-during-covid-19-crisis/

Build your virtual teaching toolkit with free professional learning during COVID-19 school closures

https://www.nwea.org/blog/2020/build-your-virtual-teaching-toolkit-free-professional-learning-during-covid-19-school-closures/

Johns Hopkins University COVID-19 Resource Hub

https://coronavirus.jhu.edu/

Coronavirus (COVID-19) Guidance for Schools (From: National Association of Independent Schools)

https://www.nais.org/articles/pages/additional-covid-19-guidance-for-schools/

American School Counselor Association Resources

https://www.schoolcounselor.org/school-counselors/professional-development/learn-more/covid-update

Teaching Tolerance: A Trauma-Informed Approach to Teaching Through Coronavirus

https://www.tolerance.org/magazine/a-trauma-informed-approach-to-teaching-through-coronavirus















Appendix C: Possible Scheduling and Staffing ImplicationsFrom A Blueprint For Back to School:

Schedules and Learning Time. Based on preliminary health guidance, schools will not be able to reopen in ways that fill classrooms with students or create crowded hallways. Instead, districts will need to take into account how schedules affect the types of personal interactions that occur daily—whether in classroom seating or passing through hallways— and redesign them so students and staff can meet health protocols.

Schools may need to consider having students attend on alternate days or adopting a half-day model in which half the students attend in the morning and half in the afternoon.

Schools may need to extend the school day or school year to give students more instructional time. Distance learning also provides the opportunity to extend the learning day with both in-classroom work and at-home learning.

In some cases, summer is an opportunity to provide intensive summer school. In others, community partners may provide enrichment activities for students, while districts focus on their planning, preparations, and professional development for back to school.

State policymakers might consider providing the flexibility for schools to base student progression on demonstrated mastery of competencies, rather than on seat time.

Blended Learning Model

This blended learning model, in its most simplest form, would have classes reduced by a certain number of students to allow for safe social distancing. Through a rotating schedule, some students would be at school in the classroom, while the balance of the students in the class would join it in a virtual way. This might be the simplest way to maximize student participation in class time. This approach, like all approaches, is not without its shortcomings. However, given that we do not know how the reopening of the schools will go, especially if we do experience rolling closures as some predict, this approach may yield significant benefits with respect to learning continuity especially for middle and high school grades.

COVID-19 Closure Scheduling Models – (Ferlazzo, 2020)

Model Advantages Disadvantages

1. Two subjects per day (each subject has a designated space one day per week)

● Easy for teachers/students to keep up with schedule

● Easy for teachers who teach multiple subjects

● Potentially harder for students to get help with work, find consistency



within their discipline

2. three subjects per day, each subject “meets” two days per week, with Friday as a wildcard/elective day

● Easy for teachers/students to follow

● Creates a consistent “school day”

● Offers opportunity for students to get regular help

● It gives greater weight to certain subjects (more time for Math than P.E., for example)

● We have students with multiple “electives”● Not very adaptable to families’ needs● Challenging for teachers who teach multiple subjects within the same

discipline

3. Scheduling by periods with three periods per day, twice a week, with Friday as an independent work/counseling day.

● Creates consistent structure for SPED study skills support



● Offers opportunity for students to get regular help

● Gives all classes equal time

● Easy for teachers who teach multiple subjects within their discipline

● Greater burden on teacher in terms of time commitment.● If teacher uses Zoom, there may be some meetings where only one or two

students show up, adding to a sense of “this is pointless”

4. Following a regular schedule with shortened periods every day (with Friday as independent work/counseling day)

● Creates consistent structure for SPED study skills support



● Offers

● Daily meetings can seem pointless● Challenging for stud



opportunity for students to get regular help

● Gives all classes equal time

● Easy for teachers who teach multiple subjects within their discipline

5. No form -- everyone just creates their own schedules and their own office hours

● Allows for teacher freedom and flexibility; puts faith in teacher’s strengths

● We won’t be wasting time “micro-managing” a system whose outcomes are unknown

● Hard for parents/guardians to keep track and help keep students focused● Teachers may schedule multiple meetings at the same time.

6. Hybrid Form ● Allows for certain strengths of two or more models

● Remains highly flexible

● Daily “routine” perhaps not created at the same level



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Appendix E: List of Group Members1 D Aceves, PhD Assistant Superintendent TX USA

2 B AudetteDir - Curriculum & Instruction MA USA

3 S Avery Principal IL USA4 B Bahige Principal WY USA5 L Bair Superintendent NC USA

6 SBarmann-Smith Principal MO USA

7 P Bassett Principal ID USA8 J Bergen Principal NH USA9 C Callaway Principal TX USA

10 N Carter Assistant Principal NC USA

11 SCatron-Cooper Principal TN USA

12 S Clark Director DE USA13 S Corona Principal CA USA

14 K Cunningham Principal Hong KongHong Kong

15 K Daly Assistant Principal ME USA16 J Daly Principal CO USA17 A Diaz Principal MA USA18 J Dixon Assistant Principal MO USA19 J Dziedzic Principal WI USA20 J Dziedzic Principal WI USA21 S Eger Assistant Superintendent NY USA22 A Faulkenberry Principal NC USA23 S Freimund Principal WI USA24 B French Principal MA USA25 A Furlong Principal OR USA26 K Fyfe Principal WI USA27 A Hammond Principal IN USA28 K Harrison Assistant Principal VA USA29 P Held Principal IL USA30 L Hembree Assistant Principal AL USA31 J Henrico Principal Quebec Canada32 L Hirakawa Principal WA USA33 J Hobson Assistant Principal TX USA34 C Holt Principal TX USA



35 D Hutto Principal SC USA36 B Johnson-Aten Director VT USA37 S Kane Principal MA USA38 A Kennedy Assistant Principal MA USA39 T Kirkpatrick Principal CA USA40 S Leinen Principal ND USA41 D Lisack Principal NY USA

42 P Luke PrincipalSouth Australia Australia

43 T Magee Assistant Principal WA USA44 A Mathieson Principal PA USA45 C Mehesy Assistant Superintendent CO USA46 R Meyers Principal CA USA47 D Moore Principal ME USA48 J Moore Principal AK USA49 S Morris Principal TN USA50 L Mullen Principal Ontario Canada51 C Murray Principal NC USA

52 Z Nicolas Principal PhillipinesPhillipines

53 A Ortiz-Torres Principal CO USA54 J Pappas Principal IL USA55 T Pastor Principal AZ USA56 C Pate-Hefty Superintendent IL USA57 E Reynolds Principal MA USA58 S Rivera Principal FL USA59 C Roy Principal AZ USA60 T Rutledge Principal CA USA61 K Saso Principal MA USA62 T Spain Principal VA USA63 L Spreitzer Principal CO USA64 K St. Laurent Principal MA USA65 N Stafford Principal NH USA66 D Stephan Principal WI USA67 B Stevens Principal ME USA68 S Treece Principal FL USA69 J Vezina Principal MA USA70 M Villegas Assistant Superintendent CA USA71 J Wehrs Principal WI USA72 T Wiita Principal VA USA73 S Will Principal OH USA74 J Wilson Principal MA USA



75 M Wyatt Principal NJ USA



Documents

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