ARHS Remote Learning Plan for DESE Updated

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ARHS Remote Learning Plan for DESE Updated: August 4, 2020

Submitted by: Dr. Barbara Starkie, ARHS Principal

ARHS DESE Remote Learning Planning Task Force

Dr. Starkie (Principal) Mr. Davey (Assistant Principal) Mrs. Dessert (Assistant Principal) Ms. Ashley Bouley (Special Education Coordinator) Ms. Nicole Graf (Guidance Dept. Head, 9-12) Mrs. Laura Barnicoat (Social Studies Teacher & Curriculum Leader) Mr. Henry DeMello (Special Education teacher and EAFL Rep.) Mrs. Bernadette Gray (Math Teacher & Curriculum Leader) Ms. Kristen Lippincott (ELA Teacher and Curriculum Leader) Mrs. Julie Mills (Science Teacher and Curriculum Leader) Mrs. Amanda Nardi (WL Teacher & Curriculum Leader) Ms. Beth Tyson (Unified Arts & Curriculum Leader)

What is remote learning & what is our goal?

Remote Learning takes place when pupils and educators or support providers are joined across time and distance to learn rather than meeting in a traditional classroom setting. This type of learning can occur synchronously or asynchronously and meets the needs of varying schedules and learning styles. Remote learning includes a wide variety of learning opportunities such as:

● Video demonstrations/lectures ● Audio-based demonstrations/read-alouds ● Interactive projects ● Large and small group video or audio conference calls ● 1:1 phone or video calls ● Group/cooperative work ● Independent assignments ● Online / video class discussions ● Program supported learning (ex. Edulastic)

In all cases, the purpose of remote learning is to maintain connections with our students, to engage our students in FLRSD’s academic curriculum, and to provide students with opportunities to show their understanding.

General beliefs about remote learning at ARHS?

● This remote learning plan was developed by ARHS’s Task Force.

● The plan is to be utilized during periods of school closure made by the

Superintendent and/or DESE.

● It is the expectation, based on previous recommendations of

Commissioner Riley, that students spend approximately half the regular

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school day, 3 hours, engaging in school-provided academic remote learning

time.

What are some considerations that may impact remote learning?

● Remote learning is likely being employed during a challenging and

stressful time for everyone.

● Every student’s/family's circumstance is unique.

● Students may not have their books and learning supplies (ex. printers, markers/crayons, poster board, etc) at home.

● Students may not have typical access to adults and educators for the

detailed level of help and instruction provided on-campus.

● Students' access to wi-fi may be limited.

● Every employee’s circumstance is unique.

What are resources that support remote learning?

● Students in grades 9-12 have been provided with a ChromeBook.

● Students and parents have been provided with training videos for remote

learning and use of Google Classroom.

● Students have been provided with on-line texts and resources in various

classes.

● Teachers and support staff will employ GoogleClassrooms for each

section of each course.

● Teachers and support staff have provided GoogleClassroom codes to all

students and parents.

● Teachers and support staff have been provided with training videos and

support in the use of Google Classroom and other remote resources.

● The FLRSD Office of Curriculum and Assessment will continue to provide

professional development opportunities for staff seeking enhanced hybrid

and blended instructional techniques.

● School employees and families are aware of the remote learning

schedule, grading practices, and role-specific expectations (See below).

ARHS remote daily

● School begins at 9:00 AM and concludes 2:30 PM, Mon.- Fri.

● Students faces must be visible for the length of class

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schedule

● Student microphones will be on/off at teacher direction

● Attendance is taken each period and submitted via the Portal

● Three (3) periods of attendance in a day constitutes a full day

● Attendance in each class is calculated and counts toward credit per the

Handbook

● Ten (10) minutes tardy, or early departure, is an absence in class

Monday ↓ Tuesday ↓ Wednesday ↓ Thursday ↓ Friday ↓

A Period 9:00-9:45

B Period

10:00-10:45

C Period 11:00-11:45

D Period

12:00-12:45

Student HW/Project/Ex

tended Learning Time

1:30-2:30

E Period 9:00-9:45

F Period

10:00-10:45

G Period 11:00-11:45

Office

Hours/Extra Help

12:00-12:45 Math ELA WL

Science Social

UA Guidance

Special Ed.

Student HW/Project/Extended Learning

Time 1:30-2:30

A Period 9:00-9:45

B Period

10:00-10:45

C Period 11:00-11:45

D Period

12:00-12:45


Time 1:30-2:30

E Period 9:00-9:45

F Period

10:00-10:45

G Period 11:00-11:45

Office

Hours/Extra Help

12:00-12:45 Math ELA WL

Science Social

UA Guidance

Special Ed.


Time 1:30-2:30

A Period 9:00-9:25

B Period 9:30-9:55

C Period

10:00-10:25

D Period 10:30-10:55

E Period

11:00-11:25

F Period 11:30-11:55

G Period

12:00-12:25

Common Planning Time

per Dept. 12:30-1:30

Student

HW/Project/Extended

Learning Time 1:30-2:30

Unified Arts = Art, Wellness, Healthy Living, Music, Business, and Internships Teacher Duty Period = An Office Hour

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Grading/Deadlines

● Assessments and school work assigned during remote learning is graded

and executed in alignment with teacher course orientations provided at the start of the academic year and is then calculated per the Handbook for quarter grades, GPA, and credit

● Assessments may be timed or chaperoned per teacher discretion

● Teachers will use their discretion in setting deadlines for student work and will share deadlines and expectations with students

What are ARHS educators and support staff expectations during remote learning?

All ARHS staff will have voluntary access to ARHS, pending guideline allowance, during instructional hours. General/ContentTeacher Expectations:

● Plan and conduct 40 minute live lessons (25 min. on Fridays) via Google Meet in accordance with ARHS’s remote learning schedule

● One (1) of the 3 lessons a week must include opportunities to demonstrate

understanding and is to be graded

● Share/identify the rubric/grading procedure for each assignment when

each assignment is presented

● Enter grades in the Portal in alignment with the Grade Release schedule

● Deliver services per IEP and 504 as documented

● Hold Office Hours for the provision of extra help on Tuesday and Thursday

● Hold an additional Office Hour in lieu of a Duty Period

● Respond to inquiries from parents and students

● Report attendance daily at the start of each period

● Report weekly non-participants as requested/needed

● Attend weekly CPT Meeting

● Attend staff meetings when scheduled

● Attend Special Education IEP meetings when scheduled

● Check email daily

● Complete your tasks as directed by Administration

Special Education Teacher Expectations and Responsibilities:

● Co-Plan and conduct 40 minute live lessons via Google Meet in assigned

subject area classes in accordance with ARHS’s remote learning schedule

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● Assist content teachers in tracking student work, offering constructive

feedback to students, and by supporting students in all classes

● Plan and conduct 40 minute live lessons via Google Meet in assigned

Academic Support classes in accordance with ARHS’s remote learning

schedule



● Hold Office Hours for the provision of extra help on Tuesday and Thursday

● Hold an additional Office Hour in lieu of a Duty Period

● Schedule and hold Special Education IEP meetings

● Contact each family, minimally, once a week via phone or email


● Report attendance daily at the start of each Academic Support period





● Complete tasks as directed by Administration Guidance & Adjustment Counselors Expectations and Responsibilities:

● Plan and conduct individual and group meetings, live, via Google Meet, in

accordance with ARHS’s remote learning schedule

● Continue to advance and implement the Guidance Curriculum per the

school calendar

● Post assistive and encouraging material to Guidance Google Classroom

daily

● Respond to emails and calls from parents, students, and teachers

● Liaise among students, families, and staff as a Counselor would

● Hold Office Hours on Tuesday and Thursday

● Attend Special Education IEP meetings

● Conduct 504 meetings

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● Contact weekly non-participants as requested/needed




● Complete your tasks as directed by Administration Paraprofessional Expectations and Responsibilities:

● Attend class and be active participants in the Google Classrooms you have been assigned to support


● Assist subject and Special Education teachers in tracking student work,

offering constructive feedback, and by supporting students in the classes

you have been assigned

● Communicate with special education liaisons regarding the students you

are supporting in your assigned Google Classrooms




● Complete tasks as directed by Administration Librarian Expectations and Responsibilities:

● Maintain ARHS site, Library site, YouTubeChannel, and other social media

outlets.

● Provide resources to teachers and students.

● Continue the Internship program, remotely.

● Offer and attend Content Google Meets with teachers and students.




● Complete tasks as directed by Administration

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Nurse Expectations and Responsibilities:

● Maintain student and staff medical information.

● Respond to medical inquiries.

● Post Nurse’s notes weekly to Admin. for site and to Super. for Corner as

requested.

● Provide resources to teachers and students when requested.

● Call students who receive daily meds, at least once a week, and check on

health





What are ARHS student expectations during remote learning?

● Remember our Core Values of Achievement, Resilience, Honor, and Self-

Advocacy

● Read, understand, sign, and adhere to the ARHS Remote Code of

Conduct & Etiquette Guide

● Attend school daily from 9:00 AM - 2:30 PM via Google Meet in

accordance with ARHS’s remote learning schedule

● Be aware of the Remote Attendance Policy. Students may not exceed 11

absences in a full year course (meets 108 times) and 5 absences in a

semester course (meets 54 times)

● Attend required meetings with Guidance Counselors as scheduled

● Engage in your lessons/assignments daily and follow teacher

instructions/due dates

● Attend Office Hours for extra help and to see teachers

● Behave in school-sponsored gatherings - such as Google Meets - as

expected in the regular classroom environment

● Demonstrate effort and participation - this is essential

● Engage in each/lesson to the best of your ability

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● Do your own work - All school rules related to plagiarism and integrity

remain in place (see handbook)

● Review all teacher feedback

● Check your grades in the Portal

● Self-advocate by emailing your teachers if you have questions

● Report technology issues such as password/log-in issues, poor internet

access, no access, or broken device immediately by calling 508-947-2660 ext. 1100 Be aware:

● School begins at 9:00 AM and concludes 12:45 PM, daily.

● Attendance is taken at the start of each period and submitted to the Main

Office via the Portal.

● Three (3) periods of attendance in a day constitutes a full day.

● Attendance, however, in each class is calculated and counts toward

achievement of credit per the Handbook.

● Be on time, as 10 minutes tardy, or early departure, is considered an

absence in class

What is the general content of lessons?

● Topics/assignments, per course and per grade, as determined in

conjunction with Curriculum Leaders

● Multi-day lessons/assignments/ projects are allowed. They must have

check-ins and grades on components of the projects. If you assign

lessons/assignments/ projects, portions must be chunked and graded

● Daily lessons/assignments should offer constructive feedback, as

appropriate. Be mindful, 1 of the 3 lessons must include opportunities to

demonstrate understanding and must be graded.

What are some ways to stay connected

● Attend Office Hours

● Email Teachers and School Staff

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? ● When remote, leave important messages (ex. absentee calls, illness

information) at 508-947-2660 ext. # 1100

● Report technology issues such as password/log-in issues, poor internet

access, no access, or broken device immediately by calling #1100

● Follow our Social Media: Arhs_laker_nation_grams

Arhs_homespirit Arhs_lakerlife

● Watch us on: ARHS Laker Tube https://www.youtube.com/channel/UCItVOedyq2Mgd01pYZ0XQVg/featured

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FLMS Remote Learning Plan for DESE July 2, 2020

Submitted by: John Higgins, FLMS Principal

FLMS Reopening Team

Mr. Higgins (Principal) Mr. Oliveira (Assistant Principal) Ms. Ashley Bouley (Special Education Coordinator) Ms. Tristin Jolly (Guidance Dept. Head) Mr. Jeff Beauchamp (Social Studies Teacher & Curriculum Leader) Ms. Meghan Blell (Unified Arts & Curriculum Leader) Ms. Melissa Lever (Science Teacher and Curriculum Leader) Ms. Catie Sheedy (ELA Teacher and Curriculum Leader) Ms. Bria Youderian (Math Teacher & Curriculum Leader) Mr. Charles Mrosk - Adjustment Counselor Mr. Ralph Hunnewell - Guidance (6th) Ms. Sue Toolin - Guidance (8th) Ms. Aleesha Boulanger - 6100 Team Ms. Renee Vitale - 6200 Team Mr. Ed Medeiros - 7100 Team Ms. Katie Gallagher - 8200 Team Ms. Chris Connors - Special Education Ms. Karyn Croce - Nurse Ms. Chris Kenworthy - Secretary

What is remote learning & what is our goal?


● Video demonstrations/lectures ● Audio-based demonstrations/read-alouds ● Interactive projects ● Large and small group video or audio conference calls ● 1:1 phone or video calls ● Group/cooperative work ● Independent assignments ● Program supported learning (ex. Edulastic)


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General beliefs about remote learning at FLMS?

● This remote learning plan was approved by FLMS’s DESE planning task

force.

● The plan is to be utilized during periods of school closure made by the

Superintendent, DESE and/or the Governor of Massachusetts.

● It is the expectation, based on previous recommendations of

Commissioner Riley, that students spend approximately half the regular

school day, 3 hours, engaging in school-provided academic remote learning

time.

What are some considerations that may impact remote learning?

● Remote learning is likely being employed during a challenging and

stressful time for everyone.

● Every student’s/family's circumstance is unique.

● Students may not have their learning supplies (ex. books,

markers/crayons, poster board, etc) at home.

● Students may not have typical access to adults and educators for the

detailed level of help and instruction provided on-campus.

● Students' access to wi-fi may be limited.

● Every employee’s circumstance is unique.

What are resources that support remote learning?

● Students in grades 6-8 have been provided with a ChromeBook

● Teachers and support staff will employ Google Classrooms for each

section of each course

● Students and parents have been provided with training videos for remote learning and use of Google Classroom

● Teachers and support staff have provided Google Classroom codes to all students and parents

● Google Classroom codes and links to the remote learning training videos

will be posted prominently on the school website.

● Teachers and support staff have been provided with training videos and

support in the use of Google Classroom and other remote resources

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● The FLRSD Office of Curriculum and Assessment will continue to provide professional development opportunities for staff seeking enhanced remote instructional techniques

FLMS remote daily schedule

● School runs from 9:00 AM-1:00 PM Mon.- Fri.

● Attendance is taken each period and submitted via the Portal

● School employees and families are aware of the remote learning

schedule, grading practices, and role-specific expectations (See below)

Monday ↓ Tuesday ↓ Wednesday ↓ Thursday ↓ Friday ↓

A Period 9:05-9:45

B Period 10:00-10:45

C Period 11:00-11:45

D Period 12:00-12:45

E Period 9:05-9:45

F Period 10:00-10:45

G Period 11:00-11:45

Office

Hours/Extra Help

12:00-12:45 All Subjects.

A Period 9:05-9:45

B Period 10:00-10:45

C Period 11:00-11:45

D Period 12:00-12:45

E Period 9:05-9:45

F Period 10:00-10:45

G Period 11:00-11:45

Office

Hours/Extra Help

12:00-12:45 All Subjects.

A Period 9:00-9:25

B Period 9:30-

9:55

C Period 10:00-10:25

D Period

10:30-10:55

E Period 11:00-11:25

F Period

11:30-11:55

G Period 12:00-12:25

Common

Planning Time per Dept.

12:30-1:30

Grading/Deadlines

● Assessments and school work assigned during remote learning are

graded in alignment with teacher course orientations provided at the start of

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the academic year and is then calculated per the Handbook for quarter

grades.

● Work assigned during remote learning will be afforded a minimum two (2)

day deadline for completion

What are FLMS educators and support staff expectations during remote learning?

General/ContentTeacher Expectations:

● Plan and conduct 40 minute live lessons via Google Meet/Zoom in accordance with FLMS’s remote learning schedule

● Two (2) of the 3 lessons a week must include opportunities to demonstrate understanding and is to be graded

● Share/identify the rubric/grading procedure for each assignment when

each assignment is presented

● Ascribe a minimum 2 day deadline for all assignments



● Hold 2 Office Hours for the provision of extra help


● Report attendance daily at the start of each period




● Attend Special Education IEP meetings when scheduled


● Complete your tasks as directed by Administration Special Education Teacher Expectations and Responsibilities:

● Assist in the execution of 40 minute live lessons via Google Meet in

assigned subject area classes in accordance with FLMS’s remote learning

schedule

● Assist content teachers in tracking student work, offering constructive

feedback, and by supporting students in all classes

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● Plan and conduct 40 minute live lessons via Google Meet in assigned Academic Support classes in accordance with FLMS’s remote learning schedule



● Hold 2 Office Hours for the provision of extra help

● Schedule and hold Special Education IEP meetings

● Contact each family, minimally, once a week via phone or email


● Report attendance at the start of each Academic Support period





● Complete tasks as directed by Administration Guidance & Adjustment Counselors Expectations and Responsibilities:

● Plan and conduct individual and group meetings, live, via Google Meet, in

accordance with FLMS’s remote learning schedule

● Continue to advance and implement the Guidance Curriculum per the

school calendar

● Post assistive and encouraging material to Guidance Google Classroom

daily

● Respond to emails and calls from parents, students, and teachers

● Liaise among students, families, and staff as a Counselor would

● Hold 2 Office Hours for the provision of support

● Attend Special Education IEP meetings



● Contact weekly non-participants as requested/needed



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● Complete your tasks as directed by Administration Paraprofessional Expectations and Responsibilities:

● Attend class and be active participants in the Google Classrooms you have been assigned to support


● Assist subject and Special Education teachers in tracking student work,

offering constructive feedback, and by supporting students in the classes

you have been assigned

● Communicate with special education liaisons regarding the students you

are supporting in your assigned Google Classrooms




● Complete tasks as directed by Administration Library Paraprofessional Expectations and Responsibilities:

● Provide resources to teachers and students.

● Offer and attend Content Google Meets with teachers and students.




● Complete tasks as directed by Administration Nurse Expectations and Responsibilities:

● Maintain student and staff medical information.

● Respond to medical inquiries.

● Post Nurse’s notes weekly to Admin. for site and to Super. for Corner as

requested.

● Provide resources to teachers and students when requested.

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● Call students who receive daily meds, at least once a week, and check on

health

● Attend weekly Guidance CPT Meeting




What are FLMS student expectations during remote learning?

● Remember our Core Values of Respect, Responsibility and Resilience.

● Attend school daily via Google Meet/Zoom in accordance with FLMS’s remote learning schedule

● Engage in your lessons/assignments daily and follow teacher

instructions/due dates

● Attend Office Hours for extra help and to see teachers

● Behave in school-sponsored gatherings - such as Google Meets - as

expected in the regular classroom environment

● Demonstrate effort and participation - this is essential

● Engage in each/lesson to the best of your ability

● Do your own work - All school rules related to plagiarism and integrity

remain in place (see handbook)

● Review all teacher feedback

● Check your grades in the Portal

● Self-advocate by emailing your teachers if you have questions

● Attendance is taken at the start of each period and submitted to the

Main Office via the Portal.

What is the general content of lessons?

● Topics/assignments, per course and per grade, as determined in

conjunction with Curriculum Leaders

● Multi-day lessons/assignments/ projects are allowed. They must have

check-ins on components of the projects. If you assign

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lessons/assignments/ projects constructive feedback must be offered, at

least 2 times a week.

● Daily lessons/assignments should be offered constructive feedback, as

appropriate.

What are some ways to stay connected?

● Attend Office Hours

● Email Teachers and School Staff

● Read teachers’ posts and comments daily

● Leave important messages at 508-923-2660 ext. 2175

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GRAIS Remote Learning Plan Submitted by:

Dr. Elizabeth Sullivan, Principal

GRAIS COVID Reopening Planning Team

Dr. Elizabeth Sullivan(Principal) Mrs. Gail Stone (Admin., Asst.) Mrs. Maranda Pennini (Adjustment Counselor) Mr. Taylor Lesage (Grade 4 Teacher, Union Rep.) Mrs. Anne Davis(Grade 5 teacher, Union Rep Mrs. Jennifer Burke (Nurse) Mrs. Celeste Misodoulakis (Paraprofessional Union Rep.)

The Goal of Remote Learning at GRAIS


● Video demonstrations/lectures ● Audio-based demonstrations/read-alouds ● Interactive projects ● Large and small group video or audio conference calls ● 1:1 phone or video calls ● Group/cooperative work ● Independent assignments ● Program supported learning (iReady, Prodigy, etc.)


General Beliefs about Remote Learning

● This remote learning plan was reviewed by GRAIS’s DESE COVID Team. ● The plan is to be utilized during periods of school closure determined by our superintendent and/or DESE.

Conside- rations

● Remote learning is likely being employed during a challenging and stressful time for everyone. ● Every student’s/family's circumstance is unique. ● Students may not have their books and learning supplies (ex. books, markers/crayons, poster board, etc) at home. ● Students may not have typical access to adults and educators for the detailed level of help and instruction provided on-campus. ● Students' access to wi-fi may be limited. ● Every employee’s circumstance is unique.

Resources to that Support

● FLRSD has secured funding for 1:1 devices for tall students in grades 4 and 5.

● All teachers will be issued new chromebooks.

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Remote Learning

● All paras at GRAIS will be issued loaner chromebooks. ● Relevant PD to support online learning is scheduled. ● Students and staff have great familiarity with online learning. ● We have “resident experts” in our school willing to help others.

GRAIS Schedule

● School begins at 8:45 a.m.and concludes 1:45 p.m., M-F. ● Attendance is taken each session and recorded. ● Attendance in each of the two academic teachers’ classes and one special will constitute a full day. ● Excessive tardiness and/or early departure will be addressed on a case-by-case basis by the principal.

Grading/ Deadlines

● Assessments and school work assigned during remote learning is graded in alignment with teacher course expectations. ● Work assigned during remote learning will have clearly defined due dates.

Expectations for GRAIS Educators and Support Staff

General Education Staff ● Postings of the week’s plan will be done by 8:35 each Monday. This may be general and be subject to change. It should be a snapshot at the very least. ● CLEAR recommendations regarding budgeting the work to be done independently will be provided. ● Virtual instruction either live or recorded is to be provided for ELA and math daily. Social studies and science lessons may be designed so that only one or two virtual communications are made in a week. ● Feedback will be provided in a timely fashion, and students will be encouraged to move on to something else if they are “stuck” and awaiting support. ● There will be no greater than a 24 hour turn-around period for responses to questions from students and all emails from parents/guardians, although the actual response time should be nearly immediate during the course of an actual school day. ● Teachers note and report to the principal any non-participants and action taken thus far, i.e. email or call home from the teacher(s). Principal will make calls offering support and encouragement to families. Principal will also utilize email. ● GRAIS staff will attend virtual meetings (ELA/ss, math/science, SpEd, etc.) as scheduled. ● The students will be expected to log in by 8:45, and their day will conclude at 1:45. ● The work day for staff will be the usual, 8:35-3:00 schedule. This will allow for lunch, personal planning, CPT, and time to provide feedback and grades to students. ● Academic teams will determine amongst the two teachers if they wish to have one class(two HR classes together for ELA, social studies, math, and science) or keep separated. They will maintain autonomy in developing their schedule, obtain the principal’s approval, and CLEARLY advise students/families. Special Education Staff ● Special education liaisons will make personal contact with the families of every student on rosters. They will provide support on the GCs of their teaching teams and through calls and virtual meetings. ● Special educators will facilitate IEP meetings as directed by the office of student services director.

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● Mrs. Pennini, the school adjustment counselor will continue to service her students virtually and will invite others to join in her google classroom for social-emotional support as needed.

Expecta- tions for GRAIS Students

● Students will participate in daily remote learning lessons from 8:45 a.m.-1:45 p.m.

● Students will participate in each of the content areas (ELA, social studies, math, and science) each day.

● Students will participate in the Google Classrooms of the art, music, and PE teachers weekly.

● Students will visit their homeroom’s library Google Classroom for extension activities and reading opportunities.

● Students will take care of their chromebook properly. ● Students will (as always) be expected to be active participants in their

learning by producing work that is thoughtful, thorough, and meets due dates.

● Students will seek support by posting questions that are on topic and will be patient waiting for a response. They should move on to another assignment, read, or practice math facts if “stuck” on something.

Content of Lessons

● Topics/assignments, per course and per grade, as determined in conjunction with department curriculum leaders ● Multi-day lessons/assignments/ projects are allowed. They must have check-ins on components of the projects. If you assign lessons/assignments/ projects constructive feedback must be offered, at least two times a week. ● Daily lessons/assignments should be offered constructive feedback, as appropriate. Lessons are to be graded/rated per DESE guidelines or that of the principal if none given.

Maintain- ing Con- nections

● Attend Office Hours/Google Meets/Zooms ● Email to and from Teachers and School Staff ● Leave important messages at 508-923-3506 ext. 3150

Health Considerations, Isolation, Etc.

From DESE 7.17.2020:

Testing, tracing, and isolation It is important to note that testing, combined with contact tracing and isolation, helps control the spread of COVID-19 in Massachusetts. All test results, both positive and negative, are reported to the Massachusetts Department of Public Health (DPH). When a person has a positive COVID- 19 test, it is the local board of health or the Massachusetts Community Tracing Collaborative that will reach out to provide support so that these individuals can remain safely in medical isolation. They will also ask for help to identify close contacts. These organizations will then reach out to the individual’s close contacts to provide important information that is aimed to stop the spread of the virus, including how to safely isolate/quarantine. While these organizations will provide support, to further assist with contact tracing the student/family and staff are asked to reach out to their

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personal contacts and notify the school.

Self-isolation for COVID-19 positive cases is a minimum of 10 days Most people who test positive and have a relatively mild illness will need to stay in self-isolation for at least 10 days. People who test positive can resume public activities after 10 days and once they have:

a. gone for 3 days without a fever (and without taking fever-reducing medications like

Tylenol); and b. experienced improvement in other symptoms (for example, their cough has gotten much

better); and c. received clearance from public health authority contact tracers (the local board of health

or Community Tracing Collaborative).

Repeat testing prior to return is not recommended. Return to school should be based on time and symptom resolution.

Close contacts of a positive COVID-19 case should be tested. For general guidance, DPH defines close contact as:1

• Being within less than 6 feet of COVID-19 case for at least 10-15 minutes. Close contact can occur while caring for, living with, visiting, or sharing a healthcare waiting area or room with a COVID-19 case while the case was symptomatic or within the 48 hours before symptom onset, OR

• Having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on) while not wearing recommended personal protective equipment.

In school settings, close contacts include other students and staff who were within 6 feet of the student or staff for at least 10-15 minutes in a classroom, in other school spaces, on the bus, or at an extracurricular activity. In elementary and other school situations where the students are in self-contained classrooms for an extended period, all students/staff within this “cohort” are considered close contacts as they may have been within 6 feet of the person with a positive test result. Possible close contacts should not come back to school until they have been tested (or elected instead to self-quarantine for 14 days). If an individual tests positive for COVID-19, then self-isolation is for a minimum of 10 days and until at least three days have passed with no fever and improvement in other symptoms as noted. If the test is negative, the student/staff can return to school if asymptomatic and wearing a mask.

The single most important thing to do if any of the following symptoms are present is to STAY HOME. Our collective health relies, in part, on individual attention and responsibility. Note that some symptoms of COVID-19 are the same as the flu or a

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bad cold; please do not assume it is another condition. When in doubt, stay home.

See end of Doc for remaining DESE Protocols

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FES Remote Learning Plan Revised: August 20, 2020

Submitted by: Mr. Michael Ward, FES Principal

FES DESE Remote Learning Planning Task Force

Michael Ward, Principal Danielle Neves, SAC Kimberli Jacobsen, Nurse Jill L'Heureux, PE Deb Duffy, Para Jamie Dube, K Jennifer Connor, K Stacey Lourenco, 1 Shelly Fournier, 2 Andrea Connell, 2 Erin Steele, 3 Kristi Falzone, 3 Kristin Lambert, Speech Heather Carvalho, Admin Assistant George Smith, Site-Supervisor

The Goal of Remote Learning at FES




General Beliefs about Remote Learning

● This remote learning plan was reviewed by FES’s Reopening Task Force. ● The plan is to be utilized during periods of school

closure determined by our superintendent and/or DESE.

Conside- rations

● Remote learning is likely being employed during a challenging and stressful time for everyone. ● Every student’s/family's circumstance is unique. ● Students may not have their books and learning supplies (ex. books, markers/crayons, poster

board, etc) at home. ● Students may not have typical access to adults and educators for the detailed level of help and

instruction provided on-campus. ● Students' access to wi-fi may be limited. ● Every employee’s circumstance is unique.

Resources to that Support Remote Learning

● Survey all families to determine what students need chromebooks through contact with families (Survey, email, and phone calls)

● Students and parents will have been provided with training videos for remote learning and use of Google Classroom

24

● Teachers and support staff will employ Google Classrooms for all grade levels, including specialists.

● Teachers and support staff have provided Google Classroom codes to all students and parents. ● Teachers and support staff have been provided with training videos and support in the use of

Google Classroom and other remote resources. ● School employees and families are aware of the remote learning schedule, grading practices,

and role-specific expectations (See below) ● All teachers will be issued new chromebooks. ● All paras at FES will be issued loaner chromebooks. ● Relevant PD to support online learning is scheduled. ● Students and staff have great familiarity with online learning. ● We have “resident experts” in our school willing to help others.

FES Schedule

STUDENTS: ● Students will be engaged in remote learning between 9:15 AM - 2:15 PM. ● Attendance is taken each session and recorded.

CLASSROOM TEACHERS:

● FES teachers are required to engage in online teaching and learning for five hours a day. Teachers will have the flexibility to teach students throughout the 9:05 - 3:25 time frame. Throughout this plan, teacher’s day breaks down as follows:

● VIRTUAL Meetings - where NEW Material is taught - should be recorded ■ Any virtual meets should be recorded and posted to Google Classroom. ■ Any virtual meets must be scheduled between the 9:15 and 2:15 school day

time frame. ○ Monday, Tuesday, Wednesday and Thursday - Math and ELA (60 minutes each) - 120

minutes a day ○ Monday, Tuesday, Wednesday, and Thursday - Writing - 30 minutes a day ○ Monday, Tuesday, Wednesday, and Thursday - Science/Social Studies - 45 minutes a

day ○ Each week, teachers will provide additional “small group reading instruction.” Each

child should receive at least 2 small group guided reading lessons. - 45 minutes for reading groups daily

■ Each teacher should have groups of small Guided Reading Groups based o levels. Number of groups will be at teacher discretion.

○ Social Meets - at least one a day scheduled - 30 minutes a day ○ Specialist - 1 subject area (art, music, library, PE) per day - 45 minutes

Weekly Break Down:

Monday Tuesday Wednesday Thursday Friday

Math 60 minutes Math 60 minutes Math 60 minutes Math 60 minutes No new material taught. Teachers Schedule:

● work with students needing extra assistance.

● Check in with parents

● Plan with colleagues

● Review Google

ELA 60 minutes ELA 60 minutes ELA 60 minutes ELA 60 minutes

Writing 30 minutes

Writing 30 minutes

Writing 30 minutes

Writing 30 minutes

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Classroom ● Get out

newsletter by 3:00 PM for the upcoming week.

Science/Social Studies 45 minutes




Small Group Reading Instruction 45 minutes




Social Meet 30 minutes




Specials 45 minutes

Specials 45 minutes

Specials 45 minutes

Specials 45 minutes

In total: ● Per day - 5 Hours of Learning

Remote learning hours meet the requirement of 850 hours outlined by DESE. ● Attendance and participation will be taken at all virtual meetings ● All required assignments will also be tracked and graded (outlined below). ● Non-participation will be addressed on a case-by-case basis by a set protocol created by

the classroom teachers and principal.

Specialist Schedule - Art, PE, Music, and Library

● Specialists will run Monday through Thursday. ● Each specialist class will be 45 minutes ● Specialists will follow an A/B schedule where grades K and 1 receive virtual learning during

week A and grades 2 and 3 receive virtual learning during week B. On off weeks, video recorded lessons must be posted on Google Classrooms for students to view and complete any required work.

● Specialists are responsible to reach out to any students not participating and offer support before reaching out to the principal.

Example Schedule:

Week A Week B

Grades K and 1 Grade 2 and 3 Grade K and 1 Grades 2 and 3

Receive Virtual Learning

Go onto Google Classroom to watch a recorded lesson and complete any required work.


Receive Virtual Learning

● Attendance and participation will be taken at all virtual meetings.

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● All required assignments will also be tracked and graded (outlined below)

Grading/ Deadlines

● Assessments and school work assigned during remote learning is graded in alignment with teacher course expectations.

● Assessments and school work assigned will be graded using the standards based grading system that is currently in place.

● Teachers will use their discretion in setting deadlines for student work and providing flexibility on a case by case basis.

Expectations for FES Educators and Support Staff

General Education Staff Work Week

● Academic Expectations and/or teaching are to be provided Monday - Friday. ○ Monday through Thursday - new material ○ Friday - guided practice/ application work provided to students and check in time for

students needing extra help or to check in with families - (Iready, complete assignments, etc. NO new material taught)

● Office Hours: Teachers will provide parents their office hours during the week for family check-ins (virtually, phone, email or APPs).

○ Teachers will reply to emails from parents/students within 24 hours. ○ Teachers will give timely feedback to students regarding turned in work. ○ If requested, teachers will respond to the needs of families on a case by case basis. ○ So that over the course of the month you will have connected with all families.

Purpose: ■ To “check in” and see if there are any needs ■ To discuss work and progress you are seeing. ■ To discuss concerns and offer assistance that works best for parents.

Staff Expectations:

● Every Friday, a newsletter will be provided to families that provide work for a f hour time frame, per day (including a 45 minute special subject class).

● This newsletter will be provided to families every Friday by 3:00 PM and will outline: ○ Weekly schedule (outlined above) ○ Each daily assignment due ○ Any weekly assignments - due Friday ○ A checklist that outlines the must do assignments “and” extension activities ○ Virtual meeting times

● Virtual meetings should include opportunities for both social and academic interaction weekly. ○ Attendance is required to be taken and tracked.

Daily - Ongoing Tasks: ● Utilize Google Classroom (grades K - 3) each day and respond to student work and update

assignments, resources, etc. as needed. ● Continuously monitor I-Ready math and reading instruction online and make any necessary

adjustments to student’s learning pathway ● Continuously monitor classwork/assignments for completion and reach out to families (phone

calls and emails) of students not completing work to see what assistance can be provided to support learning, if problem continues, notify principal/adjustment counselor

● Continue to engage students using a variety of instructional modalities. The 4 modes of engagement as defined by DESE that the special educators use includes the following:

○ 1) resources/links and virtual intervention/supports ○ 2) self-directed learning activities (work the student can complete independently) ○ 3) pre-recorded videos of lessons, etc. ○ 4) virtual, live instruction.

● Provide individual check-ins and/or conferences to meet individual students' unique needs on a regular basis.

27

● Record weekly student participation and provide this participation data weekly to the building principal

● Check your email/respond to emails daily or within 24 hours. Special Subject Teachers:

● Share Google classroom codes with all students/teachers ● Share a newsletter on your Google Classroom each Friday by 3:00 PM. ● Provide virtual times to each classroom - this time should be recurring and the same time each

week for every classroom. ● Post the pre-recorded videos for the grades that are not receiving virtual instruction:

○ Week A - Grade 2 and 3 would watch the videos (as K and 1 receive virtual instruction)

○ Week B - Grades K and 1 would watch the videos (as 2 and 3 receive virtual instruction).

● Post any assignments you may have and provide ALL students until Friday to complete them. ● Teachers, at their discretion, will utilize time during the week for family check-ins (virtually,

phone, email, or APPs). ● Create Office Hours for each Grade Level and provide them to families. ● Specialists are required to communicate weekly with parents of students who demonstrate low

engagement. ● A common planning time will be required weekly with the principal to discuss kids of

concern/low engagement. ● Respond to emails and calls from parents and students ● Utilize Google Classroom for weekly lessons

Special Education Staff:

● Special education liaisons will make personal contact with the families of every child on rosters. They will provide support on the Google Classrooms of their teaching teams and through calls and virtual meetings.

● Special educators will facilitate IEP meetings as directed by the office of student services director.

● Special educators will work closely with classroom teachers to meet student diverse needs through planning and providing resources when necessary.

School Adjustment Counselor:

● Adjustment Counselor will communicate weekly with parents of students who demonstrate low engagement.

● Respond to emails and calls from parents and students ● Facilitate BBST meetings ● Utilize Google Classroom for weekly lessons ● Checks in regularly with building principal ● Check in with staff regarding students not working, etc. ● Conduct weekly 1:1 and Group meetings according to schedule ● Attend a weekly Special Education Meeting

Paraprofessionals:

● Attend class and be active participants with students in classrooms you have been assigned to support

● Deliver services per IEP and 504 as documented ● Assist classroom teachers in tracking student work, offering constructive feedback, and by

supporting students in the classes you have been assigned ● Communicate with special education liaisons regarding the students you are supporting in

your assigned students and classrooms. ● Check email daily

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● Complete tasks as directed by Administration Nurse:

● Tend to on-site medical concerns ● Remain up-to-date on current medical news/information ● Maintain student and staff medical information. ● Respond to medical inquiries. ● Post Nurse’s notes weekly to Admin. for site and to Super. for Corner as requested. ● Provide resources to teachers and students when requested. ● Call students who receive daily meds, at least once a week, and check on health ● Attend staff meetings when scheduled ● Check email daily ● Complete tasks as directed by Administration

Expecta- tions for FES Students

● Students will participate in daily remote learning lessons. ● Students will participate in each of the content areas (ELA, social studies, math, and science)

each day. ● Students will participate in the Google Classrooms of the art, music, library, and PE teachers

weekly. ● Review the teachers “Friday Newsletter” each Friday prior to the following week. ● Review the Sunday release of the Google Classroom and/or Grade level website of remote

learning ○ Organize a schedule for yourself (with parental support)

● Log into Google Classroom each day, each week, or as assigned by teacher ○ Post and turn in assignments as required by your teacher/s. ○ Read and review your teacher’s feedback and respond accordingly.

● Complete daily checklists provided by teachers that outline the expectations for each day Monday - Friday, including special subject assignments.

● Remember our Core Values of being respectful, responsible, and safe. ● Behave in school-sponsored gatherings - such as Google Meets - as expected in the regular

classroom environment ● Demonstrate effort and participation - this is essential ● Engage in each/lesson to the best of your ability ● Review all teacher feedback

Content of Lessons

● Topics/assignments, per course and per grade, as determined in conjunction with department curriculum leaders

● Multi-day lessons/assignments/ projects are allowed. They must have check-ins on components of the projects. If you assign lessons/assignments/ projects constructive feedback must be provided.

● Daily lessons/assignments should be offered constructive feedback, as appropriate.


● Attend Office Hours/Google Meets/Zooms ● Email Teachers and School Staff

29

AES Remote Learning Plan for DESE July 31, 2020 Submitted by:

Ms. Bethany Pineault, Principal

AES DESE Remote Learning Planning Task Force

Bethany Pineault, Principal Joanne Andrews, Administrative Assistant Jamie Levesque, School Adjustment Counselor Joan Bullock, Nurse Jody Soares, Special Educator Anne Martino, Kindergarten Teacher Diane Coulter, Grade 1 Teacher Doreen Dube, Grade 2 Teacher Kathleen Nash, Grade 2 Teacher Leah Holmes, Grade 3 Teacher Maria Sylvain, Media Specialists Joanne Horton, Paraprofessional

The Goal of Remote Learning at AES




General Beliefs about Remote Learning at AES

● This remote learning plan was developed by AES’s DESE planning task force. ● The plan is to be utilized during periods of school closure determined by our superintendent and/or DESE. ● It is the expectation, based on previous recommendations of Commissioner Riley, that students spend

approximately half the regular school day, 3 hours, engaging in school-provided academic remote learning time.

Points to Consider

● Remote learning is likely being employed during a challenging and stressful time for everyone. ● Every student’s/family's circumstance is unique. ● Students may not have their books and learning supplies (ex. books, markers/crayons, poster board, etc) at

home. ● Students may not have typical access to adults and educators for the detailed level of help and instruction

provided on-campus. ● Students' access to Wi-Fi may be limited. ● Every employee’s circumstance is unique.

Resources to that Support Remote Learning?

● Survey all families to determine what students need chromebooks through contact with families (Survey, email, and phone calls)

● Students and parents will have been provided with training videos for remote learning and use of Google Classroom

30

● Teachers and support staff will employ Google Classrooms for all grade levels, including specialists. ○ This will require Kindergarten students to have Google Accounts

● Teachers and support staff have provided Google Classroom codes to all students and parents. ● Teachers and support staff have been provided with training videos and support in the use of Google

Classroom and other remote resources. ● School employees and families are aware of the remote learning schedule, grading practices, and role-

specific expectations (See below) ● All teachers will be supplied with new Chromebooks ● Regular PD that supports Online Learning is scheduled. ● All paras at AES will be provided a loaner Chromebook. ● Students and staff have great familiarity with online learning.

AES Schedule

STUDENTS: ● Students will be engaged in remote learning between 9:15 AM - 2:15 PM. ● Attendance is taken each session and recorded.

CLASSROOM TEACHERS:

● AES teachers are required to engage in online teaching and learning for five hours a day. Teachers will have the flexibility to teach students throughout the 9:15 - 2:15 time frame. Throughout this plan, teacher’s day breaks down as follows:

● VIRTUAL Meetings - where NEW Material is taught - may be recorded or in person ZOOM. ■ Any VIRTUAL meets must be recorded and posted to Google Classroom. ■ Any ZOOM meets must be scheduled between the 9:15 and 2:15 school day time frame.

○ Monday, Tuesday, Wednesday and Thursday - Math and ELA (60 minutes each) -120 minutes a day ○ Monday, Tuesday, Wednesday, Thursday - Writing Virtual Meet - 30 minutes a day ○ Monday, Tuesday, Wednesday and Thursday - Social Studies and/or Science - 45 minutes a day ○ Each week, teachers will provide additional “small group reading instruction.” Each child should

receive at least 2 small group guided reading lessons. - 45 minutes two times a week. ■ Each teacher should have 4 groups of small Guided Reading Groups based on Levels.

○ Social Meets - at least 1 a day scheduled - 30 minutes a day ○ Special Subject: 40 minutes a day

Weekly Break Down:

Monday Tuesday Wednesday Thursday Friday

Math 60 minutes Math 60 minutes Math 60 minutes Math 60 minutes No new material taught. Teachers Schedule:

● work with students needing extra assistance.

● Check in with parents

● Plan with colleagues

● Review Google Classroom

● Get out newsletter by 3:00 PM for the upcoming week.

ELA 60 minutes ELA 60 minutes ELA 60 minutes ELA 60 minutes

Writing 30 minutes Writing 30 minutes Writing 30 minutes Writing 30 minutes

31













Specials 45 minutes

Specials 45 minutes

Specials 45 minutes

Specials 45 minutes

In total: ● Per day - 5 Hours of Learning

○ Remote learning hours meet the requirement of 850 hours outlined by DESE.

● Attendance and participation will be taken at all virtual meetings. ● All required assignments will also be tracked and graded (outlined below). ● Non-participation will be addressed on a case-by-case basis by a set protocol created by the

classroom teachers and principal.

● Attendance and participation will be taken at all virtual meetings. ● All required assignments will also be tracked and graded (outlined below). ● Non-participation will be addressed on a case-by-case basis by a set protocol created by the classroom

teachers and principal. Specialist Schedule - Art, PE, Music, and Library

● Specialists will run Monday through Thursday ● Each specialist class will be 40 minutes ● Specialists will follow an A/B schedule where grades K and 1 receive ZOOM virtual learning during week

A and grades 2 and 3 receive virtual learning during week B. On off weeks, video recorded lessons must be posted on Google Classrooms for students to view and complete any required work.

● Specialists are responsible to reach out to any students not participating and offer support before reaching out to the principal.

Example Schedule:

Week A Week B

Grades K and 1 Grade 2 and 3 Grade K and 1 Grades 2 and 3

Receive ZOOM Virtual Learning



Receive ZOOM Virtual Learning

● Attendance and participation will be taken at all virtual meetings. ● All required assignments will also be tracked and graded (outlined below)

32

Grading/ Deadlines

● Assessments and school work assigned during remote learning is graded in alignment with teacher course expectations.

● Assessments and school work assigned will be graded using the standards based grading system that is currently in place.

● Teachers will use their discretion in setting deadlines for student work and providing flexibility on a case by case basis.

Expectations for AES educators and support staff during remote learning?

General Education Staff Work Week

● Academic Expectations and/or teaching are to be provided Monday - Friday. ○ Monday through Thursday - new material ○ Friday - guided practice provided to students and check in time for kids needing extra help or to

check in with families - (Iready, complete assignments, etc. NO new material taught) ● Office Hours: Teachers will provide parents their office hours during the week for family check-ins (virtually,

phone, email or APPs). ○ Teachers will reply to emails from parents/students within 24 hours. ○ Teachers will give timely feedback to students regarding turned in work. ○ If requested, teachers will respond to the needs of families on a case by case basis. ○ So that over the course of the month you will have connected with all families. Purpose:

■ To “check in” and see if there are any needs? ■ To discuss work and progress you are seeing. ■ To discuss concerns and offer assistance that works best for parents.

Staff Expectations:

● Every Friday, a newsletter will be provided to families that provide work for a 3 and 1/2 hour time frame, per day (including a 30 minute special subject class).

● This newsletter will be provided to families every Friday by noon and will outline: ○ Weekly schedule (outlined above) ○ Each daily assignment due ○ Any weekly assignments - due Friday ○ A checklist that outlines the must do assignments “and” extension activities ○ Virtual meeting times

● Virtual meetings should include opportunities for both social and academic interaction weekly. ○ Attendance should be taken and tracked.

Daily - Ongoing Tasks:

● Utilize Google Classroom (grades K - 3) each day and respond to student work and update assignments, resources, etc. as needed.

● Continuously monitor I-Ready math and reading instruction online and make any necessary adjustments to student’s learning pathway

● Continuously monitor classwork/assignments for completion and reach out to families (phone calls and emails) of students not completing work to see what assistance can be provided to support learning, if problem continues, notify principal/adjustment counselor

● Continue to engage students using a variety of instructional modalities. The 4 modes of engagement as defined by DESE that the special educators use includes the following:

○ 1) resources/links and virtual intervention/supports ○ 2) self-directed learning activities (work the student can complete independently) ○ 3) pre-recorded videos of lessons, etc.

33

○ 4) virtual, live instruction.

● Provide individual check-ins and/or conferences to meet individual students' unique needs on a regular basis.

● Record weekly student participation and provide this participation data weekly to the Ms. Pineault

● Check your email/respond to emails daily or within 24 hours.

Special Subject Teachers:

● Share Google classroom codes with all students/teachers ● Share a newsletter on your Google Classroom each Friday by noon. ● Provide ZOOM times to each classroom - this time should be recurring and the same time each week for

every classroom. ● Post the pre-recorded videos for the grades that are not receiving ZOOM instruction (by noon):

○ Week A - Grade 2 and 3 would watch the videos (as K and 1 receive ZOOM instruction) ○ Week B - Grades K and 1 would watch the videos (as 2 and 3 receive ZOOM instruction).

● Post any assignments you may have and provide ALL students until Friday to complete them. ● Teachers, at their discretion, will utilize time during the week for family check-ins (virtually, phone, email, or

APPs). ● Create Office Hours for each Grade Level and provide them to families. Adjustment Counselor ● Specialists are required to communicate weekly with parents of students who demonstrate low engagement.) ● A common planning time will be required weekly with the principal and adjustment counselor to discuss kids of

concern/low engagement. ● Respond to emails and calls from parents and students ● Utilize Google Classroom for weekly lessons

Special Education Staff ● Special education liaisons will make personal contact with the families of every child on rosters. They will provide support on the GCs of their teaching teams and through calls and virtual meetings. ● Special educators will facilitate IEP meetings as directed by the office of student services director.

Adjustment Counselor:

● Checks in regularly with building principal ● Run BBST and check in with staff regarding students not working, etc. ● Conduct weekly 1:1 and Group meetings according to schedule (IEP’s and 504s) ● Will conduct 504 meetings ● Attend a weekly Special Education Meeting

Paraprofessionals

● Will be active participants in the Google Classrooms connected to their student course load. ● Assist content teachers in tracking student work, offering constructive feedback, and by supporting students in

all classes ● Complete special education tasks as directed by the Central Office ● Attend a weekly meeting each week.

Expecta- tions for AES Students during Remote Learning

● Review the teachers “Friday News” each Friday prior to the following week. ○ Review “Must Do” work, checklists, assignment dates and virtual meeting times. ○ Organize a schedule for yourself (with parental support)

● Log into Google Classroom each week, or as assigned by teacher ○ Post and turn in assignments as required by your teacher/s. ○ Read and review your teacher’s feedback and respond accordingly.

34

● Complete checklists provided by teachers that outline the expectations for each week or each day Monday - Friday, including special subject assignments.

● Participation is essential. Participate in all virtual meetings and try your best to meet deadlines.

Content of Lessons

● Topics/assignments, per course and per grade, as determined in conjunction with department curriculum leaders

● Multi-day lessons/assignments/ projects are allowed. They must have check-ins on components of the projects. If you assign lessons/assignments/ projects constructive feedback must be provided.

● Daily lessons/assignments should be offered constructive feedback, as appropriate.


● Attend Office Hours/Google Meets/Zooms ● Email Teachers and School Staff

Health Considerations, Isolation, Etc.

From DESE 7.17.2020:

Testing, tracing, and isolation It is important to note that testing, combined with contact tracing and isolation, helps control the spread of COVID-19 in Massachusetts. All test results, both positive and negative, are reported to the Massachusetts Department of Public Health (DPH). When a person has a positive COVID- 19 test, it is the local board of health or the Massachusetts Community Tracing Collaborative that will reach out to provide support so that these individuals can remain safely in medical isolation. They will also ask for help to identify close contacts. These organizations will then reach out to the individual’s close contacts to provide important information that is aimed to stop the spread of the virus, including how to safely isolate/quarantine. While these organizations will provide support, to further assist with contact tracing the student/family and staff are asked to reach out to their personal contacts and notify the school.

Self-isolation for COVID-19 positive cases is a minimum of 10 days Most people who test positive and have a relatively mild illness will need to stay in self-isolation for at least 10 days. People who test positive can resume public activities after 10 days and once they have:

a. gone for 3 days without a fever (and without taking fever-reducing medications like

Tylenol); and b. experienced improvement in other symptoms (for example, their cough has gotten much

better); and c. received clearance from public health authority contact tracers (the local board of health

or Community Tracing Collaborative).

35

Repeat testing prior to return is not recommended. Return to school should be based on time and symptom resolution.

Close contacts of a positive COVID-19 case should be tested. For general guidance, DPH defines close contact as:1

• Being within less than 6 feet of COVID-19 case for at least 10-15 minutes. Close contact can occur while caring for, living with, visiting, or sharing a healthcare waiting area or room with a COVID-19 case while the case was symptomatic or within the 48 hours before symptom onset, OR

• Having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on) while not wearing recommended personal protective equipment.

In school settings, close contacts include other students and staff who were within 6 feet of the student or staff for at least 10-15 minutes in a classroom, in other school spaces, on the bus, or at an extracurricular activity. In elementary and other school situations where the students are in self-contained classrooms for an extended period, all students/staff within this “cohort” are considered close contacts as they may have been within 6 feet of the person with a positive test result. Possible close contacts should not come back to school until they have been tested (or elected instead to self-quarantine for 14 days). If an individual tests positive for COVID-19, then self-isolation is for a minimum of 10 days and until at least three days have passed with no fever and improvement in other symptoms as noted. If the test is negative, the student/staff can return to school if asymptomatic and wearing a mask.

The single most important thing to do if any of the following symptoms are present is to STAY HOME. Our collective health relies, in part, on individual attention and responsibility. Note that some symptoms of COVID-19 are the same as the flu or a bad cold; please do not assume it is another condition. When in doubt, stay home.

ARHS Remote Learning Plan for DESE Updated

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