HIGH SCHOOL - GLTech

GREATER LOWELL TECHNICAL HIGH SCHOOL

2020-2021 FALL REOPENING PLAN

APPROVED BY THE GREATER LOWELL TECHNICAL HIGH SCHOOL COMMITTE

AUGUST 20, 2020

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TABLE OF CONTENTS PARENT COMMUNICATION LETTER .............................................................................. 5-6 EXECUTIVE SUMMARY ................................................................................................. 7 Learning Models on a Continuum

Hybrid Mode A .................................................................................................................... 7-8 Hybrid Mode B ....................................................................................................................... 8 Hybrid Mode C ....................................................................................................................... 8 Full Return Mode ................................................................................................................... 8 Full Remote ......................................................................................................................... 8-9

HYBRID LEARNING MODEL Remote Learning Online Tools ......................................................................................................... 10 Curriculum and Instruction Overview ......................................................................................... 10-11 Remote Instruction – Technical Programs ....................................................................................... 11 Attendance Overview ...................................................................................................................... 12 Instructional Time Weekly Schedule ............................................................................................................. 12-14 Daily Period Schedule ..................................................................................................... 15-18 Grading and Assessment .................................................................................................................. 18 Technical Competencies .................................................................................................................. 18 Progress Reports .............................................................................................................................. 18 Report Cards .................................................................................................................................... 18 SPECIAL PROGRAMS Physical Education In-Person Learning ............................................................................................................... 19 Remote Learning .................................................................................................................. 19 Freshman Exploratory Pre-Exploratory .................................................................................................................... 20 Exploratory ........................................................................................................................... 20 Cooperative Education ..................................................................................................................... 21 Athletics & Intramurals .................................................................................................................... 21 Student Activities & Clubs ................................................................................................................ 21 SUPPORT SERVICES Special Education ............................................................................................................................. 22 English Language Education (ELE) .................................................................................................... 23 School Counseling Services .............................................................................................................. 23 Support Groups ................................................................................................................................ 24 504 Plans .......................................................................................................................................... 24 Response to Intervention (RTI) & Student Support Teams (SAT) .................................................... 24 College Planning ............................................................................................................................... 24

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PSAT/SAT Information ................................................................................................................ 25-26 School Counselor Contact Information ............................................................................................ 27 Social Emotional Learning (SEL) .................................................................................................. 27-28 Staff Mental Health Resources Self-Care ............................................................................................................................... 28 Managing Stress of COVID-19 for Educators ....................................................................... 28 Educators Managing Trauma Exposure ............................................................................... 28 Reopening School with SEL Focus ........................................................................................ 29 General SEL Activities and Articles ....................................................................................... 29

SCHOOL EXPECTATIONS Student Expectations ....................................................................................................................... 30 Core Values/Behavior Matrix for Hybrid & Remote Learning ......................................................... 31 Teacher Expectations ....................................................................................................................... 32 Paraprofessional Expectations ......................................................................................................... 32 Administrator Expectations ............................................................................................................. 32 HEALTH AND SAFETY PRACTICES Checking for Symptoms ................................................................................................................... 33 COVID-19 Travel Order ............................................................................................................... 33-34 Masks/Mask Breaks .................................................................................................................... 34-35 Hand Washing and Hand Sanitizing ................................................................................................. 35 Physical Distancing ........................................................................................................................... 35 Student Groups/Cohorting .............................................................................................................. 36 Ventilation and HVAC Systems ........................................................................................................ 36 Accessing the School Nurse/Code Red Emergency Medical Response ........................................... 36 COVID-19 MEDICAL RESPONSE PROTOCOLS Symptomatic Student or Staff at Home ........................................................................................... 37 Symptomatic Student at School....................................................................................................... 37 Symptomatic Staff at School ............................................................................................................ 38 Symptomatic Student on the Bus ............................................................................................... 38-39 Positive COVID-19 Test for Student/Staff/Close Contacts ............................................................... 39 Community Health Metrics .............................................................................................................. 40 School or District Closure ............................................................................................................ 40-41 TRANSITIONS Entering/Exiting the Building ........................................................................................................... 41 Late Arrival ....................................................................................................................................... 42 Log Book/Classroom Pass ................................................................................................................ 42 Passing Time ..................................................................................................................................... 42 Traffic Pattern .................................................................................................................................. 42 Bathroom Breaks ............................................................................................................................. 42 Drinking Fountains and Water Bottles............................................................................................. 42

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FOOD SERVICES Breakfast .......................................................................................................................................... 43 Lunch ................................................................................................................................................ 43 Meals for Remote Learners ............................................................................................................. 43 FACILITIES CLEANING AND DISINFECTING PROTOCOLS Cleaning and Disinfecting Frequency ............................................................................................... 44 Daily Cleaning/Sanitizing Responsibilities of Teachers and Students ............................................. 45 Cleaning of Shared Equipment ........................................................................................................ 45 COVID-19 Cleaning Response Protocols .......................................................................................... 45 TRANSPORTATION School Bus Protocols ................................................................................................................... 45-46 Transportation for Students with Disabilities/Homeless Students ................................................. 46 LIBRARY MEDIA SERVICES .......................................................................................... 46 PROFESSIONAL DEVELOPMENT .................................................................................... 47 COMMUNICATION .................................................................................................... 47

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EXECUTIVE SUMMARY On June 25, 2020, Massachusetts Department of Elementary and Secondary Education (DESE) Commissioner, Jeffrey Riley, released the state’s Initial Fall Reopening Guidance wherein he outlined both the latest educational and health and safety guidelines for options for returning to school in the Fall and asked all school districts to develop a Reopening Plan. Greater Lowell Technical High School’s re-opening planning process began with forming a Reopening Task Force (Click Here for a List of Reopening Task Force Members) composed of administrators, teachers, counselors, nurses, paraprofessionals, support staff, custodians, transportation and food service representatives. The Task Force met weekly to discuss all aspects of reopening and parent participation was included in the process to develop a Reopening Plan that included three models:

• In-Person Learning with New Safety Requirements • Hybrid Learning • Remote Learning

Our goal throughout the planning process has been to safely transition as many students as possible back to school for in-person learning, providing all necessary and needed supports, and taking extraordinary health and safety measures in order to minimize risk while furthering student learning. Our decision-making process included an examination of multiple scenarios. There is no single factor that can be used to make a decision about the most appropriate learning model for students. In determining our most likely course of action, we considered a variety of factors including:

• Health and safety • Teaching and Learning (All learning models require greater student accountability, teacher-

guided structure and social and emotional learning strategies and supports). • Opportunities and limitations of our physical building (A feasibility study of our capacity to open

school in full in-person model all physical distancing requirements put in place. This included an analysis of the number of classrooms, classroom sizes, technical program area sizes and use of alternative spaces.

• Financial and Human Resources considerations As a result, space limitations created by classroom sizes, shop sizes/work stations and physical distancing requirements to ensure optimal health and safety for our students and staff, do not support full in-person learning for all 2311 students. In addition, in order to provide transportation services and meet the health and safety capacity limits that apply to school buses, we would need additional buses and this would significantly impact our transportation costs and overall budget. To meet our goal of returning as many students to in-person instruction as possible, the district has considered the following Learning Models on a Continuum:

• Hybrid Mode (A): This learning model is based on following the optimal safety 6 ft. physical distancing requirements between students and is the best environment to maintain health and safety measures. It is a combination of in-person and remote learning. Each student will be assigned to attend one day of in-person learning per A/X week and 4 days of remote learning per A/X week (25%- approx. 613 students per day). The day assigned for in-person learning will be the same both weeks. Siblings who attend GLTHS will be assigned the same day to attend

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in-person learning to the extent feasible. In this learning model during a student’s academic week there will be approximately 6-10 students per class. During a student’s shop week, there will be approximately 5-8 students per class per grade level. Wednesday is a building deep clean and a remote learning day for all students and all staff will work remotely from home. Students with intensive special education needs will attend in-person learning four days both A/X week.

• Hybrid Mode (B): This learning model is based on following 4-6 feet physical distancing guidelines and is a combination of in-person and remote learning. Students in grades 9-12 will be assigned to attend 1 day of in-person learning and 4 days of remote learning on their academic A/X week (This remains the same as in Hybrid Mode (A)). Students in grades 10-12 will be assigned to attend two days of in-person learning and 3 days of remote learning on their shop A/X week, adding an additional in-person learning day to their shop week. (50% students/per week, approx. 421 per day). Siblings who attend GLTHS will be assigned to attend in-person learning on the same days to the extent feasible. During a student’s academic week there will be approximately 6-10 students per class. During a student’s shop week, there will be approximately 10-16 students per class per grade level. Wednesday is a building-wide deep clean and a remote learning day for all students and all staff will work remotely from home. Students with intensive special education needs will attend in-person learning four days both A/X week.

• Hybrid Mode (C): This learning model is based on following the minimum acceptable 3 feet physical distancing DESE guidelines and is a combination of in-person and remote learning. All students in grades 9-12 will be assigned to attend two days of in-person learning and 3 days of remote learning on both their academic and shop weeks (50% students approx. 1200 per day). The days assigned will be the same both weeks. Siblings who attend GLTHS will be assigned to attend in-person learning on the same days to the extent feasible. During a student’s academic week there will be approximately 12-20 students per class. During a student’s shop week, there will be approximately 10-16 students per class per grade level. Wednesday is a building deep clean and a remote learning day for all students and all staff will work remotely from home. Students with intensive special education needs will attend in-person learning four days both A/X week.

• Full Return Mode: This learning model is the most challenging to maintain the current health and safety measures put forth by the DESE and the CDC. It is only possible if the minimal 3 feet physical distancing guidelines are relaxed completely or below 3 feet in order to allow for 100% students (approx. 2,311) to return to in- person learning 5 days per A/X week. During a student’s academic week there will be approximately 20-38 students per class. During a student’s shop week there will be approximately 15-40.

• Full Remote Mode: This learning model involves all academic and technical classes being taught remotely and students learning from their homes 5days per A/X week. This learning model will be implemented for all students if the public health considerations/data prevent us from teaching and learning in-person, as well as implemented for students who have preexisting-health conditions, students who have family members who have underlying medical conditions

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that place them at higher risk for infection or transmission of the virus, or students who would not be returning to school in the Hybrid Model based on parental decision-making. *A parent/guardian who would like to change their student from a Hybrid Model to Full Remote or Full Remote to Hybrid Model once school reopens may do so by contacting their School Counselor. Any changes will be made as soon as practical based on existing class sizes in the in-person or remote classes where the change is being requested.

This Reopening Plan provides for a phased approach to safely transition to full in-person learning for all students, much like that of the phased opening of the State of Massachusetts. Greater Lowell Technical High School will begin the 2020-2021 school year in Hybrid Mode(A) as described above, as long as public health data continues to support an in-person return to school. The Hybrid Mode (A) learning model will enable us to follow the optimal safety physical distancing of 6ft between students as recommended by the Center for Disease Control and Prevention (CDC), as well as implement a series of critical health and safety practices; wearing face coverings, washing hands frequently, cleaning and sanitizing facilities, self-screening regularly for symptoms of illness, and staying home from school/work when sick, among others to minimize the risk of transmitting the COVID-19 virus. The plan will provide us with maximum flexibility within our operational capacity to adjust and move along the continuum of phases/learning modes as determined by the status of COVID-19 pandemic conditions. Before moving to a new phase/learning mode the Leadership Team will review public health data (State/local data, community transmission data and school case count data), in collaboration with our local Department of Health and optimal health and safety practices recommended by the CDC at that time. Each phase/learning mode will be evaluated every quarterly. The district will move to the next phase/learning mode if data is trending positively or maintaining and reducing social distancing between students is safe and transportation restrictions allow for busing additional students without significant impact on the budget. If data trends negatively the school district will re-evaluate controls and determine if it is necessary to extend the current phase/learning mode or return to a previous phase. Please keep in mind that this Reopening Plan is a flexible document and may need to be updated as we receive further guidance from the Mass. Department of Elementary and Secondary Education.

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HYBRID LEARNING MODEL REMOTE LEARNING PLATFORM/OTHER ONLINE TOOLS • All students will receive a school issued Chromebook or Laptop dependent upon technical program

requirements to participate in-the Hybrid learning model in-person and remote learning experiences.

• Students will need internet access to utilize GLTHS approved core technologies. Parents of students who do not have internet access should call 978-441-4807 or email Mr. Michael Barton [email protected] for assistance. Those students will be provided with a “hot spot” as needed.

• Headphones and other technology will also be provided to students as needed. • The remote learning portion of the Hybrid learning model will be conducted primarily through the

Google Education suite listed below. Teachers may also utilize various other online tools such as: EdPuzzle, Health Center 21, Screencastify, Edulastic, PearDeck, Jamboard, etc.

• At the beginning of the school year, teachers will review online tool expectations and create instructional activities to ensure students understand and know how to use all aspects of the online tools that will be used when accessing the academic and technical curriculum taught.

Google Classroom https://classroom.google.com/

Gmail https://mail.google.com/

Google Drive https://drive.google.com/

Google Meet http://meet.google.com/

Students, parents/guardians who need a Password Reset should email their request to: [email protected] and indicate which password needs to be reset: X2, Aspen, Google, IXL, or Windows. CURRICULUM AND INSTRUCTION OVERVIEW At Greater Lowell Technical High School, we are committed to providing our students with a quality education. In the Hybrid Learning Plan, our full Program of Studies will be available to our students. This includes College Prep, Honors, Advanced Placement and Dual Enrollment courses. The goal of this Hybrid Learning Plan is to continue to enhance our students’ skills in both academic and technical programs and to offer diverse opportunities to deepen their knowledge and understanding. Our teachers will be delivering new curriculum and skills based on the Department of Elementary and Secondary Education Curriculum Frameworks, the Vocational Technical Education Frameworks, and industry standards. As always, the re-teaching of content and concepts may occur as needed throughout the school year. The Hybrid learning model will allow students to experience the social emotional aspect of student learning with their peers and teachers. We will continue to instill our core values: R.E.A.C.H (Respect, Effort, Accountability, Commitment, Honesty) and encourage our students to become contributing members of a twenty first century community.

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The Hybrid Learning model is a combination of in-person and remote learning. In all modes of the Hybrid Learning Model described in this plan, students will experience: Learning structures and routines Synchronous and asynchronous instruction Project based and independent lessons One to one and small group instruction Ongoing assessment of learning Social emotional support Textbooks in print/ online among other resources for in-person and remote learning. Feedback (including grades)

In order to ensure greater student accountability and structure, students will be expected to be virtually present for all of their remote academic and technical classes, connect with their teachers complete their class assignments and independent work, as well as receive feedback and support. The first day when students return to in-person learning will be dedicated to understanding the new safety guidelines that students must adhere to while they are in school during the COVID-19 pandemic. HYBRID REMOTE LEARNING INSTRUCTION-TECHNICAL PROGRAMS

• Technical instructors will post their schedule and assignments (either for the day or for the week) on their Google Classroom and/or email to the students at their GLTHS email address.

• While the students need to be virtually present during in person and synchronous remote learning, it does not mean that students will be required to sit at their computer for the entirety of their technical program day.

• Students will be expected to check in with their teacher at the beginning of the day, complete their project/assignments and/or take part in a lesson, and check out with their teacher at the end of the day.

• Technical programs will issue learning kits for students to take home as resources for remote learning instruction as needed.

• If a parents/guardian has a question(s) regarding technical programming for their child they should please contact the Cluster-chair listed below:

Construction Cluster Chair - Dan Hamel, [email protected] Manufacturing/Transportation Cluster Chair - Arthur Cornellier, [email protected] Personal Services Cluster Chair - Maureen Griffin, [email protected] Technology Cluster Chair - Margaret Sarmento, [email protected]

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HYBRID LEARNING ATTENDANCE OVERVIEW School and class attendance is vital to a student’s success. Period 1 school attendance will be taken during the first 5 minutes of each in-person and remote learning day and identified in X2 as either in-person or remote. Teachers will also take class attendance during the first five minutes in each of their classes. On remote days, in addition to X2, teachers may take attendance in any of the following ways:

● Google Meet ● Google Classroom assignments ● Google Classroom questions ● Discussion board questions ● A Do Now Activity in Google Classroom that is time sensitive

Additional information on our school Attendance Policy and procedures can be found in the GLTHS Student Handbook on our school website. HYBRID LEARNING AND INSTRUCTIONAL TIME WEEKLY SCHEDULE All students will follow the traditional A/X weekly schedule. Students will be notified their assigned day(s) to report to school for in-person learning. Please see student weekly schedule below for each of the Hybrid Learning Modes.

Hybrid Mode (A) – All Students Academic and Shop A/X Week Schedule by In-Person Day

Student Monday Tuesday Wednesday Thursday Friday

1 In-Person Remote Remote Remote Remote

2 Remote In-Person Remote Remote Remote

3 Remote Remote Remote In-Person Remote

4 Remote Remote Remote Remote In-Person

Please See Examples Below of Student Weekly Schedules Scenarios – Hybrid Mode (A)

• “Student 1” is scheduled for In-Person learning on Mondays. On Tuesday, Wednesday, Thursday and Friday, “Student 1” attends school remotely both A/X week. Wednesday our deep cleaning day, is an asynchronous remote learning day, “Student 1” is required to contact all instructors by email and/or Google Classroom as requested. The instructor will record that “Student 1” has checked in and provide an assignment for “Student 1” to work on independently and request some form of a final check out.

• “Student 2” is scheduled for In-Person learning on Tuesdays. On Mondays, Wednesdays, Thursdays and Fridays, “Student 2” attends school remotely. On Wednesday (deep cleaning day), “Student 2” contacts instructors by email and/or Google Classroom as requested. The instructor will record that “Student 2” has checked in and then provide an assignment for “Student 2” to work on and participate in a final check out for the class at the instructor’s request. In addition, “Student 2” requests a google meeting with his school counselor to discuss college planning.

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Hybrid Mode (B)- All Students Academic A/X Week Schedule by In-Person Day

Student Monday Tuesday Wednesday Thursday Friday

1 In-Person Remote Remote Remote Remote

2 Remote In-Person Remote Remote Remote

3 Remote Remote Remote In-Person Remote

4 Remote Remote Remote Remote In-Person

Hybrid Mode (B)- Grades 10-12 Shop A/X Week Schedule by In-Person Day

Student Monday Tuesday Wednesday Thursday Friday

1 In-Person In-Person Remote Remote Remote

2 Remote Remote Remote In-Person In-Person

Please See Examples Below of Student Weekly Schedules Scenarios – Hybrid Mode (B)

• “Student 1” is scheduled for Academic Week In-Person learning on Mondays. On Tuesday, Wednesday, Thursday and Friday, “Student 1” attends school remotely. Wednesday our deep cleaning day, is an asynchronous remote learning day, “Student 1” is required to contact all instructors by email and/or Google Classroom as requested. The instructor will record that “Student 1” has checked in and provide an assignment for “Student 1” to work on independently and request some form of a final check out.

• “Student 2” is scheduled for Shop In-Person learning on Mondays and Tuesdays. On Wednesday, Thursdays and Fridays, “Student 2” attends school remotely. On Wednesday our deep cleaning, “Student 2” contacts instructors by email and/or Google Classroom as requested. The instructor will record that “Student 2” has checked in and then provide an assignment for “Student 2” to work on and participate in a final check out for the class at the instructor’s request. In addition, “Student 2” requests a google meeting with his school counselor to discuss college planning.

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Hybrid Mode (C) - All Students Academic and Shop A/X Week Schedule by In-Person Day

Student Monday Tuesday Wednesday Thursday Friday

1 In-Person In-Person Remote Remote Remote

2 Remote Remote Remote In-Person In-Person

Please See Examples Below of Student Weekly Schedules Scenarios – Hybrid Mode (C)

• “Student 1” is scheduled for In-Person learning on Mondays and Tuesdays. On Wednesdays, Thursdays and Fridays, “Student 1” attends school remotely both A/X week. Wednesday our deep cleaning day, is an asynchronous remote learning day, “Student 1” is required to contact all instructors by email and/or Google Classroom as requested. The instructor will record that “Student 1” has checked in and provide an assignment for “Student 1” to work on independently and request some form of a final check out.

• “Student 2” is scheduled for In-Person learning on Thursdays and Fridays. On Mondays, Tuesdays, and Wednesdays, “Student 2” attends school remotely. On Wednesday (deep cleaning day), “Student 2” contacts instructors by email and/or Google Classroom as requested. The instructor will record that “Student 2” has checked in and then provide an assignment for “Student 2” to work on and participate in a final check out for the class at the instructor’s request. In addition, “Student 2” requests a google meeting with his school counselor to discuss college planning.

Wednesday is a scheduled deep cleaning day and an asynchronous remote learning day. Students and teachers will follow their regular class schedule. Teachers will take attendance, communicate assignments, and assign a check out time. The assignments will be either for enrichment or for re-teaching skills. Teachers may ask students to be on Google Classroom and/or Google Meet or other virtual learning platforms. In addition:

• Students can request 1 to 1 Google meeting time with their teacher(s) and or school counselor • Teachers can require students to meet with Google Meet for extra help • Homework assistance will also be provided on Wednesdays

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HYBRID MODEL DAILY PERIOD SCHEDULE

The daily period schedule for all students will include 11 periods as follows: Daily Period Schedule

Period Start Time End Time

Teacher Sign-In 7:35 7:35

Extended Period 1 7:40 8:31

Period 2 8:31 9:15

Period 3 9:15 9:59

Period 4 9:59 10:43

Period 5 10:43 11:05

Period 6 11:05 11:27

Period 7 11:27 11:49

Period 8 11:49 12:11

Period 9 12:11 12:33

Period 10 12:33 1:17

Period 11 1:17 2:01

Student Dismissal 2:01 2:01

Teacher Dismissal 2:06 2:06

Please see examples below of Hybrid Student Daily Schedules. The examples describe what a student’s day could look like. The specific methods of instruction and curriculum may differ by class or technical program. Example Freshman Schedule Remote Day

English: 7:47 - 8:31 (period 1) ○ Students check in at 7:47 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together. ○ Teacher will check-in with students for understanding and progress on assignments

during class time. ○ Students check out with the teacher.

Math: 8:31 - 9:15 (period 2)

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○ Students check in at 8:31 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together. ○ Teacher will check-in with students for understanding and progress on assignments

during class time. ○ Students check out with the teacher.

Physical Education: 9:15 - 9:59 (period 3) ○ Students check in at 9:15 and teacher takes attendance ○ Teacher assigns classwork to students. Teacher will check-in with students for

understanding. ○ Students can log off and work on assignment independently or work on assignment

together with class. ○ Students check out with the teacher.

Biology: 9:59 - 10:43 (period 4) ○ Students check in at 9:59 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together. ○ Teacher will check-in with students for understanding and progress on assignments

during class time. ○ Students check out with the teacher.

Digital Literacy: 10:43 -11:27 (period 5/6) ○ Students check in at 10:43 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together. ○ Teacher will check-in with students for understanding and progress on assignments

during class time. ○ Students check out with the teacher.

Lunch: 11:27 - 11:49 (period 7) ○ Eat and refresh

History: 11:49 - 12:33 (period 8/9) ○ Students check in at 11:49 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together. ○ Teacher will check-in with students for understanding and progress on assignments

during class time. ○ Students check out with the teacher.

Exploratory: (Exploratory 4-Technical programs 12:33 - 2:01 (periods 10 & 11) ○ Students check in at 12:33 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on assignment

in class together depending on the teacher’s lesson for the day. ○ Teacher will check-in with students for understanding and progress on assignment

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during class time. ○ Students check out with the teacher.

Remote Days Academic Week Example Grade 10 - 12

Theory: 7:47-9:15 (period 1,2) ○ Students check in at 7:47 and teacher takes attendance ○ Teacher assigns classwork to students ○ Students can log off and work on assignment independently or work on

assignment in class together ○ Teacher will check-in with students for understanding and progress on assignment

during class time. ○ Student checks out with teacher

English: 9:15-10:43 (period 3,4) ○ Students check in at 9:15 and teacher takes attendance ○ Teacher assigns streaming video ○ Students watch assigned video ○ Teacher assigns questions students are to answer during class ○ Student checks out with teacher

Lunch: 10:43-11:05 (period 5) ○ A break for the student to eat and refresh

Math: 11:05 -12:33 (period 6,7,8,9) ○ Students check in at 11:05 and teacher takes attendance ○ Teacher starts Google Meet class to teach new material ○ Students take notes and ask questions ○ Students must have video enabled ○ Audio should be muted until teacher asks questions ○ Student checks out with teacher

Science: 12:33-2:01 (Period 10,11) ○ Students check in at 12:33 and teacher takes attendance ○ Teacher assigns students research project via Google classroom ○ Students work on assignment ○ Teacher is available for questions via Google chat ○ Student checks out with teacher

Dismissal Remote Days Technical Week Example Grade 10 - 12 Technical Teachers will take attendance during period 1 and period 11. On Wednesday, students will be expected to check in, complete the assignments by their due dates, and check out with their teacher at specified times.

Automotive shop 7:47-10:43 ○ Students check in at 7:47 and shop teacher takes attendance ○ Teacher assigns a timeline for completing the project day and/or week ○ Teacher requires students to attend Google meet class at 10:00 for 20 minutes for

clarifying questions. Teacher takes attendance for the second time. Lunch 10:43-11:05

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○ Eat and refresh Automotive Shop 11:05-2:01

○ Teacher posts a question on Google classroom ○ Students work on projects. ○ 1:45 teacher posts a ticket to leave that must be answered before 2:00. This is used

for check out. GRADING AND ASSESSMENT All teachers will communicate course expectations and grading policies in-person and via Google Classroom for all academic and technical classes at the start of the school year. Students will be assessed and graded on assignments, projects, homework, tests and quizzes, etc. completed both in-person and during remote instruction. TECHNICAL COMPETENCIES Greater Lowell Technical High School uses an electronic program called SKILLS PLUS to chart student progress in acquiring the skills identified in the Vocational Technical Education Frameworks. These competencies will be reported periodically throughout the school year. PROGRESS REPORTS Students will receive Progress Reports quarterly 4 times a year at the midpoint of each marking period. REPORT CARDS At that end of each quarter, students will receive report cards with a numeric grade as seen below. Report card comments will be updated to include grading comments that would indicate if a student is attending in-person and participating remotely: Inconsistent remote participation, Consistent remote participation, Not attending class remotely. GRADING KEY

● 90-100 - Excellent ● 80-89 - Good ● 70-79 - Average ● 60-69 - Below average ● 59 and below - Failing ● Inc - Incomplete ● Med. - Medical ● Wdn - Withdrawn ● Cop. - Co-op ● NC - No credit due to absenteeism

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SPECIAL PROGRAMS PHYSICAL EDUCATION The Physical Education Department is focused on developing a robust project-based learning curriculum which will include activities for exercise and wellness. From calisthenics to yoga, students will be able to track their workouts using the Platform Athletics program.

In-Person Learning ● Emphasis on activities that minimize potential for close person-to-person contact. Examples

of such activities being; cross country running/walking, group physical fitness training (conducted with students at recommended physical distance requirements), golf, net/racquet sports (tennis, badminton), yoga, weight room with equipment spaced with 8 ft. distances between each station and the outside doors open, and/or cardiovascular training with 8 ft. distance between students in mind (students will properly sanitize any equipment after each use as well as maintaining physical distance requirements)

● Conducting class activities in our outdoor spaces whenever possible ● Students will not be utilizing locker room changing facilities until further notice ● Students will come prepared to class with proper footwear, etc. in order to participate ● Students will also not be permitted to store items in PE lockers at this time ● The pool will not be utilized for PE classes until further notice ● Project Adventure for our 10th grade students is still being evaluated for our ability to conduct

activities according to health and safety guidelines. Currently we are researching potential activities via training being offered through our course certifiers. Updates will be provided as they become available

Remote Learning

● Currently we are exploring several web-based and app-based programs to help guide our students through physical fitness activities that can be completed from home with minimal to no equipment. Several programs such as Platform Athletics and Shape America may be utilized with guidance from our PE staff to ensure students are engaged for the remote portions of their Physical Education class. Both programs offer an instructor the ability to track data for individual students, which when combined with in-person class activities will provide an ample foundation for student evaluation. Students are required to check in with their instructors during their assigned Physical Education class time

Please contact Mark White, Athletic Director/Physical Education Cluster Chair at [email protected] with any questions.

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FRESHMEN EXPLORATORY Exploratory is among the important aspects of the GLTHS 9th grade experience and will be implemented in the Hybrid and Full remote learning modes of instruction.

Pre-Exploratory

The Grade 9 Pre-Exploratory provides all ninth grade students the opportunity to learn about each of the twenty-three (23) technical programs offered at Greater Lowell Technical High School. The first week of school, two (2) periods a day will be devoted to a Pre-Exploratory experience for all 9th grade students. The students will view videos of all 23 programs in-person or remotely, as well as discuss each technical program, career opportunities, and cooperative education opportunities.

Exploratory

The Exploratory Program during Hybrid learning will provide ninth grade students with the opportunity to experience and learn more specifically about and 14 of the 23 technical programs they selected to explore in a 10-day rotation (2 days in-person, 8 days remotely, 2 periods each day). For each exploratory, teachers will create Google Classrooms for the students to join. The Exploratory Program will consist of various in-person and remote activities to help students explore and understand what each technical program is about, what careers are available in that field, and what the expectations are for an individual working in that field. A student must join the Google Classroom in order to fully participate in each exploratory they selected; possible exploratory activities may include the following: videos, streaming content, and projects. Instructors will be available to answer questions from the students either in a Google Meet, or by questions in Google Classroom, or by email. Exploratory programs will enable students to make a more informed decision when making their final technical program choice. In the fourth marking period, students will select one of the fourteen (14) programs explored to pursue for the remainder of their high school experience.

Students will be assessed by the Exploratory Rubric and given a grade for each Exploratory.

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COOPERATIVE EDUCATION PROGRAM The Cooperative Education Placement Program provides students with an exciting opportunity to expand their educational knowledge and experience in a real work environment that directly relates to their career goals. The Cooperative Education Program will resume for the 2020-2021 school year however placements will be limited to seniors only. Students will not be placed in nursing/medical facilities for at least the first two months of school. The following additional procedures will be implemented during COVID:

• A routine safety check will be conducted before each student starts in their Cooperative Education placement. A safety checklist will be completed by the Cooperative Education Director / Technical Instructor to verify each company has implemented the COVID-19 safety practices per the state guidelines. Employer COVID-19 Control Plans will be reviewed.

• In addition to the standard cooperative education state required forms, the Greater Lowell Tech COVID-19 Permission Form must be signed by the parent/legal guardian and employer prior to student starting co-op.

• Students will also be trained in COVID-19 safety and operational procedures. Please contact Stacy Bezanson at [email protected] with any questions. ATHLETICS AND INTRAMURALS Fall sports have been delayed by the MIAA until September 18, 2020. We will monitor this closely and provide any/all updates as they become available. Please contact Mark White, Athletic Director/Physical Education Cluster Chair at [email protected] with any questions. STUDENT ACTIVITIES AND CLUBS Greater Lowell Technical High School supports our students’ overall growth through our student’s organizations and clubs. The Student Activities Coordinator is looking into ways to conduct student activities remotely. More details about which clubs and activities will be offered during the Hybrid Learning Model will be forthcoming. Please contact Sharon Cornellier, Student Activities Coordinator at [email protected] with any questions.

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_______________________________________________________________

SUPPORT SERVICES SPECIAL EDUCATION Special education students will receive all services documented in their Individualized Education Program (IEP) through in-person instruction, remote instruction, or a combination of both. Family engagement will be a critical factor of success for students with disabilities. Communicating and partnering with families to ensure that students have what they need to be successful, in-person or remotely, will be a priority.

● Special education students with intensive special needs will attend school in-person on all days both A and X week with the only exception being on Wednesday which is a deep cleaning day that requires all students to learn remotely.

● Special education students will follow their regular class schedule during in-person and remote days.

● Related services outlined in a student’s IEP (counseling/speech/consultation) will be provided during his/her regularly scheduled appointment time during their in-person day and/or remotely via google meet.

● Students who are scheduled to receive study skills support will receive that service during their regularly scheduled study skills class time (in-person and remote).

● Students who are enrolled in co-taught inclusion classes will have the support of a special education teacher and a general education teacher during those classes.

● All accommodations and modifications outlined in a student’s Individualized Education Program will be provided in-person and to the extent feasible remotely.

● Re-evaluation testing will be conducted remotely or on the student’s in-person day when feasible.

● Annual IEP meetings will be held via google meet. The Special Education Liaison or School Psychologist will reach out to arrange a meeting. In the event a parent cannot participate in a google meet, a telephone conference call with the IEP team may be arranged.

● Special Education Liaisons and related service providers can be reached by email or google voice. ● Students with intensive special education needs will participate in small group academic classes

in-person 4 days per week during their regularly scheduled times. Wednesdays, when the building is closed for deep cleaning, students will participate in their classes remotely.

● Technology assistance training will be provided to parents as needed to assist their students as needed with remote learning.

● Special Education liaisons will communicate regularly with parents via e-mail or telephone to ensure that collaborative efforts are made to help each student succeed in hybrid learning and continue progressing with their IEP goals.

Please contact Alison Rihani, Director of Special Education at [email protected] with any additional questions.

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ENGLISH LANGUAGE EDUCATION The English Language Education Department will continue to support EL students in English language acquisition within a hybrid learning environment and will focus on the individual identified level of fluency.

● EL teachers, and/or GLTHS parent liaisons will communicate with EL students and families to ensure they understand the process of hybrid learning and GLTHS’s Hybrid Learning Plan.

● EL teachers will review the most current ACCESS and state data and develop targeted instruction for their students to address any gaps in learning.

● EL teachers will work collaboratively with academic and technical teachers to ensure support is provided and that all necessary accommodations are made to support EL students.

● EL teachers will communicate regularly with their students as well as their families to provide feedback and discuss progress.

● Basic EL students will receive a period of additional support in-person in the Hybrid Model. Please contact Kate Palladino, ELE/ELA Cluster Chair at [email protected] with any additional questions. SCHOOL COUNSELING SERVICES Greater Lowell Tech School Counselors will be available by email or phone for parent/student questions and concerns during regular school hours. In the event of an emergency after school hours, please refer to the counseling resources information sheet for crisis and counseling services. Click here for Counseling Resources. On student scheduled in-school days, school counselors will be available for in-person appointments. Students may email counselors in advance to schedule an appointment during their in-school day or students can request to see their counselor via their classroom teacher on their scheduled in-school day. Once the student requests a meeting, teachers will call the office to determine availability and to ensure social distancing is able to be maintained as students move through the School Counseling Suite. Students who are working remotely can email their counselors for appointments to be scheduled through Google Meet based on the student/counselor availability. If students are emailing after school hours, please know that a response may not be immediate and that a school counselor will respond within a reasonable timeframe. Appointments made by School Counselors via Google (in person appointments and in Google Meet) will include both the student and teacher of record for the coordinating class period in the invite. The teacher will not be expected to attend the meeting and the invite is for information purposes for the teacher in regards to attendance. It is the student’s responsibility to check in with their teacher regarding missed class assignments. Students should also make every effort to inform their teacher of their appointment with a school counselor ahead of time.

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SUPPORT GROUPS The Greater Lowell School Counseling Department will continue to offer support groups for the school year 2020-2021. Groups will be scheduled via Google Meet and counselors/adjustment counselors will email students by the end of the day Monday with the day and time of the meeting. Support groups will be scheduled based on student need as the year progresses. 504 PLANS The Greater Lowell School Counseling Department monitors and manages 504 plans for students grades 9-12. Plans will be updated throughout the school year as appropriate via Google Meet. Parents/Guardians who do not have access to Google Meet will have an option to phone into any scheduled 504 meetings. School Counselors will be in touch with students and their families to schedule meetings starting in September. If you have any questions or concerns about your students 504 plan please contact your students school counselor or the Director of Guidance and Counseling Services Tracy Encarnacao at (978) 441-4955 or [email protected]. RESPONSE TO INTERVENTION (RTI) AND STUDENT SUPPORT TEAMS (SAT) The RTI process is a multi-tiered approach to providing services and interventions to students who struggle with learning and behavior at increasing levels of intensity. It is a proactive, data driven process. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research based instruction and/or intervention in general education, special education, or both. RTI uses a tiered approach which includes general education instruction (Tier 1), supplemental small group/individual instruction (Tier 2), and, if necessary, more intense instruction with more frequent monitoring (Tier 3). The Student Assistance Team (SAT) is comprised of a group of professionals who brainstorm strategies as part of a problem solving process. The GLTHS SAT has adopted the Response to Intervention (RTI) approach to educational problem solving. Your student’s teacher may seek support from the SAT team if your student is below grade level expectations based on curriculum assessments or behavior observations. Parents/Guardians can also request a SAT by contacting the students school counselor.

COLLEGE PLANNING The Greater Lowell School Counseling Department will be offering a variety of connections for students who are beginning the college planning process. Under Hybrid Model A, counselors will be scheduling in-person meetings based on the students' scheduled school days and supplementing those with Google Meet sessions. In a remote scenario, Google Meet will be the appointment venue and students will be able to schedule these appointments via email. In addition to individual meetings with school counselors, there will be a series of group google sessions conducted by counselors to review college admissions processes and to share information regarding time management and best practices. Presentation handouts will be made available after each session. Students are encouraged to log into their Naviance accounts (GLTHS Naviance) to utilize the College Search feature and begin using the tools available through Naviance. If there is an issue with the

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password please contact the Director of Guidance, Tracy Encarnacao at [email protected]. GL School Counselors recommend that you utilize the following resources to supplement your college search: Virtual College Campus Tours NACAC Virtual College Fair Dates: September 13, October 12, October 18, November 8 Students can begin their College applications by logging on to The Common Application. This application can be used at more than 800 colleges and universities throughout the United States. The use of the Common Application streamlines the college application process. School Counselors will be available through Google Meets and through email to assist students in completing the application. Included is the link to the Common Application: Common Application PSAT The Preliminary SAT, also known as the PSAT/NMSQT® (National Merit Scholarship Qualifying Test), is a practice version of the SAT exam. You can only take the PSAT once per year, and at Greater Lowell Technical High School that is traditionally in the month of October during the school day. The PSAT is 2 hours and 45 minutes long and tests your skills in reading, writing, and math. The PSAT was scheduled to take place at Greater Lowell Technical High School Wednesday, October 14, 2020. In light of the pandemic, the College Board has offered flexibility with testing dates and will be allowing a multi-day testing window in order to allow the district to adhere to the current health guidelines and requirements to ensure student safety and a secure testing environment. While testing will begin on October 14, 2020 students will be grouped across three different dates through the end of October to ensure adherence to guidelines/requirements for indoor groups. It is important to note that this plan could change depending on the instructions and information provided by the College Board and by the state restrictions and guidelines. The Greater Lowell School Counseling Department will be responsible for signing students up for the PSAT and for organizing the administration. Information regarding signing up for the exam and policies and procedures required for taking the exam will be communicated in September. The GL School Counseling Department recommends this exam for students in their junior year. More information regarding the PSAT can be found at www.collegeboard.org. SAT Seniors looking to take the SAT’s this fall should note the following information from the College Board. It is important to note that Greater Lowell Technical High School is not a testing center for the SAT. Additional information is also available at www.collegeboard.org Starting in August, the College Board will be offering the SAT every month through the end of the calendar year. Students can register for SAT at www.collegeboard.org. Following are the current testing dates: August 29, 2020, October 3, 2020, November 7, 2020, December 5, 2020

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Students who may qualify for a fee waiver should contact their school counselor asap. There is limited testing capacity at testing centers due to public health restrictions and high demand. Current centers in the Greater Lowell Area:

• Andover High School • Innovation Academy, Tyngsboro • Haverhill High School • Methuen High School

1. Test centers make individual decisions about whether or not to test and may cancel prior to the

administration of the test. Test centers should notify the College Board prior to the closing, but students are encouraged to check in directly with the test center prior to arriving the morning of the test

2. Please note all test centers must adhere to local public health requirements and follow College Board requirements:

a. Students and staff must wear a mask or protective face covering during an SAT b. Students must be seated 6 feet apart during testing c. Students must complete a series of statements related to COVID prior to entering the

testing center/room d. Students that do not feel well the day of the test should stay home. They will be allowed to

transfer their registration to another test date at no charge The SAT is 3 hours and 15 minutes in length. If you register for the optional essay this increases the total test time to 3 hours and 50 minutes. Students should plan on arriving at the testing center at least an hour before the administration is scheduled. Greater Lowell School Counselors are encouraging Seniors planning to attend College to look at the admissions requirements for schools they are interested in applying to this fall for guidance on if the schools are requiring the SAT. It is important to note that college admissions requirements differ from school to school. If you have any questions, please contact your school counselor or the Director of Guidance. Online PSAT/SAT Practice This online resource gives students an opportunity to practice test questions they will see on the PSAT/SAT. Additionally, it allows students to determine strengths and weaknesses in test taking strategies and provides an opportunity to strengthen areas of weakness. Students who have already taken the PSAT can link their scores from their Score report and this resource will personalize the test prep. Khan Academy Online Academic Resource Khan Academy offers practice exercises and instructional videos for students to be able to study at their own pace for (SAT, PSAT) content.

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SCHOOL COUNSELOR CONTACT INFORMATION: Parents/Guardians who wish to contact their student's school counselor may do so via email or telephone. Please see the contact information listed below. School Counselors will be available to meet with parents via Google Meet or telephone. These meetings must be scheduled in advance. Additional resources for parents can also be found at the following links:

Mr. Blatus [email protected] 978-441-4960 Ms. Camire [email protected] 978-441-4933 Ms. Lynch [email protected] 978-441-4912 Ms. Monahan [email protected] 978-441-4963 Mrs. Pires [email protected] 978-441-4934 Mrs. Cyr [email protected] 978-441-4962 Mrs. Sun [email protected] 978-441-5351 Mr. Wilkey [email protected] 978-441-5354 Ms. Bennett [email protected] 978-441-4958 Mr. Chadwick [email protected] 978-441-4961 Ms. Encarnacao [email protected] 978-441-4955

SOCIAL EMOTIONAL LEARNING (SEL) Throughout the pandemic there has been a notable increase in the social emotional and mental health needs of students, families and staff. In order to fully address these needs, the school district intends to utilize a multi-tiered approach. This approach should ensure that the psychological well-being of all is prioritized and that systems are in place to address heightened needs.

• The school district will utilize the DESSA (Devereux Students Strengths Assessment) universal screening tool for students. Staff will be trained on how to use this tool at the start of the school year. The DESSA mini will be completed on each student approximately 4-6 weeks after the return to school. Students who are identified as heightened will then take the full DESSA which will provide a detailed report of the CASEL (Collaborative for Social Emotional Learning) identified competencies which they need to further develop for example self-management, responsible decision making etc.

• At the start of the school year, teachers will be trained on the utilization of the SEL curriculum “School Connect”. The intent is that all teachers work to embed these lessons into their instruction when possible. This tier 2 intervention should help raise awareness about the importance of supporting mental health needs. Students who were previously identified as needing further support for certain competencies will take another version of the DESSA mini (there are 4 versions) for progress monitoring. Students continuing to show areas of need may be referred for counseling screening to determine if regularly scheduled interventions/sessions are needed.

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• At the start of the school year, staff will also be trained on Ed-sert. This is a tool for supporting the mental health of staff. The intent is that as staff become more proficient in recognizing their own mental health needs, they will be better able to support others.

• GLTHS also has a mechanism for supporting students transitioning back to school following a hospitalization. Students who have had a long-term absence due to medical or mental health needs have access to our RISE (Resilient In Student Effort) Program which provides added support managing academic/technical make-up work and frequent access to counseling during their return.

• An important aspect of supporting mental health involves parent involvement and access to community resources. When students are showing signs of heightened mental health needs, counselors will reach out to parents to ensure a continuum of care. They are able to provide parents with community support options and resources. The school district also regularly utilizes translation for outreach to ensure that parents are debriefed in their native language.

Regardless of whether or not students are physically present in classrooms and shops or engaging in remote learning, relationships among teachers, school administrators, school counselors, support staff, families and community providers will shape student learning environments as well as their social, emotional, academic and technical growth.

STAFF MENTAL HEALTH RESOURCES Self-Care: https://schools.au.reachout.com/articles/developing-a-self-care-plan https://www.nctsn.org/sites/default/files/resources//self_care_for_educators.pdf Managing Stress of COVID-19 for Educators: https://www.edsurge.com/news/2020-07-01-teachers-are-living-in-a-tinderbox-of-stressful-conditions-these-scientific-approaches-can-help https://www.washingtonpost.com/education/2020/03/26/trauma-informed-approach-teaching-through-coronavirus-students-everywhere-online-or-not/ https://www.tolerance.org/magazine/a-trauma-informed-approach-to-teaching-through-coronavirus https://www.edutopia.org/article/3-ways-reduce-stress-and-build-connections-during-distance-learning Educators Managing Trauma Exposure (COVID-19 is considered a traumatic event): https://www.gse.harvard.edu/news/uk/18/09/helping-teachers-manage-weight-trauma https://www.edutopia.org/article/when-students-are-traumatized-teachers-are-too https://statprogram.org/

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Re-opening School with an SEL focus: https://casel.org/wp-content/uploads/2020/05/CASEL-CARES-Leveraging-SEL-to-Renew-and-Reopen-.pdf

General SEL activities/articles:

https://www.edutopia.org/article/students-perspective-sel https://www.transformingeducation.org/self-management-toolkit/ http://www.ilclassroomsinaction.org/sel.html https://www.transformingeducation.org/trauma-informed-sel-toolkit/ http://taaaconline.org/wp-content/uploads/2018/03/Trauma-Toolkit-for-Educators.pdf https://teachplus.org/sites/default/files/publication/pdf/t_il_sel_toolkit.pdf https://www.bhjustice.org/assets/OpenAccess/brunzell.pdf https://www.doe.in.gov/sites/default/files/sebw/sel-toolkit-final-updated-cover.pdf https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencies/ https://casel.org/

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______________________________________________________________

GREATER LOWELL TECHNICAL HIGH SCHOOL EXPECTATIONS STUDENT EXPECTATIONS GLTHS students are students at all times, whether learning in-person or remotely. Students will be expected to adhere to the Student Handbook with regard to student conduct. They should also be aware of their behavior, dress, and background when on online with their teachers and peers. In-Person

● Students are expected to attend and participate in all scheduled classes on their assigned day(s)and complete all assigned projects, as well as complete formative and summative assessments.

● Students will be required to wear a mask in school. Mask breaks will be built into the daily schedule.

● Students are required to follow 6 feet physical distancing at all times, as well as, directional arrows on hallway floors to ensure one way travelling during transitions.

● Students will follow safety protocols for using the bathrooms, using a classroom/shop log to document their transitions.

● Students are expected to bring Chromebooks to school on their in-person learning day(s).

Remote ● Students are expected to attend and participate in remote instruction 4 days a week and

follow their regular schedule of academic and technical classes from home, complete all assigned projects, as well as formative and summative assessments. Missing multiple days of on-line class will have a negative impact on student performance.

● Students are expected to virtually attend their classes for their technical programs each day they are remote. The technical program’s schedule and assignments (either for the day or for the week) will be posted on the teacher’s Google Classroom and/or emailed to the students at their GLTHS address. While the students need to be virtually present during class, it does not mean that students will be required to sit at their computer for the entirety of the technical program day. Students will be expected to check in with their teacher at the beginning of the day, complete their assignments and/or take part in a lesson, and check out with their teacher at the end of the day.

● Students are expected to participate online for Google Classroom and/or Google Meet and/or other virtual platforms.

● Students are expected to have video and audio enabled on their Chromebooks when requested by the teacher.

● On Wednesdays, deep cleaning day, students on academic week are expected to contact their instructors virtually each class period, complete their assignments by their assigned due dates, and check out for each period as requested. Students on technical week are expected to contact their instructor virtually period 1, complete their assignments, and check out for each period as requested.

● Students are expected to respond to email from teachers, school counselors, and staff in a timely manner.

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2020-2021 CORE VALUES BEHAVIOR MATRIX FOR HYBRID AND REMOTE LEARNING

Respect

How do I treat others, myself

and things around me?

Effort

Am I making school a priority?

Am I turning in my best work?

Accountability

How will people know

I’m doing what I’m supposed

to do?

Commitment

How will people know I mean what I

say and do my work to my

fullest capability?

Honesty

How can I show I am completely

truthful in my words and actions?

Hybrid/In-Person Learning

Wear my mask at all times without complaint. Remain 6 ft. from others at all times. Be on time for class.

Arrive to class/school on time. Do the work assigned, ask questions when in doubt. Be active and engaged in class.

Check in’ with teacher using email, or in person. Charge my Chromebook battery every night. Bring my chromebook to school every day.

Communicate with your teachers, in person, email. Attend all of my classes.

Follow through on what you say you will do.

Remote Learning

Be on time for Google Meets.

Show up to Google class / meets or communicate via google voice.

Turn in work completely and on time. Email teacher with questions, ideas etc.

Communicate via google classroom, email, google voice.

Academic integrity: submit your own work, do not cut and paste or copy others.

Technology

Be careful with my Chromebook.

Use chrome book, attend on-line to classes.

Use email, Google class etc Follow acceptable use policy.

Use email, Google voice to communicate.

Doing what is right, even when no one is looking.

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TEACHER EXPECTATIONS ● Teachers are expected to follow their class schedule. ● Teachers are expected to be at school Monday, Tuesday, Thursday and Friday teaching their

classes for their students who are in person and attending remotely. Wednesday is a deep cleaning day and instruction will be provided remotely off campus.

● Teachers are expected to evaluate student assignments and provide feedback to students. ● Teachers are expected to respond to student email within 24 hours of receipt, Monday

through Friday, during school hours. ● Teachers are expected to post grades and attendance in X2 Aspen. ● Teachers are expected to email students and/or parents/guardians when a student is not

attending classes remotely. If there is no response and the student is still not attending remotely, then the teacher will report the student as absent.

● Teachers, school counselors, and related service providers are expected to periodically participate in virtual Cluster/Department meetings to discuss progress and questions.

● Co-teachers are expected to collaborate so that their assignments are accessible to students with disabilities. This may include reaching out to families to better understand what students need as they engage in the learning.

● Teachers are expected to provide accommodations and modifications outlined in students’ Individualized Education Plans to the extent feasible remotely.

● Teachers are expected to reach out to the Special Education Liaison if any assistance or clarification is needed regarding the provision of accommodations.

● Teachers, school counselors, and related service providers are expected to participate in virtual IEP meetings for special education students in their classes. If they are unable to attend the meeting, teachers should complete the educational assessment form attached to the meeting invitation and submit electronically prior to the meeting. In addition, if a teacher is unable to attend a meeting they are expected to contact the liaison in advance so that efforts can be made to ensure a general education teacher is in attendance as required by law.

● Teachers will attend professional development, as needed/required, related to hybrid and remote learning that is provided by GLTECH, as well as communicate their needs regarding professional development to the cluster chair/director.

● Teachers should leave classroom/shop doors open to minimize touch points.

PARAPROFESSIONAL EXPECTATIONS ● Paraprofessionals are expected to attend virtual classes for the classes in which they are

regularly scheduled and communicate with their assigned instructors. ● Paraprofessionals are expected, upon request, to assist with proctoring assessments or

providing read-aloud to students through google meet as needed.

ADMINISTRATOR EXPECTATIONS ● Administrators are expected to be available and responsive from 7:30 to 3:30 to support their

teachers and address any questions or concerns from students or parents. ● Administrators are expected to conduct virtual Cluster/Department meetings with their staff

at least twice a month. ● Administrators will be expected to attend virtual Leadership Team meetings.

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______________________________________________________________

GENERAL HEALTH AND SAFETY PRACTICES AND PROTOCOLS A safe return to learning in our school building will require a culture of health and safety every step of the way. As we prepare to return to our school building all members of our school community must do their part to ensure the health and safety of students, families and staff by strictly complying with the following safety practices. CHECKING FOR SYMPTOMS Families play a critical role in supporting a culture of health and safety in school. Checking for symptoms by parents /guardians each morning is critical and will serve as the preliminary screening mechanism for COVID -19 symptoms. Currently, The Department of Elementary and Secondary Education(DESE) does not require schools to institute screening procedures at the point of entry, recommend temperature checks, or recommend in-school testing for the presence of COVID-19 If the DESE alters its guidance, the district will make adjustments to our protocols. Parents /guardians should not send their children to school if they are exhibiting COVID- 19 symptoms and staff should not report to work. The student absence should be reported to the Main Office noting the absence is COVID-related. Staff should contact the Director of Human Resources and follow standard absence practices.

Fever (100.0 Fahrenheit or higher), chills, or shaking chills Cough (not due to other known cause, such as chronic cough) Difficulty breathing or shortness of breath New loss of taste or smell Sore throat Headache when in combination with other symptoms Muscle aches or body aches Nausea, vomiting, or diarrhea Fatigue, when in combination with other symptoms Nasal congestion or runny nose (not due to other known causes, such as allergies) when in

combination with other symptoms *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. *Current Massachusetts DPH guidance is that all symptomatic individuals in Massachusetts, even those with mild symptoms, should be tested.[1] An individual who does not wish to be tested should instead isolate for 14 days[2] and until asymptomatic.

STUDENTS AND STAFF TRAVELING OR RETURNING FROM OUT OF STATE TRAVEL Please click on the link provided to view the travel order regarding visitors entering MA, including returning residents who do not meet an exemption: https://www.mass.gov/info-details/covid-19-travel-order

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Per order of Governor Baker, all travelers arriving to Massachusetts – including Massachusetts residents returning home – are instructed to self-quarantine for 14 days, except that, beginning July 1, 2020, travelers from Connecticut, Vermont, New Hampshire, Maine, New York, and New Jersey arriving in Massachusetts are exempt from this directive and need not self-quarantine for 14 days. So if parents are planning a trip this summer - students should be home by August 31st in order to be prepared to attend school on opening day starting September 14th. Therefore, if a student has traveled they must inform the office and will need to be a remote learner for the quarantine period if they are not home by August 31st. Students must then follow the remote learning protocol. MASKS Masks are among the most important single measures to contain the spread of COVID-19.

• All students and staff will be required to wear a mask in the school building. Any exception to wearing a mask in the school building will require a physician’s note documenting a medical condition or disability and students and staff will be required to wear a face shield. Additional safety measures may be taken to ensure the safety of everyone.

• Masks should be provided by student/family. Each student will be provided with two reusable masks by the district one time at the beginning of the school year.

• Masks can be disposable or reusable and will need to: fully cover the nose and mouth and secure under the chin, fit snugly but comfortably against the side of the face, and be secured with ties or ear-loops. Neck gaiters, open-chin triangle bandanas and face coverings containing mesh material or holes of any kind will not be considered appropriate face coverings. Reusable masks should be washed each day.

• Masks which display tobacco or alcohol advertising, profanity, racial, ethnic, or other inappropriate slurs, disruptive images or words, drug or gang related symbols as determined by the Main Office are strictly prohibited.

• Masks that display offensive images or words that would be considered socially, culturally, or ethnically inappropriate and disrupt the educational process are strictly prohibited.

• If a staff member or student arrives at school without a mask, or something happens during the school day that they need to replace their mask, a disposable mask will be provided by the school district. Teachers will also be provided with a box of masks for their classroom in case something should occur that would require a student to need a replacement mask. If a student continually requires replacement mask other corrective action may take place.

• Signs illustrating the proper wearing of masks and how to properly put on/remove a mask will be posted throughout the school.

• In the event that a student removes his or her mask without permission, the behavior management process will be as follows:

teacher gives verbal redirection in class and/or conferences with student in reviewing the expectation and how refusing to comply causes harm to members of the school community

teacher contacts main office to conference with student and contact parent student is removed from in-person learning to remote learning for the remainder of the

present phase/ Learning Mode

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MASK BREAKS Mask breaks will be scheduled twice per day, before and after lunch. A mask break schedule will

be developed. • Students/staff must wash hands or use hand sanitizer before putting on/removing their masks. • During scheduled mask break times a teacher may choose to have the break within their

classroom while all students remain seated 6 feet apart or bring their students outside to one of the designated mask break areas weather permitting.

• In addition to the scheduled mask breaks, a teacher may grant an individual student permission to take a mask break upon request. This would occur in the hallway directly outside of the classroom as long as no other students are in the vicinity.

A student will only be able to remove his or her mask in designated areas during designated times with permission by a teacher/staff member.

G.L. Tech staff will review with students’ proper use and removal of a mask. HAND WASHING/ HAND SANITIZING The most effective way to prevent the spread of COVID-19 is for everyone to wash hands often and thoroughly with soap and water or clean hands using sanitizer that contains at least 60% alcohol.

• Students and staff will be required to wash or sanitize their hands upon arrival to school, before/after eating, before putting on and taking off their mask, and prior to dismissal.

• Hand washing should always be used whenever hands are visibly soiled and after using the bathroom.

• When hand washing all students and staff should use soap and water to wash all surfaces of their hands for at least 20 seconds wait for visible lather, rinse thoroughly and dry with an individual disposable paper towel.

• Hand sanitizer when used should be applied to all surfaces of hands then 20 seconds of rubbing hands together for the sanitizer to dry.

• Hand washing and Hand sanitizing signs will be posted throughout the school to remind students and staff of proper hand washing/hand sanitizing procedures.

• Hand sanitizer stations that contain at least 60% ethanol have been placed in key locations: building entrances, in every classroom/technical area, library, cafeteria etc.

• Teachers will also be supplied with desk hand sanitizer that contains at least 60% ethanol.

PHYSICAL DISTANCING All students and staff will be expected to maintain 6ft of physical distance at all times possible while in Hybrid Mode (A).

• Desks will be arranged at least six feet apart in classrooms and face the same direction. • Work stations will be arranged at least six feet apart in technical areas. • Hallways will be marked with signage to ensure that students maintain physical distancing when

travelling through school. • Large group interactions will be eliminated. • Restroom use will be limited to the number of students required to maintain physical distancing

and occupancy limit posted on the doors.

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STUDENT GROUPS/COHORTS Scheduling has been developed to create 4 cohorts (groups of students) of students by day and limit the cohort from interaction with others. This will include assigned seating where possible and/or feasible. VENTILATION AND HVAC SYSTEM Appropriate mask usage remains the best defense against all forms of respiratory transmission. In addition, GLTHS will manage our ventilation and HVAC system to further mitigate airborne transmission as follows:

• HVAC unit filters are changed out and replaced four times a year. • The HVAC unit filters are being upgraded to new MERV13 filters to allow for better air quality

flow throughout the school building. • Most HVAC units during the school year operate for 12-16 hours a day Monday-Friday. During

the summer months the HVAC units operate for no more than 10 a day Monday-Friday • For activities/events scheduled on weekends the HVAC units that control the area of activity will

be put on an 8hour schedule. • The outside air dampers on the HVAC units in the HVAC (BMS) Business Management System are

set to bring in 15-20% outside air into classrooms/shops and offices. • Windows throughout the school building will also be open when appropriate and safe. • The outside air cycle changes approximately 6-8 times an hour for 12 -16 hours a day on all HVAC

Equipment at Greater Lowell Technical High School. This is depending on the schedule times of the HVAC Rooftop Units, UV’S and other related HVAC systems being on or turned off throughout the school. This is according to the Building Management System (BMS) that controls our HVAC units.

It is not a single health and safety measure that will help keep our learning community safe, but rather a combination of practices together that have proven effective.

ACCESSING THE SCHOOL NURSE/ CODE RED EMERGENCY MEDICAL RESPONSE

If a student needs to visit the nurse, (non COVID related symptoms) the classroom/shop teacher should contact nurse to inform that the student will be coming. Only one person will be allowed in the nurse’s office at a time to maintain 6ft social distancing at all times.

Nurse’s will check temperatures as needed (students and staff). If an individual has a temperature of 100.4 or other symptoms related to COVID-19, they will be placed in a medical isolation room away from others until a parent or guardian arrives to pick them up and will not be permitted to take the school bus, LYFT, UBER or taxi.

There are three designated medical isolation rooms located near the 2nd floor nurse’s office. In addition, the 2nd floor bathroom adjacent to the nurse’s office will not be available to students and staff.

All staff working in this area must always maintain 6 feet of physical distance and are required to wear proper PPE: (N95) mask, a face shield or goggles, gloves, protective gown and shoe coverings.

For “Code Red” medical emergencies in school during COVID-19, all nurses and staff responding to the scene will be required to wear proper PPE (goggles, N95 mask and gloves).

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COVID-19 MEDICAL RESPONSE PROTOCOLS In all cases related to COVID, the District will be in close communication with the Tyngsboro Board of Health, as well as the Board of Health Departments in our other member communities and the Massachusetts Department of Public Health. RESPONSE TO SYMPTOMATIC STUDENT OR STAFF AT HOME If a parent/guardian reports that their child has any of the symptoms above or a staff member

reports that they have any of these symptoms, the student/staff member must get tested for COVID-19 before returning to school or may return to school 10 days from the start of symptoms, as long as their symptoms have improved and have been without a fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is NEGATIVE: Student/staff member may return to school if have improvement in symptoms and have been without fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is POSITIVE: The student/staff must self-isolate for a minimum of 10 days and until at least 3 days have passed with no fever and are without symptoms and receive clearance from Local Board of Health or Community Tracing Collaborative.

RESPONSE TO SYMPTOMATIC STUDENT AT SCHOOL Teachers will play an important role in referring possible symptomatic students to the school nurse. If a student reports experiencing COVID-19 related symptoms and/or a teacher observes a

student exhibiting COVID-19 related symptoms, the teacher should contact the school nurse. The school nurse will report to the classroom/shop and evaluate the student for symptoms. If an individual has a temperature of 100.0 or higher or other symptoms related to COVID-19,

they will be placed in a medical isolation room away from others until a parent or guardian arrives to pick them up and will not be permitted to take the school bus, LYFT, UBER or taxi.

There are three designated medical isolation rooms located near the 2nd floor nurse’s office. In addition, the 2nd floor bathroom adjacent to the nurse’s office will not be available to students and staff. All staff working in this area must always maintain 6 feet of physical distance and are required to wear proper PPE: (N95) mask, a face shield or goggles, gloves, protective gown and shoe coverings.

The school nurse will contact the classroom teacher if student is symptomatic and placed in isolation.

Teacher will work with supervisor to relocate students, shut-down classroom/shop from further use until proper cleaning protocols have been followed.

Supervisor will contact Director of Plant Services and identify the room number/shop area where student has become ill to ensure COVID-19 cleaning protocols are followed.

The student must get tested for COVID-19 before returning to school or may return to school 10 days from the start of symptoms, as long as their symptoms have improved and have been without a fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is NEGATIVE: Student may return to school if have improvement in symptoms and have been without fever for 24 hours without the use of fever reducing medication.

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If the COVID-19 test result is POSITIVE: The student must self-isolate for a minimum of 10 days and until at least 3 days have passed with no fever and are without symptoms and receive clearance from Local Board of Health or Community Tracing Collaborative.

o Notify the school, notify personal close contacts, assist the school in contact tracing efforts, and answer the call from local board of health or Massachusetts Community Tracing Collaborative.

RESPONSE TO SYMPTOMATIC STAFF AT SCHOOL If a staff member suspects any COVID-19 symptoms during the school day, they should

contact their supervisor immediately to report illness, and get class/shop coverage if needed. See the school nurse to be evaluated. If NO SYMPTOMS are confirmed by nurse and staff is feeling ill and wants to go home and is

able to drive, they should inform their supervisor that they are going home. If they are unable to drive, then an emergency contact should be contacted to pick them up.

If SYMPTOMS are confirmed by nurse, and if staff member is able to leave and go home on their own, they should inform their supervisor that they are leaving the building.

Supervisor will contact Director of Plant Services and identify the room number/shop area where staff has become ill to ensure COVID-19 cleaning protocols are followed.

The staff member must get tested for COVID-19 before returning to school or may return to school 10 days from the start of symptoms, as long as their symptoms have improved and have been without a fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is NEGATIVE: Staff member may return to school if have improvement in symptoms and have been without fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is POSITIVE: The staff member must self-isolate for a minimum of 10 days and until at least 3 days have passed with no fever and are without symptoms and receive clearance from Local Board of Health or Community Tracing Collaborative.

o Notify the school, notify personal close contacts, assist the school in contact tracing efforts, and answer the call from local board of health or Massachusetts Community Tracing Collaborative.

RESPONSE TO SYMPTOMATIC STUDENT ON BUS If symptoms are noticed as the student is getting on the bus, the student should not board the

bus, return home, and inform parent/guardian. Parent/guardian should follow protocol above if student is symptomatic at home.

If student is already on the bus, ensure all students are masked, especially the symptomatic student.

Bus driver will notify dispatch to ensure the school is aware. School nurse will meet bus as it arrives, wearing proper personal protective equipment (PPE). As practical, the symptomatic student will exit the bus first. The student will be brought to the medical isolation area and evaluated for symptoms and

parent/guardian will be contacted to pick up the student. Student will remain in isolation area until he/she can be picked up by parent/guardian.

Bus should be properly cleaned and sanitized.

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The student must get tested for COVID-19 before returning to school or may return to school 10 days from the start of symptoms, as long as their symptoms have improved and have been without a fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is NEGATIVE: Student may return to school if have improvement in symptoms and have been without fever for 24 hours without the use of fever reducing medication.

If the COVID-19 test result is POSITIVE: The student must self-isolate for a minimum of 10 days and until at least 3 days have passed with no fever and are without symptoms and receive clearance from Local Board of Health or Community Tracing Collaborative.

o Notify the school, notify personal close contacts, assist the school in contact tracing efforts, and answer the call from local board of health or Massachusetts Community Tracing Collaborative.

RESPONSE TO POSITIVE COVID-19 TEST FOR STUDENT/STAFF/CLOSE CONTACTS

If a student or staff member is confirmed, to be COVID-19 positive. The student or staff member must remain at home (except to get medical care), monitor their symptoms, notify the school nurse, notify personal close contacts, and assist the school in contact tracing efforts, and answer the call from local board of health or Massachusetts Community Tracing Collaborative.

The student or staff member must self-isolate for a minimum of 10 days and until at least 3 days have passed with no fever and are without symptoms and receive clearance from Local Board of Health or Community Tracing Collaborative.

If a symptomatic individual refuses to have a COVID-19 test, then they must remain in self-isolation for 14 days from symptom onset and may return if no fever for 72 hours without medication and symptoms have resolved.

GLTHS will work to determine whether the student or staff member was on the premises during the time frame that started two days prior to symptom onset (or testing positive if not symptomatic) until the time of isolation. If so, promptly close off areas visited by the COVID-19 positive individual until such areas can be cleaned and disinfected. Area can be used 12 hours after cleaning/disinfecting has occurred.

Promptly clean and disinfect the student’s or staff member’s classroom/shop and any other facilities visited by the individual.

Promptly contact the bus company to clean and disinfect the bus when applicable. Consider all students and staff members who were within 6 feet of the individual for at least 15

minutes while the person was infectious. The infectious period begins 2 days prior to symptom onset. These individuals are considered to be close contacts and should be tested for COVID-19 at one of Massachusetts’s test sites (ideally the test should be performed no sooner than 4 or 5 days after the last contact with the person who tested positive) or quarantine for a minimum of 14 days.

Close contacts should be tested, but must self-quarantine for the full 14 days after the last exposure to the person who tested positive. Self-quarantine is required regardless of being tested or receiving a test result of negative or positive, as the virus may take up to 14 days to cause illness.

If there is the possibility of a resurgence of cases in a classroom, due to a student or staff member testing positive, health officials are advising that it is likely that that classroom will stop in-person instruction immediately and move to entirely remote learning for at least 14 days.

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Nurses’ will track new cases of COVID-19 and flu (dual tracking- asking the staff to communicate information they may hear from students.

COMMUNITY HEALTH METRICS On August 11, 2020 The Department of Elementary and Secondary Education released Guidance for Districts and Schools Interpreting the DPH COVID-19 Metrics. These metrics are to serve as a guide as to whether schools should open using full-time in-person, hybrid, or remote models, and will also support further decision making in transitioning between the models throughout the school year. The Department of Public Health releases a Weekly COVID-19 Public Health Report each Wednesday. This report contains information for each municipality, including a core indication calculated on a rolling two-week basis.

• Consideration if increasing or decreasing cases versus the prior period

• ict

PROTOCOLS FOR SCHOOL OR DISTRICT CLOSURE The District maintains a close working relationship with Tyngsboro Board of Health. as well as the Board of Health Departments in our other member communities. If there is more than one confirmed COVID-19 case (students or staff) in the school at one time, or if there is a series of single cases in a short time span, the Superintendent-Director will coordinate and collaborate with the local board of health to determine if it is likely that there is transmission happening in school. For each individual case, the school

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will follow the procedures outlined above. Note that when there is one isolated case, close contacts will need to stay home and be tested, not the whole school. When there is suspected in-school transmission the Superintendent-Director will consult with the local board of health to assess possible action. These steps may include, making a decision to a) close part of the school or the entire school for a short time (e.g. 1-3 days) for an extensive cleaning or other facility mitigation, or b) close the school partially or fully for the longer duration of a 14-day quarantine period.

“The Massachusetts Department of Elementary and Secondary Education (DESE) guidance advises that “...establishing a culture of health and safety in our schools that focuses on regularly enforcing these health and safety practices is more important than any one measure.” _______________________________________________________________

TRANSITIONS ENTERING THE BUILDING Teacher sign-in at 7:35 a.m. / School day begins at 7:40 a.m. Students will not be permitted to enter the building until 7:35 a.m. Busses will not arrive at school prior to 7:35 a.m. Parents who chose to drive their child should not arrive prior to 7:35 a.m. or the child must

remain in the vehicle until 7:35 a.m. Students driving to school should plan to arrive no earlier than 7:35 a.m. Students who arrive prior to 7:35 a.m. should remain in their vehicles, or stand next to their

vehicles socially distanced from others until 7:35 a.m. To minimize student contact upon arrival, students will only be permitted to enter the school building through one of the following entrances using the 6ft social distance requirements.

ARRIVAL METHOD ENTRANCE/EXIT LOCATION

Students arriving by regular school bus Main Mall; Sports Pavilion; or Mall/Catie’s Closet Hall

Students arriving by special transportation Visitor’s Entrance

Students arriving by parent drop off Main Entrance

Students arriving by own vehicle Main Entrance

Students arriving by LRTA bus (back gate) Main Entrance

Students arriving by UBER/LYFT or taxi Main Entrance

Entry and exit points will be monitored by school staff. EXITING THE BUILDING Students will be dismissed staggered by floor and will be required to follow social distancing guidelines of 6 feet and directional arrows to one of the designated exit locations listed above.

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LATE ARRIVAL Students who enter the school late will sanitize their hands before entering the Main Office, check in with their Dean/Assistant Principal, sanitize their hands and report directly to their scheduled class.

LOG BOOK/CLASSROOM PASS At certain times during the school day students may need to leave a classroom/shop. Each classroom/shop will have a log book for students to sign in and out. Passes will not be used.

● When a student asks to leave a classroom/shop to go to a specific destination, teachers will be asked to call the location (School Counseling Department, Special Education Department, Main office, Nurses Office, etc.) prior to the student leaving to inform the other Department of the expected arrival of the student.

PASSING TIME Students will remain seated in the classroom until the bell rings and dismissed by their teacher. They will leave the classroom in single file order, using 6ft social distancing between each other, following the directional arrows on the floor in the halls to ensure one-way hallway traffic.

● Hallway lockers will not be used for the 2020-2021 with the exception of selected technical areas.

TRAFFIC PATTERN Students will be required to follow social distancing guidelines of six feet if required to transition from one room to another as well as to follow directional arrows marked on the floors in the hallways to ensure they are travelling in the correct direction. Students will only be required to travel in one direction in hallways. Students will be encouraged to walk slowly and allowances will be made for late arrival to class, in order to encourage thoughtful hall transitions. BATHROOM BREAKS Students must use the sign out log in their classroom/shop before leaving to use the restroom. They are required to follow the occupancy sign posted on the outside of the restroom door. If they enter and realize the bathroom is at the maximum occupancy, they should exit immediately and wait outside until it is safe to enter. Students must wear a mask at all times and wash their hands prior to returning to class. Hand dryers will be disconnected. While in the hallway, students must follow the guidelines for passing. For example, students must minimize time spent out of the room and only go to the intended destination.

DRINKING FOUNTAINS AND WATER BOTTLES Drinking fountains that require contact for use will be disabled and closed. Touchless water bottle filling stations will remain open. Water or like beverages may be consumed where a bottle has the use of a straw to go under the mask. Water breaks will be encouraged during mask break time in order to reduce the frequency of touching masks/faces or when necessary in hall outside of classroom/shop.

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_______________________________________________________________

FOOD SERVICES Food may be consumed during supervised meal times only where students are seated and maintain 6 feet of physical distancing. In the case where students require food for medical purposes, GLTHS will work with a Student/Parent to devise a reasonable accommodation. BREAKFAST Breakfast distribution sites for “grab and go” meals will be located near each of the designated entrances that students will be permitted to enter the school building (The Sports Pavilion, Main Mall, Catie’s Closet Hall, Visitor’s Entrance/Main Entrance Hall). Students will need to present their ID to be scanned, grab a breakfast and proceed to their first period class (maintaining physical distancing) which will be extended to allow for students to eat. Teachers may also bring students outside to eat in one of the designated areas, weather permitting. Students will be seated 6 feet apart while eating breakfast. LUNCH Lunch will be located in the cafeteria. Students will be seated at individual desks physically distanced 6 feet apart. Students may opt to eat outside under tents, weather permitting. Students will be supervised by staff and faculty both inside and outside. Students will be required to have a School Bucks account and present their student ID to be scanned. There will be no cash transactions permitted. As per CDC guidelines, students will use disposable utensils for in-school meals. MEALS FOR REMOTE LEARNERS Student lunches for remote learning days will be provided for students to take home on their in-person learning day(s) using the federal restriction that not more than three days be served and weekends are excluded from service days. Aramark staff will be present all days to service the students needing a daily lunch or to go lunches for the remainder of the week. At the current time, DESE’s Food Service Department has filed for a waiver with the USDA to continue the current food service arrangement until June 30, 2021. This waiver would allow for all students to receive meals free of charge and eliminate the need for interaction with the Point of Sale (POS) system

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_______________________________________________________________

FACILITY CLEANING AND DISINFECTING PROTOCOLS GLTHS custodial staff is dedicated to cleaning and disinfecting our school to further ensure health and safety for students and staff. The building will be cleaned on a daily basis using industry-standard COVID-19 cleaning procedures. All cleaning supplies are stored in Shipping and Receiving in a locked area that is only accessible to the custodial staff and the Director of Plant Services. Teachers will be supplied with disinfectant wipes, disinfectant spray upon request, gloves, and paper towels for classroom/shop use. If any of these materials need replacement an email is required to be sent to the Director of Plant Services, [email protected]. Provided below is an outline of the cleaning and disinfecting frequency that the custodial staff will be required to follow: CLEANING AND DISINFECTING FREQUENCY

Multiple times per day Touchpoints include: Light switches Hand or stair railings Restroom: sink handles, toilets, urinals and all surfaces Elevator walls/buttons Door handles/Push bars

Daily: Emptying trash barrels; additional waste receptacles will be placed in hallways outside

classrooms to facilitate quick and efficient clean-up after breakfast and lunch. Replacing trash liners Dry mop and vacuum classrooms, offices and hallways Wet mop kitchen and café floors Refill paper towels Refill soap dispensers Refill hand sanitizers Cleaning mirrors Cleaning restrooms

Twice Weekly (Wednesday and weekend): Deep cleaning of classrooms, offices, kitchens, hallways, restrooms, stairwells, and café Clean and sanitize all furnishings in classrooms and offices The use of new electro-static sprayers which have been deployed as a supplemental safety measure

Weekly: Duct vents in classrooms and office areas Dust all ledges and window sills

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DAILY CLEANING/SANITIZING RESPONSIBILITIES OF TEACHERS AND STUDENTS Teachers will be responsible for wiping down their work space (desk, computer, and plexi- glass) using district provided cleaning material (disinfectant wipes and/or disinfectant spray upon request) upon entering and exiting a classroom/shop. Students will be responsible for wiping desk surfaces/seat using district provided cleaning material upon entering a learning space, at the end of each class period before exiting, and following breakfast and lunch. CLEANING OF SHARED EQUIPMENT Sharing of material(s)/equipment is discouraged but when shared it must be cleaned by the individual using it before being used by another student or staff member.

COVID-19 CLEANING RESPONSE PROTOCOLS Once a location has been identified as an area where a student or staff member has become ill, under the COVID-19 Health and Safety Protocols the Custodial Staff will report to the area fully gowned, with gloves, shield, protective eye wear, shoe coverings and any other required PPE clothing. The custodial staff member or members will caution off the area and begin to properly clean the area and sanitize with a Clorox 360 disinfectant and the Clorox 360 Electrostatic Spraying Machine. After the cleaning is completed, the area will be secure and kept closed for 12 hours, and re-sanitized the following day before reopened. _______________________________________________________________

TRANSPORTATION GLTHS will be providing bus transportation for the 2020-2021 school year. The Hybrid Learning Mode (A), with 25% of the student population coming to school each day, will require approximately 24-30 buses to transport our students from Dracut, Tyngsboro, Dunstable and Lowell in order to follow the safety guidelines put forth by the Massachusetts Department of Elementary and Secondary Education.

SCHOOL BUS PROTOCOLS: ○ Each 52 passenger bus will be able to accommodate 25 students (The seat behind driver must be

left open) ○ Students will be required to sanitize their hands upon boarding and exiting the bus ○ 1 student will be allowed to sit in each seat (students living together can sit together)

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○ Students will be required to wear masks on the bus (masks must cover both nose and mouth) ○ Students will sit in marked seats “rear to front” alternating sides for each row (zig-zag fashion) ○ Windows will remain open, unless there extreme weather conditions ○ GL Tech will supply disposable masks to bus drivers in the event that a student attempts to board

the bus without one ○ Students will only be permitted to ride the bus they are assigned to ○ Buses will be sanitized after each bus run (eating on buses will not be permitted)

TRANSPORTATION FOR STUDENTS WITH DISABILITIES/HOMELESS STUDENTS o Each passenger van will be able to accommodate 5 students o Each caravan will be able to accommodate 3 students ○ Students will be required to sanitize their hands upon boarding and exiting the bus ○ 1 student will be allowed to sit in each seat ○ Students will be required to wear masks on the van (masks must cover both nose and mouth) ○ Windows will remain open, unless there extreme weather conditions ○ GL Tech will supply disposable masks to bus drivers in the event that a student attempts to board

the bus without one ○ Buses will be sanitized after each bus run (eating on buses will not be permitted)

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LIBRARY MEDIA SERVICES • Students and staff will be able to search the online catalog for materials. How to use the online

catalog and access the online ebooks and research resources will be covered in Digital Literacy/Citizenship for 9th grade students. Library Media staff will collaborate with English teachers to assist upperclassmen on accessing library media services in their English classes.

• All students and teachers will be able to log into the catalog and the eBooks through the Clever portal.

• Students and staff may request books by emailing our [email protected]. Books will be placed in ziploc bags and students will be notified via email to arrange pick up or delivery.

• A drop box to return library books will be located in an area to be determined. Library books returned will be shelved on carts and left for 72 hours per COVID guidelines before being shelved or checked out again.

• All Maker Space materials in the Library will not be available for use at this time. • There will be a schedule developed and posted for Library Connect Google Meets after school

once a week. There will also be bi-weekly spotlight videos on genres of materials posted on the Library Media Center website.

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PROFESSIONAL DEVELOPMENT During the first ten days of school prior to students arriving teachers will engage in small group and virtual professional development and planning. Training for all staff will include health and safety protocols put in place to keep our students and staff safe during the COVID pandemic, Google training to build proficiency, and Social Emotional Learning training to support staff and student health and wellness. Throughout the year we will continue to offer professional development opportunities in these areas among others and encourage teachers to share best practices.

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COMMUNICATION Reopening school safely for students and staff during a global pandemic is a very complex task. This plan is the result of inclusive strategic engagement, collegiality, transparency and the active two-way communication to seek feedback and address concerns. A school and family partnership is critical to student success. Greater Lowell will continue to use our school website and Blackboard Connect communication system to communicate this plan and keep our community members informed of any updates.

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Working together

we will get through this.

We are Gryphon Strong!