Fall School Reopening Plans...RPS Fall School Reopening Plans PAGE 2 Dear Reading Public School Community, Over the last several months, we have all experienced a change in our lives

Fall School Reopening Plans Version 2.0

Reading Public Schools August 14, 2020

RPS Fall School Reopening Plans

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Dear Reading Public School Community,

Over the last several months, we have all experienced a change in our lives like we have never experienced before. The pandemic caused by the COVID-19 virus has continued on in our region since March 13th and has disrupted learning, jobs, activities, and the “normal” way of life as we knew it. In spite of all of these challenges, we were resilient and persevered to where we are today. I want to thank the entire Reading Community for their patience, flexibility, and feedback that you have given us as we redesign the school experience. With one month to go before the unofficial start of the school school year, I am pleased to present to you Version 1.0 of the Reading Public School (RPS) Fall Reopening Plans. These plans are built upon the Reading Public School Preliminary Plans which were released last week and submitted on July 31st to the Department of Elementary and Secondary Education (DESE). The final version of the RPS Fall School Reopening Plans will be submitted to DESE on August 10th. These plans are divided up into sections including an Executive Summary, an Introduction to the Full In Person, Hybrid, and Fully Remote Plans, the Space/Configuration Analysis that was completed that guided our recommendations, Sample schedules for each of the plans by level, Special Education, and Facilities and Operations. We have also included several areas that were discussed during the various School Committee meetings, staff and community forums held over the last couple of weeks. These plans have been in development since May, 2020 using a variety of information including peer reviewed research regarding COVID-19, subcommittee work, student, staff, and community surveys, staff and community forums, and the latest guidance and recommendations from DESE, DPH, CDC, and other reliable sources.

The development of these plans has been a team effort requiring the time and energy of School Committee members, administrators, teachers, town officials, and parents. I would like to recognize the strong partnership and collaboration that we have with the Town of Reading. During this crisis, the Incident Command Team, consisting of Fire Chief Greg Burns, Town Manager Bob LeLacheur, Police Chief David Clark, Board of Health Chairs Emmy Dove and Eleanor Tate Shonkoff, Deputy Fire Chief Paul Jackson, and Chief Financial Officer Gail Dowd have been instrumental in providing guidance and support at the community level. I would like to thank Town of Reading Director of Facilities Joseph Huggins and his team for the monumental task of preparing our schools for this fall and making sure that the environment that our students and staff will be learning and teaching in will be safe and healthy.

At the district level, I want to thank the outstanding work of the Central Office Leadership Team including Chief Financial Officer Gail Dowd, Assistant Superintendent for Learning and Teaching Chris Kelley, Director of Student Services Jennifer Stys, and HR Administrator Jennifer Allard. In addition, I want to thank our District Leadership Team and Directors for the countless hours that they have put in developing schedules and procedures, revising those schedules as more information becomes available, and providing critical feedback throughout the crisis. Finally, I want to recognize the work of all of subcommittees of parents, teachers, and administrators who have been major contributors to these plans. Those groups are listed below in the Acknowledgement Section.

These plans are working documents and will be adjusted as additional research, feedback and information become available. Our overall goal is to create the best learning environment possible while maintaining the health, safety, and social emotional sensitivity of our staff and students.

If you have any questions or comments, please attend our upcoming community forums or schedule a one on one virtual office hour with your building principal or myself.

I hope that the remaining part of your summer is healthy, safe, and relaxing, Sincerely, John F. Doherty, Ed.D. Superintendent of Schools


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Acknowledgements The work in this document would not have been possible without the amazing leadership and efforts of our working groups. Each group and its members are listed below. Continuity of Learning Working Group

o Working Group Leader-Chris Kelley, Assistant Superintendent for Learning and Teaching o Danielle Theissen (Adm. Intern) o Jess Bailey, History Teacher RMHS o Denise Conry, Math Teacher Coolidge Middle School o Katie Fiorello, PE and Health Teacher and Dept. Head RMHS o Lisa Marie Ippolito, Principal Joshua Eaton Elementary School o Beth Leavitt, Principal Barrows Elementary School o Heather Leonard, STEM Coordinator PreK-8 o AnnMarie McGrath, Teacher RISE PreK o Mike McSweeney, English Teacher and Dept. Head RMHS o Lauren Nawrocki, Grade Two Teacher Killam Elementary School o Kathy Santilli, Integration Technology Specialist RISE PreK and Elementary o Ricki Shankland, Principal Parker Middle School o Allison Straker, Humanities Coordinator PreK-8 o Jess Theriault, Asst. Principal RMHS o Allison Wright, Asst. Student Services Director

Learning Platform Working Group 1. Working Group Leader-Chris Kelley, Assistant Superintendent for Learning and Teaching 2. Julian Carr, Network Manager 3. Heather Leonard, STEM Coordinator PreK-8 4. Kathy Santilli, Integration Technology Specialist RISE PreK and Elementary 5. Ricki Shankland, Principal Parker Middle School 6. Allison Straker, Humanities Coordinator PreK-8 7. Chuck Strout, Instructional Tech Specialist and Teacher RMHS Meeting the Needs of All Learners Working Group 1. Working Group Leader-Jen Stys, Director of Student Services 2. Kelley Bostwick, Team Chair and Director, RISE PreK 3. Kate Boynton, Principal RMHS 4. Gioia Butler, Speech Language 5. Joyce Camenker, Teacher RISE PreK 6. Leander Corman, Team Chair Parker Middle School 7. Christine Crocker, Psychologist Barrows 8. Maureen Deligiandis, Special Education Teacher RISE PreK 9. Kelly DiCato, Team Chair Barrows and Wood End Elementary Schools 10. Maria Fitzpatrick, PT District 11. Michelle Goldner, Occupational Therapist 12. Julia Hendrix, Principal Birch Meadow Elementary School 13. Tara Herlihy, Special Educator Coolidge Middle School 14. Grant Hightower, METCO Director 15. Sarah Leveque, Principal Killam Elementary School 16. Lynda Michel, Special Education Teacher Wood End Elementary School 17. Sarah Marchant, Principal Coolidge Middle School


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18. Andrew Murphy, Special Educator RMHS 19. Laura Noonan, Parent and SEPAC Co-Chair 20. Carla Pennacchio, ELL Teacher and Director 21. Jennifer Tesoro, Paraeducator, Birch Meadow Elementary School 21. Jen Zurcher, SLP RISE and Birch Social Emotional Support and Transition Working Group 1. Working Group Co-Leader-Jennifer Allard, Human Resources Administrator 2. Working Group Co-Leader-Mary Giuliana, Nurse Leader 3. Working Group Co-Leader-Dr. Jennifer Stys, Director of Student Services 4. Sharyn Drew, Counselor RMHS 5. Grant Hightower, METCO Director 6. Florrie Johnson, Psychologist 7. Brie Karow, Assistant Principal Coolidge Middle School 8. Joanne King, Principal Wood End Elementary 9. Craig Murray, Assistant Principal RMHS 10. Lauren Sabella, District Behavioral Health Coach 11. Jillian Solivan, Social Worker RMHS 12. Lynna Williams, Director of Guidance RMHS 13. Tom Zaya, Assistant Principal RMHS and Athletic Director Communication and Operations Working Group 1. Working Group Leader-Gail Dowd, Chief Financial Officer 2. John Doherty, Superintendent of Schools 3. Joe Huggins, Director of Facilities 4. Kevin Gerstner, Custodian Supervisor 5. Julian Carr, Network Manager 6. Mary Giuliana, Director of Nurses 7. Danielle Collins, Director of School Nutrition Human Resource Working Group 1. Working Group Leader-John Doherty 2. Gail Dowd, Chief Financial Officer 4. Allison Wright, Assistant Director of Special Education 5. Beth Leavitt, Principal, Barrows Elementary School 6. Ricki Shankland, Principal, Parker Middle School 7. Mary Giuliana, Director of Nurses 8. Chris Nelson, Director of Adult and Community Education 9. Jessica Theriault, Assistant Principal, RMHS


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Executive Summary The Executive Summary of The Reading Public School Fall Reopening Plan gives the main points and information of our plans and our process for the 2020-2021 school year. More details for each bulleted area can be found in subsequent pages of this document. Please note that this document will be updated between now and the start of the school year as necessary as additional information become available. In addition, parts of this plan are subject to collective bargaining and we are currently in the process of negotiating Memorandum of Agreements with our collective bargaining units.

• School Calendar-On Monday, July 27th, Massachusetts Department of Elementary and Secondary Education Commissioner Jeffrey Riley reduced the student school day requirement from 180 days to 170 days to allow for 10 additional days of staff training and preparation to begin the school year. The Reading School Committee approved the following calendar at their meeting on August 6th. A copy of the calendar is in the appendix of this document.

o The school year begins for teachers on Monday, August 31st and will consist of 10 days of training and planning for the beginning of the school year. The training will be completed on Monday, September 14th.

o School Year begins for all students on Tuesday, September 15th. All students will begin with a remote learning schedule until their cohort is phased into the hybrid schedule. The proposed phase in plan for all students is below. Please note that as we get closer to the start of the school year and schedules are finalized, we may be able to shift some of the phase in dates, particularly at the high school.

o Four additional professional development days and one conference day are built into the calendar. Depending on the ever-changing situation, these dates may change.

o The November 3rd Election day will be a remote learning day for all students and will count towards the 170 day requirement.

o Heat Emergency and Snow Emergency Days will be used as remote learning days and will count towards the 170 day requirement.

o All state holidays will be observed as no school days. o The last day of school is scheduled for June 17th. There are no snow days built in.

• Phased in Hybrid Model-Based on the results of our space/capacity study, staff and community surveys and forums, and current conditions, we are proposing a phased in hybrid model to begin the school year. The proposed plan is as follows:

o Families will have a choice of either the phased in hybrid model or fully remote model. o All students will begin in remote learning classes until they are phased in where they will then begin the

hybrid model. o The hybrid model will be divided into two cohorts (A and B). o Cohort A will be in person for Monday-Thursday for week 1 while Cohort B will be remote. The

following week, Cohort A will be remote and Cohort B will be in person. Friday will be a ½ day remote learning day for both cohorts.

o All students at the RISE Preschool (including students who receive special education services and their typical peers), Full and half day kindergarten, students with disabilities in special education programs, and others determined to be at risk, homeless students, EL students, and foster students will be coming to school in person both weeks, except for Fridays. Some of these groups of students are state recognized categories for students who may be at risk. However, it is important to note that Reading will be considering all students on an individual basis.

o We are planning to phase in students to the hybrid model in the following manner. All students will be following the remote learning schedule until it is their week to begin hybrid learning. The breakdown is on the chart below.


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Phase in Process for Hybrid Model Week

of PreK and High

Needs

K

1-2 Cohort

A

1-2 Cohort

B

3-5 Cohort

A

3-5 Cohort

B

6 Cohort

A

6 Cohort

B

7-8 Cohort

A

7-8 Cohort

B

9/10 Cohort

11-12 Cohort

9/15 In Person

Screening Remote Remote Remote Remote Remote In Person

Remote Remote Remote Remote

9/22 In Person

In Person In Person

Remote Remote Remote In Person

Remote Remote Remote Remote Remote

9/29 In Person

In Person Remote In Person

Remote In Person

Remote In Person

Remote In Person

Remote Remote

10/5 In Person

In Person In Person

Remote In Person

Remote In Person

Remote In Person

Remote In Person

Remote

10/12 In Person


Remote In Person

Remote In Person

Remote In Person

Remote In Person

10/19 In Person

In Person In Person

Remote In Person

Remote In Person

Remote In Person

Remote In Person

Remote

• Health and Safety-The hybrid model that we have developed aligns with the recommendations of the Massachusetts Department of Public Health, Center for Disease Control and the Department of Elementary and Secondary Education. It is a combination of all of these strategies, not just one or two, that will help reduce the transmission of the COVID-19 virus. This includes, but is not limited to the following: o It is the expectation that all students and staff, PreK-12, will be practicing all health and safety

guidelines. This includes the following:

▪ Mask/Face Coverings-It is the expectation that all students and staff, PreK-12, will be wearing mask/face covering properly throughout the school day, except during lunch, mask breaks, and when it is safe to take the mask off (i.e. outside with appropriate social distancing). The only exception to this requirement are for those for whom it is not possible due to medical conditions. Medical documentation will be required for those isolated cases. Neck fleece, neck gaiters, bandanas, knitted masks, and masks with vents will not be allowed as a face covering.

▪ Physical Distancing-With the hybrid model, we will be able to maintain the CDC required 6 foot social distancing between individuals.

▪ Cohorts-At the elementary and middle school, students will be arranged by cohorts that remain with each other throughout the day. Intergroup contact between cohorts will be as minimal as possible.

▪ Capacity-We will use the square footage of the space, combined with the 6 foot physical distancing to determine the student/staff group size of each area.

▪ Screening-It is important that both staff and families check for COVID-19 symptoms prior to entering school each morning. These symptoms are outlined in this document. We will not be performing temperature screening upon entry into school due to the high likelihood of false positive and false negative results.

▪ Hand hygiene-Students and staff will be required to exercise hand hygiene (handwashing or sanitizing) upon arrival to school, before eating, before putting on/taking off masks, and before dismissal. Fragrance-free hand sanitizer dispensers are being installed in all classrooms and high traffic areas throughout the district. Because we have a population of staff and students who are sensitive to certain hand sanitizers, we ask that you only bring fragrance free hand sanitizer to school.

o Ventilation-Our facilities department has worked with the manufacturer of our HVAC equipment and our HVAC outside contractor to do a thorough review of all of our HVAC univentilators, roof top units, and exhaust ducts. All of our equipment meets or exceeds the manufacturer and state standards for the correct number of air exchanges with outside air. In addition, MERV-13 filters will be installed in all of our univentilators and changed on a regular basis.


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o Cleaning and Disinfecting-We will be following CDC guidelines for cleaning and disinfecting in our schools. We will be using a combination of existing staff and our contract cleaning company hiring additional staff and shifting current custodial hours for cleaning and disinfecting during the school day. Additional cleaning will be done on Fridays during the remote learning day.

o Personalized Protective Equipment (PPE)-Staff will be equipped with DESE standard Personal Protective Equipment (PPE) for their role. Using DESE recommended guidelines, we have purchased a significant amount of PPE for the start of the school year. Students are required to bring in their own masks/face coverings. Neck fleece, neck gaiters, bandanas, knitted masks, and masks with valves will not be allowed as a face covering. If a student does not have appropriate face covering or their face covering gets soiled during the day, one will be provided for them.

• Teaching and Learning-The Reading Public Schools staff and administration have learned a significant amount during and after the remote learning experience from this spring. With the work that has happened this summer and the additional training that will occur prior to the start of school, the teaching and learning experience this fall will look much different than remote learning during the spring emergency school closure. Subsequent pages outline the three different plans with sample schedules.

• Metrics that will be used to determine shifting between models-To identify what metrics will be used to determine what model we will be in during the school year, we will be reviewing the weekly trends in the Department of Public Health Weekly COVID-19 Public Health Report. This report is released each Wednesday and it contains crucial metrics for each municipality. As part of this report, there will also be a color-coded indication posted for each municipality calculated on a rolling two-week basis. o Red will designate communities with more than 8 COVID-19 cases per 100,000 residents. o Yellow will designate communities that have more than 4 and up to 8 COVID-19 cases per 100,000

residents. o Green will designate communities that have 4 or fewer COVID-19 cases per 100,000 residents. o Unshaded will designate communities with small populations and fewer than 5 cases within the last 14

days.

https://www.mass.gov/info-details/covid-19-response-reporting#covid-19-weekly-public-health-report-


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In addition to the above information, we will be working with the Reading Board of Health to review individual school data, whether cases in the community are increasing or decreasing, and the positive testing rate. This data will be reviewed over multiple weeks to understand any trends that may be occurring and whether the learning model can be/needs to be changed.

• Disclaimer-We most likely will be making changes to any and all aspects of this plan as we can continue to receive information, guidance and updates from the State, community and staff feedback, and public health trends. Each time there is a new version, we will send it to the community and update the website.

Source: The Parabola Project


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Introduction The Department of Elementary and Secondary Education (DESE) has required that each school district develop three plans (see below) for the upcoming school year. A description of each plan is as follows:

This model is not being considered right now and would only be discussed when a vaccine is available. 1. In-person learning with new safety requirements: For the fall, the box in light blue represents our goal to get as many students as possible back into schools for in-person learning—safely. In this model, all students return in person to school settings that are appropriately modified to accommodate the health and safety requirements outlined above. Examples of modifications could include altered classroom configurations, setting up additional learning spaces, and schedule changes. 2. Hybrid learning: In addition, all districts/schools must create a plan for a hybrid model in the event they are unable to bring all students back to school under the health and safety requirements despite their best efforts, or in case of COVID-19 related circumstances. A hybrid model means that students would alternate between in-person and remote learning. For instance, students could switch between in-person and remote learning on alternating weeks or days of the week. 3. Remote learning: All districts and schools are required to have a plan for operating a remote learning program. This model must be available for individual students who cannot yet return in-person, and for all students in the event of future classroom or school closures due to COVID-19. Additional guidance on statewide support and resources for remote learning will be provided in the coming weeks. For those families who are choosing the fully remote option, some additional specifics are listed below.

• Remote classes will be a single grade only, unless it is a class that usually has more than one grade in it (i.e. high school classes)

• Depending on staffing availability, the remote option will be delivered one of three ways: o Districtwide-If there are enough students in a grade district wide that have chosen remote, there will be

a district wide class taught by a Reading Public School teacher o School based-If there are not enough students districtwide for a remote class, the students will be part

of a cohort A and cohort B remote class in their home school. This means they will have two teachers for a class, instead of one.


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o Learning Platform (High School Only)-If we are unable to secure staff to teach a specific class at the high school, we will use the Edgenuity Learning Platform that the state is offering at a cost to districts.

• Remote classes will follow the same curriculum and instructional methods as the remote hybrid weeks. • At the elementary and middle school level, remote students will have art, music, and PE, but it may be

asynchronous lessons. • If students choose remote, it will be for one marking period and then they can decide to shift back to hybrid or

stay remote. If they shift back to hybrid, they will return to their home school. • Students who choose hybrid and are out sick will not be able to access the lesson remotely that day. The

teacher will post a recording of the lesson the next day for students to view. • If a family chooses remote, but then the district or state decides that RPS must go full remote, the students

would switch back to their virtual classes from their regular school.

On July 31st, Preliminary Plans were submitted to DESE on the three different models. Those plans are found here. This more comprehensive plan is due to DESE by August 14th. The role of the School Committee at the policy level is to approve the three plans and to approve the plan that the school district will be starting with for the 2020-21 school year. At their meeting on August 6th, the Reading School Committee voted 6-0 to move forward with a phased in hybrid approach to start the school year. The details of the operations and the implementation of the plan is at the discretion of the administration and staff of the Reading Public Schools.

Guiding Principles The Reading Public Schools Fall Reopening Plans have been developed through subcommittee work, survey feedback, and community and staff forums. The foundation of these reopening plans is based on the following shared guiding principles.

• Create environments that foster the physical and mental health, safety, engagement and purposeful learning as our core values.

• Model the value of equity, inclusion and diversity throughout all of our district and building decisions.

• Academic achievement for students through high-quality instruction, tailored enrichment, and culturally responsive educational practices that allow students to see themselves reflected in the materials and lessons of their education;

• Meet students where they are and foster learning as a life-long process.

• Collaborate and share responsibility with all stakeholders.

• Commitment to continuous improvement; flexibility in response to evolving public health, budgetary, and environmental conditions; and sustained fulfillment of the needs of students, families, and staff.

• Frequent, consistent, and transparent communication with families, schools, and the community;

• Clear guidance for schools in balance with the necessary flexibility to meet the needs of their particular school community

• Priority support for students and families who have trouble accessing and engaging in remote learning;

Space/Capacity Study An in-person learning space/capacity study has been on-going in the Reading Public Schools since late May and includes family and staff surveys, facilities and fire department review of all learning and cafeteria spaces with-in the school district, current purchasing plan for Personal Protective Equipment (PPE), cleaning equipment, and learning tools (including platforms, technology devices and hotspots), and subcommittee work in learning and teaching, supporting all students, social emotional support, human resources, transportation and operations.

https://www.reading.k12.ma.us/files/1415/9620/9721/DESE_Preliminary_Report-DRAFT3.pdf


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This study has provided the following key findings: • Following DESE guidelines PPE has been ordered, or is in the process of being ordered, for all staff and students

and specialized PPE has been ordered, or is in the process of being ordered, for staff who may be working with high risk populations.

• Additional online curriculum and videoconferencing tools have been purchased, or are in the process of being purchased, for the upcoming school year if a remote or hybrid environment is implemented.

• Additional technology devices, including computers, hot spots, ipads, cameras and adaptive equipment have been purchased, or are in the process of being purchased, for the upcoming school year.

• A Town of Reading Facilities Department review of all learning and cafeteria spaces in the school district indicates that using the three-foot minimum separation with masks would allow most of the general classrooms in the district to have a capacity of 22 student desks and chairs (all facing the same direction in rows), 1 teacher desk, and one table. Please note that at some levels, shared tables are used in lieu of desks and the student capacity may be less. This number would vary depending on the square footage of the classroom and the age of the students, but this is based upon an average classroom size of 800 square feet. Student capacity would change depending on the size of the classroom, class layout, removal of excess furniture, built in bookcases and cabinets, and the number of adults normally in the classroom. Any furniture and materials that is needed for classroom learning would need to stay, which would lessen the capacity of the classroom. This type of physical layout would also need to satisfy fire department and building code requirements for safe egress. If a six-foot distancing requirement were used in lieu of the three-foot distancing, the capacity would decrease using the above model, to approximately 14 students for an average size classroom. Smaller learning spaces (i.e. special education learning centers, testing areas, counseling rooms) would have a much less student/adult capacity.

• Class sizes in the district vary from school to school and level to level. At the RISE Preschool, integrated classrooms have an average class size of 15 students with 3 adults in the classroom. At the elementary level, most classes are in the range 20-22, with a high end of 25 (Wood End, Grade 5) to a low end of 14 (Wood End Kindergarten). In addition, there is on average, 2 adults in an elementary classroom with some co-taught special education program classrooms having up to four adults. At the middle school level, class sizes range from 19-26 students, depending on the grade level with two adults or more in some special education inclusionary classrooms. At the high school, class sizes range from 18 to 32 depending on the course. There are on average two adults in the co-taught classrooms.

• For the three-foot in-person model, additional classrooms would be needed in each school for overflow satellite learning to mitigate the difference in student capacity. In addition, we would need to procure additional storage for the furniture that would need to be removed in each classroom to reach the student capacity described above. Other than large spaces (library, cafeteria, gymnasium, multipurpose room and auditoriums at secondary level) there are no additional classrooms districtwide available with the in-person model. Additional staffing would also be needed for those satellite rooms. Birch Meadow Elementary School, which is scheduled to receive three modular classrooms in October, would need even more classrooms due to the current shortage of classroom space at that school.

• Because lunch will require students to remove their masks, a minimum of six feet physical distancing will be required. Having lunch in several classrooms is not a feasible option due to the amount of student supervision needed, the additional classrooms needed as students would need to be spaced out to a minimum of 6 feet rather than 3 feet, the amount of additional food service staff needed and the additional staffing needed for cleaning and disinfecting those classrooms after lunch. The cafeteria and gymnasium would be needed, along with the possible addition of lunch periods, to adequately hold lunch in a full in-person model.

• In a survey that was administered by the Reading Teachers Association in mid-July, 42% of all teachers are either extremely uncomfortable or uncomfortable about returning back to school in-person in the fall. The most concerning areas for staff included heat and humidity, ventilation, students and staff following social distancing protocol, and cleaning and disinfecting. Conversely, in a survey that was conducted to families in late July, 84% of all families would be sending their children to an in person model and 90% indicated that they would be sending their children to a hybrid model.


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• We have a population of staff that will be unable to teach in an in person setting due to underlying health conditions, members of their immediate family that may be immunocompromised, or will have child care challenges as a result of going in person.

Conclusion of Space/Capacity Study Given the current information from the space/capacity study, staff and community feedback, along with the ever-evolving medical research that is emerging from the pandemic, we do not recommend the in person model to start the school year. Although this model is best for students, we would be unable to provide the staffing and classroom space necessary to hold classes with the CDC recommendation of 6 foot social distancing. With the ever-evolving medical research that is emerging from the pandemic, it is inconclusive that three-foot distance with masks and all recommended safety precautions is adequate for adults and for students. Our space/capacity study showed that we could reach the student and adult capacity of most classrooms in the district with the three-foot physical distancing. However, we would not be able to adequately address overflow spaces for classrooms with smaller capacities, larger classes (i.e. Grade 6 classes at Coolidge and Parker; Grade 5 at Wood End; some RMHS classes). In addition, from a health, safety, and psychological perspective, we do not feel that three feet physical distancing would work for our staff at this time. This information, combined with the concerns raised by staff, causes us to believe that it would be more prudent from a health and safety perspective, to follow the CDC guidelines of 6 feet and implement a hybrid model. If we were to implement a full in-person model utilizing the 6 foot distancing, we would need to identify and rent additional classroom space out of the school district, rent storage containers or space to store excess furniture, hire additional teachers to implement the full cohort model, hire additional nurses to address the potential for increased case load due to COVID protocols, hire additional support staff and substitute teachers, and hire additional custodial staff (or contract with an outside cleaning service) for cleaning and disinfecting. Some of these costs will also be incurred by the hybrid model, but the staffing needs will be less in the hybrid model than an in-person model.

Students who should stay in-person full time with all models As described in the DESE guidance on the Fall, 2020 Special Education Services, the following students should remain in-person as much as possible during both hybrid and remote learning:

• Preschool age students with disabilities and role model students.

• Students with significant and complex needs o Students already identified as “high needs” through the IEP process on the IEP form entitled “Primary

Disability/Level of Need-PL3.” Such students must meet at least two of these criteria: ▪ Services provided outside of the general education classroom; ▪ Service providers are special education teachers and related service providers; ▪ Special education services constitute more than 75% of the student’s school day;

• Students who cannot engage in remote learning due to their disability-related needs;

• Students who primarily use aided and augmentative communication;

• Students who are homeless

• Students in foster care or congregate care; and/or

• Students dually identified as English Learners. In addition, all of our kindergarten programs will in person full time instead of hybrid. Further guidance will be given in the student services section of this document.

Overview of Three Models

In Person Model An in person model will be the closest to the traditional pre-COVID-19 school model with all of the necessary health and safety precautions given earlier in the document. The in person model would use the minimum DESE


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guidance of 3 foot physical distancing instead of the CDC recommendation of 6 foot physical distancing. As mentioned above, additional staffing and space would be required that is not currently funded in the FY21 budget. Schedules and length of day would be the same as in a traditional pre-COVID-19 school model.

RISE Preschool • As part of our space space/capacity study, each classroom in each school has been given a student capacity

based on the three-foot minimum distance. When possible we will balance classrooms to meet the student capacity. If necessary, we will need to create overflow classrooms.

• It is our intent to include both students with disabilities and role model students in our plan. • Continuing to include music during the school day. Music may be remote or asynchronous. • Depending on further guidance from DESE, physical education may be held in the gymnasium or outdoors. • Student schedules that include many designated movement breaks throughout the day, including opportunities

to go outdoors and remove masks in a structured and safe way. • Snacks and lunch will be held in the classroom, six feet apart or in alternative spaces to accompany those six foot

spaces. • Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space

between desks. This will require additional offsite storage. • Cubbies will not be used by students. Students will bring all materials and coats to class. This may impact

student capacity for a classroom.

Elementary Level • As part of our space space/capacity study, each classroom in each school has been given a student capacity

based on the three-foot minimum distance. When possible we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.

• At the elementary level, it is our intent to keep students together in a cohort with a classroom teacher as much as possible. This model will assist with contact tracing.

• For overflow spaces when class sizes exceed the student capacity in a classroom, we will be utilizing spaces such as libraries, gymnasiums, cafeterias, outdoors and specialist classrooms to place additional classes.

• Continuing to include specials (art, music, physical education, and library classes) in students’ school days. • Hosting specials (i.e. art, music, library) in the students’ classrooms to minimize student movement through the

buildings. • Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space

between desks. This will require additional offsite storage. • Student schedules that include many designated movement breaks throughout the day, including opportunities

to go outdoors and remove masks in a structured and safe way. • Lunch will be held in the cafeteria and gymnasium to maintain 6-foot distancing without masks. If additional

spaces are needed, we will use outdoors or classrooms. Lunch arrival will be staggered to maintain proper distancing.

• Lockers and cubbies will not be used by students. Students will bring all materials and coats to class. This may impact student capacity for a classroom.

Middle School Level • As part of our space space/capacity study, each classroom in each school has been given a student capacity

based on the three-foot minimum distance. When possible, we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.

• Students grouped by team, who receive most instruction and lunch in that single cohort. At the middle school level, it is our intent to keep students together in a cohort with a group of classroom teachers as much as possible. This model will assist with contact tracing.

• When students need to move between classrooms, there will be staggered hallway passing times to limit the amount of cross contact with students from other cohorts. Where possible, traffic will be unidirectional.


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• Elimination of shared furniture and supplies in classrooms will be necessary to provide for additional space between desks. This will require additional offsite storage.

• Middle school art and music classes will be held in the classrooms. Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors.

• Depending on further guidance from DESE, Band and chorus classes will be held either outdoors, in the cafeteria, or auditorium.

• Lunch will be held in the cafeteria, gymnasium, and outdoors. Lunch arrival will be staggered to maintain proper distancing.

• Student schedules will include many designated movement breaks throughout the day, including opportunities to go outdoors and remove masks in a structured and safe way.

• Lockers will not be used for either physical education or for general use. Students will bring all books and coats to class. This may impact student capacity for a classroom.

High School Level • As part of our space space/capacity study, each classroom in each school has been given a student capacity

based on the three-foot minimum distance. When possible we will balance class sizes to meet the student capacity. If necessary, we will need to create overflow classrooms.

• To reduce number of passing times, a block schedule will be implemented. • When students need to move between classrooms, there will be staggered hallway passing times to limit the

amount of cross contact with students from other cohorts. Where possible, traffic will be unidirectional. • Depending on further guidance from DESE, band and chorus classes will be held either outdoors or in the

auditorium. • Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium

when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors. • Elimination of furniture and supplies in classrooms will be necessary to provide for additional space between

desks. This will require additional offsite storage. • Lunch will be held in the cafeteria, field house, and outdoors. Lunch arrival will be staggered to maintain proper

distancing. • Student schedules will include many designated movement breaks throughout the day, including opportunities

to go outdoors and remove masks in a structured and safe way. • Lockers will not be used. Students will carry everything to class. This may impact student capacity for a

classroom. • For this model, we may need to review supervised entrances to each school, staggered arrival and dismissal

times for bus students and other students with specific congregating areas that follow six-foot distancing.

Hybrid Model The hybrid model is our recommended model to start the 2020-21 school year. The details of this model, with

sample schedules, are below. We are recommending that we implement a phased in process to the hybrid model. There are several reasons for a phased in approach.

• Brings in all high needs and at risk students immediately to give them as much in person support as possible early in the implementation.

• Allows different levels the transition time needed to acclimate to the new school settings and routines and procedures.

• Supports the social and emotional needs of staff and students.

• Allows us to refine all of the new cleaning and disinfecting, facilities, health and safety, lunch, recess, scheduling, physical education, technology capacity, band and chorus procedures that we are putting in place.

• Supports the Grade PreK, K, 6, and 9 transitions more effectively for the needs of students.


PAGE 15

The proposed phase in schedule is as follows:

Phase in proposal for hybrid model Week

of PreK and High

Needs

K

1-2 Cohort

A

1-2 Cohort

B

3-5 Cohort

A

3-5 Cohort

B

6 Cohort

A

6 Cohort

B

7-8 Cohort

A

7-8 Cohort

B

9/10 Cohort

11-12 Cohort

9/15 In Person

Screening Remote Remote Remote Remote Remote In Person

Remote Remote Remote Remote

9/22 In Person

In Person In Person

Remote Remote Remote In Person

Remote Remote Remote Remote Remote

9/29 In Person


Remote In Person

Remote In Person

Remote In Person

Remote Remote

10/5 In Person

In Person In Person

Remote In Person

Remote In Person

Remote In Person

Remote In Person

Remote

10/12 In Person


Remote In Person

Remote In Person

Remote In Person

Remote In Person

10/19 In Person

In Person In Person

Remote In Person

Remote In Person

Remote In Person

Remote In Person

Remote

What hybrid learning will look like:

• Across the district, we will follow an “A Week / B Week” hybrid model based on predetermined class assignments. Students will be assigned to the “A Cohort” or “B Cohort” by the building principals.

• Students will attend school in person during their assigned cohort week, for four full days (Monday-Thursday).

• Friday will be a half day remote learning day for all students, regardless of the cohort. This day will be used for remote learning, additional cleaning in the schools, extra services for high needs students, planning and training for staff and meetings. On Fridays, remote learning will look different by level with a combination of synchronous and asynchronous opportunities. See sample schedules below.

• At the elementary and middle school level, Art, Music, Physical Education, Health, Library, and Computer classes will occur during the in person weeks only. At the elementary level, there will be one asynchronous lesson posted in art, music, library, and physical education per grade level in the district per remote week.

• Most classroom teachers at the elementary and middle school level will be following a similar model where they will teach their cohort in-person one week and remote the alternate week. High School classroom teachers may have a different setup depending on the courses that they teach. All special education teachers, related service providers, and paraeducators at all levels will be in-person both weeks to deliver the services on a child’s IEP, teach in person classes and provide support for satellite classes. Specialists will also be in person both weeks to teach in person classes and work with the classroom teacher in satellite classes. This setup enhances opportunities for interdisciplinary collaboration between classroom teachers and specialists.

• When students are in-person, classes will be divided instructionally appropriate to ensure smaller group instruction and a satellite classroom will be created with another adult in that classroom. Where possible the classrooms will be adjacent to each other. The primary classroom teacher will be in one room broadcasting his/her class into the other room with a video camera and videoconferencing tool (i.e. Zoom or Teams). Students in each classroom will be six feet apart with appropriate safety and health regulations followed. The teacher may go between rooms to facilitate instruction.

• When students are in their remote learning week, they will be instructed remotely by their classroom teacher(s) with a combination of synchronous and asynchronous lessons. Students will have a specific schedule each day with teachers.

• Each level will handle the classroom assignments a little differently: o Preschool-Integrated preschool will be occurring during both weeks. o Kindergarten-There will be specific differentiation in time and standards taught between full day

kindergarten and half day kindergarten.


PAGE 16

o Elementary-Each grade level will have at least one class in each cohort, to allow families at the elementary level to be able to be on the same or different weeks.

o Middle School-One team per grade level will be in each cohort. The only exception to this is at Coolidge where the entire seventh grade is in one cohort due to scheduling. o High School-Grades 9 and 10 will be in one cohort and Grades 11 and 12 will be in the other

cohort. • The model above will allow for greater physical distancing and smaller in-person class sizes in each

classroom. • This model provides the opportunity to meet with students in-person to set goals and expectations for

remote learning time, to provide supplies for remote learning, and to check in with students on concepts covered and tasks completed during remote learning.

• In the event of a suspected COVID19 outbreak, 10 days of at-home learning will allow for symptoms of COVID-19 to surface prior to a return to in-person learning.

• Lunch will be held only outdoors, in the gymnasium and cafeteria for proper six-foot distancing without masks. Lunch arrival will be staggered to maintain proper distancing.

• Based on DESE Guidance, Band and Chorus at the middle and high school will be held in the cafeteria, multipurpose room, outside or the auditorium. Band and chorus rooms will be repurposed for additional classroom satellite space.

• Depending on further guidance from DESE, Physical education/Wellness classes will be held in the gymnasium when lunch is not in session, the multipurpose room, individual classrooms and/or outdoors.

• Library may be repurposed for additional classroom space. • For this model, we will have supervised multiple entrances to each school during arrival and dismissal,

instead of staggered arrival and dismissal times. The building principals will be communicating specific arrival information for students. Bus students will have a specific entrance and exit procedure that will allow for appropriate six-foot distancing.

In a hybrid and full remote option for RPS, we are planning for a robust home learning plan that is planned and implemented by the teachers at all levels. According to DESE all remote learning models must meet the following standards:

• Procedures for all students to participate in remote learning, including a system of tracking attendance.

o RPS will have our staff use our regular attendance system through the portal. We have been asked to track both in-person attendance as well as remote learning attendance and a system for tracking different attendances is in process.

• Remote academic work is aligned to state standards; and o Our grade level and subject teams at all levels will be looking at standards from both their current grade

level expectations and subject standards as well as their last year’s standard expectations. Working together, Principals, Curriculum Coordinators, Department Chairs, Curriculum Leaders, and Teachers will adjust and compact curriculums as needed.

• A policy for issuing grades for students’ remote academic work. o All grades will use their standard grading system that was used prior to our COVID-19 closure last

spring. Report cards will be issued. • Teachers and administrators shall regularly communicate with students’ parents and guardians, including

providing translation services as needed. o As is Reading’s practice, regular communication will be sent to families on a very regular basis at the

school, building and district level.


PAGE 17

In a HYBRID and FULL REMOTE Model, we are committing to providing a robust remote learning environment at all levels. Each Level will participate in a robust remote learning environment during their remote weeks (hybrid) as well as during a period of full remote or with students whose families are opting for a full remote option.


PAGE 18

Hybrid Learning by Level

Elementary Level All students at the ELEMENTARY LEVEL will follow a similar remote schedule. Their expectations are as follows: Monday-Friday (Remote Learning Week)

• Live class morning meetings will be scheduled via RSD Zoom or Microsoft Teams link on a recurring time scheduled between 8:15-9:00am. Schools may schedule timing by grade level so that grades do not overlap. During this time, teachers will take attendance and provide an opportunity for a daily announcement setting or videos that may vary from building to building.

• Student learning will include a variety of synchronous (live), asynchronous (recorded) lessons and independent working time.

• During the week, students will participate in whole class and small group meetings. • During the week, students will experience learning across all core content areas (Reading, Writing, Math and

Science/Social Studies.) The variety of the learning block sessions and time for each will depend on curricular choices and plans.

• Students will access assignments on Google Classroom and SeeSaw (SeeSaw will be for K-3 grades only). • Once per day, students will engage in a synchronous (recorded) specialist lesson (art, music, library or wellness). • There will be a closing meeting scheduled at a recurring time between 2:00-3:00 pm Monday-Thursday that may

be scheduled by grade level so that grades do not overlap. • Friday learning will take place from 8:15-11:00 am. Friday’s remote learning will end at 11:00 and will not

include a required closing activity. • Students are expected to attend all synchronous lesson schedules and small group sessions as assigned by their

teacher. Families should reach out to teachers directly with any concerns.


PAGE 19

The expectations are as follows:

Kindergarten-Hybrid or Full Remote (RSD) Plans:

In School Week for Full-Day Kindergarten:

• 8:15-2:45 schedule each day in person Monday-Thursday

• Lunch served • One 40-minute specialist period each day

(library, music, and wellness) • Focus on Social Emotional Learning and

Academic Learning in literacy, math, science and social studies

• On Friday mornings from 8:30-11:00, the RSD will be formed by synchronous (live) and asynchronous (recorded sessions, work assignments or other learning activities)

• Friday’s remote learning will end at 11:00 am each week and will not include a required closing activity.

Remote School Week for Full-Day Kindergarten:

• Morning check in followed by morning announcements Monday-Friday.

• Students will participate in whole class, small group and at times 1:1 learning opportunities on a predictable schedule.

• Time on a device will be limited as much as possible.

• Students will access assignments on Google Classroom and/or Seesaw Platform.

• One recorded lesson will be presented in one of the specialists’ areas of art, music, library or wellness per day.

• There will be a closing meeting each day Monday-Thursday.

• On Friday mornings from approx. 8:15-11:00, the RSD will be formed by synchronous (live) and asynchronous (recorded sessions, work assignments or other learning activities)



PAGE 20

In School Week for Half-Day Kindergarten:

• 8:05-11:30-schedule each day in person Monday-Thursday

• No Lunch served • One 40-minute music per week • One 40 minute wellness per week • Library will be book shopping only • Focus on Social Emotional Learning and

Academic Learning in literacy and math • No Friday Remote Session Plans

Remote School Week for Half-Day Kindergarten:


• Sample schedule may include a variety of synchronous (live) learning blocks while also including movement, snack and independent working time.

• Students will participate in whole class, small group and at times 1:1 learning opportunities.



• One of the learning blocks each day will be a recorded lesson presented in one of the specialists’ areas of art, music, library or wellness for a total of one per day.

• Remote Days will end with a closing session activity from 11:15-11:30.

In School Week for Grade One:


• Lunch served • One 40-minute specialist period each day (art,

library, music, and wellness) • Focus on Social Emotional Learning and




Remote School Week for Grade One:










PAGE 21

In School Week for Grade Two:







Remote School Week for Grade Two:









In School Week for Grade Three:







Remote School Week for Grade Three:




• Students will access assignments on Google Classroom Platform.






PAGE 22

In School Week for Grade Four:







Remote School Week for Grade Four:




• Students will access assignments on Google Classroom Platform.





In School Week for Grade Five







Remote School Week for Grade Five:










PAGE 23

Technology used during remote weeks: Teachers will have the ability to use Zoom or Microsoft Teams as their synchronous learning tools. Students will be informed of the tool that teachers will use as well as a schedule and links in each Friday’s plans for the following week. In grades K-3 teachers will use SeeSaw and Google Classroom as a shared learning platform. In grades 3-5 teachers will use Google Classroom. Training will be provided to staff and parents, students will be taught how to access their learning platform and tools. Digital tools may vary from grade to grade and school to school. Each teacher will work with school and district leadership to prioritize common tools so that collaboration may occur with training. We will streamline tools as much as possible so that common tools are used across grade levels. Please note that some curriculum tools may be specific to a certain grade span and would not be standardized across all grade levels.

Sample Elementary Schedules (Remote and Hybrid) Below are sample elementary schedules for the in person portion of the hybrid model. Sample Cohort A Elementary Schedule

Grade 8:10 - 8:50 8:50 - 9:50 9:50 -10:50 10:50 -11:50 11:50-12:50 12:50 -1:50 1:50 -2:40 2:40 - 3:10

Gr 5 Open

Circle/Intervention 8:50 - 9:30 Specialist

9:30 - 10:30 Writing

10:30 -10:45 Break

Reading Math

12:50 - 1:10 Lunch

1:10 - 1:40 Recess

1:45 -2:40 Sci/SS

Dismissal

Gr 5 Open


9:30 - 10:30 Writing

10:30 -10:45 Break

Reading Math

12:50 - 1:10 Lunch

1:10 - 1:40 Recess

1:45 -2:40 Sci/SS

Dismissal

Gr 4 Open

Circle/Intervention Reading Writing

10:50 -11:30 Specialist

11:30 - 11:45 break

11:45 -12:45

Math

12:50 - 1:10 Lunch

1:10 - 1:40 Recess

1:40 -2:40 Sci/SS

Dismissal

Gr 3 Open


10:50 - 11:05 Break

11:05 -12: 10

Sci/SS

12:10 -12:30 Lunch

12:30 - 1:00 Recess

Math 1:50 -2:30 Specialist

Dismissal

Gr 2 Open

Circle/Intervention Reading


10:30 -10:45 BREAK

10:45 -11:30 Writing

11:30 - 11:50 Lunch

11:50 - 12:20 Recess

Math Sci/SS Dismissal

Gr 2 Open



10:30 -10:45 BREAK

10:45 -11:30 Writing

11:30 - 11:50 Lunch

11:50 - 12:20 Recess


Gr 1 Open

Circle/Intervention Reading WL

10:50 - 11:10 Lunch

11:10 -11:40 Recess

Math 12:50 - 1:30

Specialist

1:30 -1:45 BREAK

1:45 -2:40 Sci/SS

Dismissal

Gr 1 Open


10:50 - 11:10 Lunch

11:10 -11:40 Recess

Math 12:50 - 1:30

Specialist

1:30 -1:45 BREAK

1:45 -2:40 Sci/SS

Dismissal

K Open


10:50 - 11:10 Lunch

10:15 -10:45 Recess

11:10 -11:50 PLAY

11:50 - 12:30 Specialist


K Open


10:50 - 11:10 Lunch

10:15 -10:45 Recess

11:10 -11:50 PLAY




PAGE 24

Sample Cohort B Elementary Schedule

Cohort B 8:10 - 8:50 8:50 - 9:50 9:50 -10:50 10:50 -11:50 11:50-12:50 12:50 -1:50 1:50 -2:40 2:40 - 3:10

Gr 5 Open


9:30 - 10:30 Writing

10:30 -10:45 Break

Reading Math

12:50 - 1:10 Lunch

1:10 - 1:40 Recess

1:45 -2:40 Sci/SS

Dismissal

Gr 4 Open



11:30 - 11:45 break

11:45 -12:45

Math

12:50 - 1:10 Lunch

1:10 - 1:40 Recess

1:40 -2:40 Sci/SS

Dismissal

Gr 3 Open


10:50 - 11:05 Break

11:05 -12: 10

Sci/SS

12:10 -12:30 Lunch

12:30 - 1:00 Recess


Dismissal

Gr 3 Open


10:50 - 11:05 Break

11:05 -12: 10

Sci/SS

12:10 -12:30 Lunch

12:30 - 1:00 Recess


Dismissal

Gr 2 Open



10:30 -10:45 BREAK

10:45 -11:30 Writing

11:30 - 11:50 Lunch

11:50 - 12:20 Recess


Gr 2 Open



10:30 -10:45 BREAK

10:45 -11:30 Writing

11:30 - 11:50 Lunch

11:50 - 12:20 Recess


Gr 1 Open


10:50 - 11:10 Lunch

11:10 -11:40 Recess

Math 12:50 - 1:30

Specialist

1:30 -1:45 BREAK

1:45 -2:40 Sci/SS

Dismissal

Gr 1 Open


10:50 - 11:10 Lunch

11:10 -11:40 Recess

Math 12:50 - 1:30

Specialist

1:30 -1:45 BREAK

1:45 -2:40 Sci/SS

Dismissal

K Open


10:50 - 11:10 Lunch

10:15 -10:45 Recess

11:10 -11:50 PLAY



1/2 K Open

Circle/Intervention Reading WL Math


PAGE 25

Middle School Hybrid Learning All students at the MIDDLE SCHOOL LEVEL will follow a similar remote schedule.

Their expectations are as follows: The REMOTE SCHOOL DAY (RSD) for Middle School will look like:

In-School Week: Middle School In Hybrid Model Remote School Week: Middle School in Hybrid Model

Monday-Thursday • Traditional 7:50 - 2:30 school day. • The school day will start with Advisory/

Homerooms. • Students will participate in a core and

enrichment class rotation. • Lunch will be served. • Friday will be a Remote School Day for all

students. (See information in right hand column.)

Friday • The In Person Friday schedule will consist

of Advisory, asynchronous lessons/assignments, and help sessions/ office hours.

Monday-Friday • The school day will start with Advisory/ Homerooms. • Students will be informed of exact schedules during

remote weeks. • Students will rotate in a remote setting among core

subjects. • During the day, the RSD will be formed by

synchronous (live) sessions in the morning and asynchronous (recorded sessions, work assignments or other learning activities) after lunch.

• Students will participate in whole class, small group, and at times 1:1 learning opportunities.

• Students are expected to attend all synchronous lesson schedules and small group sessions as assigned by their teacher. Families should reach out to teachers directly with any concerns.

Middle School: In Full Remote Model

Monday-Friday • Remote Day will start at 8:00 and will start with Advisory/ Homerooms. • Students will participate in a core and enrichment class rotation. • Synchronous learning will occur until lunch; after lunch asynchronous learning activities will be offered.

Sample Middle School Schedules Hybrid Schedules

Week A: In Person

Period Time Day 1 Day 2 Day 3 Day 4

Advisory/HR 7:50-8:25 Advisory HR Advisory HR

Period 1 8:28-9:48 Music Social Studies PE Social Studies

Period 2 9:51-11:11 Math Science Math Science

Lunch 11:15-11:45 Lunch Lunch Lunch Lunch

Period 3 11:48-1:07 Comp Sci Spanish Comp Sci Spanish

Period 4 1:10-2:30 ELA ABC ELA ABC


PAGE 26

Week B Follows the Opposite Schedule Week A/B: Remote Friday

Period Time Friday

Advisory 8:00-8:20

Advisory

Period 1 8:20-8:54

Science

Period 2 8:54-9:28

Break

Period 3 9:28-10:02

ELA

Break 10:03-10:18

Break

Period 4 10:19-10:53

Math

Period 5 10:53-11:27

Spanish

Period 6 11:27-12:00

Social Studies

Teachers: CPT/ IEP Meetings/ Special Education Support (12:30-1:15 Prep)

12:30-2:30

Students: Asynchornous Interdisciplinary Work; Special Education Academic Support and Related Services; Band practice; Asynchronous Specialist Activities

Student Work due by 2:30

Remote Friday: Both Cohorts

Week B: Remote Week

Monday Tuesday Wednesday Thursday Friday

Advisory 8:00-8:20

Advisory Advisory Advisory Advisory Advisory

Period 1 8:25-8:54

ELA Math Spanish Social Studies Science

Period 2 8:59-9:28

Math Spanish Social Studies Science Break

Period 3 9:33-10:01

Spanish Social Studies Science Break ELA

Break 10:01-10:21

Break Break Break Break Break

Period 4 10:21-10:50

Social Studies

Science Break ELA Math

Period 5 10:55-11:24

Science Break ELA Math Spanish

Period 6 11:29-11:58

Break ELA Math Spanish Social Studies

Teachers: CPT/ IEP Meetings/ Special Education Support (12:30-1:15 Prep)

12:30-2:35

Students: Asynchornous Interdisciplinary Work; Special Education Academic Support and Related Services; Band practice

M: CPT/ IEP

Tu: Leadership/ Teacher office hours

Wed: CPT/ IEP; Staff Meeting 2x per month until 3:35

Th: CPT/ IEP

Fri: Department (building based 3x per month; district 1x per month)

Week A Follows the Opposite Schedule


PAGE 27

WEEK A: In Person (Monday through Thursday)

Time Day 1 Day 2

Advisory 7:50 - 8:30

Advisory Band/ Chorus

Period 1 8:30 - 9:20

Social Studies Math

Period 2 9:20 - 10:10

Wellness Foreign Language

Period 3 10:10 - 11:00

Science ELA

Lunch 11:00 - 11:30

Lunch Lunch

Period 4 11:30 - 12:25

ELA Social Studies

Period 5 12:25 - 1:15

Foreign Language Art

Period 6 1:15 - 2:05

Math Science

Flex Period 2:05 - 2:30

Support/ Intervention/ Services/ Organization

Support/ Intervention/ Services/ Organization

Week B follows the opposite schedule

Remote Schedule: Friday of Week A through Friday of Week B (6 days)

Time Day 1 Remote Day 2 Remote

8:15 - 8:30 Morning check-in:

Advisory Morning check-in: Advisory

Period 1 8:30 - 9:05 Social Studies Foreign Language

Period 2 9:10 - 9:45 Science Math

Period 3 9:50 - 10:25 ELA Social Studies

Break 10:25 - 10:40 Break Break

Period 4 10:40 - 11:15 Foreign Language Science

Period 5 11:20 - 11:55 Math ELA

Lunch 12:00 - 12:30 Lunch Lunch

12:30 - 2:35 Teachers: CPT/ IEP Meetings/ Special Education Support

Students: Asynchornous Interdisciplinary Work; Band Sectionals; Special Education Academic Support and Related Services


PAGE 28

Middle School Remote Schedule Samples Full Remote

Period Time Day 1 Day 2 Day 3 Day 4

Advisory/HR 8:00-8:25 Advisory HR Advisory HR

Period 1 8:30-9:25 Music Social Studies

PE Social Studies

Period 2 9:30-10:25 Math Science Math Science

Break 10:25-10:45 Lunch Lunch Lunch Lunch

Period 3 10:45-11:40 Comp Sci

Spanish Comp Sci

Spanish

period 4 11:45-12:40 ELA ABC ELA ABC

Lunch 12:40 - 1:10

Teacher afternoon: CPT/ IEP meetings

1:10 - 2:35 M-W CPT/IEP

1:10 - 2:35 Th Building-based department

1:10 - 2:35 on Fridays

Leadership/ Across School Department

Full Remote

Monday - Friday

Odd days (1/3/5) Even days (2/4/6)

Advisory/ Team Meetings 8:00 - 8:25 Advisory Team Meeting

Period 1 8:30 - 9:05 Social Studies Math

Period 2 9:10 - 9:45 Science ELA

Period 3 9:50 - 10:25 ELA Foreign Language

Break 10:25 - 10:45 Break Break

Period 4 10:45 - 11:20 Foreign Language Enrichment

Period 5 11:25 - 12:00 Math Math

Period 6 12:05 - 12:40 Wellness Social Studies

12:40 - 1:10 Lunch Lunch

Period 7 12:10 - 12:40 Band/ Chorus Band/ Chorus

Teacher afternoon:

Daily 12:40 - 1:15 Lunch

M, Tu, Th 1:15 - 2:35 CPT/ IEP

Wed 1:15 - 2:35 Office Hours/ Prep

Two Wednesdays / month: 2:35 - 3:35 Staff Meetings/ Professional Learning

Fri 1:15 - 2:35 Department/ Leadership


PAGE 29

The expectations are as follows: All students at the HIGH SCHOOL LEVEL will follow a similar remote schedule. Their expectations are as follows: The REMOTE SCHOOL DAY (RSD) for RMHS students will be:

In-School Week: High School In Hybrid Model

Remote School Day (RSD) Week: High School in Hybrid Model

Monday-Thursday

• Traditional 8:30 – 3:04 school day. • The school day will start with

Community Time. • Students will participate in a core

and elective class rotation. • Lunch will be served. • Friday will be a Remote School

Day for all students. (See information in right hand column.)

Friday • All Friday sessions will be

REMOTE and will consist of ½ day Rotation Schedule. (see below)

Monday-Friday

• Schedule will approximately mirror school day schedule of 8:30-3:04 (see below)

• Students will be informed of exact schedules during remote weeks.

• Students will rotate in a remote setting among core subjects and electives

• During the day, the RSD will be formed by synchronous (live) sessions in the morning and asynchronous (recorded sessions, work assignments or other learning activities) after lunch.

• Students will participate in whole class, small group, and at times 1:1 learning opportunities.

• Students are expected to attend all synchronous lesson schedules and small group sessions as assigned by their teacher. Families should reach out to teachers directly with any concerns.


PAGE 30

Sample High School Schedule

IN PERSON BELL SCHEDULE 4X4 - FULL IN PERSON AND HYBRID

Time Day 1 (Monday) Day 2 (Tuesday) Day 1 (Wednesday) Day 2 (Thursday) Time

Friday - Remote Schedule

8:30-8:40 Community Time (10) Community Time (10) Community Time (10) Community Time (10)

8:30-8:50 A Block (20)

8:40-10:00 A (80)

Flex (80) - Time for Extra Help, Make Up Work, Counseling, Tiered Interventions. Can happen in person or remote either week A (80)

Flex (80) - Time for Extra Help, Make Up Work, Counseling, Tiered Interventions. Can happen in person or remote either week

8:55-9:15 B Block (20)

10:00-10:08

Passing Time/Mask Break (8)

Passing Time/Mask Break (8) Passing Time/Mask Break (8)


9:20-9:40 C Block (20)

10:08-11:28 B (80) E (80) B (80) E (80)

9:45-10:05 D Block (20)

11:28-11:36




10:05-10:20 Break (15)

11:36-1:36 C (80) F (80) C (80) F (80)

10:20-10:40 E Block (20)

Lunch Block: C Block Day 1 / F Block Day 2 - See Below for Lunch Schedule

10:45-11:05 F Block (20)

1:36-1:44




11:10-11:30 G Block (20)

1:44-3:04 D (80) G (80) D (80) G (80)

11:30-12:00

Lunch for Staff

12:00-3:00

Teacher Planning, Collaboration, Professional Development, Department, Staff Meeting Time

First Lunch Second Lunch Third Lunch

11:36-12:01 - Lunch (25)

11:36-12:16 - Class Time (40) 11:36-12:56 - Class Time (80)

12:01-12:16 - Passing Time/Cleaning/Extended Mask Break (15)

12:16-12:41 - Lunch (25) 12:56-1:21 - Lunch (25)

12:16-1:36 - Class Time (80)

12:41-12:56 - Passing Time/Cleaning/Extended Mask Break (15)

1:21:-1:36 - Passing Time/Cleaning/Extended Mask Break (15)

12:56-1:36 - Class Time (40)


PAGE 31

REMOTE SCHEDULE - 4X4 - HYBRID AND FULL REMOTE

Time Day 1 (Monday)

Day 2 (Tuesday)

Day 1 (Wednesday)

Day 2 (Thursday) Time

Friday - Remote Schedule

8:30-8:40

Community Time (10) - SEL activities both In person and remote



Community Time (10) - SEL activities both In person and remote 8:30-8:50 A Block (20)

8:40-10:00 A (80)

Flex (80) - Time for Extra Help, Make Up Work, Counseling, Tiered Interventions. Can happen in person or remote either week A (80)

Flex (80) - Time for Extra Help, Make Up Work, Counseling, Tiered Interventions. Can happen in person or remote either week 8:55-9:15 B Block (20)

10:00-10:10 Break Break Break Break 9:20-9:40 C Block (20)

10:10-11:30 B (80) E (80) B (80) E (80) 9:45-10:05 D Block (20)

11:30-11:40 Break Break Break Break 10:05-10:20 Break (15)

11:40-1:00 C (80) F (80) C (80) F (80) 10:20-10:40 E Block (20)

1:00-1:40 Lunch 10:45-11:05 F Block (20)

1:40-3:00 D (80) G (80) D (80) G (80) 11:10-11:30 G Block (20)

11:30-12:00 Lunch for Staff

12:00-3:00

Teacher Planning, Collaboration, Professional Development, Department, Staff Meeting Time


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Special Education and Student Services

Overview Reading Public Schools (RPS) recognizes that students with disabilities and their families have been impacted by the extended school closure due to COVID-19. In the Spring 2020, RPS provided all students on IEPs (Individualized Education Program) an individualized Continuation of Learning Plans (CLP) to ensure that special education and services are provided per their IEPs however, in a different manner. We recognize that although CLPs were provided, there were students for whom remote learning was neither an effective nor an efficient method of providing specialized academic and support services. The Massachusetts Department of Elementary and Secondary Education, in “Guidance on Fall 2020 Special Education Services” states: “These students should receive as much in-person instruction as is feasible within the health and safety parameters in effect at each particular time.”

As part of the re-entry plan for students with disabilities, RPS special education and student services will make sure that all students on IEPs will work with their teachers and related service providers to the greatest extent possible, and teachers and related service providers will continue to assess students’ progress and current levels of performance and at the same time, will adhere with the current health and safety protocols.

School districts are required to provide a free and appropriate education (FAPE) consistent with the needs to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to those students. As we plan for the 2020/2021 school year and fall re-opening, the Department of Elementary and Secondary Education (DESE) released its Initial Fall Reopening Guidance (June 25, 2020) which prioritized the safe return of students back to school by following a comprehensive set of health and safety requirements. The initial guidance asks schools and districts to prioritize and begin planning for in-person instruction while simultaneously preparing blueprints for both remote learning and a hybrid school model, (a combination of in-person and remote learning), should local conditions change this school year. Further guidance was provided with the recent release of the Comprehensive Special Education Guidance for the 2020-2021 School Year (July 9, 2020).

The Special Education Guidance for the Fall of 2020 emphasizes the following:

● Students with disabilities, particularly preschool-age students and those with significant and complex needs, should be prioritized for receiving in-person instruction during the 2020/2021 school year. These students should receive as much in-person instruction as is feasible within the health and safety parameters in effect at each particular time.

● Even if schools or districts are operating in a hybrid or remote model, educators and administrators must make every effort to continue to provide full-time in-person instruction to such students. If in-person instruction cannot be provided and students with disabilities must receive instruction remotely in full, or in part, through a hybrid model, they must receive special education instruction and related services necessary to provide FAPE through an Instruction and Services model of delivery (i.e. structured lessons, remote therapy, video-based lessons, etc.) instead of relying solely on a Resources and Supports model (i.e. packets and assignments).

● General education, special education, and English language education staff members must collaborate in order to determine the unique modifications that will be necessary to ensure the Least Restrictive Environment (LRE) is in place for students with disabilities. This will require careful planning and scheduling.

● Family engagement is critical. It is essential to reach out to parents and establish ongoing communication in a manner that works for the family. Data from parents on primary areas of need, their children’s ability to access remote learning, and other observations about emotional and social well-being during the state of emergency will be essential to determine how to meet the needs of students’ when schools reopen.


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• Schools and districts must provide interpreters and translators in all communications with families whose primary language is not English.

Students who are in general education classrooms, co-taught classrooms or those who receive specially designed instruction in an inclusion setting will attend school as their typical classmates do. This means that if their classmates are in “hybrid learning,” these students will also shift to a hybrid model of learning. These students will continue to receive the specialized instruction, modifications, accommodations and support that is documented on their IEPs or 504 plans in a combination of both in-person and/or virtual services, as appropriate for the student and according to their IEP service delivery. It is important to note that all service delivery and student needs are individualized and will be addressed as such.

Please note that if conditions require us to close all buildings again, remote learning is likely to apply to all students.

Special Education reopening models

Full-time In-person Learning:

All special education students will return to in-person learning which will include flexible solutions for reducing the mixing of student groups to ensure students are receiving services in the least restrictive environment (LRE). This may include when feasible, providing related and/or pull-out services within the student’s classroom to the greatest extent possible.

Remote Learning:

Services will be provided through the “Instruction and Services” mode of delivery which includes structured learning time, remote service delivery, and video conferencing.

The Remote Learning Models will include:

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

● Structured learning time designated so that the student can access state standards

● Frequent interactions with teachers and other staff members to ensure participation

Hybrid (in-person/remote) Learning Model:

In-person learning will include flexible solutions for reducing the mixing of student groups to ensure students are receiving services in the least restrictive environment. This may include when feasible, providing related and/or pull-out services within the student’s classroom to the greatest extent possible.

RPS will maximize in-person learning for students with disabilities. Instruction and services will be provided in a hybrid learning model with a combination of in-person and remote learning. We will be mindful when planning for the physical distancing requirements for students and adults in a classroom for the additional special educators and related service providers who will need to enter the classrooms throughout the day to provide services to students with disabilities. Reading’s Special Education Department will work closely with schools to develop classroom assignments and service delivery schedules for students so that they receive services consistent with student IEPs in the least restrictive environment. Special educators and related services providers will schedule services in a manner that maintains physical distancing requirements and avoids overlapping with other staff in the classroom or physical setting.


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Preschool-aged students with special needs and students with significant and complex needs will resume full-time in-person learning to the greatest extent possible. Students with complex needs must meet at least two of the following criteria to receive full-time in-person learning while meeting current health and safety requirements.

● Students who are identified as high needs students who spend approximately 75% of their school day outside of general education classrooms and with special education service providers.

● Students who cannot engage in remote learning due to their disability-related needs ● Students who primarily use aided and augmentative communication ● Students who are dually identified as English Learners

• Students in foster care or congregate care

Students in the following programs and supports would return to the greatest extent possible to full-time programming:

• Bridge

• Compass

• Crossroads

• TSP

• R.I.S.E.

• Connections

Out-of-District Students

Students in Out-of-District Schools will continue to receive their services either remotely or in-person as directed by the individual schools. RPS will continue to receive Remote Learning Plans and progress reports on all students as appropriate. Team meetings will also occur within mandated timelines.

Parent Engagement

Parent engagement is an essential component of any successful education program. It will be imperative that RPS and individual schools establish meaningful two-way communication with families. This will include the expectation that classroom teachers, special education teachers, and related service providers communicate regularly with parents. The frequency and type of communication may vary depending on the child’s individual needs, language, technology barriers families may face while supporting their children with remote learning, and parent preferred mode of communication. All written and oral communication will be provided in the primary language of the home and in language that is understandable to the general public.

Ongoing engagement will be essential for educators, related service providers, and parents to develop a comprehensive plan for students to receive individualized instruction and related services. IEP Team members will need to work collaboratively with families or caregivers to obtain as much data and information as possible to anticipate a student’s present areas of need and levels of need during re-entry. This will also help school staff and families to be prepared if the need to move to remote learning occurs quickly. Engagement between teachers, parents, and service providers can occur through scheduled phone conversations, and/or “office hours” when parents know they can reach teachers via phone or email.

Parent engagement is particularly important for special education teams to determine if and how services will be provided differently as a result of the changes to the overall learning environment associated with any of the three


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models of instruction (In-person, remote, hybrid). The student’s liaison will contact parents to discuss how a student’s IEP services will be delivered if different than described in a student’s IEP. Using input from the discussion, liaisons will provide parents with written notification containing specific information about how IEP services will be provided promptly at the start of the 2020-2021 school year.

If special education services are provided differently than as they are described in a student’s IEP, parents will be notified in writing with specific information about how those services will be provided after discussing with the parent using a Documentation of Modified In-person, Remote or Hybrid Services template. Written parent notification describing any difference in how special education services will be delivered will include how, where, when specialized services are being provided, and will be dated to reflect when services being provided differently begin. Parental consent will not be required to implement modified in-person, hybrid, or remote special education services.

Transition from Early Intervention

An extension of Early Intervention (EI) services is available for children who turned 3 between March 15, 2020 and August 31, 2020. As a result of the pandemic, RPS was unable to conduct some evaluations, convene IEP meetings, and initiate services by the child's third birthday. For those students, RPS has worked collaboratively with EI in the following manner to support students turning 3:

● Determined which students could be found eligible for special education due to the nature and impact of their disability while formalized assessments were pending.

● Engaged students in remote learning for services of suspected disabilities during remote learning.

● Continued services with EI until the child has been evaluated for special education services, special education eligibility determination can be completed, and or until October 15, 2020.

RPS is working to begin the evaluation process in-person in September to complete the transition process, have completed assessments, and an IEP signed for these students by October 15, 2020, once we have clearance and all necessary safety protocols in place.

Initial Evaluations, Reevaluations, and IEP Team Meetings

RPS was able to conduct annual review Team meetings during the time of remote closure. The partnership that occurred between RPS staff and families to make this work was powerful! We anticipate that Team meetings will continue to occur remotely in the fall in order to limit the number of people entering RPS buildings in accordance with state guidelines. We will plan to follow the same protocols established during the remote closure for Team meetings. Teams were unable to meet during the closure for initials and reevaluations for students for whom testing had not been completed. We are continuing to work toward the goal of starting testing in August to address any backlog of assessments and meetings while working to adhere to all timelines.

IEP teams will continue to conduct annual review Team meetings in accordance with appropriate timelines. IEP’s will be updated to reflect the needs of students when they are attending school full-time in-person.

Due to the unpredictable nature of the COVID-19 virus, RPS will be prepared to adapt our approach to services based upon current health information and trends at any given time. As was the case when schools closed in March, any changes to service delivery will be documented and provided to parents in writing.

Any potential change in the delivery of services due to a school's change in learning model, in-person, hybrid, or remote, as a result of COVID-19, does not result in a change of placement. The services outlined in the IEP remain and are considered “stay-put”. RPS will maintain open communication and collaboration with families regarding any potential changes.


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Considerations for Students with High-Risk Medical Conditions

Parents/guardians of students with high-risk medical conditions are encouraged to consult their child’s healthcare provider to discuss the appropriateness of the student attending in-person instruction. School health professionals will work with primary health care providers to assure all appropriate accommodations are in place to support students during in-person instruction.

Special Education Transportation

On July 22, 2020, DESE released new guidance related to transportation. The Guidance includes the following:

● Masks - All staff and students on the bus, regardless of age, are required to wear masks at all times. Exceptions for students due to medical or behavioral reasons.

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

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

● Seat assignments - Students should be assigned to a single bus and a particular seat.

To ensure that children with special needs who rely on transportation will be able to access program services, the following transportation protocols will be followed.

● Screenings must be conducted before children, vehicle drivers, and vehicle staff board the bus.

● Transportation practices must adhere to social distancing guidelines.

● Vehicle drop off must be adjusted to meet social distancing guidelines. Vehicles must off load and load one vehicle at a time, unless the location allows for enough distance between vehicles.

Considerations for students with disabilities

• Some students with disabilities require specialized transportation as part of their Individualized Education Program (IEP). To reduce the risk of COVID-19 transmission, RPS will work collaboratively with parents of students who are eligible for specialized transportation to determine their ability to transport their child(ren) to and from school.

• Parents of students for whom special transportation is provided for in their IEPs and who transport their student(s) are eligible for reimbursement, according to 603 CMR 28.07(6).

• In these cases, the student maintains the right to access transportation for a disability-related need at a future date.

• RPS will not amend the IEP to reflect the temporary change in transportation arrangements, but the family will be notified in writing of this temporary change, if they agree to transport their student.

• In cases where special transportation is provided for in the student’s IEP and the family is unable to transport their student, school districts must coordinate and provide transportation for those students, including students in out-of-district placements.


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Responsibilities of Parents, Guardians, or Caregivers

• Parents, guardians, or caregivers must screen their children or youth for symptoms prior to boarding a vehicle and are encouraged to take their temperature. A temperature greater than 100.4 F may indicate a child or youth is ill and should be kept home.

• Students and passengers over the age of 2 are required to wear masks or face coverings who can safely and appropriately wear, remove, and handle masks, unless noted otherwise by the district, program, or agency.

• When waiting for a school bus at a pick-up location, parents, guardians, or caregivers should maintain at least 6 feet of distance between others waiting for the bus. When 6 feet is not possible, individuals must wear masks or cloth face coverings.

Responsibilities of School

• Prior to sending students by bus, staff must perform at a minimum a visual wellness check and symptom screen. • Staff should assist students with washing or sanitizing hands upon arrival after exiting the bus, van, or vehicle and

prior to departure before boarding the bus, van, or vehicle.

Responsibilities of Bus Drivers and Monitors

Bus drivers and monitors will:

• Wash hands regularly with soap and water for at least 20 seconds, especially: o a) After going to the bathroom; before eating; after blowing their nose, coughing, or sneezing; and upon

entering and exiting the vehicle. o b) If soap and water are not readily available, they will use EPA Registered Antimicrobial Products for Use

Against Novel Coronavirus SARS-CoV-2. • Conduct personal pre-trip health screenings before every trip: • a) Temperature check (must be less than 100.4 F to continue to work)

o b) Symptoms check (within the past 24 hours): cough, sore throat, difficulty breathing, diarrhea, nausea, vomiting, abdominal pain, unexplained rash, new loss of smell/taste/, new muscle aches, headache, or fatigue. If a driver or monitor is experiencing any of these symptoms, they will call the office and remain at home.

o c) “In the past 14 days, have I had close contact with a person known to be infected with the novel coronavirus (COVID-19)? Close contact is defined as: within six feet for more than 10 minutes while the person was symptomatic, starting 48 hours before their symptoms began until their isolation period ends.

o d) Confirm completion and passing of personal pre-trip health screening with dispatcher when signing on, prior to starting route.

• Wear masks or face coverings. • Avoid touching surfaces often touched by students or passengers. • Use gloves if required to touch surfaces contaminated by bodily fluids. • Practice routine cleaning and disinfection of frequently touched surfaces after every route:

o a) Clean the area prior to disinfection to remove all surface matter and remove trash. o b) Use the EPA-Registered Products for Use Against COVID-19 provided by the office to clean high-touch

surfaces, including buttons, handholds, pull cords, rails, steering wheels, door handles, shift knobs, dashboard controls, and stanchions, heat and air conditioner vents, horizontal surfaces, and clean spills.

o c) If soft or porous surfaces (e.g., fabric seats, upholstery, carpets) are visibly dirty, clean them using appropriate cleaners and then disinfect soft or porous surfaces using EPA Registered Antimicrobial Products for Use Against COVID-19.


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• Keep windows open while transporting students and passengers. If it is not possible nor comfortable to open windows, the vehicle operator will set the ventilation system to high and not recirculate conditioned air.

If a driver or monitor is sick they will stay home and not come to work.

If a student or passenger reports they are not feeling well, the Transportation office will be contacted immediately.

The Special Education Department has been reaching out to families who receive transportation to find out if parents will choose to access transportation, as provided according to their student’s IEP, or if they will choose to transport their student themselves and access parent reimbursement during the time of COVID-19. We are in the process of working with our transportation company regarding rerouting options, cleaning and sanitizing schedules, Personal Protective Equipment (PPE) requirements for drivers and riders, and van capacities.

It is important to note that all transportation providers transport students across several districts, including PRS; coordinating student schedules across those Districts, along with the number of programs students attend, will be a complex endeavor.

Out of District

Just like our goal for our in district students, the goal is for the safe return of as many students as possible to in-person school settings, to maximize learning and address our students’ holistic needs. In all options, Reading’s Out of District students’ IEPs will be implemented. The district will continue to hold IEP meetings, complete evaluations, and work closely with families, placements, and service providers to ensure students continue to make effective progress.

Students with suspected or confirmed COVID-19 should not go to school, and those who develop symptoms must be sent home immediately.

It is critical that student learning takes place in a safe environment and that families, students and staff feel safe. Clear ongoing communication with families, the district, and placements is essential. Reading understands that some families may choose not to have their child participate in in-person learning, in these situations, remote learning must continue.

Transportation will be provided for all students who require it following the transportation re-entry plan.

Specialized Safety Supplies/Protective Equipment and Training

RPS in conjunction with the special education office have worked to acquire all necessary protective measures aligned with the guidelines of the Department of Elementary and Secondary Education. Through our space analysis study (see above, the district has surveyed rooms and assess ventilation in all schools, classrooms, specialty spaces, etc. The district is working closely with Reading Public Health and other Health partners to assure that all staff will be aware of and trained on how COVID-19 spreads, risk factors, and preventative measures. The Special Education Department has utilized DESE guidance on the provisioning of key safety supplies provided on June 5, 2020 to order personal protective equipment (PPE) aligned with the tasks of the staff and classroom needs. These include:

● Face Shields ● Disposable gloves ● Gowns/other body coverings ● Disposable face masks ● Clear face covers (For individual situations) ● Plexiglass dividers (For individual situations)

https://docs.google.com/document/d/1VtimUf9MPs5QdTn8iyqxk9Zj-HWZAaMPQMU2zzsqhAQ/edit#bookmark=id.86axvh9rf2i0


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The district is aware that some students with disabilities require unique supports that may make it less possible to practice physical distancing. The PPE ordered will allow the district to support students and staff safely in accordance with DESE recommendations for those students that require additional assistance.

Classrooms will be adequately staffed with appropriate licensures and ratios

● Educators, related service providers, paraprofessionals, and other staff members will be prepared with the additional protective equipment that they may need as unexpected situations arise.

● Special consideration was used to plan for an itinerant staff who interact with multiple groups of staff in multiple locations, staff who perform tasks routinely that may require close proximity and/or physical contact with students, and those who go out into the community to support students’ educational programming

Continued Planning

Reading Public Schools’ Special Education Department continues to follow guidance from the MA Department of Elementary and Secondary Education. As additional guidance is received the district will update and modify our plans accordingly.

The safety of our students, staff, families, and community remains the focus of any and all planning. This has been an extraordinary experience for all of us. Continued partnerships with our families is essential for appropriate planning. We remain so proud of our special education staff and their continued dedication to their students and families. Special educators have particularly close connections with their students; therefore, ongoing communication and meaningful partnerships with families will continue to be of primary importance. We look forward to working together to support all students, staff and families.

Provision of FAPE

On March 12, 2020, and the MA DESE Frequently Asked Questions (FAQ) issued on March 17, 2020, both took the position that so long as a district was not providing any educational services to the general student population while schools are closed, the district was not required to provide a free appropriate public education (FAPE) to eligible special education students during that same period of time. At the federal level, on March 21, 2020 a supplemental fact sheet was provided to address the needs of students during COVID 19 and clearly stated that “School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students.”

We are awaiting additional guidance from DESE regarding provision of FAPE, but we, at Reading Public Schools, are committed to the following in the provision of student’s FAPE:

● Per DESE guidance, “Students with disabilities, particularly preschool-age students and those with significant and complex needs, should be prioritized for receiving in-person instruction during the 2020-2021 school year. These students should receive as much in-person instruction as is feasible within the health and safety parameters in effect at each particular time.” Thus, at RPS we are committed to providing students with disabilities, particularly those in the Pre-K level and students served in a substantially separate programs will receive in-person learning during the school year 2020-2021.

● Students served by special education have access to a learning platform that is comparable to those being provided to their peers.


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● In accordance with the Individuals with Disabilities Education Act (IDEA), and in recognizing every student’s unique needs, it is the goal of the RPS school district to ensure that every student on IEP has access to their grade-level standards and makes progress in their education.

Keep in mind that students on IEPs will receive all services documented in their IEPs through in-person instruction, remote instruction, or a combination of both, with a strong emphasis on providing in-person instruction to the greatest extent possible. The provision of FAPE may include, as appropriate, special education and related services provided remotely through resources and supports (such as strategies, projects and packets provided to students matched with regular and ongoing communication from special education team members) and services and instruction (such as virtual, online, or telephonic instruction) or a combination of both. In any event, RPS will make every possible effort to use creative strategies to provide special education instruction and services to the extent feasible.

Resources

● Department of Elementary and Secondary Education (DESE) Initial Fall Reopening Guidance - June 25, 2020

● DESE Summer Guidance for Special Education Programs - June 7, 2020

● Department of Early Education & Care (EEC) Child and Youth Serving Programs Reopen Approach Overview - June 7, 2020

● MA Child and Youth Serving Programs - Minimum Requirements for Reopening - June 8, 2020

● DESE Required Supplies for Reopening - June 5, 2020

● DESE Initial Summer School Reopening Guidance - June 4, 2020

● Centers for Disease Control and Prevention (CDC) Interim Guidance for Businesses and Employers Responding to Coronavirus Disease 2019 (COVID-19) - May 2020

● CDC Childcare, Schools, and Youth Programs - May 2020

● Governor Charlie Baker, Reopening Massachusetts Plan - May 18, 2020

Special Education Data Please note that the numbers in the report are based on IEP services and is not reflective of the students in programs.

Number of Students Placement: Inclusion/Integrated Placement: Partial Inclusion Placement:

Substantially Separate

R.I.S.E. 33 2 6

Barrows 49 0 0

Joshua Eaton 42 8 0

https://docs.google.com/document/d/1IYe0-xoFuFa4eMNX530U82SI2udbm5Pj0ea2v6mww74/edit#heading=h.gjdgxs

https://www.bostonherald.com/wp-content/uploads/2020/06/DESE-Initial-Fall-Reopening-Guidance-vFF.pdf

https://docs.google.com/document/d/1M6ukoeKmgHY-aS29hqw56NdbYjx9qnKl/edit

https://eeclead.force.com/resource/1591618751000/ReopeningProcessOverview

https://eeclead.force.com/resource/1591618751000/ReopeningProcessOverview

https://eeclead.force.com/resource/1591618751000/Min_Req

https://docs.google.com/document/d/1KSoqiKsBv39GQCqVM7QiVFryWdWkN3BMPE5qepoPxSs/edit

https://docs.google.com/document/d/1IYe0-xoFuFa4eMNX530U82SI2udbm5Pj0ea2v6mww74/edit#heading=h.gjdgxs

https://www.cdc.gov/coronavirus/2019-ncov/community/guidance-business-response.html

https://www.cdc.gov/coronavirus/2019-ncov/community/guidance-business-response.html

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html

https://www.mass.gov/doc/reopening-massachusetts/download


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Killam 50

9

3

Birch Meadow 44 7 8

Wood End 21 14 5

Coolidge 66 20 7

Parker 65 5 0

RMHS 115 24 8

Student Groups

For planning purposes, students are classified into three groups based on their level of special education needs and services for instruction.

Group A (placement: inclusion): Students who are in general education classrooms, co-taught classrooms or those who receive specially designed instruction in an inclusion setting.

Group B (placement: partial inclusion): Students who are in general education classrooms and receive specially designed instruction in pull out manner or students who are placed in the substantially separate programs who receive additional services and supports in an inclusion setting.

Group C (placement: substantially separate): Students who participate in substantially separate programs including students With Disabilities with significant developmental, emotional, and cognitive needs whose instructional setting includes supplemental and/or modified instructional services.

In addition, the following guidance are considered for students who will be in attendance:

● Instructional grouping requirements and maximum class sizes are governed by Massachusetts special education regulations (603 CMR 28.06 (6) and (7)) and by the goals and methods in each student’s IEP.

● Rooms will be identified so they are large enough to include at least 6 feet of distance between all students and staff.

Outline of Services

For these different learning models, it is the goal of RPS to serve students with disabilities according to their IEP services and needs. All services and location will be determined on an individual basis.


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Group A students

Placement: Inclusion

Group B students

Placement: Partial Inclusion

Group C students Placement:

Substantially Separate

Learning Model HYBRID LEARNING or

REMOTE LEARNING

HYBRID LEARNING or

REMOTE LEARNING

IN-PERSON LEARNING

*Unless the state closes the school

Structure schedule General Education Hybrid/Remote Schedule

Cohort A: 4 days in person and 1 day remote

Cohort B: 5 days remote

Then the cohorts switch the following week

General Education Hybrid/Remote Schedule

Cohort A: 4 days in person and 1 day remote

Cohort B: 5 days remote

Then the cohorts switch the following week

4 Days In Person and 1 Day Remote Learning

or

4 Days In Person and ½ day In Person

SPED and Remedial Support

Hybrid: SPED Support during In-Person Learning Days following the grid delivery with the possibility of support during the remote week if appropriate

Individual student needs will be considered and may include a variation included by not limited to:

For students who need to be in person they can access remote services/inclusion services from their classrooms or they might come in for their services on the off week

Hybrid: SPED Support during In-Person Learning Days following the grid delivery with the possibility of support during the remote week if appropriate

Individual student needs will be considered and may include a variation included by not limited to:

For students who need to be in person they can access remote services/inclusion services from their classrooms or they might come in for their services on the off week

In-Person: SPED Support during In-Person Learning Days


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COVID19 Compensatory Education

If deemed necessary and as agreed by the IEP team members:

Hybrid: COVID19 Compensatory Education will be provided during Remote Learning Days and/or after school


Hybrid: COVID19 Compensatory Education will be provided during Remote Learning Days and/or after school


In-Person Learning: COVID19 Compensatory Education will be provided during the Remote Learning Day and/or after school

Related Service Providers Model (includes SLP, PT/OT/ Social Adjustment Counselors/BCBA)

C grid: in-person on the days that students are in school

B grid: remote services through remote service sessions or remotely from within the school building via video conference, instead of coming into the classroom to provide services and/or in person as appropriate

A grid: via phone consultation

C grid: in-person on the days that students are in school

B grid:remote services through remote service sessions or remotely from within the school building via video conference, instead of coming into the classroom to provide services and/or in person as appropriate

A grid: via phone consultation

C grid/B grid: in-person

A grid: via phone consultation or as much as possible in-person


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Paraprofessional Support 1:1 Para: in-person on the days that students are in school; remote support under the direction of the teacher on days that are scheduled for remote learning

General Para Support/Classroom Para: in-person on the days that students are in school; remote support under the direction of the teacher on days that are scheduled for remote learning

1:1 Para: in-person on the days that students are in school; remote support under the direction of the teacher on days that are scheduled for remote learning

General Para Support/Classroom Para: in-person on the days that students are in school; remote support under the direction of the teacher on days that are scheduled for remote learning

1:1 Para: in-person

General Para Support/Classroom Para: in-person.


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IEP Meetings Conduct virtual IEP meetings, as much as possible unless the entire TEAM agrees that an in-person IEP meeting is required to make a decision.

If an in-person IEP meeting is required, then the rest of the TEAM members must adhere to the school safety and health protocols

RPS continues to follow the special education timeline described in the Department’s Implementation of Special Education Timelines During the COVID-19 State of Emergency.

Conduct virtual IEP meetings, as much as possible unless the entire TEAM agrees that an in-person IEP meeting is required to make a decision.



Conduct virtual IEP meetings, as much as possible unless the entire TEAM agrees that an in-person IEP meeting is required to make a decision.



Visitation and Observations From Outside Personnel

Conduct visitation and observations from outside personnel via Zoom or virtually upon consent



Evaluations (Initials, Re-evaluations, etc)

If it is at all feasible, following school safety and health protocols, evaluations will be conducted in a 1:1 setting with plexiglass structure put in place in between the evaluator and the evaluatee.

Co-Teaching Where applicable, co-teaching model will continue in consideration of safety guidelines.

During remote learning days, co-teaching model will continue remotely. It might be appropriate to have a teacher and some students together accessing the remote services

Where applicable, co-teaching model will continue in consideration of safety guidelines.

During remote learning days, co-teaching model will continue remotely. It might be appropriate to have a teacher and some students together accessing the remote services

Where applicable, co-teaching model will continue in consideration of safety guidelines.

http://www.doe.mass.edu/sped/advisories/2020-2covid-ta.html













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Push-in of Services Where applicable, push-in services will continue in consideration of safety guidelines.

During remote learning days, push-in services will continue remotely or through remote sessions.

Where applicable, push-in services will continue in consideration of safety guidelines.

During remote learning days, push-in services will continue remotely or through remote sessions.

Where applicable, push-in services will continue in consideration of safety guidelines.

Small Group Instruction Where applicable and in consideration of safety guidelines, small group instruction will be provided in alternate locations in the building or through virtual classrooms within the school building via video conference.

During remote learning days, small group instruction will continue remotely.

Where applicable and in consideration of safety guidelines, small group instruction will be provided in alternate locations in the building or through virtual classrooms within the school building via video conference.

During remote learning days, small group instruction will continue remotely.

Where possible the 6 foot guidance will be followed. Staff will be provided training where this is not possible.

Mask Breaks/Motor Breaks

Students will be provided with outdoor breaks, assigned to different locations in the building.

OTs will work with staff to determine if students can access sensory breaks without manipulatives as appropriate.





Spring 2020 Postponed Meetings and Evaluations

For the most part, RPS was able to conduct Annual Review IEP meetings and Evaluations during the extended school closure. For a few of the Annual Review IEP Meetings and Evaluations that we were not able to complete, we anticipate that these meetings will occur remotely (unless in small instances when an in-person meeting is required) according to the date that parents/guardians and school staff agreed to have.


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The following plans are being considered:

Type of Meeting In-Person Remote Hybrid

Initial Evaluation Meeting

Meetings/Evaluations will occur remotely according to the date that parents/guardians and school staff agreed to.

Re-Evaluation Meeting

Postponed Annual Review IEP Meetings

504 Evaluation Meeting

Postponed 504 Meetings

COVID-19 Compensatory Services We are awaiting additional guidance from DESE regarding provision of COVID-19 Compensatory Services. However, for planning purposes, here is some information you may want to consider about COVID19 Compensatory Services and what RPS is planning to consider:

The term compensatory services is generally attached to the provision of additional special education and related services due to the failure of a school division to provide FAPE. However, in the situation of extended school closure due to COVID19, which is well beyond the control of the school district this should not be the case. Rather, the IEP Team should determine what impact the extended school closure due to the COVID-19 situation had on the ability of the school district to provide even comparable services to its students with disabilities and then to determine what, if any, “remedial” services should be provided. In certain circumstances, based upon individual student needs, the IEP Team may deem that the absence of services, albeit not at the direct fault of the LEA (local education agency), may warrant the provision of COVID-19 compensatory services due to the student having regressed on the progress they were making prior to the extended school closure.

● Once normal school operations resume, each student’s IEP Team should plan to make an individualized determination regarding whether or not COVID19 compensatory education and services may be needed for a student. The need for COVID19 compensatory services can be measured by assessing whether or not the student continued making progress in the general education curriculum, or alternative course of study specified in their IEP, or toward meeting their individualized IEP goals and/or if any regression occurred during the period of school closure. In order to make this determination, teachers will use student progress data and they should continue to monitor student progress in whatever learning model is provided.

● If special education services needed to ensure FAPE are so complex and, as such, cannot be reasonably provided through a remote learning platform or other alternative means that are available to other students, then the student’s IEP Team must determine the extent, if any, what COVID-19 compensatory services will be provided once normal school operations resume.


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IEP Meetings For the most part, RPS was able to conduct Annual Review IEP meetings during the extended school closure. For a few of the Annual Review IEP Meetings that we were not able to complete, we anticipate that these meetings will occur remotely (unless in a small instance that an in-person meeting is required) according to the date that parents/guardians and school staff agreed to have.

IEP meetings will continue to be conducted to the extent possible. IDEA permits alternative modalities for IEP meetings, such as videoconferencing or telephone conferences. If personnel are available (i.e., not on leave due to COVID-19) and parents are agreeable to completing the IEP meetings virtually or telephonically (e.g., Zoom, phone), these meetings should continue to be conducted in adherence to the DESE timeline. If a meeting is not possible, then the school should document that a meeting is not possible and set the IEP meeting aside for when inperson school operations resume (e.g., Fall 2020). If an in-person IEP meeting is required, then the rest of the TEAM members must adhere to the school safety and health protocols including physical social distancing.

At Reading Public Schools, it is our priority that all IEP team members, particularly parents/guardians, have access to necessary technology to allow effective virtual or telephonic participation. RPS staff will reach out to parents if they require assistance in technology set-up, etc prior to the IEP meeting. We will also ensure that interpreters/translators are provided during telephonic or virtual IEP Meetings when the parent’s primary language is not English.

Progress Reports DESE has advised “school districts, collaborative programs, and approved special education day and residential school programs must continue to issue Progress Reports at least as often as report cards or progress reports are provided for students without disabilities, in accordance with 603 CMR 28.07(3).

At RPS, Progress Reports will be sent to families, guardians and state agencies involved with the student through mail, email, student or other online communication platforms, and translated into the language of the home when required.

In addition, educators, service providers, parents, and students will continue to review a student’s IEP to review the goals and objectives that are being addressed during remote learning and identify the types of data that can be collected from the student, the family, and the home environment during this time of remote learning and develop a plan to collect ongoing data.

Evaluations For the most part, RPS was able to conduct and complete evaluations prior to the extended school closure in March. For some of the evaluations that we were not able to complete during the extended school closure, we anticipate that these evaluations will occur according to the date that parents/guardians and school staff agreed to have.

For the school year 2020-2021, re-evaluation, initial evaluation meetings will continue to be conducted to the extent possible.

Annual Review Plans When IEP Team members convene for the annual review, the team will update the IEP as though the student will be attending school full time in-person. IEP Teams must continue to conduct annual review Team meetings as they are due, in accordance with 603 CMR 28.04 (3).

IEP Team members must note that a change in the delivery of services due to a school’s change in learning model, in-person, hybrid or remote, as a result of COVID-19 does not result in a change in placement.

http://www.doe.mass.edu/lawsregs/603cmr28.html?section=07

http://www.doe.mass.edu/lawsregs/603cmr28.html?section=04


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Plan for EL Instruction:

In-person learning will require a separate space available that allows for social distancing. The option of video conferencing/instruction may also be utilized. The focus of in-person instruction will be a district-wide project that addresses social language and cultural awareness, with an emphasis on SEL. This will allow for greater flexibility in student grouping and scheduling. Students will be seen in-person a minimum of once per cohort cycle, additional time TBD depending on classroom teacher schedules/available locations/etc.

Remote learning will focus on the four domains of language development and students will be grouped according to schools, grades and WIDA levels, as in previous years. Students will be seen remotely a minimum of three times per cohort cycle (additional time TBD depending on scheduling conflicts, etc.) It is anticipated that remote learning will be a more consistent platform and allow for the delivery of sustained language instruction utilizing standards-based curriculum and supplemental materials. This will closely mimic the instruction that was in-person prior to the pandemic.

The one exception to this may be the HS, where students are enrolled in a separate building based EL class.

Plan for English Learners: Determination of Full-time/Part-time attendance in school

6 ELs require full-time in person schooling based on state guidelines, WIDA levels and lack of past participation in remote learning and the home environment.

These students will be with different teachers/ cohorts for week A and B. This will allow more exposure to English and additional exposure to a structured learning environment.

Primary classroom teachers can choose if full-time ELs will complete in-person work or remote-learning work within the classroom during the secondary cohort.

With careful consideration to home environments and proven ability to access remote learning, it was determined that it is in the best interests of some students to remain in school with one cohort. This will decrease the confusion factor of two teachers during cohorts A & B, limit student exposure to additional classmates and teachers and allow continuous learning at home during the remote learning week of their cohorts. These recommendations are subject to change depending on future circumstances.


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Communication, Facilities and Operations

Communication

• Reading Public Schools has a link on their website dedicated to the Fall Reopening. You can access that information here.

• Messages from the RPS District will be sent out via Connect Ed and posted on the RPS Superintendent’s Blog, Reading Public School Facebook Page, the Reading School Committee Facebook Page, the Reading School Committee Twitter Account, and the Reading Public School Twitter Account.

• Communication will focus on changes or updates to public health guidelines, school opening information, or a positive spotlight.

• All RPS communication will come from building principals and the RPS Superintendent’s Office. School Committee communication will be coming from the assigned SC liaisons.

• All district school reopening questions should be directed to Superintendent of Schools John Doherty at [email protected].

• All school based communication should be directed to the building principal.

• The school district and individual building principals will have virtual forums and office hours as we get closer to the opening of the school year.

• We will be using the CDC guidelines and the DESE protocols for risk communication when a student, staff, or close contact of students and staff tests positive for COVID-19,

Partnership with Local Health Department

• The RPS has been part of the Incident Command Team consisting of the Town Manager, Fire Chief, Police Chief, Deputy Fire Chief, Chief Financial Officer, Superintendent of Schools, and Chair of the Board of Health.

• Our school nurses have been working with the Board of Health with contact tracing in our community.

• The local infection rates for families has been communicated on the Town of Reading COVID-19 website.

• We will continue to monitor the MA COVID-19 dashboard, local department of health information to monitor local and regional information and communicate any updates to the community.

Staff and Student Training

• Staff training will be concentrated during the first 10 staff training days, Friday half days and the other four training days throughout the school year. RPS, in collaboration with the local Board of Health, the Town of Reading Director of Facilities, the RPS Director of Human Resources, RPS Food Service Department and the RPS School Nurses will provide and reinforce COVID-19-focused training for all special education and student services staff members including:

o Proper donning and doffing of PPE (staff and students).

o Mask wearing (staff and students).

o Distancing protocols, including in hallways and bathrooms (staff and students).

o Procedures for cleaning surfaces (staff and students).

o Proper hand-washing (staff and students).

https://www.reading.k12.ma.us/fall-reopening-information/

https://readingsuperintendent.wordpress.com/

https://readingsuperintendent.wordpress.com/

https://www.facebook.com/Readingpublicschools/

https://www.facebook.com/ReadingMASchoolCommittee/

https://www.facebook.com/ReadingMASchoolCommittee/

mailto:@RPSSchoolComm

mailto:@readingschools

mailto:@readingschools

mailto:[email protected]

https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/quarantine.html

http://www.doe.mass.edu/covid19/on-desktop.html

https://www.readingma.gov/home/urgent-alerts/everything-you-need-to-know-during-the-covid-19-state-of-emergency

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


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o Identifying sick students (staff).

o Health education about coronavirus (staff and students).

o Trauma-informed responses to student anxiety (staff). See NCSSLE Trauma Sensitive Schools Training Package

o Risk communication with caregivers/parents (staff).

o Movement to and through school buildings (entry, transitions, dismissal, etc.) (staff and students).

o How to use tools that facilitate physically distanced learning (e.g. learning management system, edtech learning program; staff and students).

o mitigation procedures o the referral process for students requiring mental health supports, and

o the use and disposal of health and safety supplies

o focused training for staff who must maintain close contact with students, such as for special education teachers, will also be provided

o Trauma Informed Teaching-Teaching Through the Coronavirus

o Health and Safety Protocols/ staff meeting o Trauma Training/Youth Mental Health First Aid refresher o Equity Workshop o Equity in Reality-staff planning o UDL Webinar o Technology Tools o Newsela Training o See Saw Training o Google Classroom o Other Tech Tools o Curriculum Work

Health Promotion and Disease Prevention • The RPS will continue to require existing school immunization requirements for entrance into schools. These

requirements will not be deferred because of the current pandemic.

• Although the influenza vaccination is generally not required for school attendance, the RPS strongly encourages all staff and students to receive the influenza vaccination for this upcoming school year. We will work closely with the Reading Board of Health to schedule times for staff and students that are convenient to receive the vaccination.

• We will continue to provide health services, counseling services, and social emotional supports for all of our students, both in person and remotely.

• The Reading Food Services department is working diligently with state and federal authorities to provide school nutrition services to students both in person and remotely. We will communicate more information when it becomes available.

• We will continue to offer health classes at all grade levels that incorporate proper hygiene and other healthy practices.

• Our schools will create and display signs around school with reminders of rules and responsibilities.

• We will be developing messages that the school will share about the necessity of immunizations and the option of primary care provider vs. school-based immunizations. We will also incorporate these messages in our school and district information to families.

https://safesupportivelearning.ed.gov/building-trauma-sensitive-schools

https://safesupportivelearning.ed.gov/building-trauma-sensitive-schools


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Develop a plan to support high-risk staff and students who need to stay home

• Families will have the option to have their children attend a fully remote learning model for one marking period at a time for the upcoming school year. The marking periods are as follows:

o Elementary ▪ End of Term 1: December 3rd ▪ End of Term 2: March 11th ▪ End of Term 3: June 17th

o Secondary

▪ End of Term 1: November 13

▪ End of Term 2/ Semester 1: January 29

▪ End of Term 3: April 9

▪ End of Term 4/Semester 2: June 17th

• Families have the choice of choosing a fully remote model for their child or the hybrid model. A survey went out the week of August 8th for families to complete that information. Families have until August 14th to complete the survey. If they do not complete the survey, it will be assumed that they will be hybrid.

• There will not be a full remote learning model offered for peer role model preschool students or full day kindergarten students.

• Full remote learning may have many forms, depending on available staffing: o A fully remote teacher teaching a group of students district wide; rather than attached to one school. o Two hybrid teachers teaching remote students during their remote cohort week. o For singleton classes (i.e. AP) we may need to use the state learning platform if an AP teacher is not

available.

• Families will not have to provide medical documentation for their children to participate in a fully remote model.

• Staff age 65 or older, or with serious underlying health conditions that put them at high risk of illness due to COVID-19, should talk to their health care providers to assess their risk and to determine if they should avoid in-person contact in which physical distancing cannot be maintained. We will work with staff members on a case by case basis to determine what options are available for them.

Confirm plan for joint decision making with the local health department regarding testing and school closure

• For all suspected COVID-19 cases, we will be following the DESE protocols for responding to COVID-19 infection scenarios and the CDC Guidelines to determine school closures. Where there is a difference between the two guidelines, we will be using the CDC information.

• The state is currently investigating ways to increase testing protocols and procedures in schools. Once we have more information on this topic, we will communicate it to you.

• Director of Nurses Mary Giuliana ([email protected] ) will be the contact person for all schools related to COVID-19 Infections.

• To find out the closest testing sites near you, use the Massachusetts Interactive COVID-19 Testing Locator.

Symptom Screening Process for Staff and Families

• Prior to coming to school, we are asking families and staff to do a screening process using the symptom checklist below for all who will be entering the building. If staff or students have any of these symptoms, they should stay home and get a test for active COVID-19 infection prior to returning to school.

▪ Fever (100.4° 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





https://memamaps.maps.arcgis.com/apps/webappviewer/index.html?id=eba3f0395451430b9f631cb095febf13


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▪ 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

▪ New rash, especially on the toes or fingers

▪ Exposure to someone recently diagnosed with COVID

• Please note that many other seasonal allergies and illnesses exhibit these symptoms. See the chart below.

Symptoms Symptoms of COVID-19

Strep Throat Common Cold Flu Asthma Seasonal Allergies

Fever or chills X X

X

Cough X

X X X X

Sore throat X X X X

X

Shortness of breath or difficulty breathing

X

X

Fatigue X

X X X X

Nausea or Vomiting X X

X

Diarrhea X X

X

Congestion or Runny Nose X

X X

X

Muscle or body aches X X X X

• We encourage students and staff to stay home when sick, even without a doctor’s note.

• We will implement remote learning services to students in a timely manner for those students that have a positive response to the screening questions (e.g. indicating a student should not come to school).

Developing a School Plan when a Suspected COVID-19 Case has been identified

• For all suspected COVID-19 cases, we will be following the DESE protocols for responding to COVID-19 infection scenarios and the CDC Guidelines to determine school closures. Where there is a difference between the two guidelines, we will be using the CDC information. We will be working very closely with the Town of Reading Board of Health in making those determinations.

• We have designated an isolation space in each school for suspected cases. The isolation room will have adequate ventilation and we will be using MERV-13 filters in our univentilators.

• The Facilities department is working with the health department to develop a protocol for sanitation, cleaning, and disinfecting of the isolation room. This will be completed for the start of school.

• We will be developing strategies for reducing anxiety and traumatic responses, such as training staff and students on calming practices (meditation, breathing, journaling, etc.), incorporating soothing materials into isolation rooms (easy-to-disinfect manipulatives such as fidget tools, music, dimmed lights, etc.), and classroom debriefs that allow students to express feelings in response to incidents.

• In addition, we will identify supports for staff mental health and anxiety, including referrals to counseling, check-ins, and staff debriefing of traumatic events.

Prioritize Ventilation, Filtration, and Regularly Verifying HVAC System Performance

• Our facilities department has worked with the manufacturer of our HVAC equipment and our HVAC outside contractor to do a thorough review of all of our HVAC univentilators, roof top units, and exhaust ducts. All of





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our equipment meets or exceeds the manufacturer and state standards for the correct number of air exchanges with outside air.

• MERV-13 filters, which filter SARS-COVID virus size particles, will be installed in all of our univentilators and changed on a regular basis. The changing of these filters in each classroom will occur outside of school hours.

• Each of our schools has had updated univentilator equipment installed either as part of a building project (i.e. RMHS, Wood End, Barrows) or through a capital project (i.e. Killam, Birch Meadow).

• Our ventilation system will be using outdoor air. There may be times during the colder months where students and staff may need to wear jackets in the classroom because of the colder outside fresh air coming into the univentilators. In addition, air recirculation will be minimized.

• All of our HVAC equipment is inspected and maintained annually as part of our preventative maintenance program.

• All ducts and intakes will be cleaned and freed of contaminants on a regular cleaning schedule.

• Bathroom exhaust fans will be running throughout all hours of operation.

• Paper towels, rather than air dryers will be used in the bathrooms

• Windows on busses will be opened at all times.

Heat Index Days

Like most schools in New England, the classrooms in the Reading Public Schools are not air conditioned. This creates at times in September and June some extremely hot conditions, especially in the upper floors of school buildings and the south side of schools where the sun shines in the afternoons. In the staff surveys that have been administered this summer and the feedback in emails and community forums, there is concern expressed by teachers that the excessive heat, combined with the wearing of masks, is not a healthy environment, nor an optimal learning and teaching environment. Therefore, we will use the National Weather Service Heat Index (see below) if we are to consider heat index days, which will be used as a remote learning day for all students.

• The heat index chart measures both the Relative Humidity (%) and Temperature. • If the heat index is in the “caution” zone, we will encourage staff to teach outside.


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• If the heat index is expected to be in the “extreme caution” zone or higher, the Superintendent will consider a “Heat Day” and notify the School Community via Blackboard Connect and social media that all students will participate in remote learning that day.

Additional Space

• As part of the space/capacity study, we reviewed additional space for learning and for storage using the proper 6 foot physical distancing. On each school campus, the only additional indoor space that would match health and safety codes would include the gymnasium, cafeteria, and library media center at each elementary school; the multipurpose room, cafeteria, library media center, gymnasium, and auditorium (Parker only) at the middle schools, and the distance learning room, Performing Arts Center, Field House, and Cafeteria.

• Each school will review their outdoor spaces to see if they can safely use those spaces during the school day. As part of that review, we will need to consider all safety and security procedures, adequate access to bathrooms, and access to communication in case of an emergency. Any tents that are used are subject to fire and building codes and would need to be approved by the Fire Department, Building Inspector, and Superintendent of Schools.

• The Outdoor learning space infrastructure considerations toolkit offers a configuration guide, cost estimate tool, and general guidelines for using space outside. This is a resource for outdoor planning and has not been used by the Reading Public Schools at this time. We encourage staff to use our outdoor spaces. Walkie-talkies will be assigned to outside groups for communication purposes. We have examined the feasibility of having tents at each school site and, unfortunately, due to cost, availability, and building/fire code regulations, we will not be able to offer tents at each site.

De-Densify Hallways and Bathrooms

• Where possible, each school will make hallways one-way when there are groups of students moving through the hallway. We will be using arrows on the floors and wall signage, where appropriate.

• If a hallway cannot be made entirely one way because it is a dead end hallway or it has fire exits, etc. lanes will be created on the floor with arrows showing which direction to move.

• At the elementary level, students will be staying in one classroom throughout the day, except for lunch, gym, recess, and mask breaks. At the middle school level, students will be staying in one classroom by teams. Individual teachers will be rotating between rooms as needed. When students need to leave classrooms for lunch, gym, or mask breaks, there will be a staggered dismissal approach. At the high school level, a block schedule has been developed where the number of passing times has been minimized. Students will have staggered dismissal times to leave classrooms to avoid excessive traffic in the hallways.

• Each school will have specific bathroom schedules to stagger bathroom use and limit the number of students in the bathroom at one time in order to maintain distancing recommendations.

• Students will not be using lockers or cubbies and will need to bring all material to their classroom.

• We are working closely with public safety on how to conduct fire drills and other safety drills while practicing proper social distancing.

Cohorts and Scheduling

• As mentioned earlier in this report we are proposing a hybrid model with 4 cohorts. o Cohort A-Will fully participate in hybrid model, alternate week from Cohort B o Cohort B-Will fully participate in hybrid model, alternate week from Cohort A o Cohort C-Will be in person each week, four days a week due to high needs o Cohort D-Will participate fully remote (family request)

• The model will be a one week in person and a one week remote model. An in person week is defined as four days in person (Monday-Thursday) and one day remote (Friday). A one week remote model is defined as five days remote.

https://www.greenschoolyards.org/outdoor-infrastructure


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• The one week on, one week off model allows a cohort to have continuity of learning for multiple days either in person or remote with the same teachers. In addition, a cohort will not be in the building for 10 consecutive days, which allows for quarantining if there is a suspected or confirmed case with a student. The Monday-Thursday in person model allows for Friday, Saturday, and Sunday to be used for more cleaning and filter changing of the univentilator filters.

• Siblings in the same level will be in the same cohort. Due to scheduling restrictions for some students at some levels (i.e. foreign language choice, special education programming or services), we may not be able to accommodate siblings of different levels to be in the same cohort, but we may not able to accommodate due to scheduling complexities.

• We will be scheduling groups during the day to move at staggered times to avoid congestion in hallways and other spaces.

• Building Principals will be developing alternate entrances and exits at specific times of the day for students to enter and exit school. This will reduce arrival and dismissal congestion. An adult will be present at each entrance to make sure that students are wearing appropriate face coverings, etc.

Access to School Grounds

• The following are allowed on school grounds on a daily basis.

o Staff who work in that building

o District staff (Must check in at the main office with Safety Badge)

o Facilities and cleaning staff who do not work primarily in the building (must contact the building principal ahead of time)

o Public safety (i.e. SRO, Fire Department, Police Department)

o Town staff with prior notification of the main office and approval of building principal

o Contractors-Only with permission of the facilities department with notification to the building principal

o Vendors-deliveries will be at designated locations identified by building principal, Director of Food Service.

• Posted public meetings (i.e. School Committee meetings, Town Meeting) will be held virtually where possible, however, there may be times where those meetings may occur on school grounds.

• All parent meetings/conferences, including IEP meetings, will be held virtual, unless an in person meeting is authorized by the building principal or Superintendent of Schools for emergency purposes.

• If a parent/guardian needs to drop off any paperwork, material, lunch, etc. they are to place it in a sealed clear plastic bag labeled with the name of the person who is to receive it. The clear plastic bag will be placed outside the main entrance door in a bin designated for such material. The person dropping off the material will ring the door bell at the front entrance and let the main office know that there is a bag in the bin. Proper precautions will be taken to handle and disinfect the bag prior to it being given to the recipient.

• If a parent/guardian is picking up a sick child from school, they will be notified as to the proper entrance to pick up the child. The parent will not be allowed to enter the building except as designated by the building principal or school nurse.

• For health and safety reasons, we will need to suspend the use of parent volunteers until further notice.

Extra-curricular Activities, Adult Education, and Extended Day Programming

• We will be following the DESE guidance for courses requiring additional safety considerations, including band (wind and brass instruments), chorus, drama and physical education.

• At this time, all fall sports will begin no earlier than September 16th. We will be following the state guidance, MIAA, and DESE recommendations for all High School athletics.

http://www.doe.mass.edu/covid19/return-to-school/supplement/2020-0724add-safety-guide.docx

https://www.mass.gov/doc/safety-standards-for-youth-and-adult-amateur-sports-activities-phase-iii-step-1/download


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• All club activities that do not require in person participation may begin remotely once school begins. The building principal will work closely with advisors as to which clubs can occur virtually.

• It is our intent to have art, music, drama, band, and chorus this year. It may look different and may be held in different venues, but it is critical to continue to offer the arts to our students.

• Adult education classes with the exception of Driver’s Ed, will remain remote.

• It is our intent to offer Extended Day before and after school programming for students who are in person in school. Because of health and safety requirements and space availability, we will not be able to offer Extended Day programming for students who are in their virtual week or on remote Fridays.

• For those activities that require transportation, we will need to follow the DESE guidelines on Transportation. This includes allowing only 1/3 bus capacity, proper cleaning in between transportation runs, and face covering for all riders.

Masks and PPE

• Following DESE guidelines for type and quantity of PPE, we have ordered the following types of PPE

o Face masks (Adult and child size)

o Clear masks (for special education) o Face Shields (For nurses, food service, custodians, and some special education) o Clear plastic dividers for Special Education Assessments o Gloves o Gowns (For nurses and other personnel that work with high risk students, custodians, and food service) o KN95 Masks (For nurses, custodians, food service) o Hand Sanitizer Dispensers for high traffic areas and each classroom

• It is the expectation that all students and staff, regardless of grade and age, will be wearing mask/face covering properly throughout the school day, except during lunch, mask breaks, and when it is safe to take the mask off (i.e. outside with appropriate social distancing). The only exception to this requirement are for those for whom it is not possible due to medical conditions.

• Neck fleece, neck gaiters, bandanas, knitted masks, and masks with vents will not be allowed as a face covering. Please refer to the latest research study from Duke University regarding the efficacy of different types of masks.

• Face shields should not be used as a replacement for wearing masks/face coverings due to their limited ability to fully protect against droplets.

• All students will be expected to wear their own masks to school. We will have back-up masks available at the school for students and staff in case someone misplaces, soils, or forgets theirs.

• In the near future, we will be providing early communication including what types of masks are acceptable to wear to school, how to properly wear and clean masks, when wearing a mask is required, and plans for mask breaks and meals. If parents or staff have questions regarding masks, they should contact Director of Nurses Mary Giuliana at [email protected].

• We encourage parents this summer to have children practice wearing masks for extended time periods in order to get used to them. Please see Tips to make kids more comfortable with masks broken down by age.

• We suggest that families obtain multiple masks if they are unable to wash masks daily. Please see Creating & Reusing Masks During COVID-19 as a quick reference for families on how to make and care for cloth masks. Some information includes the following:

• Wash hands before touching the mask.

• Make sure the mask covers the nose, mouth, and chin.

• Avoid touching the mask.

http://www.doe.mass.edu/covid19/on-desktop/2020-0722transport-guide.docx

https://advances.sciencemag.org/content/early/2020/08/07/sciadv.abd3083.full


https://www.connecticutchildrens.org/coronavirus/mask-up-tips-to-make-kids-more-comfortable-with-masks-broken-down-by-age/

https://covid19.ariadnelabs.org/wp-content/uploads/sites/8/2020/06/FACQs-Masks-Creating-Reusing-2020-06-03.pdf



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• Remove the masks by the straps or from behind the ears and pull away from your face.

• Wash the mask with soap or detergent and hot water at least once a day following the CDC guidance. • CDC recommends washing cloth masks with regular laundry detergent on the warmest appropriate

water setting for the cloth used to make the face covering. They can be dried on the highest heat setting and removed once completely dry or air dried in the sun.

• Cloth masks can be washed by hand by soaking the masks in bleach solution, rinsing, and air drying. • We will be updating our school handbooks and guidelines with new mask, hygiene, and sanitation protocols.

• Exceptions for mask wearing will be reviewed by the Director of Nurses, the Building Principal, and the Director of Student Services or designee on a case by case basis. Some exceptions could include:

o Developmental, respiratory, tactile aversion, or other conditions (AAP).

o Anyone with trouble breathing or who is incapacitated or unable to remove a mask themselves (AAP).

o Students who are deaf or hard of hearing (clear masks may be an option), or have intellectual and developmental disabilities, mental health conditions, or other sensory sensitivities (CDC).

o When wearing a cloth face covering may exacerbate a physical or mental health condition, lead to a medical emergency, or introduce significant safety concerns (CDC).

• Below are some additional mask resources from Ariadne Labs.

o Choosing & Wearing Masks During COVID-19 (PDF)

o Creating & Reusing Masks During COVID-19 (PDF)

o Evidence that Masks Work During COVID-19 (PDF)

o Seeing other people wear masks: A story for children

o Wearing a mask to school: A story for children

o Wearing a mask: A video for children

Protocol for Mask Breaks

o Each school will designate and clearly sign large areas for mask breaks or mask free zones where students can be spaced at least 6 feet apart.

o We will attempt to schedule a 15 minute mask break at least every four hours, assuming physical distancing can be maintained. This can be done during recess, meals, or movement breaks. We will increase the frequency of mask breaks during times of higher heat or physical activity

o If mask breaks are indoors, they must be done in areas that are well ventilated, filtrated, or open windows.

o If it’s not possible to hold breaks outside, we will conduct breaks during quiet classroom time when there is no talking and students are distanced or have half the class leave the room for another activity to allow sufficient distancing of the remaining students, who can then take their masks off.

Hand Hygiene

o Hand sanitizer dispensers are located in high traffic areas and each classroom throughout each school. We will be using a fragrance free hand sanitizer in the classrooms.

o We are recommending that students and staff follow the following schedule for hand-washing/sanitizing.

o Immediately Before: leaving home, leaving the classroom, eating, touching shared objects, touching one’s face, and leaving school (Jones et al. 2020).

o Immediately After: arriving at school, when entering a new classroom during the day, finishing lunch, touching shared objects, using the bathroom, coughing, sneezing, blowing your nose, and arriving at home (Jones et al. 2020).

• As part of the training program, we will be training staff and students on proper hand-washing and hand-sanitizing.

• Students under age 6 should only use hand sanitizer with adult supervision (Anon 2020).

https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wash-cloth-face-coverings.html

https://covid19.ariadnelabs.org/wp-content/uploads/sites/8/2020/06/FACQs-Masks-Choosing-Wearing-2020-06-29.pdf


https://covid19.ariadnelabs.org/wp-content/uploads/sites/8/2020/07/FACQs-Masks-Evidence-2020-07-20c.pdf

https://drive.google.com/file/d/1B2FEF1DTXpmgH8ZL79Vg7E_Bu7ZOkB0A/view?blm_aid=32695

https://drive.google.com/file/d/1R1lSbfZ8TRchbHCiK_4svK7WLH62lSIH/view?blm_aid=32695

https://www.youtube.com/watch?v=OLO1GNXKmNE

http://sciwheel.com/work/citation?ids=9272699&pre=&suf=&sa=0




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• In addition, we will be encouraging staff and students to:

• Use smiles, waves, and thumbs-up instead of hugs, handshakes, and high-fives (Jones et al. 2020).

• Avoid sharing food, drinks, or utensils (Jones et al. 2020).

Cleaning and Disinfecting

o We will be increasing cleaning and disinfecting staff during the school day by using our cleaning contractor and shifting custodial hours for second and third shifts.

o All custodians and cleaning staff will be equipped with sufficient PPE to safely clean contaminated areas, including any necessary face masks, gloves, face shields, and gowns. They are also being trained in proper disinfection protocols and safety practices during cleaning.

o Disinfecting wipes and gloves will be provided to classrooms for staff use only of cleaning of technology and surfaces after use. Wipes should be disposed over properly in a waste receptacle and not flushed down the toilet.

o We will be employing the following cleaning frequency schedule:

Cleaning Frequency Examples

Daily • Classroom desks, tables, and chairs

• Shared spaces

Multiple Times Per Day • Door handles

• Light switches

• Handrails

• Drinking Fountains (All drinking fountains will be shut off)

• Sink handles

• Restroom surfaces

• Cafeteria surfaces

• Elevator buttons

Between Uses (May also need to be done by staff who used

the equipment using gloves and wipes) • Toys, games, art supplies, instructional materials

• Keyboards, phones, printers, copy machines

Classroom Supplies • Where feasible, each student will have their own supplies for learning. With the 6 foot distancing requirement there

will be separation of individual student belongings from other belongings. • If objects have to be shared teachers and staff will work out a cleaning protocol for disinfecting shared supplies

between uses. • Disinfecting wipes and gloves will be provided to classrooms for staff use only of cleaning of technology and surfaces

after use. Wipes should be disposed over properly in a waste receptacle and not flushed down the toilet.

• Students with loaner computers will bring their computers to and from home to avoid cross contamination. As much as possible, students without loaners will be issued the same computer for their in person time. Those laptops will be cleaned between cohorts.

• When library books are returned, they will need to be placed in quarantine for 72 hours.

Transportation • Only required student transportation will be provided for the 2020-2021 school year. This will include state

mandated regular bus transportation (Grades K-6, two miles or greater; students who require transportation as part of their IEP; homeless transportation; foster care transportation; METCO transportation)

• There will be no opportunities for paid fees to use bus transportation for the 2020-2021 school year. • Field trips requiring bus transportation will not be allowed. • We will be following the DESE guidance on Transportation for all of our mandatory transportation. • It is required that all students wear masks while on the bus.



http://www.doe.mass.edu/covid19/on-desktop/2020-0722transport-guide.docx


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Drop Off/Pick Up for Students • Each building principal will develop an entry location and drop off procedures by location of student’s classrooms

and communicate that information prior to the start of the school year. • We will not go with a staggered schedule. • Parents/caregivers will drop students off at the curb designated for their area.

• Older students can travel from the curb to the entrance on their own, while a staff member will escort younger students.

• We may need to adjust arrival times once we begin the school year.

• We will place markings on the sidewalk outside school doors to promote distancing while students (or guardians waiting with their student) wait for doors to open.

Dismissal and Pick-Up: • The Principal will develop a dismissal procedure for each group.

• Students will be dismissed by group and a staff member will escort the group towards a specified exit to ensure distance is maintained while travelling.

• We may need to lengthen dismissal times to allow for staggering of drop offs and school exit, with assigned time for students based on bus assignment or neighborhood.

• We will be assigning groups to different exits.

• Students getting picked up by parents/caregiver will meet their parent/caregiver at their car in the parking lot or adjacent street.

• Unless the student is seeing a specific teacher, nurse or administrator, they will need to leave the school immediately upon dismissal.

Protocols for Lunch and Distancing • Lunch will be provided up to three times per day in each school in the cafeteria and gymnasium/Field House. During

favorable weather, lunch may also be outside.

• Because students will not be wearing masks when they are seated, we will be maintaining a distance of 6 feet between individuals in the lunch areas.

• When students are in line to receive lunch, masks must be worn and they need to stay six feet between individuals.

• All schools will be offering hot and cold options for lunch.

• Students who qualify for free and reduced lunch will have lunch available during both weeks of hybrid learning. We are working out the details during remote week.

• We will be using disposable food service items when possible.

• We will be cleaning and disinfecting the cafeteria and gymnasiums in between lunch periods. Twenty minutes are being scheduled in between lunches for this purpose.

• We will be establishing hand-washing/hand sanitizer procedures before and after meals.

Technology Purchases

The following technology was purchased this summer in preparation for the upcoming school year.

▪ Replacement laptops ▪ 1:1 devices for remote learning ▪ Cameras for synchronous learning ▪ Hotspots for families that do not have wireless at home


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Curriculum Purchases

We have purchased the following online curriculum tools and learning platforms for the upcoming school year:

1. District ▪ Social Studies and English Online Tool (Newsela for k-12) ▪ Professional Development titles for Book Groups ▪ Induction Professional Development Books ▪ Professional Development Books for Equity

2. Data • AMC math assessment renewal (gr. K-2) • Edulastic assessment platform (all subjects, gr. 3-8) • Science formative assessment probes, Professional Text (gr. K-8) • Math formative assessment probes, Professional Text (gr. 1-3)

3. High School • Social Studies Tool (National Geographic Books and Online Programming) for grades 9, 10 and 11 • Social Studies and English Online Tool (Newsela for k-12) • Algebra 1 Tool (EnVision) for grades 8/9

4. Middle School • Online ELA Tool (Actively Learn for 6-8) • Math Tool (EnVision series for grades 7 and 8) • Algebra 1 Tool (EnVision) for grades 8/9 • Social Studies and English Online Tool (Newsela for k-12) *major focus in gr. 8 Civics programming • Science trade books • STEM teacher professional resources • Math differentiation tools (gr. 6) • Math Manipulatives (gr. 6-8) • Coding/Computer Science resources (gr. 6-8)

5. Elementary & Preschool • Lexia Intervention and Early Literacy Screening Tool • Social Studies and English Online Tool (Newsela for k-12) • Math Manipulatives individual student kits (gr. preK-3) • Science Anchor Texts • Social Studies Texts • STEM teacher professional resources (gr. preK-5) • Coding/Computer Science resources (gr. K-5) • Science materials (gr. K-2)

Timeline for Implementation Below is our implementation timeline as we approach the school year. The following timeline will be adjusted as more information becomes available.

Week of August 3rd o School Committee Vote on Plans (August 6th) o Survey going out to families after August 6th for specific information regarding the following:

▪ Remote or Hybrid


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▪ Technology Needs ▪ Food Needs ▪ SEL Needs ▪ Cohort Preference for siblings

o Staff communication going out o Principals finalize schedules for in person and remote. o In person room configuration plans finalized. o Hybrid Plans finalized o Teacher training planning for late August o Weekly communication to staff and families.

Week of August 10th o Plan submitted to DESE o Decisions to be made on athletics, extra-curricular, band, drama, chorus, etc. o Transportation plan finalized. Include a plan for Boston students on how to accommodate their needs. o Final decisions made on Full Day Kindergarten and Half Day Kindergarten in both weeks o Draft Training Plan Developed o ESSER Grant Submitted o Eaton classroom setups completed o Weekly communication to staff and families, including release of final plan

Week of August 17th o Final planning and implementation o Extended Day plans finalized. o RISE classrooms at Wood End and RMHS completed o Wood End, Parker, Barrows classroom setups completed o Birch Meadow, Killam, Coolidge room setups completed o Draft Technology distribution plan developed o Technology assessed for speakers, cameras, etc. o Staff training finalized for weeks of August 31st-September 14th

▪ Need to determine how many days for non-teaching staff (paraeducators, food service, etc.) o Building open for staff on August 19, 20, 21 o School Committee meeting on August 20th o Weekly communication to staff and families.

Week of August 24th o Teacher Induction Week o Possible Virtual Community Forums for Staff and Families o Final Fire and Building Inspections o Police MOU Finalized o Meet with Public Safety to discuss Fire Drills and Safety Drills o School Committee meeting on August 27th o Weekly communication to staff and families.

Week of August 31st o RMHS room setups completed o Signage and floor markings for all schools completed o Water coolers for all schools set up o 10 day staff training commences


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o Student technology deployment begins

Week of September 7th o Labor Day o Staff training continues o Student technology deployment continues o Final facility changes o Final food service plans completed


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Documents

Fall School Reopening Plans...RPS Fall School Reopening Plans PAGE 2 Dear Reading Public School Community, Over the last several months, we have all experienced a change in our lives