All CMCSD students will be split into one of two groups, BLUE or ORANGE. The groups will attend on alternating days. When not in attendance, the students will be continue their learning via Continuous Learning.

When attending, students will follow their normal class schedule.

On days of continuous learning, students may be asked to:

• complete assigned tasks

• participate in any virtual meetings necessary

• work independently

• work collaboratively with other students in a virtual setting

Blue Group: students with parent/guardian last names A-L

Orange Group: students with parent/guardian last names M-Z

Groups were created to allow each family to have the same day of attendance in an effort to alleviate as much burden on the family as possible. The first day Hybrid Planning would take effect, Blue Group would be on-site and Orange Group would be at home with continuous learning. The second day, Orange Group would be on-site and Blue Group would be at home with continuous learning. This pattern would alternate for two weeks, then the district would reassess.

Health

How will we assess or survey student and staff health needs in order to ensure needs are supported?

Parent/Guardians are expected to take each child's temperature before allowing them to attend school each day. If the student has a temperature of 100.0 degrees or higher, the student should be kept at home.

Parent/Guardians are expected to be knowledgeable of this SYMPTOMS CHART and keep their child at home if the child exhibits any of the symptoms.

In-School Wellness Chart

• If students have a temperature of 100.0 or higher upon arrival, the parent/guardian will be contacted and student must be sent home for 24 hours per CDC guidelines.

• At the secondary building they will be checked at the door before they enter the building.

  1. The school will make hand sanitizer available at the main entrance of the building and classrooms and hand washing with soap will be encouraged and practiced throughout the day.

  2. Three staff members will be welcoming students and taking temperatures as they enter the building.

  3. If they have a temperature between 99 and 100 they will be sent to a wait area to re-take the temperature again. If temperature remains at or above 100 student will be sent home for 24 hours per CDC guidelines.

• Elementary students will be checked once they have entered the classroom.

  1. The school will make hand sanitizer available at all entrance locations and classrooms and hand washing will be encouraged throughout the day

  2. Within the first 45 minutes upon entering the classroom, each student's temperature will be taken.

  3. If they have a temperature between 99 and 100 they will be sent to a wait area to re-take the temperature again. If temperature remains at or above 100 student will be sent home for 24 hours per CDC guidelines.

• Visitors will be required to sign off on a wellness check when entering the building.

• It is recommended that each student bring their own water bottle to be filled at the filling stations in each building.

  1. There are two bottle filling stations at the elementary building and three stations at the secondary building.

  2. Students will not be able to drink directly from the water fountains.

What must we do to ensure we have the cleaning supplies needed to keep our teachers, staff, students, and families safe/healthy? What will be the cleaning and sanitizing processes that will be needed to keep staff and students safe?

• Hand sanitizer or hand washing at the elementary would be needed after center time, before and after every meal/snack, after leaving and returning to the room, after recess, after specials, etc.

• Hand sanitizer or hand washing at the secondary building would be needed at the beginning of each class period, before and after lunch, etc.

• All handled surfaces including, but not limited to desks, door handles, light switches at the elementary need to be cleaned/wiped down at the end of each day.

• All handled surfaces including, but not limited to desks door handles at the secondary building need to be wiped down after each class.

What social distancing practices will need to be established and routines taught to keep staff and students safe?

• Keep a "safe distance" as students are walking through the hallway.

• Hallways marked with the expectation of staying to the right.

What mitigation strategies will we implement across the district in order to minimize health/safety concerns?

• Designate a "well area" and a "sick area" in both buildings to separate "bandages from fevers". (MORE SPECIFICS)

Social Emotional Well-Being

How will we assess or survey student and staff basic needs in order to ensure needs are supported? (food insecurity, homelessness, transportation, mental health)

• Utilize the student and staff surveys to continuously gauge individuals throughout the year.

• The district will also provide families with a resource and needs survey through technology as well as paper.

What resources, both in the school and partners outside the school, will need to be connected with families to address results of the needs assessment?

• Panorama

• PBIS

• Food Pantry

• Homelessness Liaison

• School Counselors

• AEA supports

• Instructional Coaches

• Behavior Coaches

• Special Education teachers

• Classroom Teachers

• Community Mental Health agencies

• Community Social Service agencies

What communication expectations and routines will be established for checking in with students?

• Classroom teachers and advisors will document wellness check of each student at the beginning and end of the week.

• Advisor or classroom teacher will have individual meetings with students once per week with the focus being on social-emotional well-being.

• Teachers and staff will define, teach, and reinforce our school wide social, emotional, behavioral (SEBH) expectations as they relate to on-site learning.

What professional development will need to be considered?

Social-emotional competency training for adults to start the year. This will include building systemic approaches with an MTSS structure to address SEBH strengths and needs which would include behavioral expectations and referrals, PBIS/trauma informed care, relationship building.

How will we assess if the professional development provided is meeting staff needs to be most effective in this delivery model?

• Professional development needs of staff will be determined using assessments, surveys, and/or exit tickets after each professional development session.

• Staff will reflect on implementing new learning through reflection sheets/collaboration with peers/instructional coaches to identify additional supports they may need to increase implementation of new learning.

• Assessments and reflections will continue to drive our decision making for continuous PD.

What data or information will be used to assess if this aspect of the district’s plan is working?

• Using our Early Warning System Data (SWIS, conversations with students/staff, JMC, systemic behavior approach in each building) to follow through, provide next steps and drive our decision making

With what regularity will this data be reviewed and the fidelity of this aspect of the plan be checked?

• We will be looking at and analyzing the data consistently three times per week. Individual plans will be altered as needed