Fall Reopening Facilities and Operations Guidance
July 22, 2020

Table of Contents
Introduction ............................................................................................................................... 2
Critical health and safety requirements for facilities ............................................................ 4
Communicating facilities-related changes .............................................................................. 6
Facilities and operations planning checklist ........................................................................... 7
1. Preparing spaces .................................................................................................................... 8
Learning spaces ....................................................................................................................... 8
Staff office spaces .................................................................................................................... 9
Mask break spaces ................................................................................................................... 9
Medical waiting room ............................................................................................................ 10
Entry and exit points .............................................................................................................. 10
Recess .................................................................................................................................... 11
Storage and disposal .............................................................................................................. 11
2. Making systems and other space use modifications ......................................................... 12
Handwashing and hand sanitizing stations ............................................................................ 12
Ventilation and HVAC systems ............................................................................................ 12
Indoor spaces without windows ............................................................................................ 13
Hallways ................................................................................................................................ 13
Bathrooms .............................................................................................................................. 14
Lockers .................................................................................................................................. 14
Signage .................................................................................................................................. 14
3. Developing operational protocols ...................................................................................... 15
School cleaning and disinfecting ........................................................................................... 15
Shared items .......................................................................................................................... 16
Food service operations ......................................................................................................... 16
Eating areas for students ........................................................................................................ 16
Visitors and volunteers .......................................................................................................... 19
Appendix A: Maximizing school space ................................................................................. 21
Appendix B: Laboratory seating ........................................................................................... 28
Appendix C: Cafeteria seating ............................................................................................... 30

1

 Introduction
As a supplement to DESE’s Initial Fall School Reopening Guidance, we are providing districts
and schools with this guidance on facilities and operations for reopening this fall.
As stated in our Initial Fall Reopening Guidance, our goal is to promote the safe in-person return
of as many students as possible in a school setting. For students and staff to return to school,
schools and districts will need to prepare their facilities and adapt operating procedures to adhere
to medically-advised health and safety requirements. Additionally, districts should follow
federal, state, and local safety requirements applicable to school buildings.
As we continually review the medical and science literature, various reports and articles, and
information from the Centers for Disease Control (CDC), World Health Organization (WHO),
and other countries and states, it is clear that it is not a single action, but the combination of
actions that minimize risk, mitigate the virus’s transmission, and help create safe
environments.
This Facilities and Operations Guidance provides additional details and considerations for school
facilities and grounds, as well as operational protocols based on the most recent information we
have about COVID-19 and related mitigation practices. As the knowledge and research related to
COVID-19 continues to evolve, this Facilities and Operations Guidance will be updated as
appropriate.
This guidance begins with a summary of the critical health and safety requirements, followed by
communications guidance. It then provides information in three main sections, followed by
examples of classroom, lab, and other space planning diagrams. The three sections are:
1. Preparing spaces,
2. Making systems and other space-use modifications, and
3. Developing operational protocols
Support for schools and districts
To support districts and schools in implementing this Facilities and Operations Guidance, DESE
is providing the following assistance:
Financial resources:
To date, the following federal grants have been available to cities and towns for educational
expenses related to COVID-19:
• $193.8 million from the Elementary and Secondary School Emergency Relief (ESSER)
Fund to districts, largely based on the Title I formula.
• A portion of the $502 million from the Coronavirus Relief Fund (CvRF) already
allocated to cities and towns

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 In addition to the above funds, the Commonwealth is making available:
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$202 million from the CvRF to support school reopening. Of the $202 million, $182
million will be formula grants ($225 per pupil), and $20 million will be available at the
Commissioner’s discretion for distribution to districts with unmet needs.
$25 million available for remote learning technology grants to match local amounts
that districts plan to spend by the beginning of the school year.

While school and district budgets remain uncertain, these additional resources will help schools
and districts provide a healthy and safe environment for in-person learning in the fall.
Technical assistance, including with ventilation/HVAC systems:
For help with general questions about the information in this Facilities and Operations Guidance,
please contact:
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Russell Johnston: Senior Associate Commissioner, Russell.Johnston@mass.gov, 781605-4958
Erin McMahon: Fall Reopening Implementation Lead, Erin.K.Mcmahon@mass.gov,
781-873-9023

For help with questions about ventilation and HVAC systems, please contact: Matt Deninger,
Acting Chief Strategy and Research Officer, at Matthew.J.Deninger@mass.gov or 781-3383117.

Waivers for student learning time requirements:
For changes in scheduling related to the use of spaces, including staggered schedules and
mealtime scheduling, schools and districts may require flexibilities with student learning time
requirements in order to enable more students to return to school in-person. If so, districts should
contact Russell Johnston (russell.johnston@mass.gov) or Erin McMahon
(erin.k.mcmahon@mass.gov) to request a waiver from student learning time requirements. More
information on waiver requests will be forthcoming.

3

 Critical health and safety requirements for facilities
Developed in consultation with pediatricians, infectious disease physicians, other medical
advisers, and the COVID-19 Command Center’s Medical Advisory Board, and including a
review of CDC and WHO guidance, the health and safety standards and requirements below will
enable students and staff to safely return to school this fall. These requirements will need to be
supported by adjustments to how school facilities are used and how they operate. More details on
implementation practices and considerations follow in this document.
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Masks: Masks are one of the most important tools to prevent transmission of the virus.
From a facilities and operations perspective, it is important to consider how to best
support adherence to masking, including putting up signs with reminders to wear masks
and how to remove them safely, having a supply of masks for staff and students who may
need them, safely disposing of soiled or unusable masks, and identifying spaces that are
appropriate for mask breaks. Masks covering the nose and mouth are to be worn by
students (required for grade 2 students and up and strongly encouraged for kindergarten
and grade 1), staff, visitors, and vendors. Exceptions for meals, mask breaks, and medical
exemptions are permitted.

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Handwashing and hand sanitizing: Enabling good hand hygiene practices is another
key tool to mitigate transmission of the virus. From a facilities and operations
perspective, enabling good hand hygiene practices spans from student and staff arrival at
school until their departure. This includes providing handwashing or sanitizing stations
(touchless if feasible) in commonly used areas (e.g., entries and exits, classrooms,
bathrooms, eating areas, stairwell exits, etc.), ensuring sufficient supplies to
accommodate frequent hand washing, and having hand sanitizer readily accessible.

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Physical distancing: Physical distancing is a critical component in mitigating the
transmission of the virus. Schools should aim for a physical distance of 6 feet when
feasible; 3 feet is the minimum distance allowed. During meals, mask breaks, and other
times when masks are not worn, 6 feet is the minimum distance allowed. From a facilities
and operations perspective, it is important to understand how these minimum
requirements will affect space layouts and movement protocols.

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Creating cohorts wherever possible: Directly related to physical distancing is the idea
of creating cohorts (e.g. self-contained groups) of students wherever possible and limiting
the cohort from interaction with others. Examples of cohorts could include an elementary
school class, students on a bus, or groups of older students with similar schedules. By
grouping students and staff into cohorts, interaction will be limited. This means that if
there is a positive COVID-19 case in the school, fewer individuals will have interacted
with that person. Cohorts should be used to the extent feasible for classes, transportation,
mask breaks, meals, recess, and extra-curriculars. To assist with establishing cohorts,
all students should have assigned seating in each class and to the extent feasible for
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 meals and other activities. Washable mats could be used for early elementary and
preschool students to define individual spaces for children.
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School cleaning and disinfecting: From a facilities perspective, schools should update
cleaning and disinfecting protocols, obtain additional supplies, and train staff
appropriately. Cleaning and disinfecting should occur at least daily for shared spaces and
furniture. For high-touch surfaces (e.g., door handles, light switches, handrails), cleaning
and disinfecting should occur multiple times per day between uses.

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Ventilation: Schools should work to increase outdoor air ventilation instead of using
recirculated air and increase air filtration as much as possible for the ventilation and
filtration system.

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Movement protocols within facilities: Develop clear movement protocols to avoid
crowding, maintain cohorts, and minimize unnecessary person-to-person interactions.
These protocols should include a plan for arrival and dismissal times, transitions between
classes, and bathroom breaks, as well as outlining one-way movement pathways for
hallways and cafeterias.

5

 Communicating facilities-related changes
Schools should develop a comprehensive approach to communications with educators,
staff, students, families, and other community members.
While strong communication is always important, the ever-changing circumstances related to
COVID-19 make an effective, multi-faceted communication plan essential to districts. We have
highlighted some initial communication topics below for facilities, but each district should
identify additional topics as needed:
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Summary of major facility changes (e.g., installation of additional handwashing and
hand sanitizing stations, installation of barriers, configuration of classroom desks) to
promote a healthy and safe return to school
Guidance for health and safety protocols expected from students and staff (e.g.,
frequent handwashing, maintaining physical distance, following one-way directions in
hallways, limiting use of bathrooms during high-traffic periods etc.). Create and use
visual cues and posters to communicate, especially with younger students.
Food services and distribution changes to emphasize individually packaged foods and
use of disposable cups or water bottles, as well as changes in remote meal offerings from
spring and summer programs
Visitor protocols for parents and guardians
Arrival and dismissal protocols related to pick-up and drop-off
Medical waiting room procedures in case a student experiences COVID-19 symptoms

Informing students, families, and staff to ensure alignment and adherence to guidance
Districts should develop a series of information sessions for staff, students, and families to share
information on new school protocols and roles and responsibilities and to answer questions. . To
help with the development of this information, DESE will provide reference materials and
examples as we are able, including some best practice examples. Below, we have highlighted
some initial topics that should be shared:
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All health and safety protocols (e.g., wearing masks, hand hygiene, shared items,
transitions, medical waiting room)
Proper use of masks and other PPE
Facility operations changes, including hallway movement, locker use
Proper cleaning and disinfecting procedures
Food services and distribution procedures
Arrival and dismissal procedures

6

 Facilities and operations planning checklist
Each district and school should develop a facilities and operations plan to ensure effective
implementation of health and safety guidance. This plan should include the following key areas:
 Prepare spaces in the facilities: Develop plans to prepare the following spaces prior to
the start of the school year.
 Student learning spaces
 Staff office set-up
 Mask break spaces
 Student eating areas
 Medical waiting room
 Entry and exit points
 Storage and disposal of unnecessary furniture or other items
 Make modifications to facilities and building systems as feasible: Develop plans to
ensure set-up of additional fixtures and appropriate modifications to the existing physical
infrastructure.
 Handwashing and hand sanitizing stations
 Ventilation and HVAC systems
 Hallways
 Bathrooms
 Water fountains
 Lockers
 Signage throughout the building
 Develop operational protocols: Develop operations plans to align all staff, families,
students, and visitors on expected healthy behaviors and precautions.
 Cleaning and disinfecting
 Food preparation and distribution
 Movement in the facility
 Arrival and dismissal of students
 Sharing items
 Visitor and volunteer engagement
 Using the medical waiting room
 Develop communication protocols
 Inform students, families, staff, and visitors to ensure alignment and adherence to
guidance

7

 Preparing spaces
Learning spaces
We acknowledge that districts and schools face individual constraints and each school building
presents unique features and layouts (i.e., furniture, storage, classroom size and shape). To
inform this guidance, we conducted classroom visits and set up model classrooms to derive
options for districts to consider. Further examples and details are in Appendix A.
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Space inventory: Create a list of all classrooms, large spaces (such as auditoriums or
libraries), and additional spaces that could be used for student activities, including
outdoor areas, certain corridors, etc.
Measure spaces: Know the dimensions of each space. If available, obtain building plans
to understand square footage. These plans might be available from your district offices or
the architectural and engineering firms that worked on the building. If the dimensions are
not available on the building plans or if those are difficult to work with, you may need to
manually measure spaces. This will only have to be done once for those classrooms and
spaces that are the same size and can help with assessing different space use variations.
Clear spaces: Clear classrooms and other spaces in the school building (auditorium,
library, etc.) of any non-essential items or furniture to maximize available space. Keep
only what is truly essential in each room, as every additional item that remains could
displace a student. As it is recommended to limit shared items or supplies between
individuals, consider what items may no longer be used in the class and what items may
now need to be available on an individual basis.
Outdoor spaces: As feasible, consider the use of outdoor spaces for classes, breaks,
meals, and other activities. Some jurisdictions have considered tents, platforms, and other
not-permanent structures in spaces adjacent to buildings, such as courtyards, play areas
and parking lots.
‘Off campus’ spaces: Review community and municipal spaces with local stakeholders
to determine if other buildings are available to provide additional classroom space.
Design to maximize space: Map out each space to optimize for student learning, based
on the sample diagrams and parametric tool in Appendix A. The medically-advised
minimum distance allowed is 3 feet from seat edge to seat edge. Desks should face in the
same direction. There is no maximum number for group size, so long as schools adhere to
the physical distancing requirements. Six feet of physical distance is required when
people are not wearing masks (e.g. eating or mask breaks). All students should have
assigned seating in each class and, to the extent feasible, for eating, mask breaks, and
other activities.
Reconfigure spaces: Consider using temporary walls or dividers to break up large areas
into smaller classrooms, separate cohorts for meals, or structure other activities. In
elementary and preschool classrooms, the classroom and “stations” can be set up to create
natural physical distancing. Some jurisdictions are considering installing temporary floorto-ceiling walls to maximize cohorts in larger spaces. Be mindful that temporary barriers
may not block sound as well as permanent walls.

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Fire code and safety: Throughout planning, schools and districts should be aware of
their fire code and building safety guidelines as they work to maximize space within
buildings. Ensure that desks are not blocking means of egress in the event of an
emergency and that desks are adequately spaced from radiators or other heating or
cooling elements. Avoid obstructing means of egress if you are storing items in hallways.
If appropriate, consider propping open doors to improve air circulation and reduce the
number of times people touch door handles.
Plexiglass barriers: There are pros and cons to the use of plexiglass barriers. In
general, we do not recommend setting up plexiglass barriers in regular classrooms, since
they represent an additional high-risk surface to clean and disinfect. However, barrier use
is permitted if classroom furniture cannot be replaced and if required physical distancing
cannot be achieved without the use of barriers, such as in shared table or laboratory
settings where there is limited capacity and desks are often heavy or immovable.
Additional considerations for barrier use in laboratory spaces can be found in Appendix
B.

Considerations for early childhood and younger elementary classrooms:
• Remove all soft and cloth-based materials, such as rugs, pillows, stuffed animals, and
dress-up clothing. Children can bring their own stuffed animal, but it cannot be shared.
• In lieu of forcing young children to sit continuously at desks, consider making laminated
mats with children’s pictures. Washable mats, plastic trays, and other items which can be
easily cleaned can be used to define space for each student.
• Learning centers: Instead of having different small groups of children (three to four,
depending on space available) rotate among different learning spaces as they engage in
different activities, consider having each small cohort remain in one location and have
materials for the next “center” brought to them.
• Marking spaces: Consider marking spaces with footprints facing the correct direction
the children’s feet would be pointing to indicate one way in and one way out.
Staff office spaces
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Reconfigure spaces: Rearrange furniture to support physical distancing, with staff desks
facing in the same direction when possible.
Staff break rooms: Rearrange furniture to support physical distancing and consider
adjusting staff schedules to limit the number of individuals in the room at one time.
Barrier use: Consider setting up barriers (e.g., plexiglass shielding) in high traffic areas
or areas where physical distancing between staff cannot be achieved. Design the cleaning
schedule to ensure proper cleaning and disinfecting of barriers by custodial staff.1

Spaces for mask breaks

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Purpose: It is recommended that students have at least two mask breaks per day (e.g.
mealtime and recess). If additional mask breaks are scheduled, identify what spaces
(ideally outdoors) will be used.
Requirements: Spaces for mask breaks must allow students to be at least 6 feet apart.
Consider using tape or other markers to identify where students should be to maintain 6
feet of separation. Hand washing facilities or hand sanitizer must be available upon
entering and leaving this space. Provide napkins or paper towels for masks to be set on
(inside face up) when removed. Consider adding signage in mask break areas on how to
properly put on and take off masks. As mask wearing is recommended for children
younger than second grade, it is important to note that these students may need additional
mask breaks during the day.

Medical waiting room
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Purpose: This is a separate space from the nurse’s office or the regular space for
providing medical care. It may be located near a nurse’s or other health related office.
The medical waiting room will be used when a student presenting COVID-19 symptoms
needs to be separated. From a facilities perspective, every effort should be made to find a
self-contained space, ideally near an exit/entrance and with a dedicated bathroom.
Staffing: When occupied, the medical waiting room should always be monitored by
appropriate staff.
Masks required: Masks are always strictly required in this space, even for students in
kindergarten and grade 1. The individual supervising this space must always maintain 6
feet of physical distance, remain masked, and wear a face shield or goggles. Be sure to
have face shields or appropriate goggles available to staff. Personal protective equipment
guidance recommends that nurses or other staff in this area be equipped with N-95
masks. If a student is unable to wear a mask, there should be no other students in this
room.
Hand hygiene: Hand washing facilities or hand sanitizer needs to be used when entering
and leaving the space, as well as before and after eating.
Food/drink: If any food or drink must be consumed before the student is picked up, the
individual should be walked outside to consume food or drink if possible (because mask
will have to be taken off for eating). If not possible to go outside, one student can
consume food or drink at a time in the medical waiting room, but, again, only if all others
remain at least 6 feet away.
Ventilation: When possible, this space should have windows that open and exhaust
directly into the outdoors. Depending upon the facility, other options should be explored
to increase ventilation to this area and/or otherwise improve the air filtration.
Size: This space should be large enough to accommodate several individuals at least 6
feet apart. All people in the COVID-19 waiting room must be as far apart as possible and
no less than 6 feet apart, even when masked.

Entry and exit points
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Arrival to school:
o Prioritize overall safety considerations, (e.g. child welfare, preventing intruders
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and weapons) in planning school arrival/exit.
o As practical, consider assigning multiple entry points or staggering arrival times
to avoid crowding in entry areas.
o Post appropriate signage and reminders about the health and safety requirements
that everyone needs to follow. 2
o Ensure hand washing or sanitization is available upon entry, as well as
appropriate disposal containers.
o Ensure that all students, staff, and visitors, with noted exceptions for medical
needs, are wearing masks covering their nose and mouth.
o Ensure that additional masks are available at the entry as may be necessary.
o Consider having staff monitor entry to ensure everyone properly disinfects their
hands and is wearing masks.
o While there are no screening procedures required at the point of entry, school staff
should observe students throughout the day and refer students who may be
symptomatic to the school healthcare point of contact.3
Limit contact with doors: If allowed by school safety guidelines, consider keeping
doors propped open during entry/exit times if constantly monitored. Consider installing
touchless doors as feasible.
Dismissal from school: Consider designating multiple exit points, staggering dismissal
times, and monitoring handwashing or hand sanitization upon exit. Before students are
dismissed, confirm they have gathered all personal belongings before leaving, especially
those that require cleaning at home. Additional details on pick-up and drop-off protocols
can be found in the Transportation Guidance.

Recess
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Hand hygiene: Hand washing facilities or hand sanitizer needs to be used upon entering
and leaving recess space.
Cohorting: Consider designating outdoor spaces to separate cohorts and support physical
distancing while still providing recess opportunities.4
Cleaning and disinfecting: When possible, clean and disinfect high-touch surfaces made
of plastic or metal between cohort use.
Masking: If students are outdoors and maintain a distance of at least 6 feet, consider
using recess as an unmasked time. Otherwise, monitor for adherence to masking
requirements and at least 3 feet of distancing.
Activities: Playgrounds can be used with staff monitoring to ensure physical distancing
and masking. Consider whether the number of staff at recess will need to be increased.
Additional staff may be needed during high-risk times (the beginning and end of recess)
and in high-risk locations (enclosed or small, hard-to-see places on fixed equipment, or
anywhere with high child density).5

Storage and disposal
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Storage of furniture and other items: Given the critical need for space and in order to
move furniture and non-essential items, districts may need to use storage pods or other
spaces in the community. Districts could also consider renting storage space temporarily.
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Storage for cleaning supplies: Adequate storage space should be allocated for cleaning
supplies and disinfectants, and it should be accessible only to staff. More information on
storing cleaning supplies and disinfectants is available in this EPA resource.

2. Making systems and other space use modifications
Handwashing and hand sanitizing stations
Handwashing removes pathogens from the surface of the hands. While handwashing with soap
and water is the best option, alcohol-based hand sanitizer (at least 60 percent ethanol or at least
70 percent isopropanol) may be utilized when handwashing is not available.6 7
Provide handwashing or hand sanitizing stations in the following common areas and ensure there
are enough supplies (soap and sanitizer) at all times to accommodate frequent hand washing and
sanitizing:
• All entries and exits
• In bathrooms
• In classrooms
• In libraries and shared activity spaces
• Next to meal distribution and consumption areas
• Next to water fountains that require touch to operate
• Next to mask break areas (if additional mask break areas are identified)
Given the importance of maximizing handwashing and sanitization stations, it may be
permissible to have students within 3 feet of distance for a brief period of time (20 seconds)
during hand washing as long as masks are worn and students are not directly facing one another.
This will permit all sinks in a bathroom to be used even if closer than 3 feet apart, for example.
Ventilation and HVAC systems
Appropriate mask usage remains the best defense against all forms of respiratory transmission.
Schools can further mitigate airborne transmission by increasing outdoor air ventilation or
filtering air that is recirculating within a room or building. From a facilities and operations
perspective, it is important to determine the best approach for each school site given differences
in ventilation capabilities.
While there have been many schools built over the past decade with similar building plans and
operating systems, most schools have different ventilation and HVAC systems and capabilities.
From a facilities perspective, this means it is important to understand the opportunities and
challenges unique to your building.
• For buildings that have facility-wide HVAC systems, it is likely that you will also have a
contact or contract with experts to help maximize ventilation and filtration.
• For other buildings, this guidance is meant to provide you with direction and to answer
key questions.
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If you have specific questions about ventilation and HVAC, please contact Matt Deninger
at Matthew.J.Deninger@mass.gov or 781-338-3117.

Prepare ventilation systems
• Clean ventilation system: Ensure the school ventilation system is properly cleaned.
• Run HVAC systems: Operate HVAC systems with outside air dampers open for a
minimum period of one week prior to reopening schools.
• Consider upgrading filters: In buildings with mechanical ventilation systems, consider
upgrading filters to increased efficiency ratings.8 Schools that are not able to upgrade
filters may explore alternative ways to improve ventilation (e.g., through open windows),
if appropriate for their system.
Increase outdoor air ventilation
• Adjust HVAC settings: Some mechanical ventilation systems can forcibly bring outdoor
air inside and then distribute that fresh air to different areas of the building. If possible
with the site’s HVAC system, adjust settings to increase the flow of outdoor air. If your
system can do this, evaluate the impact of adjusting windows or doors manually, as they
may negatively impact the system itself.
• Open windows or doors (when appropriate and safe): For facilities without the above
HVAC capability, evaluate the options to open windows and doors when safe to do so, as
well as the feasibility of increasing outdoor air intake with fan boxes in windows.
• Prevent or minimize air recirculation: Facilities staff should evaluate how to eliminate
or minimize air recirculation in their HVAC systems to the extent possible.9
• Maintain ventilation for longer hours: If possible, schools should leave ventilation
systems running longer than normal. Ideally, ventilation systems would run continuously,
but it is recommended they run at least two hours before and after school, as there may
still be individuals in the building (students or staff).10
Indoor spaces without windows
• For any spaces without windows that may be used for student activities, special attention
must be made to ensure that there are adequate HVAC capabilities for the space.
• Otherwise, indoor spaces without windows and adequate HVAC should not be used or
only used as may be appropriate for storage or similar uses.

Hallways
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Create standard routes: Outline a plan for hallway use to minimize congestion. When
possible, make hallways one-directional to prevent students from directly passing each
other. This is especially important for small hallways. Ensure that stairwells are also
properly marked and one-directional. Staff should reinforce these directions, adherence to
physical distancing, and masking. Schools should test emergency evacuation protocols
and carefully communicate any relevant changes.
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Close off certain hallways: Consider closing off hallways or areas that are too narrow
for proper physical distancing and unable to be one-directional.
Stagger class transitions: Develop a plan for transitions between classes to avoid
crowding in hallways. Consider dismissing students grade-by-grade or according to other
cohort models. Consider identifying facility monitors or class monitors to ensure students
wear masks, maintain distance, and do not linger in the hallway.

Bathrooms
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Hand dryers: Consider replacing hand dryers with disposable towels, as hand dryers
increase the flow of air particles in the bathroom.11 12 13
Touchless technology: Place a trash can and paper towels by the bathroom door to allow
students and staff to avoid touching door handles directly. If possible, consider installing
touchless technology in the bathroom equipment (e.g. hand soap, paper towel dispensers,
automatic doors).
Ventilation: When feasible, open windows in bathrooms that do not pose a safety or
privacy risk and if not against HVAC system standards.
Bathroom use: Consider not allowing students to use the bathroom during transition
times, and otherwise using a bathroom sign out system to reduce the number of students
in bathrooms at one time. Ensure that students use their own writing instruments for the
sign out log.

Lockers
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Limit usage: Consider suspending the use of lockers. If lockers are needed, stagger
access times and monitor students for masking and physical distancing.
Shared lockers: Sharing lockers is not recommended but is allowed if access can be
staggered and there is a minimum of 3 feet separating the lockers used at one time.

Signage
Ensure clear and age-appropriate signage is posted in highly visible locations throughout school
property, reminding students and staff to follow proper health and safety protocols. Example
signage on how to wear masks and reminders to wash hands are provided by both the DPH and
CDC. Signage should be translated into a language understood by each student. Signage should
be posted in the following key areas (non-exhaustive):
• By handwashing and hand sanitizing stations: To remind individuals of the proper
way to clean and sanitize hands
• In bathrooms: To remind individuals to properly clean and sanitize hands, utilize notouch solutions as much as possible
• By entry/exits: To remind students to wear masks and maintain physical distance
• By eating areas: Use markers to map out entry/exit flow for students, to space out lines
for students picking up their meals, and to identify distancing between students as they
eat. Post signs to remind students to avoid sharing food, utensils, and drinks
• By mask break areas: To remind individuals to maintain 6 feet of physical distance and
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to follow correct mask removal procedure
In classrooms: To remind individuals of physical distancing, reduce sharing of items,
and keep masks on
Around playgrounds: To encourage physical distancing while outside and maintain
cleaning and disinfecting of high-touch areas
In hallways: Use well-marked lines on the floor to encourage physical distancing and
indicate direction of travel, especially in small hallways. Include signage to encourage
healthy behaviors (e.g., wearing of masks)
Next to frequently shared equipment: Post signs to remind students and staff to wipe
down frequently shared equipment (e.g., computers and keyboards) before and after use
Areas where queueing may occur: Use well-marked lines on the floor to encourage
physical distancing
By closed areas: Mark off closed areas

3. Developing operational protocols
School cleaning and disinfecting
Although it is not the main way the virus spreads, it may be possible for an individual to get
COVID-19 by touching an object that is contaminated and then touching their own mouth, nose
or possibly eyes.14 Ensure facilities are properly cleaned and disinfected each day following the
guidelines below:
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Frequency: Cleaning and disinfecting should occur at least daily for shared spaces and
furniture. For high-touch surfaces (e.g., door handles, light switches, water fountains,
toilet seats) cleaning and disinfecting should occur three to four times per day and/or
between uses.
o Desks: Desks should be cleaned at least daily. For situations when cohorts of
students move between classrooms or where meals are eaten at desks, cleaning of
desks must take place between classes and before and after meals. Cleaning of
desks can be done by students or custodial staff. Carefully choose disinfectant
solutions that require a short dwell or drying time and are appropriate with food
surfaces.
o Electronics: Consider putting a flat, wipeable cover on electronics that are
difficult to clean (e.g., keyboards). Follow manufacturer’s instruction to
determine the appropriate disinfectant solution and how to properly clean and
disinfect. If there is no guidance, use alcohol-based wipes or sprays containing at
least 60 percent ethanol or 70 percent isopropanol.15 If shared, electronics must be
cleaned between use by students or custodial staff.
o Outdoor play areas: High-touch surfaces made of plastic or metal should be
cleaned and disinfected at least daily or between use by custodial staff.
Responsibility: Dedicated custodial staff should handle all disinfection requiring
chemicals for facilities (e.g., classrooms, bathrooms, mask break areas) and high-touch
15

 •

•

objects (e.g., door handles, light switches, water fountains). For other surfaces, determine
cleaning responsibility on a case-by-case basis. For shared and high-touch items such as
desks, cleaning responsibility may be shared by students, if the task is age appropriate
and safe.
Disinfectant solutions: To select the proper disinfectant, review the suggested list on the
EPA website. Consider using an alcohol solution with at least 60 percent ethanol or 70
percent isopropanol, a diluted bleach solution (if prepared daily to ensure efficacy), or an
EPA-approved disinfectant unless otherwise instructed by the manufacturer’s
instructions. When selecting a disinfectant solution, consider the dwell time, which
surfaces are used as eating surfaces, and the potential risk of triggering asthma symptoms
for sensitive individuals.
Mask disposal: If a reusable mask breaks and needs to be thrown out or if a single-use
mask needs to be disposed of, it should be placed into the nearest trash can by the
individual who wore the mask. The individual should immediately put on a new mask
after washing their hands.

Shared items
•

•
•
•

Limit sharing: Sharing materials is discouraged, but when shared, they must be cleaned
before being used by other students.16
o To the extent possible, limit sharing of electronic devices, toys, games, learning
aids, art material and other items that are difficult to clean or disinfect.17 Limit the
use of supplies and equipment to one group of children at a time, and clean and
disinfect items between uses.
o Library books may be checked out if students clean their hands before and after
use and if students only select books from the shelves, instead of the return area.18
Books and other paper-based materials are not considered a high risk for
transmission and do not need additional cleaning procedures.19
o Identify and develop new classroom protocols that reduce passing supplies or
items between students.
Hand hygiene: Frequent hand washing or sanitizing, including before and after using
shared materials, is an important control strategy that should be reinforced when objects
and materials will be shared.
Purchase additional items: Consider what supplies might need to be available on an
individual basis, and purchase additional items to minimize sharing (e.g., assigning each
student their own art supplies), as feasible.
Storage: Keep each student’s belongings separated from others’ and in individually
labeled containers, cubbies, or areas. Similar to locker usage, make sure to stagger access
to these areas to maintain physical distancing if used. Additional guidance on sharing
protocols is forthcoming.

Food service operations
Eating areas for students: As students will be unmasked to eat, there is a strict requirement of 6
feet of physical distance between each student. Based on current CDC recommendations, it is
16

 preferable for students to eat in classroom spaces. This may not be feasible for all sites, given
classroom sizes, room scheduling, and physical distancing requirements. Schools may need to
explore alternative options for students to eat their meals. Our prioritized recommendation
includes the following options.20
• Eating in the classroom: Based on CDC recommendations, it is preferable for students
to eat in classroom spaces. Meals can be delivered to classrooms, or students can bring
food back from the cafeteria to eat. Schools may consider having half of the class take an
outdoor mask break or recess time while the other half eats and then switching these
groups to enable 6 feet of distancing. Additional staff may be needed to supervise, as the
students are in two separate spaces in this model. The desks and other surfaces that
students are using for meals should be cleaned between groups. Cleaning includes using
an approved EPA disinfectant on these surfaces and then appropriately disposing of the
materials used to wipe down the surfaces. Custodial staff or students may perform this
surface cleaning, if appropriate.
• Eating in the cafeteria: If a single large lunchroom is to be used for eating (and is not
utilized for classroom space), clearly mark spaces where cohorts and students can sit.
Students must maintain 6 feet of distance when unmasked unless plexiglass barriers are
used to separate students. Ensure that students do not mingle with other cohorts. The
tables and other surfaces that students are using for meals should be cleaned between
groups. Cleaning includes using an approved EPA disinfectant and then appropriately
disposing of the materials used to wipe down the surfaces. Custodial staff or students
may perform this surface cleaning, if appropriate. Please refer to Appendix C for further
details and considerations on utilizing cafeteria space.
• Eating in alternative spaces: Outdoor meal consumption can be an effective way to
ensure physical distancing, weather permitting. Consider other available spaces as well
that will not obstruct egress or create other fire code issues. For example, use of hallways
for mealtime may be possible depending on hallway width. Half of the students could eat
their lunch in the classroom, with strict 6 foot distancing in place. The other half could
eat in the hallway on benches or chairs, with 6 feet of distance between each student. The
benches and other surfaces that students are using for meals should be cleaned between
groups. Cleaning includes using an approved EPA disinfectant and then appropriately
disposing of the materials used to wipe down the surfaces. Custodial staff or students
may perform this surface cleaning, if appropriate.
Food preparation and serving space and related protocols
• Evaluate kitchen workstations: Modify stations for physical distancing. If the kitchen is
small, consider moving workstations into larger areas. Face workstations in the same
direction or against the wall.
• Stagger service staff: For large food service staff, consider having the staff work in
cohort-based schedules to reduce opportunities for transmission.
• Ensure food continuity: Consider methods for ensuring continuity of food service
operations if food service staff become sick. This could include setting up coverage from
other schools within the district or purchasing a supply of shelf-stable meals.
• Receiving deliveries: Work with kitchen staff and vendors to determine safer ways to
17

 •

handle deliveries given COVID-19 considerations. Mark entrances where deliveries will
be handled, and schedule deliveries in a way that reduces crowding. If the vendor plans to
drop deliveries outside and reduce the number of visitors inside the building, consider
investing in dollies or assisting kitchen staff with moving deliveries to avoid workplace
injuries.
Ensure food safety training: Ensure that food service staff and substitutes have food
safety training. Review current food safety plans and revise as needed. Free web-based
food safety resources include:
o John Stalker Institute Food Allergy Resources
o Breakfast in the Classroom operational and safety protocols
o School Food Service Safety Precautions for School Nutrition Professionals
o Massachusetts Food Safety and Education Safe Bag Lunches:
o CDC Food and Coronavirus

Preparation and distribution
▪ Health and safety requirements: Adjust food preparation and service procedures to
minimize shared items (i.e. serving utensils), maintain physical distance, and comply
with health and safety regulations.21 Detailed guidance on safe food preparation can be
found in Massachusetts’ Safety Standards and Checklist: Restaurants.
▪ Individually packaged meals: Adjust food offerings to provide individually packaged,
to-go style lunches, instead of buffet style served directly to students. Consider
developing non-contact pre-payment systems for schools when offering individually
packaged meals, if feasible. Consider establishing incentives for prepayment of meals.
▪ Schedule and distribution: Establish a meal serving schedule and distribution process
that limits interactions between classrooms and contamination of food items or meal
distribution areas. For instance, schools may schedule classroom deliveries or set times
for each classroom to pick up their meals from a central location. Meal distribution
should limit high-touch surfaces and exclude buffet style serving. If meals are delivered
to the classroom, consider how students can pre-order meals to ensure the correct number
of meals are delivered to the class each day. Consider how to return meal service
materials (i.e. carts, trays) to a central location each day.22
▪ Special dietary accommodations: Ensure new menus offer meal accommodations for
special dietary needs. Ensure these meals are clearly marked and transported without risk
for cross-contamination to alternative points of service. Communicate special dietary
accommodations to staff distributing meals to ensure student safety and privacy.
▪ Non-essential food distribution: Consider closing non-essential food distribution, such
as school stores or vending machines to limit eating or food preparation outside of set
breakfast and lunch times. Discontinue the use of any self-service food or beverage
distribution in the cafeteria.
Meal consumption
• Masks: Ensure proper removal and placement of masks before eating. Masks should be
removed by handing the ties or back/ear areas of the mask once seated. Do not touch the
outside or inside of the part covering the face. While eating, masks should be placed on a
napkin, paper towel, or other container on the table, with the inside of the mask facing up.
Masks should be put back on before leaving the seat. More information is available here.
18

 •
•
•

•
•

Distancing: Individuals must be at least 6 feet apart at all times when masks are
removed.
Hand hygiene: Individuals must properly wash or sanitize hands before and after eating.
Water fountain usage: Schools must provide potable water to students during
mealtimes. Touchless or motion activated fountains are preferred for reusable water
bottles, but other fountains, water jugs, or coolers can be used with single-use cups if
students wash hands or use hand sanitizer before and after fountain use. Water fountains
cannot be used for direct consumption. High-touch surfaces on water fountains, jugs or
coolers should be cleaned multiple times a day. Schools may also consider providing
disposable water bottles during mealtimes.
Food allergies: Stay informed of student needs, including food allergies or any needed
feeding assistance to enable safe meal service and clean up.
Food waste removal: Work with nutrition and facilities staff to determine protocols for
waste management. Additional garbage cans may be needed to accommodate food waste,
especially if classroom spaces are used for meals. Consider how normal cleaning
procedures and schedules may be affected by new processes. Consider how students can
support clean-up, such as cleaning their own eating area after the meal, if age appropriate
and safe to do so.

Meals for remote learners: Schools must continue to offer meals to eligible students who are
learning remotely from home. Begin planning how to operate lunch, breakfast, and/or snack
programs (as applicable) for students who will not be attending in-person school five days a
week. Additional guidance will be provided by DESE’s Office for Food and Nutrition Programs.
•
•

Communication: Communicate with families on how remote meal processes will be
different from this past spring.
Delivery Methods: Begin planning for drive-through, delivery, curb-side pick-up, or end
of school day take-home meals (as appropriate) for students who are not attending inperson school five days a week. Meal distribution methods utilized this past spring,
including parent pick-up, can be continued, including providing meals to cover multiple
days.

Visitors and volunteers
•

•

Reduce outside visitors or volunteers: No outside visitors and volunteers are
recommended, except for contracted service providers for the purpose of special
education, required support services, or program monitoring as authorized by the school
or district. Assign a staff member to enforce this protocol.
Single entry/exit: Designate a single entry and exit point for all visitors and volunteers to
be visually screened and logged in. For visitors who need to enter, they should first gain
approval, be briefed on school COVID-19 policies, and verify they do not have
symptoms. Ensure that these individuals all are wearing masks covering their nose and
mouth at all times and are aware of any other health and safety protocols for the school.

19

 •

•

•

Track visitor log: A log of all visitors must be kept and maintained for 30 days, with the
date, contact phone number, arrival/departure times, and areas visited within the building
for each visit.
Minimize parent/family visits and require them to occur only in the school office and/or
outside spaces, if appropriate.
o Visitors necessary for drop off or pick up must wear masks.
o Schools should encourage only one guardian to visit a building when possible and
continue to utilize virtual communication options with families (e.g., for parentteacher conferences). 23
o It is recommended that the same adult drop off and pick up the child each day if it
necessary that they enter the building.
Restrict visitor time: Schools can also consider restricting visitor access to limited times
when classes are in session (i.e., at times when there will not be many people in the
hallways). 24

20

 Appendix A: Maximizing school space
The diagrams below outline best practices for classroom setup in order to maximize capacity
while adhering to health and safety requirements. We have included sample classroom diagrams,
based on common desk dimensions and several classroom tours, that outline important
considerations such as health and safety codes, teacher movement, and immovable furniture or
equipment. We encourage schools to physically measure each classroom in addition to using this
parametric tool to make sure that space is being maximized to the extent possible.
Best Practices for Classroom Setup:
▪ Physical distancing: With masks, 3 feet is the minimum physical distancing. For planning
purposes, this distance refers to the distance between seat edges. Spaces where masks are not
worn (e.g. eating and mask break areas), 6 feet is the minimum physical distancing.
▪ Teacher space: Allow adequate space for teachers to ensure safe physical distance from
students.
▪ Furniture: Consider removing non-essential furniture from classrooms. Explore storage
options in advance.
▪ Communal areas: Consider repurposing communal areas for additional classrooms.
▪ Other constraints: When estimating capacity, consider additional constraints that reduce
usable desk space (e.g., emergency fire egress, radiators, immovable furniture, desk/furniture
size and type, camera angles for synchronous learning).

21

 Example A2: Fits ~25 individual desks with 3? physical distancing
(Dimensions: TED sq. ft.. 25' 

i

1.

 

a?E?e-

 

Teacher space



 

[la-U



Reserved forinilnotrahle furniture. equipment. raciators. etc.

 

:wa

 

 

30'

 

Ensure setvup rneets

exit routes standards



"an.

and health and safety
codes

iteaihlityreaee ct

include -Ii'



c1 teacher space

Maintain sufficient

clstance for student to
exit seat. as needed

Desks spaced no fewer
than 3' apartiedge-c'l-
seat to edge-ci-seatl
and facing the same
direction

Large furniture ideal:r
removed or relocated to
rnax'mize available space
for student desks



Elvin

-.

    

. 

1 Estln'ated T50 ~25
students

Capacity esthates will vary

depending cn stape. desk

W, h'Incuable minim.

stcrage capabilities. etc.

In sceraric. cactlated 3' chance

nae-ed cn edge-cl?seat tc edge-clseat

{desk-tc-deskmeaslrement 

decrease capacity}1

'Assun'oc 1 ?'soat ill-ism. 2' desk 

Example A3: Fits ~30 individual desks with 3? physical distancing
(Dimensions: TED sq. ft.. 25' with all fumitureiequipment removed

i

61

1.

 

 

Teacher space

 

 

Potential reduction in of desks if classroom has a door outside

 

Ensure set-up meets

exit ranes standards

and heahh and sal'etyI
codes

\?E?or ?enihiitrfease of
otrement. include 

of teacher space

Maintain suf?cient
cistance for student to
exit seat. as needed

Desks spaced no fewer
than 3' apartfedge-of-
seatto edge-of-seatl
and facing the same
direction

of the teacher space



than

 

Estlnated T50 ~31]
students {Md-i furn?ureiequlnrnent
moved}

1 Capacity esthates will vary

depending cn stape. desk

W, h'Incuable nanIIure.

stcrage capabilities. etc.

In sceiaric. 3' clstance

based on edge-cf?seat tn edge-clseat

{desk-tc-deskmeaslrement would

decrease capacltg?' 

'Aswn'sc 1 E's-eat him. 2' desk 

22

Example A4: Fits ~23 individual desks with 3? physical distancing
(Dimensions: sq. ft.. 25' 

i

1.

 


..
i

 

Teacher space

 

cm: was?

i i d?

 



I
Reserved forimmotrahle furniture. equipment. raciators. etc.



 

 

.f

 

. .-

 

 

Ensure setvup meets

exit routes standards
and health and safety
codes

Fer tiesiitlityreaee ct

- rnciren'ient. include 

at teacher space

Maintain sutl'lclent
clstance for student to
exit seat. as needed

Desks spaced nc tewer
than 3' aparltedge-ct-
seattc edge-cheat]
and tacing the same
direction

Large furniture ideal:r
removed or relocated to

maxinize available space

for student desks

Potential reduction in anher ot desks it classroom has a door outside of the teacher space

37? .. N.

    

1 Eetlnuted T50 upaclty: ~23
students

Capacity estimates will vary

depending on slaps. desk

slzeJ'mte. hnwuable furniture.

storage capabldes. etc.

In tile scenario. estimated 3' :Istance

nae-ed cn edge-ct-seat In edge-ctseat

{desk-tc-deskmeasiremenl 

decrease tragically}1

'Aswn'od id's-eat mm. 2' desk 

Example A5: Fits ~15 students with physical distancing
(Dimensions: TED sq. ft.. 25' 

i

?l

 

 

Teacher space

 

e' g?e'g 6' leg



 

 

 

i 

USU

.

 

Ensure setvup meets
exit routes standards
and health and safetyI
codes

For ?ealhlityi'eaee ct

- rncventent. include 

at teacher space

Desire spaced nc tewer
than apart {edge-cri-
seat to edge-nt-seati
and tacing the same
direction

_i?i diva! 

 

View! 

  

Eetlnuted T50 capacity: ~15
students

Eternally.I es'dmles will vary
depending on slaps. desk
stamps. hummus fienllure.
star-ape capacities. etc.

In scenario. 5' clstance
based on edge-cl-seat In edge-clseat
{desk-tc-deskmeaetremenl would
decrease classroom capacllg?' 

 

H1. 

'Aswn'ed [Beast ninth. 2' desk 

23

Example B1: Fits ~28 4' dual desks with 3' physical distancing
(Dimensions: T543 sq. ft.. 25' 313'}; with all fumiturefequipment removed



1.

 

 

Teacher space

/c

 




 

 

 

 

 

 

 

 

Ensure set-up meets

exit routes standards

and health and safetyI
codes


\For ?endhiit?ease of
I: I: movement. include 

of teacher space

Desks spaced no
tuner than 3? apart

and facing the same

citection

4' desks intended for
two students can only:I
accommodate one
under distancing
requirements

 

Estlnated 1'50 1'!3 amenity: ~23:
students [udth mement
removed]

catacity estimates val 
depenchg on classroom shme, desk
slse?ype. 
storage- etc.

In this scena'io, calculated 3' distance
based on edge-ot?sealto edge-oiI seal
{desk?lo?desk measurement would
decrease smack-331

'hswn'oo 1.5'saat ninth. d' dad: IrdIh

Example BZ: Fits ~22 4' dual desks with 3? physical distancing
(Dimensions: TED sq. ft.. 25' 

i





 

 

Teacher space

 

Qm

 

 




 

 

 

 

 

30' 

 




\For ?exibiitrtease of
I: I: movement. include 

Reserved forimmotrahle furniture. equipment. raciators. etc. 

Ensure setvup meets

exit routes standards

and health and sat?et?g.I
codes

of teacher space

Desks spaced no fewer

3.
2' 2'
?ea-than 3' apart and mine

the same eirection

at? desks intended tor
two students can only:I
accommodate one
under distancing
requirements

Large furniture ideal:r
removed or relocated to

maximize available space

for student desks

 

Estlnated 750 ft? capacity: ~22
students

Smack-y estimates val 
on classroom shme, desk
sisem'l?. Immoral-ale I'urrltu'e,
storage etc.

In this scena'lo, calculated 3' 
based on edge-ori?sealto edge-oi seal
{desk-lo?desk measurement would
decrease smack-yr

'hssomad 1.5'eaat ninth. 11' desk Irellh

24

Example B3: Fits ~26 4' dual desks with 3' physical distancing
(Dimensions: T543 sq. ft.. 25' 313'}; with all fumitureiequipment removed

i

i

 

 

Teacher space

 

QQ


 

 

 

 

 

 

anl I 

 



Ensure set-up meets

eait routes standards
and health and sal'etglI

codes

movement. include 
of teacher space

II ?\For ?esihiitjrtease ct

Desks spaced no

fewer than 3' apart

and lacing the same
tireclion

at? desks intended tor
two students can onlyI
accommodate one
under distancing
requirements

Potential reduction in number ofdesks if classroom has i door outside of the teacher space

 

Eethnated Till] t'ta amenity: ~25
students [with mement
removed]

catacity estimates val 
depends; classroom shme, desk
slumps. I'urrltil'e,
storage etc.

In this scenato, calculated 3' distance
based on edge-ot?sealto edge-oilI seal
{desk?to?desk measurement would
decrease cussroom 

'hswmad 1.5'soat ninth. d' desk IrelIh

Example B4: Fits ~20 4' dual desks with 3? physical distancing
(Dimensions: TED sq. ft.. 25' 

i

i

 

 

Teacher space

 

QQ

 



 

 

 

 



 

Reserved torimmotrahle turniture. equipmenL raciators. etc.

 

 

. - 30' 

 

Ensure set-up meets

eait routes standards
and health and sal'etglI

codes


\For ?exihiilytease of
II movement. include 

of teacher space

Desks spaced no teeter
than 3? apart and facing
the same cirection

at? desks intended tor

two students can onlyI

accommodate one
under distancing
requirements

Large furniture ideal:r

removed or relocated to
maximize available space
for student desks


Potential reduction in nunber ol' desks it classroom has a door outstde ot the teacher space

 

Estlnated 750 ft? capacity: ~20
students

catacity estimates val 
decanting on classroom shme, desk
siss?t'i?. Immoral-ale I'umiare,
storage etc.

In this scena'lo, calculated 3' 
based at edge-ot?sealto edge-oi seal
{desk-lo?desk measurement would
decrease cqtacl'ty?1

'hssomad 1.5'5aat wicth. 11' dark Irellh

25

Example Fits ~27 individual desks with 3? physical distancing
(Dimensions: TED sq. ft. 3U at widest l? 2D at narrowest 
all' -
 
6' 

Ensure set-up meets exit
routes standards and
heaitlt and safety codes

For I'IesiblIlylease cl'

. movement. include 45Teacher space

1

Desks spaced no law" than 3?
apart {edge-ctqeat to edgeucl's

. :1 deeltarrangements
  

Estimated i5] ft"I capacity: 
students
may be optimal tor non-
rectannular classrooms

I

    

 

Could increase desit
a

 

depending on classroom stripe. dell:
sizettype. it'lnoyahle ?a?niture.
spacing it desils

storage capacities. etc.
shifted out to walls
3' I.


In ttis scenario. cucllated 3? istance

based on cope-ot-seat to cope-otseat

{desk-Makmeasu?emenl waldo
decrease classroom capacity]1
213? 

'liossu'rlad 5' seal wdlh. 2' dost: slim

Example CZ: Fits ~24 individual desks with 3? physical distancing
(Dimensions: so. it. 3U at widest l? 2D at narrowest B?'i

all'
i 

Ensure set-up meets exit
routes standards and health
and safety codes
Teacher For ?exlhliryiease of
II "7 movement. include 
I, of teacher space
I I
who slog.-
3? .  - l' Isometric desk arrangements
II a 3 -  I
Farm 3' arms m- 3'

i may he for non-
El Il 
I 3' f'c' Ill
 
Eli' II I


Desks spaced no fewer than

gasses"

 

 

 

 

 

Estimated i5" ftI capacity: -2-Il
students
m?g?jm Capacity estinates will vary
l' on ctassrocm shape. desk
 new .'Irlno1ra_ ble fla'niture.
I. a . 3. Could increase desk storage capacities. etc.
5mm"! it i In itis scenario. cdcdated 3? istance
1: l' 5m to to elltpe-ofseat
- - - nteasuelnen waldo
Reserved fumrture. m? id?. 3 SE El up?in
equpnlent. raciaters. etc. ?"33 mo"
4, . removed or relocated to
maximize ayaiahle space
for student desks

'l?ssu?rlad 5' seal wdlh. 2' dasic 'llictll

26

Example Fits ~25 individual desks with 3? physical distancing
(Dimensions: TED sq. ft. 3U at widest 1' 2D at narrowest 

sir
i 

Ensure set-up meets exit
I: routes standards and
heaitlt and safety codes
I
a' Teacher space For l'lesiblIl'yiease of
1p ll  . 
i 'l

movement. include ?45?
of teacher space
I

I
Desks spaced no fewer than aparl {edge-otuseat to edgeuol'a
II II seat] and facing the same
II cIrectlon
II II
I. 
isometric desk arrangements

edgy SI SI I'll: 
   

 

 

 

 

students
'?unnum ch? 5 depending on classroom stripe. deal:
sizettype. irenovable ?a?niture.
cw? 'mm" storage capacities. etc.
as spacing it desks 
am to ?h cictlated 3 istance
. based on edge-ot-seat ta edge-ofseat
3' . {desk-to-deakmeasu?emenl wuld
Potential reduction in nunher um? :lmm up?in
I ol' desks il' classroom has a
door outside of the teacher
space
1 213' 

'dossu'rled 5' seal wdlh. 2' dost: tlicm

Example CZ: Fits ~22 individual desks with 3? physical distancing
(Dimensions: 7"5?3 so. it

 

 

 

.. 3U at widest JED at narrowest B?'i
I Ensure set-up meets exit
I II routes standards and
'l hearth and sal?et'iiI codes
5' 1'"th For ?exihiiryiease of
II "7 n'lro'li'ement1 include 
of teacher space
Ira, ll Isometric desk arrangements
opthnal for non-

  to  

 

Desks spaced no fewer than

3' apart [edge-ot-seatto
no 

 

 

 

 

Estimated i5" ftI capacity: -22
students
Hewm?g?jm Capacity eatinatea will my
I depending on ctassrocm shape. deal:
 new .'Irlno1ra_ ble furniture.
an. Could increase desk storage capacities. etc.
1' lg 5mm"! It i In itis scenario. cdcdated 3? istance
. .r I tit-?ed wt to With based on edge-ot-seat to edge-ofseat
I
. Reserved furniture. 
I equipment. raciaters. etc. I Larae furniture Ideally dm??lmm 
4, ll removed or relocated to
maximize asaiahie space
{a 20' for student desks
Potential reduction in nunher cl desks it classroom has a door outside of the teacher space

5' seal Irdlh. 2'dasic'eilil1
DRAFT tor discussion only

27

Appendix B: Laboratory seating
The diagrams below outline options for laboratory seating in order to maximize capacity while
adhering to health and safety requirements. Use the following guidelines and considerations
when developing laboratory seating layouts. Work closely with teachers and administrators to
comply with fire and safety codes and adjust curriculums as necessary to accommodate capacity
and physical changes.
Plexiglass barriers:
• Usage: Barriers should only be used in laboratory settings where desks are unable to be
moved or cannot be replaced with moveable desks.
• Height: Barriers should be tall enough to extend beyond a student’s standing height
• Width: Barriers should extend at least one foot past the edge of the table and abide by fire
and safety regulations
• Cleaning: Barriers should be properly cleaned between uses
• Rubber edges: Consider use of rubber edges to avoid risk of injury when plexiglass
extends beyond tables
• Classroom protocols: Make sure that plexiglass barrier use is aligned to safety procedures
and consider adjusting classroom experiments to avoid potential fire hazards

28

 Alternative seating options for perimeter lab desks seat-1g
Plexiglass barrier

2 students per table 4 students per table
Capacity 50% Capacity 100%
fir-5L.

 

 

 


EH

 

 

 

Considerations: Considerations:
- Barrier usage enables students to race - Barrier usage enables students to race
one another In this seating option one another In this seating option. and
- Offers more space for students to move he slde'w'sm
around - Maintains full capacity of table
- Reduces total plexlglass usage - Reduces room l'orsludents to move
- Classroom protocols will be adjusted to ?mum
accommodate use - Classroom protocols will be adjusted to

accomrrodate use

 

Alternative seating options for movable lab desks 4. arm. seat-1g
(Dimensions: F50 sq. ft, 25x 30'; laboratory safe?r eguipmentspaoe included but ootpr?cturectj F'Iexiglass barrier

MW /l

. 1
. .lyi. .
l.
l:
1.

Cabinet and safety equipment spoon

 

 

 

 

 

P??r
LULL
r?rr
LULL

LULL

 

 

 

 

 

 

 

 

 

 

 

 

3.1T 

 

29

Appendix C: Cafeteria seating
The diagrams below outline options for cafeteria seating based on four common cafeteria tables.
Use the following guidelines and considerations to determine the most feasible way to utilize
cafeteria space (e.g., for classrooms or for eating). Work closely with facility departments to
comply with fire and safety codes.
Considerations for plexiglass barriers:
• Usage: Barriers may be used to increase cafeteria capacity during meals.
• Height: Barriers should be tall enough to extend beyond a student’s standing height
• Width: Barriers should extend at least one foot past the edge of the table and abide by fire
and safety regulations
• Cleaning: Barriers should be properly cleaned between uses
• Rubber edges: Consider use of rubber edges to avoid risk of injury when plexiglass
extends beyond tables
• Classroom protocols: Make sure that plexiglass barrier use is aligned to safety procedures
and consider adjusting classroom experiments to avoid potential fire hazards

30

 Cafeteria seating diagrams - 8? rectangular tables I. swam seat-1g
All cafeteria seating snotrid come with extra enforcement of rules and monitoring for ymptoms

3' rectangu lartab IE5

 

Nonnal ca pacitjri 3 people Option A 1' seating space. 3' tables nil not be able to accommodate 2 studenls sealed In Ihe
same dIrecIIon unless assumed seat Is reduced to 1' {Instead o1'1.5']

1.5' 1.5' 1' ?Jr 1'
lei-? 5- 9? a- 

gr Capacity 25%

 

 

 

.. .. Option Dietancedfaoe-to-fece seating lno barriers}: To fit more students on a table. it may be
for students to sit face-to?face apart. while maintaining 5' of distance in other directions

tapechI 25%
u' 30'? 6' 0
Additional considerations:

I Students will he directitr facing
Ir 5' one another and must refrain
1 from shouting. singing.

sneezing. or coughing
l'tlair require chairs if benches

are not built on short ends

 

 

 

 

 

 

Assun?red 15' 

Cafeteria seating diagrams - 8? rectangular tables 1. swan. seat-1g
All cafeteria seating snotiid come with extra enforcement of rules and monitoring for ymptoms Hams; barrier

3? rectangulartables

 

Nonnal ca pacith 3 people Option Barriers. Adding a horizontal barrier alons studenls to sit tace-lo-I'ace on opposite sides of
the table. Itsludents require more than 1' of sealing space. consider adding a vertical barrier Ihat
extends beyond Ihe table and Includes necessaryI rubber coaling lo preuent rIsIt otlniury. Barriers 
require cleaning and dIsIntecIIon betrreen uses It within arm's length otsludents.
Ca pacity 50%

1- 1.5-

1' 1,considerations:
5- 11' Tables require
tunher spacing than
I Option to meet 6 feel
5? olslance requiremean
- I
6' 

Pssun'red 1.5' SEE: 

31

Cafeteria seating diagrams - 8? rectangular tables swan. seat-1g
All cafeteria seatingI snooio? oome with extra enforcement of rules and inonitoninnI tor pl?iglm barrier

3' reotangu lartah IE5

 

 

 

 

 

 

 

 

 

 

 

 

 

Nonnet ca paoity: 3 people Option Combine Tables: Depenolng on the oateterla layout. ptaolng a' next to each other to
allow olstartoed seatan to adequate space.
Capacity 19%
1.5' 1.5r 1.5' 1.5' 1.5r 1.1.5- 15' 1.5- 1.5- 15' 1.5'
 
4t? l' ?Ht? 5' l' 3' El' rI

 

 

 

 

 

 

 

 

muted 1.5' 'allilt

Cafeteria seating diagrams 10' and 12? rectangular tables 4. swan. seat-1g
cafeteria seating some With extra enforcement Dir rules and monitoring for 

10? and 12? rectangulartahles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Option A No Barrier. 1.tt'ltl'tout harrlers. two students may be sealed at a tlme
Hormel capacity: 10 people
Capacity 20% Capacity 17%
that a feel distance is
4 . atill maittainecl between
12 students sittitg at other
lattes
. I I
Nonnal ca 12 peopte '5 . - a . Student seathg: Both
10. 12. HT and 12' eateterta
titles may seal 2
slumnls mm
spaced it teel apart. All
12- students statute sit on
the same sltte of the
5' . . I title and face the sane
OO 12, tireotton

 

 

 

1.5' 
21

32

Cafeteria seating diagrams - 10? and 12? rectangular tables I. swam seat-1g
All cafeteria seating snotiid come with extra enforcement of rules and monitoring for Flaws; barrier

10? and 12? rectangulartahles

 

Option Horizontal Barrier: nooan a horlzonlal oarrler allows sludents to tace-to-tace on

 

 

Harm,? capacity; Imam opposlle sldes otlne table. Elanlers requlre cleanlng and dIsIntecIIon between uses It 
arm's length otsludents.
. . . .I . Capacity 43% Capacity 33%
q? 10' student seaf'ng: Eiolh 
. i: . I - and 12? cafeleria latlles mayI
.. . . . . l+ . a . seal 2 sludenls mama

I spaced 3 feel apart

 

 

 

 

Nonnal ca pacityi 12 people Table spacing: Ensure thal 
feel dislar-ce is sti mainlaited
6' 6' belween students sitting at
.I l. . i 1 other tables
12' El
5" 5' 6' Adult-tonal considerationsTable-s rear-re fur-mar spacing

 

 

Ihan Opt-on it. Io meal 5 teal
5, Intense rear-remanls

 

Assun?red 1.5' see: 'Ilm'l

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

22
Cafeteria seating diagrams - 10' and 12? rectangular tables 1. am. seat-1g
All cafeteria seating snotiid come with extra enforcement of rules and monitoring for Hams; barrier
and 12? rectangulartahles
Option Honzontal?ttartical Barriers. nooan yerllcal barrlers Ihat extends beyond Ihe table and
Normal capacity; Pagpla Includes necessary rubber coatlng to present rIsI: of Injury turtber Increase table capaclly. Barrlers
requlre cleanlng and Ioetneen uses arm's lenglh of students.
. . . . . Capacity 60% Capacity 
10' ?s Student seaf'ng: Bolh 10?
.I I. and 12' cafeleria latlles may
., . . . . . . 6 . . . seal 2 sludenls maxim
i 13. i 12- spaced 3 feel apart
0 0
normal ?33 Paniti" 12 Peal? Table spacing: Ensure dial la:
I'sel is malnlmad
human students m?onal oomiderationrs:
s- to ma diuresis amiss-.9
l? lhan IZilption ti. lo meel feel
. .I . tistance requiremenls
Assumed 1.5'sea'. hlm'l
2?3

33

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