HVEIA 01 13IHLSIG Table of Contents Table of Contents 2 Return to Learn (R2L) 2020-2021 9 Timeline of Events 10 Academic Year 2019-20 10 Summer 2020 10 Organizational Structure 12 Committee Members 12 Committee Participation 12 Models of Instruction 13 Traditional Daily Instruction 14 Modified On-Campus 14 Rolling Schedule 14 Blended Models 14 Assignments of Students to Groups for Blended Models 14 Short Term Individual School Closure 15 Remote Learning 15 Sioux Falls School District Virtual Academy 15 Operations - Dr. Jamie Nold 17 Child Nutrition Services 17 Traditional Learning 17 Modified On-Campus Learning 18 Remote Learning 18 Facility/Maintenance 18 Traditional Learning 18 Traditional Daily Cleaning 19 Modified On-Campus 19 Remote Learning (Partial Area Shut Down) 19 Remote Learning (Full Shut Down) 19 Technology and Connectivity 20 Traditional Learning 20 Remote Learning 20 Modified On-Campus 20 Building Practices 21 Traditional Learning 21 SFSD Workplace and Employee COVID-19 Guidelines 20 Screening For Illness 20 Respiratory Hygiene 21 Physical Workspace 22 Health Services 22 Traditional Learning 22 Modified On-Campus Learning 24 Remote Learning 25 SFSD COVID-19 PPE GUIDANCE 26 Transportation 28 Traditional Learning (Bus) 28 Modified On-Campus Learning (Bus) 28 Remote Learning (Bus) 28 Traditional Learning (Cab) 29 Modified On-Campus Learning (Cab) 29 Building Use 29 Operational Information 29 Partnerships for Student Success 29 School Day Community Center Programs 29 After School Programs 30 Howard Wood Field 30 Evening Activities at Community Centers 30 Miscellaneous Building Use Items 30 Use of School Facilities COVID-19 Prevention Checklist 31 Stakeholders/Communication - DeeAnn Konrad 32 Guiding Principles 32 Students 36 Parents 36 Teachers/Staff/Substitutes 37 School Board 37 Union Leadership 38 Community 38 Resources - Todd Vik 39 Financial Resources 39 Financial Expenditures 39 Instructional Core - Dr. Teresa Boysen 40 Early Childhood Expectations and Guidance 40 Introduction for Birth - 3 and Early Childhood Staff: 40 Guiding Principles 40 Expectations by Role 40 Elementary Learning Expectations and Guidance 47 Introduction for Elementary Staff 47 Guiding Principles 47 Expectations by Role 47 Middle School Learning Expectation and Guidance 64 Introduction for Middle School Staff 64 Guiding Principles 64 Expectations by Role 64 High School Learning Expectations 78 Introduction for High School Staff 78 Guiding Principles 78 Expectations by Role 78 Special Education Related Services and Professional Support Staff 90 Introduction for Related Services and Professional Support Staff 90 Guiding Principles 90 Expectations by Role 90 Activities 95 SFSD Athletics: Return to Play Game Plan Summer 2020 95 SFSD Fine Arts: Return to Play Game Plan Summer 2020 130 Appendix 152 South Dakota Department of Education Starting Well 2020 152 Health Guidance- South Dakota Department of Health/ Centers for Disease Control (CDC) / American Academy of Pediatrics (AAP) 152 South Dakota High School Activities Association (SDHSAA) 152 National Federation of State High School Associations (NFHS) 152 *Hyperlinks coming soon! Return to Learn (R2L) 2020-2021 The Sioux Falls School District continues to prepare for the start of the 2020-2021 school year. The Return to Learn (R2L) Plan was developed with the following goals: 1. Meet the educational needs of each student. 2. Ensure safe and secure learning/working conditions for all students and staff. 3. Provide accurate, timely internal and external communications through delivery methods specific to each stakeholder group’s needs, with special attention given to groups unengaged with traditional delivery methods. 4. Partner with State and local officials including the South Dakota Department of Health, South Dakota Department of Education, local health care providers, and Sioux Falls coordinated emergency management response teams. 5. Access resources at the State and National level for COVID-19 related costs. Timeline of Events Academic Year 2019-20 January 24, 2020 Health Services communicated with School Nurses (SDDOH information on the Coronavirus history, signs and symptoms). February 24, 2020 Health Services reached out to the City of Sioux Falls to create a COVID-19 collaborative work group. February 26, 2020 Sioux Falls School District sent the first COVID-19 communication to all staff and families. March 6, 2020 Health Services Coordinator and Risk Manager attended COVID-19 planning meeting coordinated by the City of Sioux Falls. March 10, 2020 The first case of COVID-19 was identified in South Dakota. March 12, 2020 In collaboration with local health officials and the SDDOH guidance, SFSD announced schools would remain open with restrictions. March 13, 2020 South Dakota Governor Kristi Noem announced school closures across the state. March 16-18, 2020 Sioux Falls Schools remained closed in preparation for Remote Learning. March 23, 2020 Sioux Falls Schools began Remote Learning. April 6, 2020 The Sioux Falls School District announced Remote Learning to continue through May 20, 2020. May 13 - May 26, 2020 School/student property returned and collected at all levels May 18, 2020 Office staff returned; offices were open to community by appointment only. May 26, 2020 School and District office opened for community access. High school students began course recovery. Teachers could return to buildings as part of planning and support. Summer 2020 May 26, 2020 High School Summer Recovery Courses started virtually with on campus support. High School EL Summer School Courses started with remote learning. June 1, 2020 Kids Inc. started summer programming. June 13, 2020 ACT given at High School. June 15, 2020 Athletics and Fine Arts started summer small group programming. June 27 and 28, 2020 High School Graduation at Howard Wood June 29, 2020 High School Summer Connections Middle School Running Start Drivers Education driving activities resumed July 6, 2020 Extended School Year (ESY) began. Birth to 3 implemented interventions according to State DOE guidelines. SFSD Early Childhood Screen and Evaluation office reopened for appointments. July 6 - August 6, 2020 Summit Oaks school program began operating half day sessions Structured Teach at Axtell Park in ESY sessions Ready to Start program began operating Head Start part day sessions July 6th through July 30th pending federal approval July 15, 2020 Phase 2 of Athletic and Fine Arts Return to Play July 20, 2020 Jump Starts began for K-1 students in six elementary buildings Running Start began for 6th graders at five middle school buildings August 3, 2020 High School Fall Activities will begin August 7, 2020 SFSD Virtual Academy Registration Deadline Academic Year 2020-21 August 27, 2020 First day of 2020-2021 School Year Organizational Structure The organizational structure was created to develop plans for the start of the 2020-2021 school year. The structure consists of a guiding team and four pillars that serve as committees under the guiding team. Each area is covered by an overarching Public Health umbrella. Four Pillars: The four pillars have been identified as key operational teams that consist of multiple departments. The operational teams will work jointly to develop and implement plans for the 2020- 2021 school year. The four pillars are: 1. Instructional Core/SEL – Assistant Superintendent of Academic Achievement (Dr. Teresa Boysen) 2. Operations – Assistant Superintendent of Administrative Services (Dr. James Nold) 3. Stakeholders/Communication – Community Relations Supervisor (Mrs. DeeAnn Konrad) 4. Resources – Business Manager (Mr. Todd Vik) Committee Members Response Team: Brett Arenz, Dr.Teresa Boysen, Robert Bray, Becky Dorman, Andrea Grady, DeeAnn Konrad, Jeff Kreiter, Dr. Ryan Knutson, Patti Lake-Torbert, Dr. Brian Maher, Doug Morrison, Deb Muilenburg-Wilson, Dr. James Nold, Molly Satter, Ben Schumacher, Dr. Jane Stavem, Carly Uthe, Todd Vik, Additional Consultation: Avera, City of Sioux Falls, Emergency Response and Community Health, Sanford, Sioux Falls Education Association, School Administrators of South Dakota, South Dakota Department of Education, South Dakota Department of Health, South Dakota High School Activities Association Committee Participation During the spring of 2020, in preparation for the 2020-2021 school year, the Sioux Falls School District created a Return to Learn Committee that began with teacher listening sessions and reviewing state and federal guidance and implementation strategies to return in the fall with full in-person instruction. The Return to Learn (R2L) Plan was developed in collaboration with teachers, administrators, and community members. Additional information was gathered through staff and parent surveys. The following state and community organizations were consulted through the development of the R2L Plan: Avera, City of Sioux Falls, Emergency Response and Community Health, Sanford, Sioux Falls Education Association, School Administrators of South Dakota, South Dakota Department of Education, South Dakota Department of Health, South Dakota High School Activities. The following subcommittees were involved in the development of the R2L Plan: ● Instructional Core Development ● Operations ● Remote Learning Teacher Listening Sessions ● Resources ● (R2L) Teacher Listening Sessions ● Stakeholders/Communications ● Virtual Academy Development The subcommittees physically involved 210 early childhood through 12th grade classroom teachers, counsel- ors, fine arts, librarians, physical education, related services, and special education teachers. Models of Instruction Traditional Learning Traditional instructional delivery occurs with facility and procedural modifications. A. Teachers and students maintain a normal daily schedule. B. Modifications to courses and procedures per CDC guidelines where feasible and appropriate. C. Safety precautions are implemented to enhance staff and student safety. Modified On-Campus Multiple hybrid models of instructional delivery allow the SFSD to meet the educational needs through a variety of delivery models in response to resurgence of the coronavirus. Rolling Schedule A. All students on campus for in person instruction for 5 days followed by one to two weeks of remote learning. Blended Models A. ABCD Model (25% Attendance Model) a. Twenty-five percent of the students are on campus at a time to reduce contact risks b. Students are divided into Team 1 Rotation, Team 2 Rotation, Team 3 Rotation, Team 4 Rotation across all grade levels. c. Students report to school one full day a week at all levels (ECH, Elementary, Middle and High) for four days. Students will be provided assignments to support their learning on the days in which they do not report to school that could include paper, pencil, remote learning, or a combination. A calendar will be created to account for days we do not have school. d. Teachers will collaborate and prepare lessons on Fridays as well as making contacts with students virtually or by other means such as office hours. B. AABB Model (50% Attendance Model) a. Fifty percent of students are on campus at a time to reduce contact risks b. Students are divided into Team A Rotation and Team B Rotation across all grade levels. c. Students report to school two full days a week at all levels (ECH, Elementary, Middle and High) for four days. Students will be provided assignments to support their learning on the days in which they do not report to school that could include paper, pencil, remote learning, or a combination. d. Teachers will collaborate and prepare lessons on Fridays as well as making contacts with students virtually or by other means such as office hours. **See next page for Assignments of Students to Groups for Blended Models** Assignments of Students to Groups for Blended Models Students will be placed on Teams A-D Rotation or on the Team A or B Rotation based on their last name. If there are multiple students in the same Primary Household that do not have the same last name, the team will be determined by the oldest siblings last name to keep families on a consistent day. The names are divided as follows: a. ABCD Model ■ Team A: Last name starts with A-E ■ Team B: Last name starts with F-K ■ Team C: Last name starts with L-R ■ Team D: Last name starts with S-Z b. AABB Model ■ Team A: Last name starts with A-K ■ Team B: Last name starts with L-Z Short Term Individual School Closure C. See remote learning Remote Learning All instruction is provided off campus remotely through the use of technology. Sioux Falls School District Virtual Academy The Sioux Falls School District Virtual Academy (SFSDVA) is an educational delivery model that will benefit a significant number of students impacted by the COVID-19 Pandemic. Application can be submitted until Friday, August 7, 2020 for the fall semester. Eligible Students: This educational opportunity will be made available to K-12 students enrolled or eligible to enroll in the Sioux Falls School District if their educational needs can be met in a virtual manner during the 2020-2021 school year. Program Expectations and Guidelines ● The parent/guardian will be an active participant in their child’s virtual academy experience. SFSD certified teachers will make contact with students/families at least twice weekly to direct instruction, review pacing, provide feedback, and make instructional decisions regarding student progress. ● A Chromebook will be provided. Families/students will be responsible for damage and have the option to waive damage if they elect coverage through the Computer Damage/Loss Cooperative Program Application Form. ● Families will need Internet access. ● Elementary and middle school instruction will be provided in the core content areas (Language Arts, Math, Science, and Social Studies). ● High School courses will be provided to meet all graduation requirements of the State of South Dakota and the Sioux Falls School District. ○ High School students are expected to complete 6 courses (3 credits) per semester to maintain appropriate progress toward graduation. ○ ● ● ● ● ● ● ● Students must complete 4 courses (2 credits) per semester to maintain eligibility for participation in activities. Sioux Falls School District certified staff will connect with students and families, respond to questions, provide feedback, assess learning, and provide reports of progress. SFSD certified staff will be available during SFSDVA classroom hours. Students will be required to complete State summative assessments during the spring of 2021. Parents/guardians will be responsible for transporting their child to and from the designated State assessment proctoring site located in the City of Sioux Falls. Students enrolled in the SFSDVA will be allowed to participate in school sponsored extracurricular activities. Students in the Virtual Academy will be required to meet all standards and maintain all established academic and activity participation requirements to participate in extracurricular activities at their current attendance center. A semester commitment is required when registering for SFSDVA. Students will be allowed to return to their current attendance center at the end of the semester. Requests to return to campus must be submitted in writing by December 1, 2020 for the second semester. If a student does not abide by the SFSDVA expectations and guidelines, truancy will be filed when applicable and/or be removed from the Virtual Academy. I have read and understand the SFSDVA Student/Parent Guidebook and understand if my child does not complete the weekly learning activities, make adequate progress, and/or course completion they will be removed from the SFSDVA, and truancy may be filed. Operations - Dr. Jamie Nold Child Nutrition Services Traditional Daily Instruction ● Two hours required between breakfast and lunch meal services at all sites ○ Breakfast periods - 7:30 am to 9:00 am ■ Breakfast: Goal is to reduce student numbers in one specific location ● Meals served and/or eaten in lunchrooms/multipurpose rooms/classrooms ● Breakfast in classroom programs continue ■ Lunch periods - 10:45 am to 1:15 pm (if able) ● Lunch: Goal is to reduce student numbers in one specific location ● If possible, meals served and/or eaten in lunchrooms/multipurpose rooms/ classrooms or other available locations ● Lunchbox - Point of sale counts ○ Elementary card pouches used to minimize contact ○ Scanners to replace keypads when and where able/feasible ■ Middle School ID’s for lunch lines ■ Scanners for Middle School ID’s ○ Attempt for no cash accepted in general lines, only in designated locations ● Plastic gloves, face coverings, aprons, and hair restraints, worn by all child nutrition staff ● Meals served by servers with students using hard trays ○ No self-serve ○ All trays are washed and sanitized daily ○ Prewrapped utensils used by all sites ○ Individual prepackaged condiments ● Milk coolers used with individual cartons ● Only Individually wrapped items for self-serve, such as salads, sandwiches, fruits, and vegetables used at middle school and high school levels ● Snack and beverage sales TBD based on community touch impact ● Printed menus served (options will be limited in comparison to previous years) ○ Special diets provided ● Social distancing where possible in serving lines/serving areas/cafeterias/multipurpose rooms ● Single fold paper towels with spray bottles ● Only prepackaged, individually wrapped, fresh fruit and vegetable items for elementary program sites ● School closures after three (3) days would have meals provided by entryway grab-and-go or buses ○ Fourth day - shelf stable kits ○ Fifth day - shelf stable kits ○ Sixth day - thaw and server kits ● Bleach solutions used for all sanitizing situations with ⅓ cup of bleach per gallon of water ● Disposable towels used between each line for line cleaning and tables ● All staff continue with Sanitation and Safety training ● All managers and cooks are serve-safe certified ● Staff who assist students with feeding will be provided appropriate PPE. See PPE guidance. Modified On-Campus Learning ● Traditional meals will be served on-campus for students in attendance ● Grab and go pick up meals will be provided at predetermined sites ● Buses will deliver meals at predetermined sites Remote Learning ● Food served after a minimum of three (3) consecutive days of school closure at the sites utilized in the spring of 2020 and on similar days of the week. ○ Food Sites: Laura B Anderson, Hawthorne, Hayward, Anne Sullivan, Terry Redlin, and Lowell Elementary (this may be altered as needed to fit the circumstances) ○ Food delivery busses will run on the routes identified in the spring of 2020 ○ If single or a limited number of school closings occur, feeding sites may be established at the closed school ○ All students will be eligible to eat meals at these sites regardless of free, reduced, or full pay status pending state and federal waivers ○ Meals distributed in 2 or 3 day quantities when needed ○ District truck routes may be utilized as needed to supplement the food distribution process ● Point of Sale counts must be taken - checklist, wireless, scan cards ● Shelf stable kits/lunches and breakfast required for any remote situations-planned or unplanned ● Milk served with breakfast and lunch at elementary, available middle and high school ● Special diets prepared for sacks ● Shelf stable kits, thaw and serve kits, and sack lunches, will be offered ● Face coverings, plastic gloves, Clorox wipes/bottles, sanitizer, plastic bags for packaging Facility/Maintenance Traditional Learning ● HVAC - Begin building earlier so temperatures are achieved for staff and to pre-flush the building. This will ensure multiple air-exchanges prior to the scheduled staff and activity start times. ● Operate HVAC systems during all scheduled student/staff activities. This will include music and athletic practices to ensure air-exchanges in occupied areas. ● Increase minimum outside air settings by 100% moving from a minimum of 10-20% settings to 20-40%. Continue to operate with CO2 monitors modulating the outside air if greater is needed. ● Change air-filters in August before the start of school to a higher efficient filter (Merv 14). Change filters in August, December and April in lieu of as needed. This may also be dependent on other HVAC modifications. ● Flush plumbing fixtures monthly during unoccupied periods. ● Drinking fountains: Currently have 21 facilities with touchless bottle filler units, 17 without. Work to have all schools with bottle filler units. ● Install sneeze guards at main reception counters and MS/HS lunchroom cashiers ○ Elementary card pouches used to reduce direct contact for food services ● Provide building check-in protocols, staff, students, and visitors. ● Hand sanitation dispensers for community areas, lunchrooms, and multipurpose rooms. ● Limit visitors, volunteers and activities involving groups. i.e.) Y-ball, volleyball leagues etc. ● Limit staff room occupancies ● Support staff follow PPE established guidelines by health services ● All classroom doors to remain open during passing periods and should be opened and closed by the teacher to minimize common touch points ● Control number of students in restrooms at one time when possible ● Signage in all restrooms (handwashing) ● No PE/Athletic showers ● Long-Term: Install Electronic air devices (GPS) or UV light systems in all AHU units, that will kill mold and viruses. Daily Cleaning Start of the School Year: ● Full deep summer cleaning will have been completed. Cleaning all furniture, fixtures, walls, extracting carpets, waxing floors etc. Cleaning Program: ● EPA approved cleaning products will be used for all cleaning. ● All staff will be responsible for routinely wiping down frequently touched surfaces in their work area. ● Staff will be provided appropriate PPE routine cleaning (See PPE). ● Student desks and teaching aids to be wiped down at least daily or more often by teachers and/ or other staff with spray bottles and paper towels that will be provided for each classroom. ● Custodians conduct their standard daily cleaning, except for dusting to gain time for additional daily disinfecting. ● Restroom floors, toilets, urinals, sinks and drinking fountains will continue to be disinfected daily. ● Custodians will disinfect all common areas, door hardware and frequently touched surfaces on a consistent basis. ● Off days will be used for dusting, disinfecting, and extracting carpets. ● Daily PM’s will be completed on non-school days. Daily time allocated for these tasks will be used for disinfecting surfaces throughout the building. Modified On-Campus ● Utilize the same procedures as the traditional learning protocols Remote Learning (Partial Area Shut Down) ● Let area set unoccupied for 24 hours ● Operate HVAC systems during this period to insure air-exchanges in area ● Bring in the cleaning crew for a deep cleaning. This may need to be done with overtime and/or moving custodians from other facilities based on status of building usage. Remote Learning (Full Shut Down) ● Cleaning program would be the same as if it was opened in occupied areas of the building. ● Building custodial staff would be adjusted to cover occupied spaces or moved to building to enhance cleaning and disinfecting efforts throughout the District. ● Custodial staff would be used to cover grounds and maintenance tasks during these times. ● Operate HVAC systems as outlined in the traditional day operation and operate non-occupied areas during this period to ensure adequate air-exchanges in the building to maintain the building. Technology and Connectivity Traditional Learning Device Repair and Maintenance ● ITS staff will use proper cleaning procedures outlined by Operations Services and following Health Service’s recommended processes for technology equipment. ● ITS staff will coordinate with local repair vendors to ensure timely repair schedules when factoring in proper handling procedures. ● All grade levels will work to ensure students can use the same device each day when possible. ● 6th through 12th grade students will be allowed to take their Chromebook home daily. Remote Learning Devices and Connectivity ● The consistent virtual communication tool the District will leverage is Google Meet as the standard classroom video conference solution. ● ITS staff will begin the purchase of mobile devices for teachers via recommendation by mobile device committee and based on resources available. ● ITS staff will work with local partners to bridge the connectivity gap for students leveraging community Wi-Fi, Hotspot devices, and other local ISP offerings. ● ITS staff will acquire iPads for Kindergarten and 1st grade students to achieve 1 to 1 devices that will be deployed to each student upon arrival. ● As under normal operations all 2nd through 12th grade students will have a Chromebook assigned. ● ITS staff will enhance the check-in check-out process for devices through upgrade of the current inventory control system. ● ITS staff will prep mobile computing for teachers as available for remote learning. Technology Support ● ITS staff will centralize support for the district during remote learning leveraging existing staff and in concert with additional support areas such as curriculum ● ITS staff will establish a single source for online support materials ● ITS staff will make available internal resources for external use during remote learning. ● ITS staff will leverage consistent ticket tracking of remote learning issues for enhanced response. Modified On-Campus ● The Modified On-Campus model will require the distribution of devices to elementary students similar to remote learning. Building Practices Traditional Learning Face Coverings In School The Sioux Falls School District is committed to the health and safety of all students and staff. There are many reasonable and respectable viewpoints on face coverings, and the District is following the latest research, physician advice, and recommendations from the Centers for Disease Control and Prevention (CDC) released Thursday, July 23, 2020, specific to face coverings in schools. Wearing a face covering allows our schools to stay open, our staff and students to stay healthy and supports collective community efforts to reduce the incidence of the virus.  The District expects students and staff to wear a face covering while on school property. Teaching and learning about prevention strategies will occur throughout the school day as we continue to practice healthy habits to keep students and staff in our schools.   • Staff members – wear their own face coverings or will be supplied with face coverings, including clear shields and cloth masks.  o Staff members in specific positions will be required to wear personal protective equipment (PPE) as directed by their supervisor.   o Staff will serve as role models and advocates for students in the wearing of face coverings.   • Students – wear their own face coverings and should have two (2) face coverings available for their use.  o Face coverings will be provided for any student who needs one.  o Students will work with their teachers and principals to learn about when face coverings are to be worn at school. • • • • If a student is not wearing a face covering, staff will encourage the student to wear one. If a student is not wearing a face covering and does not have a face covering, staff will provide one for them. If a student does not wear a mask after being asked to do so, the principal, or designee, will make a parent contact for verification. Please review the student dress code to determine if your student’s face covering is appropriate and aligns with school expectations. Bandanas will not be permitted. Face coverings are most effective when all people wear them in public settings. This preventive measure becomes even more effective when hand washing, and social distancing are practiced together. When face coverings are worn by all staff and students, we protect ourselves and we protect each other.   We will use face coverings daily while:  entering and exiting the school,  working in classrooms,  working in groups,  traveling on the bus, and  transitioning in the hallways. We will take breaks from the use of face coverings when 6 ft. social distancing can be maintained. We will recognize face coverings are not an option for all students/staff. We will work together to create a safe and healthy learning environment that balances respect for ourselves and for others.  *We will not require students to wear face coverings on the playground or during physical education (PE) class, as these are times the CDC recommends face coverings not be worn. Possible Student Scenario Students are seated less than 6 feet apart while riding a bus or carpooling Students are less than 6 feet apart while entering or exiting school (e.g., carpool drop off/pick up) Cloth face Coverings expected X X X Students are seated at least 6 feet apart in the classroom Students are seated less than 6 feet apart in the classroom, or are engaging in learning stations or circle time that require close contact Students are less than 6 feet apart while transitioning between classes or to other activities during the school day X X X Students are at recess or in physical education class. Students are in band, choir, or music class (see Fine Arts guidance for more details) X Students during mealtimes in a common area Students participating in an assembly or event that requires close contact Student is receiving one-on-one services or instruction Cloth face coverings may be considered x x X The CDC recognizes that wearing cloth face coverings may not be possible in every situation or for some people. In some situations, wearing a cloth face covering may exacerbate a physical or mental health condition, lead to a medical emergency, or introduce significant safety concerns. Adaptations and alternatives should be considered whenever possible to increase the feasibility of wearing a cloth face covering or to reduce the risk of COVID-19 spreading if it is not possible to wear one.  Face Coverings For Staff Staff are being supplied with face coverings and some positions will be required to wear personal protective equipment (PPE). Staff are encouraged to be lead advocates and role models in the wearing of face coverings when social distancing is not possible and when situations call for it. Face coverings are meant to protect other people in case the wearer is unknowingly infected but does not have symptoms. Cloth face coverings are not surgical masks, respirators, or other medical personal protective equipment (PPE). SFSD Health Services will work with supervisors to determine job duties/work that requires PPE based on CDC guidance. All staff who use PPE will be trained in proper use. • • • • • STAFF All Staff (other than what is outlined below). All Staff performing routine cleaning of frequently used surfaces. Public Facing Staff (i.e. receptionist/clerical) unless plexiglass partition is in place. Staff who MUST go into homes Staff who are working hands on (less than 6 ft) with a student continuously for 15 minutes or greater (i.e. B-3, therapists) Staff (i.e. Nurses and Clerical) who: • Care for COVID-19 symptomatic students and staff • Perform asthmatic healthcare procedures (i.e. nebulizers) • Custodial staff who clean areas where persons with COVID-19 or person suspected of COVID-19 have been PPE Expected to wear cloth face coverings Required to wear disposable gloves Expected to wear cloth face covering Required face shield OR procedural face mask Use both when possible. (work such as speech therapy, may not be conducive to wearing a procedural face mask) Required procedural face mask + face shield, gloves, gown Required procedural face mask, gown, gloves Promote Social Distancing ● Ensure that student and staff groupings are as static as possible by having the same group of children stay with the same staff when appropriate. ● Allow minimal mixing between groups as much as possible. ● Follow the district requirements of any restrictions to nonessential visitors, volunteers, and activities involving other groups at the same time. ● Space seating/desks as much as possible. ● Turn desks to face in the same direction (rather than facing each other), or have students sit on only one side of tables, spaced apart as much as possible. ● Utilize signs to encourage social distancing as much as possible. Limit Sharing ● Keep each child’s belongings separated from others’ and in individually labeled containers, cubbies, or areas and taken home each day and cleaned, if possible. ● Ensure adequate supplies to minimize sharing of high touch materials to the extent possible (art supplies, equipment etc. assigned to a single student/camper) or limit use of supplies and equipment by one group of children at a time and clean and disinfect between use as much as possible. ● Avoid sharing electronic devices, toys, books, and other games or learning aids. Promote Healthy Hygiene Practices ● Teach and encourage washing hands and covering coughs and sneezes. ● Determine scheduled handwashing times at elementary. Such as Upon arrival, during bathroom breaks, after recess, before and after eating, prior to leaving. ● Have tissues and hand sanitizer with at least 60 percent alcohol available for staff and students. Younger students must be supervised when using hand sanitizer. ● Students are encouraged (but not required) to use cloth face coverings. Face coverings may be challenging for students (especially younger students) to wear in all-day settings such as school. Face coverings are not recommended for babies or children under the age of 2, or for anyone who has trouble breathing, or is unconscious, incapacitated or otherwise unable to remove the covering without assistance. Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected (many people carry COVID-19 but do not have symptoms). Cloth face coverings are not surgical masks, respirators, or personal protective equipment. SFSD Workplace and Employee COVID-19 Guidelines Screening For Illness ● Staff who are ill MUST stay home and report the illness to their supervisor. ● Staff must be able to answer “NO” to all screen questions upon entry to the building. Staff should access the questions as advised by their supervisor (via Google Doc link, QR code scan, review paper posted at entry points). ● Staff who become ill during their shift should immediately be separated from other employees, students, and visitors, and be sent home. ● Staff must inform their supervisor if they have a sick family member at home with COVID-19 and to learn what to do if someone in their home is sick. ● Contact HR with any sick leave questions or concerns. Federal Family Leave may be available. ● Vulnerable populations as defined by the CDC should contact their supervisor or HR about any workplace accommodations that may be necessary. ● If a positive case of COVID-19 is identified at work, Health Services will work with the SD Department of Health to trace close contacts and communicate with employees as advised by the DOH. ● Return to school procedures for staff excluded for presumed or diagnosed with COVID-19 ○ Follow SD DOH and CDC If You Are Sick Guidance (See section- How to Discontinue Home Isolation) ○ Follow current federal, state, and local guidance CDC Return after illness 1. Symptom-based strategy: a) At least 10 days have passed since symptoms first appeared. b) No fever for 24 hours without the use of fever reducing medication. c) Other symptoms have improved such as cough and shortness of breath. 2. Test based strategy – test (if available) to determine if still contagious: a) Provision of results of two negative FDA Emergency Use Authorized tests in a row spaced 24 hours apart 3 Updated 5/15/2020 b) No longer has a fever without the use of fever reducing medication c) Other symptoms have improved such as cough and shortness of breath Plan for acute respiratory treatment care using up to date standard of care. 3. A note from their health care provider. Respiratory Hygiene Wash hands often with soap and water for at least 20 seconds or to use hand sanitizer with at least 60% alcohol if soap and water are not available. Inform employees that if their hands are visibly dirty, they should use soap and water over hand sanitizer. Key times for employees to clean their hands include: ● ● ● ● ● ● ● Before and after work shifts Before and after work breaks After blowing their nose, coughing, or sneezing After using the restroom Before eating or preparing food After putting on, touching, or removing cloth face coverings Avoid touching their eyes, nose, and mouth with unwashed hands. All Staff are strongly encouraged to wear their own cloth face covering. ● CDC recommends wearing a cloth face covering as a measure to contain the wearer’s respiratory droplets and help protect their co-workers and members of the general public. ● Cloth face coverings are not considered PPE. They may prevent workers, including those who don’t know they have the virus, from spreading it to others but may not protect the wearers from exposure to the virus that causes COVID-19. ● Wearing a cloth face covering, however, does not replace the need to practice social distancing. ● Supervisors should accommodate staff who are unable to wear a mask. ● Cover their mouth and nose with a tissue when you cough or sneeze or use the inside of their elbow. Throw used tissues into no-touch trash cans and immediately wash hands with soap and water for at least 20 seconds. If soap and water are not available, use hand sanitizer containing at least 60% alcohol. Learn more about coughing and sneezing etiquette on the CDC website. Personal Protective Equipment (PPE) will be provided for staff whose job duties require PPE. ● See SFSD PPE guidance for further details. ● If you have questions about the use of PPE for your job, please talk to your Supervisor and/or the Health Services Supervisor. ● If you are advised by your supervisor to wear PPE, you MUST review the instruction on proper use located on the STAFF COVID WEBSITE https://sites.google.com/a/k12.sd.us/sfsd-covid-19staff-resources/home/face-coverings Physical Workspace ● Staff must practice routine cleaning and disinfection of frequently touched objects and surfaces such as workstations, keyboards, telephones, handrails, and doorknobs. ● Staff should avoid using other employees’ phones, desks, offices, or other work tools and equipment, when possible. Clean and disinfect them before and after use. ● Maintain social distancing, staying at least 6 feet from others. ● Staff breakroom chairs and tables must be placed 6 ft apart. ● Staff should not approach a coworker’s workplace without being able to maintain 6 ft distance (i.e. stopping in front of someone’s desk/cubicle). Consider meeting in a space where 6 ft distance can be maintained or calling the person. ● Staff should evaluate their own workspace and see if changes need to be made to allow for 6 ft distance. ● Consider removing personal items that may make it difficult to properly wipe down and clean your workspace. ● Use videoconferencing or teleconferencing when possible for work-related meetings and gatherings. ● Cancel, adjust, or postpone large work-related meetings or gatherings that can only occur in-person in accordance with state and local regulations and guidance. ● When videoconferencing or teleconferencing is not possible, hold meetings in open, well-ventilated spaces continuing to maintain 6 feet distance and wear cloth face coverings. ● Use verbal announcements, signage, and visual cues to promote social distancing. Posters can be found on the SFSD COVID-19 website. ● Operational Services will work with Administrators to install partitions at public entry points. ● Operational Services to review ventilation in buildings and adjust as needed. ● Use signs, tape marks, or other visual cues such as decals or colored tape on the floor, placed 6 feet apart, to indicate where to stand when physical barriers are not possible. Health Services Traditional Learning Health Services to assist in determining health and safety practices required for all operations. ● Health Services to determine PPE required for staff in various educational settings and provide the necessary training for the PPE. See Staff PPE Guidance. ● Health Services will oversee the health screening practices for staff and students. Student and Staff Health Screening will be completed prior to coming into the building. Education will be provided to staff and parents regarding screens. (See Before School Screening sheet). Staff attestation, regarding adherence to the screening prior to reporting to work, will be required prior to the beginning of the school year. ● Health Services will assist in providing education on handwashing, respiratory hygiene, and social distancing. ● Health Services will determine health office safety guidelines: ○ Limit the number of healthy students and staff in health office ■ Provide health information to teachers. (See Teacher document for healthy classrooms). ■ Healthy supply kits for classrooms. ■ Teachers and all staff to observe for sick students and staff and notify the front office of sick students or staff immediately. ■ Nurses will be mobile when possible. Nurses may go to a classroom or elsewhere in the building to provide care. ■ Determine flow of office (in/out) to prevent close contact of students and staff. ■ Daily medication at home if possible. ■ Find another space for students who use the health office space as a relaxing/calming space. ■ Ice pack use for significant injuries only. ■ Water bottles allowed in the classrooms. ■ Teachers can call ahead or send a health office note when sending a sick child- thoroughly explain symptoms. ■ First aid supplies, medications, feminine supplies kept in “healthy space” away from isolation space. Nurse, clerical, and principal to determine the healthy space and make changes and modifications, as necessary. (i.e. moving medications to a place in the main office area. This may mean obtaining a lock box, adding a lock to a cabinet, moving, and rearranging the space. ■ Establish protocols for students/staff demonstrating COVD-19 symptoms. ■ Determine isolation space for students during wait period. ○ May need to use chairs instead of cots so more students can be in the isolation space. ○ Add partitions, curtains etc. as necessary. ○ Utilize PPE needed for symptomatic students and staff caring for symptomatic students. ○ Symptomatic students must wear masks while in the isolation area. Staff must follow the staff PPE guidance. ○ Space sick students at least 6 ft apart in the isolation area. ○ If sending a student or staff to a healthcare provider, emergency room, or contact 911 EMS – notify of COVID symptoms in advance. ○ Sick students must be picked up as soon as possible. Educate parents on the importance of having a contact person available to take a call and pick the child up. ○ Inform parents that sick students will not be sent on the bus. ○ If transportation assistance is needed for a symptomatic student, local transportation companies that have implemented safety procedures to transport ill persons may be used. This transportation would only be done with the request and approval of the parent. ○ Custodial staff will clean the isolation area and remove the garbage as needed pending use. Office staff or the nurse can call if additional cleaning is needed and when a sick student has been in the office. See Staff PPE Guidance for custodial PPE. ○ Health Services will work with DOH and advise on reports of COVID exposures and positive diagnosis. ■ Health Services will work with Building Administrators and Community Relations to provide appropriate persons notification (i.e. letters, email) of positive cases. ■ Health Services follow SD DOH health exclusion guidelines. ■ Health Services will work with DOH on contact tracing and notification of close contacts and other applicable student and staff groups. Return to school procedures for students and staff excluded for presumed or diagnosed with COVID-19 ● Follow SD DOH and CDC If You Are Sick Guidance (See section- How to Discontinue Home Isolation). ● Follow current federal, state, and local guidance CDC Return after illness. 1. Symptom-based strategy: a) At least 10 days have passed since symptoms first appeared. b) No fever for 24 hours without the use of fever reducing medication. c) Other symptoms have improved such as cough and shortness of breath. 2. Test based strategy – test (if available) to determine if still contagious: a) Provision of results of two negative FDA Emergency Use Authorized tests in a row spaced 24 hours apart [Updated 5/15/2020] b) No longer has a fever without the use of fever reducing medication. c) Other symptoms have improved such as cough and shortness of breath. d) Plan for acute respiratory treatment care using up-to-date standard of care. Medically fragile students and students with special healthcare needs. ● Provide care in a location away from sick students. ● Revise IHP’s to address current healthcare considerations. ● Follow CDC guidance for nebulizer and other asthma treatments. See PPE guidance for staff. ○ If a nebulizer treatment or use of a peak flow meter is necessary at school for a student, the number of people present in the room should be limited to the student and the staff member administering the treatment or peak flow meter. If appropriate, based on the student’s age and level of maturity, the staff member could leave the room and return when the nebulizer treatment is finished. After the nebulizer treatment or use of a peak flow meter, the room should undergo routine cleaning and disinfection. ○ Consult with a healthcare provider for alternate asthma medication delivery systems. ○ Work with interdisciplinary teams to address needs. ○ Communicate with parents and healthcare providers to determine return to school status. ○ Assist in determining need for home/remote instruction. ○ Assist and advise the IEP team (EEAP team, etc.) in determining the need for placement changes. Health Services will monitor data: ● ● ● ● Daily tracking of attendance & monitoring for trends. Daily tracking of staff & students with symptoms of COVID-19 sent home, Health Services will continue to uphold SD State law regarding vaccination requirements. Health Services will actively encourage routine healthcare. Modified On-Campus Learning The same procedures will be used as the procedures listed in the Traditional Learning Model. Remote Learning Health Services will continue to monitor and ensure compliance with CDC, DOH, and City Health guidelines and requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● Nurses will continue to connect with students with health needs. Nurses will ensure medication supply at school and home is adequate. Nurses will continue required health, Medicaid, and Special Education paperwork. Health Services will implement and support ongoing disease prevention and safety measures at work. Health Services will assist with health and safety procedures for meal and school material distributions. Health Services will assist with health and safety procedures for essential home visits. Health Services will assist in determining if/when staff work from home. Health Services will assist with health and safety procedures for childcare. Health Services will assist with health and safety procedures for face to face work that must take place. Health Services will continue to uphold SD State law regarding vaccination requirements. Health Services will actively encourage routine healthcare. Health Services will work with DOH and advise on reports of COVID exposures and positive diagnosis. Health Services will attend Emergency Operation Centers meetings held by the City, and regularly scheduled meetings with the Superintendent and the COVID-19 Leadership Response Team. SFSD COVID-19 PPE GUIDANCE • • • • • STAFF All Staff (other than what is outlined below). All Staff performing routine cleaning of frequently used surfaces. Public Facing Staff (i.e. receptionist/clerical) unless plexiglass partition is in place. Staff who MUST go into homes Staff who are working hands on (less than 6 ft) with a student continuously for 15 minutes or greater (i.e. B-3, therapists) Staff (i.e. Nurses and Clerical) who: • Care for COVID-19 symptomatic students and staff • Perform asthmatic healthcare procedures (i.e. nebulizers) • Custodial staff who clean areas where persons with COVID-19 or person suspected of COVID-19 have been PPE Expected to wear cloth face coverings Required to wear disposable gloves Expected to wear cloth face covering Required face shield OR procedural face mask Use both when possible. (work such as speech therapy, may not be conducive to wearing a procedural face mask) Required procedural face mask + face shield, gloves, gown Required procedural face mask, gown, gloves *Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected but does not have symptoms. Cloth face coverings are not surgical masks, respirators, or other medical personal protective equipment. Surgical masks, respirators, or other medical personal protective equipment should be reserved for use by health care professionals. **Health Services will work with supervisors to determine job duties/work that requires PPE based on CDC guidance. ***Per the SD DOH procedural face masks can be used for two days. ● All staff who use PPE must be trained in proper use. Training videos and documents can be found on the district COVID-19 website https://sites.google.com/a/k12.sd.us/sfsd-covid-19-staff-resources/home/ face-coverings. The School Nurse can assist with training and questions. ● Routine/non-COVID-19 PPE is not outlined in this document but should continue as normal. ● If you have any questions about PPE use, please contact Health Services. ● Staff who request to use their own PPE, not outlined in this document, should consult with Health Services for discussion regarding CDC recommended use. ● Remember PPE is one safety measure in a hierarchy of safety measures. COVID-IQ SCREENING QUESTIONS Befere entering The building. yeu MUSI arewer YES er HO ?re the fellewing questians.-. 1+ Hayeyau had aaIH-llaayli? Dayan hay-ea feyeraf ar chili? Da yau have HEW arwamering magi-IE Da yau have any Iha?neu af brea'lh arci?icu?'y blea?'ing? 1+ heymfa?gued? 'fk Dc yau have muscle a-r hady aches? Dayan hay-e newla? afial?re crime"? 1+ [Jaym I?Iaye a headache {net related ia a himyn health camilian Le. niga'nea]? Dayan have a larc- ?'laaf? Dayan haye ma?m ar runny rim-e? Dc yau haye naLl-ea ar yamiling? Dayan hayedianhea? Transportation Traditional Learning (Bus) Student Expectations ● Students should wash hands for 20 seconds before leaving home each morning. ● Transportation staff are expected wear cloth face coverings. ● Students are expected to use cloth face coverings. ● Hand sanitizer will be available on the bus for students and staff. All riders will be encouraged to use hand sanitizer as they get on the bus. Transportation Staff Expectations • SBI staff must complete the COVID questionnaire each day before starting their routes. o Staff must answer “NO” to all questions. o If they cannot, they must leave work. • Disinfecting wipes will be available on the bus for SBI staff to wipe railings, if time, after each route. • At the end of the day, staff will wipe clean, spray, and let dry overnight. • Keep bus windows partially opened, when possible. • If a staff or student tests positive for COVID, the bus they were on will not be used again until appropriate cleaning and disinfecting has occurred. o Wait 24 hours before cleaning and disinfecting. • Toys on the bus for ECH, RISE students will need to be cleaned and disinfected after each route if it was touched by a student. • No signatures required for SPED students at the drop off. o An adult will need to show ID to receive the child off the bus. • Principals and school staff will develop assigned seating for students on buses with the goal of keeping family cohorts and classroom cohorts together, when possible. Modified On-Campus Learning (Bus) ● The same procedures will be followed as listed in the Traditional Learning Model, except for reduced ridership. Remote Learning (Bus) ● SBI will coordinate with Food Service and Principals to run pre-established routes to deliver meals and homework. ● Jane Addams routes for EIC remain the same pick up/drop off times so meals and homework can be delivered. Traditional Learning (Cab) ● ● ● ● Cab staff will wipe down all hard surfaces with disinfectant after each route. Drivers are expected wear cloth face coverings. Hand sanitizer will be available for drivers and passengers to use. Drivers must complete COVID questionnaire each day before starting their routes. Must be able to answer “NO” to all questions or will need to go home. ● Keep windows partially opened for ventilation, when possible. ● If a driver or passengers test positive for COVID, the cab they were in will not be used until after cleaning and disinfecting has taken place. ○ Wait 24 hours before cleaning and disinfecting. Modified On-Campus Learning (Cab) ● Schools/Departments will indicate on the Cab Request Form what days students will be on campus during modified learning. ● The same procedures will be followed as listed in the Traditional Learning Model. Building Use Operational Information The District will suspend use of school facilities by outside organizations until the end of first quarter (October 28, 2020) to allow students and staff to establish new routines. Organizations impacted include, but are not limited to: ● LSS Mentor Program ● TeamMates Mentor Program ● Use by YMCA, EmBe, Boy/Girl Scouts, SDYSO and similar programs that use school facilities, etc. (If organizations can meet outdoors after school, that access will be approved.) District will review the tentative opening date of October 28 on or about September 30 to confirm that date or suggest a future date, if public health necessitates. Partnerships for Student Success The District relies on several community partners to deliver services essential to student success. These partners provide 1:1 and group counseling services for students who need additional support and WILL be permitted during the 1st quarter. Examples include, but are not limited to: ● Avera Behavioral Health ● LSS PATH Program ● Southeastern Behavioral Health ● Children’s Connection ● TRIO School Day Community Center Programs ● Community Center activities that will continue while schools are open and in session are: ○ Senior Walking Program at Morningside 8-10am ○ Toddler Playtime 10am-Noon twice a week ● Patrons will follow the same protocols already established in that they enter through the doors and flow right into the Community Center and there is little/no contact with school staff or students. ● Cleaning protocols already in place, reviewed and mutually agreed upon by SFSD Health Services, Operations, Community Relations and City of Sioux Falls Parks and Recreation Department. After School Programs ● Kids Inc. will run in elementary school buildings (daycare, essential need). ○ The Community Centers (located at 5 elementary schools with shared gym space) will continue to operate with limited capacity, from 3-6pm on school days (daycare, essential need). ○ Waivers will be required by the city for students to participate ● Capacity will be determined by City of Sioux Falls staffing. ● YMCA After-school Program will run in middle school buildings (teen supervision, essential need). Howard Wood Field Outdoor events scheduled to occur at Howard Wood Field during the suspension will be considered on a case-by-case basis. Evening Activities at Community Centers The City of Sioux Falls determines the use of their gym space in the evenings at Community Centers. Miscellaneous Building Use Items ● Community Relations will formally contact all organizations that use facilities between now and October 28 to inform them of the suspension. ● Community Relations will inform all groups that they will need to submit a COVID-19 Prevention Plan prior to their future use after October 28. (checklist template found on following page) ● Parent groups that support schools or programs could request to hold evening meetings that would typically be at the school at IPC during the time buildings are not able to be used. This allows school building custodians to focus on their increased daily cleaning regimens to ensure student and staff safety. ● Community Education classes for adults could be held at IPC, but not in school buildings, during the suspension. ● For all meetings/classes held at IPC, we will use ComEd registration to notify anyone who may have been in the building when there was a positive case. (Won’t likely be a close contact, but possible.) Boosters/PTOs, etc. that use the building would be asked to take roll at the meeting to allow for notification, if necessary. Use of School Facilities COVID-19 Prevention Checklist As a publicly funded entity, the Sioux Falls School District welcomes the use of school facilities by community organizations pursuant to Policy KF/KF-R. While the District recognizes the significant benefit community activities play in enhancing the lives of students and adults, it is prudent to limit the community’s exposure to COVID-19 during the pandemic. At such time that the District identifies organizations that can use school facilities again, organizations wishing to secure building use will be asked to submit a COVID-19 prevention plan. COVID-19 Prevention Plan: complete the following checklist outlining your organizations plan to protect participants for your activities. Organization Name: Contact Person: Contact Person Role: Phone Number: Email Address: Mailing Address: Social distancing and excellent respiratory hygiene remain key methods to decreasing exposure to COVID-19. With this said, please provide information as to how your organization will: Player and Spectator Movement: How will you: Adjust scheduling of practices and games to allow for participants or teams to arrive and leave separately? Provide separate designated areas for warm ups, team gatherings, and spectators to maintain social distancing (6’)? Educate and inform/communicate to participants and spectators restricted use of shared equipment and other safety protocols? Equipment: How will you: Require participants to bring their own water bottles and not rely on team or facilities provided? Establish protocols for sanitizing shared equipment? Provide supplies for participants, officials, and parents to sanitize their hands frequently? Regularly clean common use areas (i.e. benches)? Activities: How will you: Communicate changes in participant behavior during activities (i.e. no shaking hands, high fives, and team huddles)? Educate officials, players, and coaches around playing conditions and/or activity rules being modified to support social distancing (for example – where officials stand, number of players in a dugout, coach’s meetings, and awards)? Communication: How will you? Advise participants, officials, and parents to stay home if they are not feeling well? Address non-compliance for spectators, participants, and coaches? Provide signage instructing participants and spectators about the conditions that are required for your event to take place? Please provide a list and example(s) of the verbiage. Communicate and enforce designated seating areas to increase social distancing between spectators and social distancing between players? Stakeholders/Communication - DeeAnn Konrad Clear, consistent communication is key to reducing confusion and bringing a sense of calm when change is evident. SFSD believes two-way communication with, and between, internal and external stakeholders is essential to building trust and strengthening relationships. To that end, the Stakeholders/Communications Team established the following guiding principles: Guiding Principles C.1: Develop a communication plan that is adaptable, localized (SF or even school-specific) C.2: Provide accurate (facts over fear), timely communications in delivery methods specific to each stakeholder group’s needs, w/special attention to groups unengaged with traditional delivery methods C.3: Inform stakeholders of timeline and create central location for information about SFSD planning C.4: Support communication needs of identified SFSD work and pillar groups These guiding principles represent sound communication practices and must be considered flexible to meet the needs of stakeholders as information about COVID-19 and its impact on schools, staff, and students becomes more widely known. Develop Provide Inform Support Guiding Principal C.1 - Develop adaptable communications plan Strategies ❑ Determine the type, content, and frequency of internal communication (who communicates what, when, and to whom - this includes regular and intentional communication with the school board). ❑ Determine the type, content, and frequency of external communication (who communicates what, when, and to whom). ❑ Develop the following communication supports for the home-school connection: Who Konrad/Stavem Tactics E-Newsletters containing Board Reports & Info · Comm/Stake Team ● Bi-weekly - Audiences include: staff, students, school board, nonprofit and for-profit partners District Dialogue Konrad/Stavem · Comm/Stake Team - Audiences include parents, students, community members Konrad/Uthe/Schumacher ● Parent Handbook ● Mondays Supt Message ● As Needed, At Least Monthly COVID-19 Resource Center (website)Smore Newsletter Updates Superintendent’s Column Healthy Habits 101 Videos (available on YouTube in Eng/Span) Posted on COVID-19 Resource Center and printed (available in Eng/ Spanish) ● Regular electronic communication and all-district phone, email, app, and text delivery ● Classroom Use Video/ KLRN-TV Videos/ Message Board ParentLink (phone, email, app) ● Public address announcements at activities/events Remind (text) ● Traditional home-school communication (e.g., postal mail) when necessary District News Minute ● Translation services are used when appropriate Positive Parenting ● Use of a common platform for communication beyond email (e.g., Remind, Blackboard), and Reminders for printed programs and public address use District’s Annual “Ignite” Publication ❑ Report communication needs, progress, and results during COVID Response Team meetings in order to review, monitor efficacy of communication, and determine next steps. Konrad – overview Uthe – report on social media In-district translation when available, plus local translation services Staff training during inservice C.2 - Provide timelines and processes for change in District delivery models ❑ Work with the district emergency operations plan team to align communication processes/protocols. Konrad / Comm/Stake Team / Bob Bray Consider: ● The different audiences for communication and critical messages each require; ● Who is responsible for developing communication messages in the event of a change in district delivery model; ParentLink, Remind, COVID-19 Resource Center, local media, Facebook, Twitter, daily school announcements/ reminders/trainings for students and staff Parents/Students/Staff/ Community Konrad/Uthe/Schumacher ● How messages will be delivered (to who, in what order, with what support); ● Follow-up support needed for staff, students, and families (who, how, when, for how long); and ● Determine the efficacy of communication. Survey, As Needed C.1 - Establish accurate internal and external communication process/ protocols regarding health and safety. ❑ Support routine Konrad / Comm/Stake Team communication with parents and staff regarding steps the school is taking to promote health and safety of students and staff. Posters/School Announcements/ ParentLink, Remind, etc. ❑ Identify and address potential language, cultural, and disability barriers associated with communicating health and safety information to school community and staff. Konrad / Comm/Stake Team ❑ Consider having a (Patti LT/Demi/Barb AS) centralized voicemail, email, or webpage to address incoming questions or concerns on COVID-19 topics, environmental health, and safety-related issues. ❑ Coordinate communications directly with: ● Local public health offices in the following circumstances: C.4 - Support Communication needs of identified SFSD work and pillar groups Konrad / Comm/Stake Team Konrad/Satter Email created June, 2020: covid.sfsd@k12. sd.us Prior to releasing info on communicable disease outbreaks, include messaging regarding closure, dismissal, or event cancellation; and Phone line: Weather Hotline will be used: 9-330-5172 School health service and risk management reviews, updates school emergency plans and provision of essential services (e.g., local public health, emergency management) As needed Konrad/Comm/Stake Team Ongoing Students Action/Task Inform & Educate Strategies/Responsibilities Frequency/When? Signage to Support Expectations and New Practices By August 15 (Principals rec’d in June; add’l can be picked up at General Admin) Daily Announcement Reminders As Needed August 27 and Beyond Video Series Filmed July 9, available July 16 - Youtube Parents Action/Task Strategies/Responsibilities Frequency/When? Seek Understanding Parent Survey June 18, 2020 July 20, 2020 Possible August 2020 Inform & Educate Parent Handbook August 15 Video Series Filmed July 9, available July 16 - Youtube Updates/Information from District Board Reports July 13, July 27, August 10, August 24 Updates from Schools/Principals August 2020 and Beyond Teachers/Staff/Substitutes Action/Task Seek Understanding Inform & Educate Strategies/Responsibilities Frequency/When? Survey Staff July 17, 2020 Let’s Talk Tab on inSite/Website July 13, 2020 & Beyond District Dialogue Weekly Email Mondays beginning July 13, 2020 Staff E-Newsletter Bi-Weekly / ongoing Signage to Support Expectations and New Practices By August 15 (Principals rec’d in June; add’l can be picked up at General Admin) Communication from Principals Ongoing, beginning July 13, 2020 District Provided PowerPoint July 20, 2020 and Beyond Information from HR Email, as needed - June 29, 2020 & Beyond Staff Handbook TBD General Session August 20, 2020 School Board Action/Task Inform & Educate Strategies/Responsibilities Frequency/When? R2L Planning Report Board Meetings - July 13, July 27, August 10, August 24 and beyond Regular Communication As needed Union Leadership Action/Task Seek Understanding Inform & Educate Strategies/Responsibilities Frequency/When? June 29, 2020 Email Regarding Accommodations As needed Meetings regarding MOU development July 2020 Public Comment at School Board Meeting July 13, 2020 As requested Meetings As requested Community Action/Task Strategies/Responsibilities Frequency/When? Seek Understanding Let’s Talk! Received and response sent in 48 hrs. Inform & Educate Bill Zortman “It’s Your Business” - radio Argus Leader - newspaper KELOLand TV - television Dakota News Now - television SD Public Radio - radio As requested Great Sioux Falls Area Chamber of Commerce July 22, 2020 Rotary Invitation/Presentation August 2020 Public service announcements on speaker and in programs at events Beginning June 27/28 & Beyond Resources - Todd Vik Financial Resources The District has identified five potential federal resources specifically to aid in funding COVID-19 related expenses. These resources are: ● ESSER Grant: Formula grant through the SD DOE for approximately $4.3 million available for a wide variety of SFSD COVID-19 expenses. ● Federal Health and Human Services Grant: Approximately $273,000 directly from the Federal Government for one-time actions or activities to prevent, prepare for, and respond to COVID19 in the early child setting - This is a non-competitive grant. ● Governor’s Emergency Education Relief Fund: Approximately $5.7 million available to public K-12 Schools on a competitive basis. Grant applications will prioritize quality remote learning as schools prepare for many possible scenarios this next school year, teacher professional development, and support of students as they come back from extended school closures. ● Coronavirus Relief Fund (Federal Aid to States): $1.25 billion allocated to SD to be spent on new activities related to the Coronavirus response as determined by the Governor. Funds are available to support counties, cities, and schools with expenses related to the pandemic. It is unknown how much, if any, funding will be available for public school districts. ● FEMA: Funding for response and mitigation to the effects of the Coronavirus are available through the State, then to Minnehaha County, and eventually to local governments within the County. Applications are made to the County, and it is uncertain how much will be allocated to schools. Financial Expenditures All working groups have identified over 100 line-items totaling approximately $7.8 million of potential Coronavirus related expenditures. The District Executive Team is reviewing and ranking the requests and approving requests where timeliness is critical. A detailed supplemental Coronavirus budget will be submitted to the Board in September. Instructional Core - Dr. Teresa Boysen Early Childhood Expectations and Guidance Introduction to Birth - 3 and Early: District early childhood staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building leader. Guiding Principles 1. Instruction will be consistent across the district using the district approved curriculum, programs, and resources. 2. Birth - 3 and Early childhood sites will have a consistent Learning Management System to deliver instruction. 3. Evidence of engagement will be monitored, documented, and communicated to families. 4. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and Specialists for collaborative and instructional purposes. 5. Develop relationships with families to support all instructional models. Expectations by Role Birth - 3 and Early Childhood Role Birth - 3 Team Members Expectations Mode of Instruction Frequency Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Online Multiple Sessions Develop an IFSP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders Document communication with parent/student as attempts to make progress on IFSP outcomes accountability document. All Modes Ongoing All Modes Ongoing Discuss with families the importance of developing a contingency plan for delivery of specialized instruction (FAPE) in the event there is an extended school closure. All Modes Ongoing Refer to the Special Education IFSP/IEP Guidance (state or district) for holding IFSP/IEP meetings during extended school closure. Remote, Modified Intermittently As a team, define how we will continue to provide FAPE and track progress on the student’s IFSP outcomes in the event there is an extended school closure. All Modes Ongoing Utilize Seesaw to deliver synchronous and asynchronous instruction to families. All Modes Ongoing Develop relationships with children and families and determine family access to technology and Internet. Provide families access to the Seesaw. All Modes Ongoing Utilize Seesaw with families consistently to engage in synchronous and asynchronous activities. All Modes Ongoing Include all team members on necessary communication with families and other providers. All Modes Ongoing All Modes Ongoing All Modes Ongoing Staff will: Hold IFSP meetings and initial eligibility meetings working closely with B-3 Coordinators. Coordinate team meetings 2x a month. Develop weekly/monthly goals with families. Develop family friendly activities with the use of common household items or ensure materials are All Modes available to families in the event of an extended school closure. Ongoing Provide families with regular feedback and support utilizing a preferred method (Face to Face, Seesaw, phone, email, letter, Google Meet, etc.). All Modes Ongoing Utilize a consistent data collection sheet. Remote/Blended Intermittently Use the HELP Developmental Checklist to guide and support children and families with outcomes. All Modes Ongoing Make paper packets available for families that do not have access to technology. Must include step-by-step instructions and materials necessary Remote/Blended for all lessons. Document all contacts and attempts with families. Utilize Seesaw, REMIND, Language Line, or A-Z to communicate with ELL families ensuring regular communication. Intermittently All Modes Ongoing All Modes Ongoing Early Childhood Teacher Staff will: Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Online Multiple Sessions Utilize Seesaw and Google Meet to deliver synchronous and asynchronous instruction to students. All Modes Ongoing Connect and build relationships with students and All Modes families during a virtual open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals. Ongoing Utilize the Seesaw consistently to engage students and families in synchronous and asynchronous activities. All Modes Ongoing Plan and collaborate regularly with related All Modes service providers (speech, OT, PT, Interpreters) and support specialists (teacher coordinators, behaviors specialists, behavior facilitators, autism team leaders) to support student learning. Ongoing Develop weekly Learning Boards/lessons and make available to all families (posted on the website, Seesaw, printed, mailed). Remote, Modified Intermittently Link all activities and/or lessons to one or more of the 15 School Readiness Goals- (specific alignment documented in lesson plans). Remote, Modified Intermittently Develop activities and/or lessons with the use of Remote, Modified common household items or ensure materials are sent home in a take home packet. Intermittently Include a schedule of activities for each day, EX: -Monday, 10:00AM and 2:00PM live Dialogic Reading lesson -Math sorting activity: using a crayon, draw a circle and cut it out - take a pic for your teacher and post to Seesaw. Remote, Modified Intermittently Remote, Modified Intermittently Remote, Modified Intermittently All Modes Ongoing Remote, Modified Intermittently Delivery a minimum two Dialogic Reading and two Numbers Plus lessons, with differentiation, per week via Seesaw/Google Meet. Plan two additional 15 min /activities a week, with differentiation. Must include step-by-step instructions for students and families utilizing Seesaw (ex. motor, social emotional, pretend play, alphabetic knowledge, etc.). Suspend toothbrushing and family style meals. Provide families with regular feedback and support regarding student participation, engagement, and achievement (Seesaw, Google Meet, phone, email, letter, etc.). Collect COR notes in each area with a minimum of 1 note per week per child. (collection can be obtained through lesson delivery, parent report, photos, or other resources identified). Remote, Modified Make paper packets available for families that do not have access to technology. Must include Remote, Modified step-by-step instructions and materials necessary for all lessons. Intermittently Intermittently Coordinate with Administration determining how families will pick up or obtain printed materials and lessons. Remote, Modified Ongoing Document all contacts and attempts with families on Insite. All Modes Ongoing Utilize Seesaw, REMIND, Language Line or A-Z ensuring communicate with ELL families. All Modes Ongoing Post weekly Learning Boards to Seesaw. Remote/Modified Intermittently Establish open office hours via Google Meet at least twice a week for one hour with varying times Remote/Modified (to accommodate families). Intermittently Respond to email correspondence from families within 48 hours of receipt (contracted time). Intermittently Remote/Modified Early Childhood -Special Education Develop an IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders. All Modes Document communication with parent/ Remote/Modified student as attempts to make progress on IEP goals in IEP on accountability document. Hold annual IEP meetings and eligibility meetings. Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning. Ensure students and families have access to all necessary communication structures such as picture schedules and/or assistive technology. Document IEP progress and communication using the accountability form AND on Insite. Work closely with IEP Facilitators and all other team members ensuring IEP timelines and eligibility meetings are met. Intermittent Remote/Modified Intermittent All Modes Ongoing Refer to the Special Education IEP Guidance for holding IEP meetings during extended Remote/Modified school closure. Coordinate and develop a plan, with all IEP team members including related service providers, the plan to continue delivering FAPE in the event remote learning would occur. Ongoing Intermittent Remote/Modified Intermittent Remote/Modified Intermittent Remote/Modified Intermittent All Modes Ongoing Develop a plan for how to make IEP copies or evaluation information available to families Remote/Modified prior to when meetings must occur (email, mail, pick up at school). Intermittent Schedule virtual IEP meetings to the greatest extent possible. Remote/Modified Intermittent Regularly monitor guidance disseminated by the Special Education Department. Ongoing All Modes Head Start Nursing Teacher Coordinators Nursing will: Participate in a professional development Online course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Multiple Session Support Head Start families by providing access to district and community resources. All Modes Ongoing Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Online Multiple Sessions Utilize Seesaw consistently to engage and support teachers in the development of synchronous and asynchronous activities. All Modes Ongoing Plan and collaborate weekly with teachers/ teams supporting student learning. All Modes Ongoing Support teachers in linking all activities and/ or lessons to one or more of the 15 School Readiness Goals- (specific alignment documented in lesson plans). All Modes Ongoing Teacher Coordinators: Support teachers’ development of activities Remote/Modified and/or lessons with the use of common household items or ensure materials are sent home in a take home packet. Intermittently Monitor and support teachers by providing feedback on the collection of COR notes in each area (collection can be obtained through lesson delivery, parent report, photos). Intermittently Remote/Modified School Leaders School Leaders will: Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Online Multiple Sessions Communicate expectations to staff regarding All Modes all models of learning and consistent use of the LMS. Ongoing Monitor and support staff in their planning and development of procedures for all models of learning. Utilize the Seesaw to develop relationships and engage with families, send schoolwide messages, and monitor staff implementation All Modes Ongoing All Modes Ongoing Elementary Learning Expectations and Guidance Introduction for Elementary Staff District elementary staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building leader. Guiding Principles 1. Plan will allow buildings to move fluidly between all models without a loss of learning. 2. Instruction will be consistent across the district using the district approved curriculum, programs, and resources. 3. Elementary buildings will have a consistent Learning Management System to deliver instruction. 4. Evidence of engagement will be monitored, documented, and communicated to families. 5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and Specialists for collaborative and instructional purposes. 6. Develop relationships with families to support all instructional models. Grades K-5 Role Expectations Elementary Helpful Links: ● Physical Education Shape Reentry Resource Mode of Instruction Frequency Expectations by Role Grades K-5 Role Expectations Students and Families Students and Families will: Commit to engagement and effort during all modes of learning. Commit to completing tasks assigned via Seesaw. Establish routines and procedures for all modes of learning. Utilize provided materials and devices. Utilize resources provided by district (internet, meals, device, interpreters, social workers, counselors). Access Seesaw daily. Continuous communication between all stakeholders. Utilize the district provided platform, Seesaw, for learning and instruction. Complete assignment/tasks in a timely manner to demonstrate understanding. Understand that students will be held accountable for completing assigned tasks and feedback and grades will be provided. Understand students will be engaged in learning, which could possibly cause frustration and struggle, therefore students/families should ask for help when needed. Participate in classroom meetings and synchronous learning. Mode of Instruction All Modes Frequency Ongoing General Education Teacher Teachers will: Online Multiple Sessions All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing Establish clear expectations using I Can statements to be a part of the instructional framework and instruct students on technology etiquette and use during learning. All Modes Ongoing Utilize asynchronous and some synchronous instruction during the first month of school to build familiarity with the learning platform. All Modes Weeks 1-4 Utilize asynchronous instruction to deliver instruction daily. Remote, Modified All Modes All Modes Intermittent Collaborate with support specialists (SIPPS, ELL, SPED) on a weekly basis to meet the needs of students who require specialized instruction, language support, accommodations, and/or interventions specific to missed learning opportunities. All Modes Ongoing Participate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to plan for and analyze student work as well as determine interventions needed. All Modes Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers. Connect and build relationships with students and families during a virtual or small group format open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals. Utilize Seesaw to provide communication regarding assignments, tasks, class meetings or live instruction links to students and families. Follow the district designed and approved Instructional Framework of core content programs (CCC and Investigations) to provide instruction. Engage students in an instructional loop of teaching, learning, and feedback. The instructional loop will include a variety of instructional delivery techniques (small group, whole group, recorded, live, etc.) within all instructional models. Utilize synchronous instruction at least once per day for ELA and Math. Awareness of students and understanding of the plan for those students who require accommodations through an IEP, 504, EL, and/or related services. All Modes Provide families with weekly feedback (written or verbal) regarding student engagement, participation, and academic achievement. The communication should be seen as an opportunity to build relationships with families. Ongoing Ongoing Ongoing Ongoing Remote, Modified All Modes Intermittent Create opportunities via Google Meet for students to gather as a learning community to support social emotional learning goals. Remote, Modified Intermittent Respond to email correspondence from families within 24 hours of receipt (contracted time). All Modes Ongoing Establish open office hours via Google Meet at least twice a week for one hour with varying times (to accommodate families). Collect data-based evidence, per guidance in instructional framework, of student engagement and assignment completion. Ongoing Special Education Teacher IEP Support Practices For all Learners: Develop an IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders. All Modes Ongoing Document communication with parent/student as attempts to make progress on IEP Remote/ goals in IEP on accountability document. Modified Weekly Hold annual IEP meetings and eligibility meetings All Modes Ongoing Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning. Remote/ Modified One Time Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure. Remote/ Modified Intermittent Instructional Practices For all Learners: Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment Online purposes by all K-5 teachers. Several Sessions Utilize the LMS (Seesaw) to provide synchronous and asynchronous instruction to students. All Modes Ongoing Post a minimum of 2 live/recorded video lessons per service area per week. Remote/ Modified Weekly All Modes Ongoing Establish open office hours via Google Meet at least twice a week for one hour with varying times (in an attempt to accommodate families). Remote/ Modified Weekly Respond to email and other communications from families within 24 hours during contracted work week. All Modes Ongoing Coordinate with general education to implement appropriate accommodations within remote and modified learning. All Modes Weekly Collaborate with families to provide SEL support for students in remote and modified learning. Remote/ Modified Weekly Connect and build relationships with students and families during a virtual open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals. All Modes Ongoing All Modes Ongoing Coordinate and collaborate with grade level team/general education to include support staff and specialists, as appropriate, to coordinate instruction and instructional supports for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists). All Modes Ongoing 2.) Tier II (general education and special education students) Coordinate and collaborate with grade level team/general education to include support staff, facilitators, and specialists, as appropriate, to coordinate instruction and instructional supports for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists). All Models Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy. 1.) Resource Participate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to determine interventions needed. Facilitate small group instruction to support students utilizing SEL strategies. 3.) Bridges Follow the district designed and approved scope and sequence of core content programs (CCC and Investigations) to provide instruction. Coordinate and collaborate with support staff and specialists, as appropriate, to coordinate instruction and instructional support for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists). Facilitate small group instruction to support students utilizing SEL strategies. 4.) RISE Follow the district designed and approved scope and sequence of core content programs utilizing the core content connectors to provide instruction. Coordinate and collaborate with support staff and specialists, as appropriate, to coordinate instruction and instructional support for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists). EL Teacher English Learner instruction is a civil right that will be provided to all ELs in all modes All Modes of instruction. Daily Create individual accounts in Learning A-Z for all students. Utilize this resource to enhance speaking, listening and reading skills in traditional instruction to ease the transition to and from remote learning. All Modes Daily Assign practice opportunities using Learning A-Z to keep students speaking and listening to English. Remote Weekly Follow the curriculum companion guides written for each grade level. Students will receive pre-teaching exposure for the upcoming week of Collaborative Classroom instruction. All Modes Weekly Provide opportunities to practice all domains of language acquisition each week. All Modes Weekly Use Seesaw to organize and facilitate learning activities. Remote Daily Provide a minimum of one synchronous session each week to maintain relationships with students and provide additional practice of speaking and listening. Each student in the session will have the opportunity to speak and listen to academic English in each session. Remote Weekly Synchronous sessions will be recorded, and links posted to Seesaw for students to re-watch or for absent students to learn from. Remote Weekly All new learning should be presented in asynchronous videos and posted to Seesaw for students. Remote Weekly Maintain communication with liaisons in order to best serve families. All Modes Weekly All Modes As Provided All Modes Weekly Remote Weekly Participate in Seesaw training. Collaborate with classroom teachers to maintain pacing and cohesion with lessons. Communicate about student data and interventions needed. Communicate with families/students on a weekly basis. Counselor Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS) to be utilized for teaching, learning, and assessment purposes by all K-5 teachers and counselors. Online Several Sessions Collaborate with general education teachers and administrators for counselor incorporation into the Parent Learning Academy. All Modes Ongoing Collaborate with staff and families to identify, provide, and monitor additional Remote/ supports to students who are struggling socially, emotionally, behaviorally, Modified or academically. Ongoing Design virtual system for delivery of counseling curriculum. Remote/ Modified All Modes Ongoing Follow regular office hours to instill boundaries and professional expectations for students/families. All Modes Ongoing Respond to parent and student emails within 24 hours. All Modes Ongoing Collaborate with classroom teachers for implementation of Career and SEL curriculum. All Modes Ongoing Participate in collaboration meetings at building/district levels and with counselors within Triads. All Modes Ongoing Create and maintain counselor websites/smores. All Modes Ongoing Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space. Use texting groups, WhatsApp, and Talking Points to communicate with families. All Modes Ongoing All Modes Ongoing Communicate with school staff regarding student/family issues that will impact a student’s education. All Modes Ongoing Attend collaboration meetings. a. These will be via Google Meet if in Remote Learning. All Modes Ongoing Use facemask and shield when doing home visits. All Modes Ongoing Use personal abilities or support services to translate important information with families. All Modes Ongoing Support EL staff with coordination of IEP or LAP meetings or conferences. All Modes Ongoing Assist families with connections to community resources. All Modes Ongoing Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs. School Home Liaisons Ongoing Social Workers Participate in professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families. All Modes Ongoing Participate in social work collaboration meetings. All Modes Weekly Follow regular office hours to instill boundaries and professional expectations for students/families. All Modes Ongoing Conduct home visits following SD DOH, CDC, and Health Services protocol. All Modes Ongoing Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, All Modes or academically. Ongoing Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs. All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. All Modes Multiple Sessions Coordinate and collaborate with special education teachers in supporting students’ instruction. All Modes Ongoing Participate in training to support social/emotional learning (Zones of Regulation and/or Trauma Informed). All Modes Ongoing Reinforces instructional/behavioral objectives for students. All Modes Ongoing Support students in completing tasks and accessing general education instructional content within the online platform. Remote/ Modified Weekly Provide services as intermediary with school and court as needed for truancy. Participate in SPED evaluations, continue to serve as SPED team member. Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space. Behavior Facilitator Specials Teachers Specialists will: Online 1 Time All Modes Ongoing All Modes Ongoing Engage students in an instructional loop of teaching, learning, and All Modes feedback. The instructional loop will include a variety of instructional delivery techniques (small group, whole group, recorded, live, etc.) within all instructional models. All Modes Participate in a monthly collaboration model with a focus on student achievement. Teachers will coordinate efforts to support the instructional framework and determine instruction to support. Provide families with feedback regarding student engagement, participation, All Modes and academic achievement as needed and in coordination with gen ed teachers. The communication should be seen as an opportunity to build relationships with families. Ongoing Collaborate with classroom teachers to design lessons that can be integrated into core content OR delivered as stand-alone lessons within the gen ed classroom environment. Remote, Modified Intermittent Establish open office hours via Google Meet at least twice a week for one hour with varying times (to accommodate families). Remote, Modified All Modes Intermittent Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, (Music, PE, and assessment purposes by all K-5 teachers. Art, Lib., Utilize Seesaw to provide synchronous and asynchronous instruction to students. etc.) Follow the district designed and approved scope and sequence of standards based on curriculum to provide instruction. Respond to email correspondence from families within 48 hours of receipt. Library - quarantine books for 3 days (gloves, masks) when checking in books; signage in library reminding proper hygiene and distancing. Guides on floor to encourage distancing when checking out books, etc. Hand sanitizer available and used prior to going to shelves. From NAEA remote learning and back to school toolkit Link: ● Create individual student kits. If possible, provide each student a kit of “high-touch” supplies - such as pencils, erasers, drawing materials, and brushes—that can be carried with them. ● Develop a “minimum, better, best” list of art supplies that can be used for each project. Work as one unified school community. Coalesce whole-school supplies to create individual student kits and only order to fill existing gaps. Work with the administration to align resources throughout the school so that students receive one “education kit” that will encompass all courses. ● Follow CDC and district guidance on cleaning and sanitizing tools, materials, furniture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc. Tables and stools should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces. ● Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum. Instrument Hygiene: ● Instruments should not be shared. ● If shared, proper and thorough cleaning should occur between each use -see NFHS cleaning guidance. ● Percussion or Orchestra students must not share mallets without properly disinfecting them--or students can wear gloves. ● Students should not play recorders in school until further notice. ● If necessary, general music teachers should provide each student with a personal music kit that includes common classroom instruments (rhythm sticks, mallets, etc.). Students should not share mallets or other instruments without disinfection. Music Classroom/Ensemble Classroom: ● Measure classrooms to determine the best setup for each class to adhere to social distancing requirements. Straight rows may allow for more space between students than the traditional arch shape. ● Consider use of larger facilities as available, and measure and preset these spaces as well. ● Face to face group sessions should adhere to district guidelines for social distancing. ● Teachers and students are expected to wear masks when singing. ● Create a template of the desired length that will meet guidelines for social distancing, and mark spaces on your floor where chairs and stands will be placed. Remote, Modified Traditional Ongoing Ongoing Ongoing Intermittent Ongoing ● Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing. ● Students should be seated in rows facing the same direction rather than in arcs. Physical Education ● Prepare for how students will enter and exit the gymnasium. ● Consider the use of outdoor space, when available. ● Define spaces and boundaries to ensure physical distancing (tape, rope, signs). ● Tiered color-coded systems have been created to help guide staff, students and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day. ○ Green = Traditional Physical Education Environment. This ○ students in the classroom. ○ Yellow = Small groups with equipment sharing. This level would allow small groups of students to share different equipment but not with the whole class. ○ Orange = Individual work with individual equipment. The students could use a piece of equipment only and no sharing or working with other classmates. ○ Red = Individual work but no equipment will be used. The students would be able to be in the gym with all social could include students sharing equipment and space with all distancing and personal space being practiced. ● Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sanitizing the gym space and equipment. ● Hand sanitizer when entering and leaving the gym. ● Students should wear masks when appropriate. ● Students will not be allowed to use water fountains or restrooms until administration allows. ● Sanitize equipment between classes by staff. Band/ Orchestra Beginning Instrumental Instruction Follow relevant mitigation guidelines as determined by District ● Use blended learning strategies that include classroom demonstrations followed by live online sessions in instrument groupings to teach students to properly care for instruments, create beginning sounds, set proper position, etc. in the event of remote learning being required. ● Create and record weekly lessons using video for each lesson group or instrument family that appropriately matches each group’s abilities and needs. Include an assessment for students to upload, preferably video, and provide feedback where possible. Move students along in curriculum pacing as best as possible. ● Create a group video check in or office hours to create relationships and answer questions. ● Face to face group sessions should adhere to district social distancing guidelines. ● Students must not share music stands. ● Students must not share sheet music. ● High denier nylon bell covers required. ● Face masks with slits for band mouthpieces are recommended. ● Absorbent disposable pads on floor for spit valves required. ● Face masks required for singing. ● Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing. Instrument Hygiene: ● Instruments should not be shared. ● If shared, proper and thorough cleaning should occur between each use. See NFHS cleaning guidance. Possible strategies to keep students engaged in music-making until instrumental instruction begins include: ● Teaching music fundamentals including note-reading, terminology, etc. ● Incorporating an introduction to each instrument through virtual means (videos, easy initial beginning embouchure exercises, etc.). ● Exploring other modes of music learning including composition, music technology, popular music, etc. School Performances: ● If school performances are permitted, they may be streamed online with or without live audiences. ● Social distancing protocols, as directed by local and state health departments, should be followed for student performers and good instrument hygiene practices. All Modes Remote, Blended Weekly Remote, Blended Weekly Remote, Blended Weekly Interventionist (SIPPS) Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers. All modes 1 time Utilize Seesaw to provide communication regarding assignments, tasks, and/or live instruction links for the SIPPS program to students and families. All modes Ongoing Engage assigned students in an instructional loop of teaching, learning, and All modes feedback. Ongoing Utilize asynchronous and some synchronous instruction during the first month of school to build familiarity with the learning platform. Remote, Modified Ongoing Utilize recorded SIPPS protocols for students/families to practice independently. Remote, Modified Ongoing Participate in a weekly collaboration with classroom teachers with a focus on student achievement. Teachers will coordinate efforts to plan for and analyze student work. All modes Ongoing Provide families with weekly feedback (written or verbal) regarding student engagement, participation, and academic achievement. The communication should be seen as an opportunity to build relationships with families. Remote, Modified Intermittent Collect data-based evidence of student engagement and assignment completion in SIPPS program. All modes Ongoing Establish open office hours via Google Meet at least twice a week for one hour with varying times(accommodate families). Remote, Modified Intermittent Respond to email correspondence from families within 24 hours of receipt (contracted time). All modes Ongoing Education- Participate in a professional development course to prepare for Seesaw, a al AssisLearning Management System (LMS), to be utilized for teaching, learning, tants and assessment purposes by all K-5 teachers. All Modes Several Sessions SPED OE EL Lunch Library All Modes Ongoing Participate in collaboration and/or training to support social/emotional learn- All Modes ing (Zones of Regulation and/or Trauma Informed). Ongoing Reinforces instructional/behavioral objectives for students. All Modes Ongoing Support students in completing tasks and accessing general education instructional content within the online platform. Remote/Mod- Weekly ified Collect data on student performance as directed by the teacher or case manager. All Modes Coordinate and collaborate with special education teachers in supporting students’ instruction. Ongoing School Leaders Instructional Coaches School Leaders will: Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers. All Modes Multiple Sessions Create space/time in the back to school schedule to communicate expectations to staff. All Modes 1 Time Create space/time at the beginning of the year to support a virtual or small group open house to be held. All Modes 1 Time Create space/time for a Family Academy to support families with academics, technology, expectations, etc. All Modes Ongoing Support and monitor the district designed and approved Instructional Framework of core content programs (CCC and Investigations) to support the instructional loop (teaching, learning, and feedback) in their building. All Modes Ongoing Communicate pertinent information to all stakeholders, utilizing the bank of messages within Parentlink or utilize Seesaw. All Modes Weekly Participate in professional development to prepare for the Learning ManAll Modes agement System (LMS) Seesaw which will be utilized for teaching, learning, and assessment purposes by all K-5 teachers. 1 Time Support teachers in utilizing Seesaw as they design synchronous and asyn- All Modes chronous instruction for students. Ongoing Design the district approved instructional framework of core content programs (CCC and Investigations) along with general education and special education teachers. All Modes Ongoing Participate in a weekly collaboration model with a focus on student achieve- All Modes ment. Coaches will coordinate efforts to support the instructional framework and determine interventions needed. Ongoing Collect qualitative evidence regarding the effectiveness of Seesaw and the instructional framework. All Modes Ongoing Respond to email correspondence from staff within 24 hours of receipt. All Modes Ongoing Establish a schedule of a minimum of 1 hr. a day for open office hours via Google Meet. Remote, Blended Intermittent Coaches will: SPED InRespond to staff needs by: structional a. Provide feedback on remote teaching Coaches b. Supporting appropriateness of assignments c. Designing strategies for effective remote learning instruction and LMS d. Creating assessments e. Creating and collecting data Specialized Support Staff Remote/Mod- Ongoing ified Continue to mentor and coach new teachers. All Modes Ongoing Provide training for effective strategies in: a. Synchronous teaching All Modes Ongoing Collaborate with classroom teachers to support students. All Modes Ongoing Collaborate with classroom teachers to provide trainings. All Modes Ongoing All Modes Ongoing All Modes Ongoing All Modes Ongoing (AT, Autism Collaborate with classroom teachers to provide strategies. integrationist) Provide training to parents. Provide training to students. Create and maintain resource list for teachers. Create and maintain resource list for parents. Elementary Helpful Links: ● Physical Education Shape Reentry Resource Remote/Mod- Ongoing ified Ongoing Remote/Modified Middle School Learning Expectation and Guidance Introduction for Middle School Staff District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for all modes of instruction, which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building administrator. Guiding Principles 1. Plan will allow buildings to move fluidly between all models without a loss of learning. 2. Instruction will be consistent across the district using the district approved curriculum, programs, and resources. 3. Middle schools will use Schoology as a consistent Learning Management System (LMS) to deliver instruction. 4. Evidence of learning will be monitored, documented, and communicated to families. 5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and Specialists for collaborative and instructional purposes. Middle School Role Expectations Classroom 1. Use Schoology as the Learning Management System to manage daily classroom instruction and integrate digital assignments, resources and Teacher instruction. This will allow for better social distancing and smoother transitions between instructional methods. a. Professional development on alternative instructional methods will be provided. 2. Post overview of upcoming weekly learning plan for each class by Friday at 4:00 pm. Links for individual assignments, assessments, etc. may be opened throughout the following week as appropriate. 3. Due dates for all assigned student work during a given week will be the following Monday at 8am. (If Monday is a holiday, the due date will be the first student contact day of that week.) 4. Use screencasting software to post asynchronous2 instruction videos for all new learning. 5. Two synchronous1 instructional sessions per class period will occur in a 4-5 day week. These sessions/discussions will expand on new learning provided in asynchronous instruction. a. All synchronous1 instructional sessions will be performed via Google Meet. b. All synchronous1 instructional sessions will be recorded and the link posted for students immediately after the live session for students that are unable to attend. c. All synchronous1 instructional sessions will occur during scheduled class times and can last up to 30 minutes. 6. When planning lessons, plan for students to spend an average of 30 minutes of student work per class period per day. a. This is an approximation of time. Some students may spend more or less time depending on the assignment. 7. A minimum of two hours of “office hours” per prep should be held each 4-5 day week. (Please consider hosting one of these hours outside of the traditional school schedule and flex your time.) 8. Missing assignment emails will be generated by the district via Infinite Campus and sent to parent email on Friday at 5:00 pm. 9. Reply to all email communication within 24 hours on contracted work days. 10. Teachers may not require students to print materials at home. 11. Teachers will identify students in need of interventions within the current curriculum and offer opportunities for reteaching. 12. Opportunities to fill gaps in learning should be embedded in the current curriculum guide (pacing) as appropriate. 13. Utilize Dreambox to address gaps in math curriculum. 14. Grading will again align with SFSD Middle School Grading practices and reflect student understanding and success on the identified priority standards in each course. 15. Learning behaviors will be evaluated and posted at the end of each quarter in Infinite Campus. 16. High school credit-bearing courses will follow High School guidelines. 17. Collaboration in job-alike teams will occur a minimum of 2 times/week using the PLC model. 18. Participation in Team collaboration will occur a minimum of 3 times/ week. 19. District-wide Encore collaboration will follow the schedule on the DCM guide either face-to-face or remotely using Google Meet. 20. Staff responsible for students must use classroom seating charts and accurate record-keeping in the case that contact tracing is necessary. Definitions: Synchronous Instruction1 are lessons/meetings that will be taught in real time during scheduled class 2period. (i.e. Google Meet sessions) Asynchronous Instruction are lessons that are recorded by the teachers and shared with the students. (i.e. Screencastify recordings) Teachers of EL students 1. English Learner instruction is a civil right that will be provided to all ELs in all modes of instruction. 2. Sheltered Core Content teachers and English Language Development teachers will follow the guidelines for Classroom Teachers above. 3. Maintain communication with liaisons in order to best serve families. Mode All Frequency Daily Remote Weekly Remote Weekly Remote Weekly Remote Weekly Remote Weekly Remote Weekly All Weekly All Weekly All All Daily Daily All Daily All All Daily As Assessed All Quarterly All Daily All Weekly All Weekly All Quarterly Trad Daily All Daily All Daily All Weekly PE Teacher 1. 2. 3. 4. PE teachers will follow the guidelines for Classroom Teachers above. All Prepare for how students will enter and exit the gymnasium. Consider the use of outdoor space, when available. Define spaces and boundaries to ensure physical distancing (tape, rope, signs). 5. Tiered color-coded systems have been created to help guide staff, students and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day. a. Green = Traditional Physical Education Environment. This could include students sharing equipment and space with all students in the classroom. b. Yellow = Small groups with equipment sharing. This level would allow small groups of students to share different equipment but not with the whole class. c. Orange = Individual work with individual equipment. The students could use a piece of equipment only and no sharing or working with other classmates. d. Red = Individual work but no equipment will be used. The students would be able to be in the gym with all social distancing and personal space being practiced. 6. Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sanitizing the gym space and equipment. 7. Hand sanitizer when entering and leaving the gym. 8. Students should wear masks when appropriate. 9. Students will not be allowed to use water fountains or restrooms until administration allows. 10. Sanitize equipment between classes by staff. Daily Band, Orchestra and Choir Teacher 1. Music and Art teachers will follow the guidelines for Classroom Teach- All ers above Middle School Music Instruction • Face to face group sessions should adhere to district guidelines for social distancing. Currently three feet. • Create a template of the desired length that will meet guidelines for social distancing, and mark spaces on your floor where chairs and stands will be placed. • Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing. • Students should be seated in rows facing the same direction with at least three foot spacing, rather than in arcs. • Students must not share music stands. • Students must not share sheet music. • High denier nylon bell covers required. • Face masks with slits for band mouthpieces recommended. • Absorbent disposable pads on floor for spit valves required. • Face masks recommended for choir students Instrument Hygiene: • Instruments should not be shared. • If shared, proper and thorough cleaning should occur between each use. See NFHS cleaning guidance. • Chairs and Stands and Shared Equipment should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces • Percussion students must not share mallets without properly disinfecting them. Students should each have their own mallets. For large mallets such as bass drum mallets these must be disinfected between students School Performances: • School performances will follow the SFSD Activities guidance. • Music and Art teachers will follow the guidelines for Classroom Teachers above. From NAEA remote learning and back to school toolkit Link. • Create individual student kits. If possible, provide each student a kit of “high-touch” supplies—such as pencils, erasers, drawing materials, and brushes—that can be carried with them. Follow district guidance on cleaning and sanitizing tools, materials, furniture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc. Tables and stools should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces. Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum. All Daily Counselor Participate in a professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families (Schoology). As appropriate Collaborate with staff and families to identify, provide, and monitor additional All supports to students who are struggling socially, emotionally, behaviorally, or academically. Ongoing Participate in collaboration meetings at building and district levels. All Weekly/Monthly Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs. All Ongoing Mod/ Remote Mod/ Remote All Ongoing Follow regular office hours to instill boundaries and professional expectations for students/families. Respond to parent and student emails within 48 hours. Coordinate with classroom teachers for Career and SEL curriculum instruction. Ongoing Ongoing Participate in SPED evaluations and serve as SPED team member. Mod/ Remote All Maintain counseling office social media sites. All Ongoing Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space. All Ongoing 1. Respond to staff needs: a. Provide feedback on remote teaching b. Appropriateness of assignments c. Strategies for effective remote learning instruction and LMS d. Creating assessments 2. Continue to mentor and coach new teachers. 3. Provide training for effective strategies in a. Synchronous teaching b. Asynchronous teaching 4. Facilitate and participate in curriculum study meetings. 5. Participate in teacher collaboration meetings. 6. Participate in professional development and trainings. 7. Establish office hours. All Daily All Remote Weekly Daily Design virtual system for delivery of counseling curriculum. Instructional Coach Mod/ Remote All All All Remote Ongoing Ongoing Ongoing Weekly Ongoing Weekly SPED Instructional Coach 1. Respond to staff needs: a. Provide feedback on remote teaching b. Appropriateness of assignments c. Strategies for effective remote learning instruction and LMS d. Creating assessments e. Creating and collecting data 2. Continue to mentor and coach new teachers. 3. Provide training for effective strategies in: a. Synchronous teaching b. Asynchronous teaching c. Leading IEP meetings (remote) d. Attending IEP meetings (remote) 4. Facilitate and participate in curriculum study meetings. 5. Participate in teacher collaboration meetings. 6. Participate in professional development and trainings. 7. Establish office hours. All Ongoing All Remote Weekly Ongoing All All All Remote Ongoing 2x a week Ongoing Weekly Special Education Teacher 1. Overall Teacher Guidance: Resource, RISE, and Tier II refer to specific guidance from MS core instruction teacher). 2. General Education Classroom/Team Taught/Co-teaching: a. Collaborate with content teacher regarding standards and skills to be taught b. Design and provide learning that is aligned to the IEP goals i. Provide guidance to content area teacher on implementing instruction on goals ii. Host small group instruction for students with shared goals iii. Meet individually to provide instruction on goals c. Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document i. Collect and record all specialized instruction opportunities 1. Provide training to content area teacher if needed ii. Provide this information to the case manager on a weekly basis 3. Resource Class/Tier II Class: a. Develop lesson aligned to standards i. Determine power standards. ii. Utilize district-adopted materials. b. Design and provide learning that is aligned to the IEP goals: i. Host small group instruction for students with shared goals. ii. Meet individually to provide instruction on goals. c. Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning. d. Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document. i. Collect and record all specialized instruction opportunities. ii. Provide this information to the case manager on a weekly basis. 4. RISE Class: a. Develop lesson aligned to standards i. Determine power standards. ii. Utilize district-adopted materials. b. Design and provide learning that is aligned to the IEP goals: i. Host small group instruction for students with shared goals. ii. Meet individually to provide instruction on goals c. Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning). d. Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document. i. Collect and record all specialized instruction opportunities.Provide this information to the case manager on a weekly basis. 5. Case Management: a. Ensure that student learning is aligned with IEP goals OR provide learning that is aligned to the IEP goals. i. Provide guidance to content area teacher on implementation of instruction related to the goal. ii. Host small group instruction for students with shared goals. iii. Meet individually to provide instruction on goals. b. Collaborate with content area teachers, resource teachers, and RISE teachers to ensure that student is receiving instruction, accommodations and/or modifications outlined in the IEP. c. Collect and maintain all progress monitoring and learning opportunities aligned with IEP goal areas.District created accountability document. i. Teacher created material. d. Document parent outreach/contact e. Follow all IEP timelines and procedures for annual IEPs and evaluations. f. Collaborate and communicate with related service providers. i. Offer input on how to embed services if applicable to remote learning. g. Collaborate and connect with teachers and students to support completing tasks and accessing materials. h. Involve specialized support staff when applicable (i.e., AT team, Autism interventionist, instructional coach). i. Manage EAs by scheduling their time with individual students or teachers. All Weekly All Daily to once a week (see IEP) Each time serv are delivered See Gen Ed expectations Daily to once a week (See IEP) Ongoing Each time serv are delivered See Gen Ed expectations 2-3 times/week Ongoing Each time serv are delivered Ongoing Minimum 1x a week All All Weekly Ongoing Ongoing Weekly Ongoing Weekly Education Assistants Tier II Behavior Facilitators Social Workers 1. Collaborate with Case Managers and building admin to organize support to students. a. Scheduled support time b. Virtual support availability c. Small group guidance 2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Case Manager. 4. Meet with Case Managers, Special education department, or building admin. 5. Check email for communication and assignments. All Weekly All Daily All Daily All Minimum 1x/wk All Minimum 2x/day 1. Collaborate with Tier II Teacher, Case Managers and building admin to organize support to students. a. Scheduled support time b. Virtual support availability c. Small group guidance 2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Tier II teacher or Case Manager. 4. Participate in professional development and trainings. 5. Meet with Tier II Teacher, Case Managers, Special education department, or building admin. 6. Check email for communication and assignments. All Weekly Participate in professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families (Schoology). All Ongoing Participate in social work collaboration meetings All Ongoing Follow regular office hours to instill boundaries and professional expectations for students/families. All Ongoing Conduct home visits following SD DOH, CDC, and Health Services protocol. All Ongoing Collaborate with staff and families to identify, provide, and monitor additional All supports to students who are struggling socially, emotionally, behaviorally, or academically. Ongoing Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs. All Ongoing Provide services as intermediary with school and court as needed for truancy. All Participate in SPED evaluations, continue to serve as SPED team member. All Ongoing Follow CDC and district guidance on cleaning and sanitizing materials, furni- All ture, and office space. Ongoing Daily Daily Ongoing Minimum 1x/wk Minimum 2x/day Ongoing Librarian School Home Liaisons School Leaders 1. Librarians provide instruction in the classroom rather than the library when there is no need for students to go to the shelves to look for books. 2. Only one class in the library at a time. 3. Support teachers and students in accessing eBooks and using online information sources. 4. Support teachers and students in using Noodle Tools for research. 5. Develop book talks both in person and recorded or via Google Meet to encourage reading. 6. Quarantine books for 3 days. 7. PPE (gloves, masks) when checking in books. 8. Signage in the library reminding proper hygiene and distancing. 9. Guides on floor to encourage distancing when checking out books, etc. 10. Hand sanitizer available and used prior to going to shelves. Trad/ Blend Trad/ Blend All Ongoing All All Ongoing Ongoing Trad Trad Trad Trad Trad Ongoing Ongoing Ongoing Ongoing Ongoing 1. Use texting groups, WhatsApp, and Talking Points to communicate with families. 2. Communicate with school staff regarding student/family issues that will impact student’s education. 3. Attend collaboration meetings. a. These will be via Google Meet if in Remote Learning. 4. Use facemask and shield when doing home visits. 5. Use personal abilities or support services to translate important information with families. 6. Support EL staff with coordination of IEP or LAP meetings or conferences. 7. Assist families with connections to community resources. All Ongoing All Ongoing All Ongoing All All Ongoing Ongoing All Ongoing All Ongoing 1. Work with staff at ITS to set up missing assignment reports to be sent once per week to parents. 2. Provide professional development for teachers on the use of Schoology as the approved LMS for grades 6-8. 3. Provide professional development for teachers on the use of Google Meet as the approved video conferencing platform for grades 6-8. 4. Provide professional development for teachers on the use of screencasting software. 5. Provide professional development for math and science teachers on the use of iPads and interactive whiteboards and screen recording. 6. Provide professional development for teachers on the pedagogy of online lesson design, instruction and learning. 7. Provide professional development for teachers on video conferencing etiquette. 8. Provide all teachers with a mobile device. 9. Integrate all available resources into the Schoology platform. 10. Allow all teachers to keep their existing desktop computers until their cycle sunsets. 11. Acquire Remind to allow for unidentified callback numbers and two-way texting for teachers. 12. Opt out of NWEA MAP and the RI between October and February if in remote learning. 13. Create an approval process for parents of students requesting a paper packet of assignments during remote learning. Approval must be given by the building principal and must be due to a lack of internet access or disciplinary action. All Weekly All August Remote Remote All August All August Remote All All All August All Daily Remote Remote Ongoing Ongoing August August Daily Daily Daily Quarterly Daily High School Learning Expectations Introduction for High School Staff District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building administrator. Guiding Principles 1. This plan will allow buildings to move fluidly between all models without a loss of learning. 2. Instruction will be consistent across the district using the district approved curriculum, programs, and resources. 3. High schools will use Google Classroom as a Learning Management System to deliver instruction. 4. Evidence of engagement will be monitored, documented, and communicated to families. 5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, EL, and Specialists for collaborative and instructional purposes. Classroom Teacher Complete training for effective online teaching (google meet, screencastify, etc) Remote Utilize the LMS (google classroom) to provide instruction to students. All Before school & Ongoing Ongoing Participate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to determine interventions needed. All Ongoing Establish office hours each day. (These times should vary from day to day with sometimes in the morning and some in the afternoon and may be held outside the traditional school day and teachers may flex that time). Remote Weekly Use Google Meet for instructional sessions. These lessons should be recorded with a link posted. Remote Weekly Remote Weekly Post a weekly schedule of assignments for each class by 4pm on Friday or the last day of the week school is in session. Remote Weekly Respond to emails within 24 hours during the contracted work week. Remote Weekly Fill in gaps in learning as needed in the current curriculum. All Ongoing Follow established grading guidelines. All Ongoing Identify students in need of interventions within the current curriculum All and offer opportunities for reteaching. All Contact parents/guardians (using email or Remind) if students are All falling behind. Ongoing Provide (two) instructional sessions in a regular school week. Those sessions should be recorded and posted for students unable to attend. Plan for 30 minutes of work for students per class period per day. Ongoing Ongoing Band, Choir Orchestra, Theater, Art Follow guidelines from HS classroom teachers (listed above) High School Music and Theater Instruction Face to face group sessions should adhere to district guidelines for social distancing which is currently three feet. Create a template of the desired length that will meet guidelines for social distancing, and mark spaces on your floor where chairs and stands will be placed. Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing. •Students should be seated in rows facing the same direction with at least three foot spacing, rather than in arcs. •Students must not share music stands. •Students must not share sheet music. •High denier nylon bell covers required. •Face masks with slits for band mouthpieces recommended. •Absorbent disposable pads on floor for spit valves required. •Face masks recommended for choir students. Instrument Hygiene: •Instruments should not be shared. •If shared, proper and thorough cleaning should occur between each use. See NFHS cleaning guidance. •Chairs and Stands and Shared Equipment should be wiped down several times per day. See: Reopening Guidance for •Cleaning and Disinfecting Schools and Workplaces. •Percussion students must not share mallets without properly disinfecting them. Students should each have their own mallets. •For large mallets such as bass drum mallets these must be disinfected between students. School Performances: •If school performances are permitted, they may be streamed online with or without live audiences. HS Art Instruction From NAEA remote learning and back to school toolkit Link. •Create individual student kits. If possible, provide each student a kit of “high-touch” supplies—such as pencils, erasers, drawing materials, and brushes—that can be carried with them. •Follow CDC and district guidance on cleaning and sanitizing tools, materials, furniture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc. •Tables and stools should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces. •Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum. EL Teacher English Learner instruction is a civil right that will be provided to all ELs in all modes of instruction. All Daily Sheltered Core Content teachers and English Language Development teachers should follow the guidelines for Classroom Teachers above. All Daily Maintain communication with liaisons in order to best serve families. All Weekly Special Education Teacher Overall Teacher Guidance: (Follow guidelines listed above for high school classroom teachers) General Education Classroom/Team Taught/Co-teaching: ● Collaborate with content teacher regarding standards and skills to be taught. All ● Design and provide learning aligned to the IEP goals. ○ Provide guidance to content area teacher on implementing instruction on goals. ○ Host small group instruction for students with shared goals. ○ Meet individually to provide instruction on goals. ● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document. ○ Collect and record all specialized instruction opportunities.Provide training to content area teacher if needed. ○ Provide this information to the case manager on a weekly basis. Resource Class/Tier II: ● Develop lesson aligned to standards: ○ Determine power standards ○ Utilize district-adopted materials ● Design and provide learning aligned to the IEP goals: ○ Host small group instruction for students with shared goals. ○ Meet individually to provide instruction on goals. ● Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning). ● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document: ○ Collect and record all specialized instruction opportunities. ○ Provide this information to the case manager on a weekly basis. RISE Class: ● Develop lesson aligned to standards: ○ Determine power standards ○ Utilize district-adopted materials. ● Design and provide learning aligned to the IEP goals: ○ Host small group instruction for students with shared goals. ○ Meet individually to provide instruction on goals. ● Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning). ● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document: ○ Collect and record all specialized instruction opportunities. ○ Provide this information to the case manager on a weekly basis. Case Management: ● Ensure student learning is aligned with IEP goals OR provide learning aligned to the IEP goals: ○ Provide guidance to content area teacher on implementation of instruction related to the goal. ○ Host small group instruction for students with shared goals. ○ Meet individually to provide instruction on goals. ● Collaborate with content area teachers, resource teachers, and RISE teachers to ensure student is receiving instruction, accommodations and/or modifications outlined in the IEP. Weekly Daily to once a week (See IEP) Each time services are delivered See HS teacher expectations Daily to once a week (See IEP) Ongoing Each time services are delivered See HS teacher expectations 2-3/week Ongoing Each time services are delivered Ongoing Minimum 1x a week Weekly ● Collect and maintain all progress monitoring and learning opportunities aligned with IEP goal areas: ○ District created accountability document. ○ Teacher created material. ● Document parent outreach/contact. ● Follow all IEP timelines and procedures for annual IEPs and evaluations. ● Collaborate and communicate with related service providers: ○ Offer input on how to embed services if applicable to remote learning. ● Collaborate and connect with teachers and students to support completing tasks and accessing materials. Involve specialized support staff when applicable (i.e., AT team, Autism interventionist, instructional coach). ● Manage EAs by scheduling their time with individual students or teachers. Instructional Provide support for training in LMS (Google Classroom). Coach Ongoing Ongoing Weekly All Ongoing All Ongoing All Ongoing Provide training for effective strategies for both synchronous and asynchronous learning. All Ongoing Facilitate curriculum study meetings. All Ongoing Establish office hours to assist teachers. Remote Ongoing Collaborate with teachers on appropriateness of assignments. All Weekly Collaborate with teachers on common & formative assessments. All Blended/ Remote All Ongoing Ongoing All Ongoing Continue to support and mentor new hires. Provide support with lesson development. Collaborate with teachers on effective, remote instruction. Participate in teacher collaboration meetings. SPED Ongoing Ongoing Weekly ● Respond to staff needs: ○ Provide feedback on remote teaching. ○ Appropriateness of assignments. ○ Strategies for effective remote learning instruction and LMS. ○ Creating assessments. ○ Creating and collecting data. ● Continue to mentor and coach new teachers. ● Provide training for effective strategies in: ○ Synchronous teaching. ○ Asynchronous teaching.Leading IEP meetings (remote). ○ Attending IEP meetings (remote). ● Facilitate and participate in curriculum study meetings. ● Participate in teacher collaboration meetings. ● Participate in professional development and trainings. ● Establish office hours. Ongoing Weekly Ongoing Ongoing Ongoing 2x a week Counselor Participate in a professional development course to prepare for Learning Management System (LMS). All Ongoing Collaborate with staff and families to identify, provide, and monitor ad- All ditional supports to students who are struggling socially, emotionally, behaviorally, or academically. Ongoing Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs. All Ongoing Design virtual system for post-secondary needs by students, this will include scholarship, college search, job, and career information. Blended/ Remote/ Virtual Ongoing All Ongoing All Ongoing Follow regular office hours to instill boundaries and professional expectations for students/families. Blended/ Remote Ongoing Respond to parent and student emails within 48 hours. Blended/ Remote All Ongoing Maintain credit checks. Coordinate with English teachers for SEL/Career curriculum instruction. Participate in collaboration meetings at department/building/district levels. Maintain Counseling Office social media sites. School Home Liaisons All Weekly/ Monthly Ongoing Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space. All Ongoing 1. Use texting groups, What’sApp and Talking Points to communicate with families. 2. Communicate with school staff regarding student/family issues that will impact student’s education. 3. Attend collaboration meetings. a. These will be via Google Meet if in Remote Learning. 4. Use facemask and shield when doing home visits. 5. Use personal abilities or support services to translate important information with families. 6. Support EL staff with coordination of IEP or LAP meetings or conferences. 7. Assist families with connections to community resources. All Ongoing All Ongoing All Ongoing All All Ongoing Ongoing All Ongoing All Ongoing Social Workers Librarian Participate in professional development to prepare for use of Learning All Management System (LMS) to be utilized with students and families. Ongoing Collaborate with staff and families to identify, provide, and monitor ad- All ditional supports to students who are struggling socially, emotionally, behaviorally, or academically. Ongoing Participate in social work collaboration meetings. All Weekly Follow regular office hours to instill boundaries and professional expectations for students/families. All Ongoing Conduct home visits following SD DOH, CDC, and Health Services protocol. All Ongoing Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs. All Ongoing Provide services as intermediary with school and court as needed for truancy. All Ongoing Participate in SPED evaluations, continue to serve as SPED team member. All Ongoing Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space. All Ongoing Librarians provide instruction in the classroom rather than the library when there is no need for students to go to the shelves to look for books. TradBlended Ongoing Only one class in the library at a time. TradBlended All Ongoing All Ongoing Support teachers and students in accessing eBooks and using online information sources. Support teachers and students in using Noodle Tools for research. Develop book talks both in person and recorded or via Google Meet/ Zoom to encourage reading. Ongoing Ongoing Tier II Behavior Facilitators Educational Assistants Physical Education ● Collaborate with Tier II Teacher, Case Managers and building All admin to organize support to students: ○ Scheduled support time ○ Virtual support availability ○ Small group guidance ● Connect with individual students to support accessing materials. ● Complete daily progress monitoring tools and provide to Tier II teacher or Case Manager. ● Participate in professional development and trainings. ● Meet with Tier II Teacher, Case Managers, Special education department, or building admin. ● Check email for communication and assignments. Weekly ● Collaborate with Case Managers and building admin to organize support to students: ○ Scheduled support time ○ Virtual support availability ○ Small group guidance ● Connect with individual students to support accessing materials. ● Complete daily progress monitoring tools and provide to Case Manager. ● Meet with Case Managers, Special education department, or building admin. ● Check email (2x/day) for communication and assignments. Weekly ● Prepare for how students will enter and exit the gymnasium. ● Consider the use of outdoor space, when available. ● Define spaces and boundaries to ensure physical distancing (tape, rope, signs). ● Tiered color-coded systems have been created to help guide staff, students and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day. ○ Green = Traditional Physical Education Environment. This could include students sharing equipment and space with all students in the classroom. ○ Yellow = Small groups with equipment sharing. This level would allow small groups of students to share different equipment but not with the whole class. ○ Orange = Individual work with individual equipment. The students could use a piece of equipment only and no sharing or working with other classmates. ○ Red = Individual work but no equipment will be used. The students would be able to be in the gym with all social distancing and personal space being practiced. ● Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sanitizing the gym space and equipment. ● Hand sanitizer when entering and leaving the gym. ● Students should wear masks when appropriate. ● Students will not be allowed to use water fountains or restrooms until administration allows. ● Sanitize equipment between classes by staff. All Daily Daily Ongoing Minimum 1x/wk Minimum 2x/day Daily Daily Minimum 1x/wk Minimum 2x/day Helpful Links (High School Level): ● Google Classroom cheat sheet Cheat Sheet slides ● Adding Assignments to Your Google Classrooms ● Adding Materials to Your Google Classrooms ● Screencastify https://www.screencastify.com/welcome ● Beginner’s Guide for Educators ● 50 ways to use Screencastify in the classroom ● E-learning 50 E-Learning Activities, Templates, and Tutorials ● Physical Education Shape Reentry Resource Special Education Related Services and Professional Support Staff Introduction for Related Services and Professional Support Staff District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide related service providers and professional support staff with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building administrator. Guiding Principles 1. Plan will allow buildings to move fluidly between all models without a loss of learning. 2. Instruction will be consistent across the district using the district approved curriculum, programs, and resources. 3. Early Childhood and Elementary programs will use Seesaw; Middle School will use Schoology; and High schools will use Google Classroom as a Learning Management System to deliver instruction. 4. Evidence of engagement will be monitored, documented, and communicated to families. 5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, EL, and Specialists for collaborative and instructional purposes. Kindergarten through Gr. 12 Special Education Related Services and Professional Support Staff Role Speech Therapist Expectations IEP Support Practices For all Learners: ● Develop or provide goals for IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders ● Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountability document. ● Hold or participate in annual IEP meetings and eligibility meetings ● Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning. ● Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure. Mode of Instruction All modes Frequency Ongoing Remote Weekly All Ongoing Remote/Blended 1x; beginning of year or at annual IEP Ongoing Instructional Practices For all Learners: Complete training for effective teletherapy Online Remote Utilize the LMS (Seesaw) to provide synchronous and asynchronous instruction to students. Remote/Blended Those who have caseloads in MS, the LMS (Schoology) is used and those with caseloads in HS, the LMS will be (Google Classroom). 1x beginning of year Ongoing Post weekly plan on Monday to LMS which includes 1 live/recorded video lessons per service area. Remote Weekly Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy. All Ongoing Respond to email and other communications from families within 24 hours during contracted work week. All Ongoing Coordinate with general education to implement appropriate accommodations within remote and blended learning. Remote/Blended Ongoing Occupational and Physical Therapists IEP Support Practices For all Learners: ● Develop IEP goals for delivery in learning environments Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountability document. ● Participate in annual IEP meetings and eligibility meetings ● Provide input into a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning ● Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure. Remote Ongoing All Ongoing Remote Ongoing Remote Ongoing Online 1x at beginning of year Post weekly plan on Monday to LMS which includes 1 live/recorded video lesson per service area. Remote Weekly Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy. All Ongoing Respond to email and other communications from families within 24 hours during contracted work week. All Ongoing Coordinate with general education to implement appropriate accommodations within remote and blended learning. Remote/Blended Weekly Participate in a professional development course to prepare for a Learning Management System (LMS) that will be utilized for teaching, learning, and assessment purposes by all K-5 teachers. Online 1x at beginning of year Collaborate with grade level team/general education to coordinate instruction and supports including embedding ASL videos. Remote/Blended Ongoing Follow other guidance from the special education department. All Modes Ongoing Instructional Practices For all Learners: Complete training for effective teletherapy Utilize the LMS to provide synchronous and asynchronous instruction to students. Those who have caseloads in MS, the LMS (Schoology) is used and those with caseloads in HS, the LMS will be (Google Classroom). Interpreters (sign language) Itinerant Teachers (DHOH, Vision) ● ● ● ● ● School Psychologists ● Develop an IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders. ● Document communication with parent/ student as attempts to make progress on IEP goals in IEP on accountability document. ● Hold annual IEP meetings and eligibility meetings. ● Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning. ● Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure. Utilize the LMS (Seesaw) to provide synchronous and asynchronous instruction to students. Collaborate with classroom teachers to support students and integrate information into accessible formats with American Sign Language Screencast, Google, See-Saw). Collaborate with classroom teachers to provide strategies for meeting the needs of deaf/hoh and or students with visual impairments students including remotely. Create and maintain resource list for teachers. Create and maintain resource list for parents. ● Evaluate students for initial eligibility or ongoing eligibility for special education services. ● Participate in annual IEP meetings and eligibility meetings. ● Participate in Manifestation Determination meetings. ● Respond to email and other communications from families within 24 hours during contracted work week. Remote/Blended Ongoing Remote/Blended Ongoing All Ongoing All Ongoing All Ongoing All Ongoing All Ongoing All Ongoing All Ongoing IEP Facilitators Specialized Support Staff (AT, Autism integrationist) ● Enters and maintains IEP databases: ○ Building caseload information ○ Evaluation dates ○ Annual IEP dates ● Communicates and collaborates with special education teachers and related service providers regarding: ○ IEP drafts ○ Scheduling meetings ○ Filing ○ Routing and disseminating information ● Communicates with parents to schedule meetings. ● Communicate and develop a system for teachers to access to IEP paperwork. All Daily All Daily All Daily All Daily ● Collaborate with classroom teachers to support students. ● Collaborate with classroom teachers to provide trainings. ● Collaborate with classroom teachers to provide strategies. ● Provide training to parents. ● Provide training to students. ● Create and maintain resource list for teachers. ● Create and maintain resource list for parents. All Ongoing All Ongoing All Ongoing All All Remote/Modified Ongoing Ongoing Ongoing Ongoing Remote/Modified Activities I I SFSD Athletics: Return to Play Game Plan Summer 2020 SFSD ATHLETICS The Sioux Falls School DistrictAthletics Department will adhere to all Federal, State, City; District, South Dakota High School ActivitiesAssociation and Metre Athletic Conference guidelines as it relates to returningto play The following ?Back to Normal Plan? criteria, laid out by South Dakota Governor, Kristi Noem, must be met for the State of South Dakota and Sioux Falls communities to move into getting ?backto normal?. I I These guidelines, as set by the CDC. should he followed at all times- For more information and tips. please visit ronatrir us 3? 2i] lg-ncoujp revent-getting-sickfo WASH HANDS often. Avoid touching eyes, nose, and mouth Wfdt. ov handwashin mouth and nose with a cloth face cover when around others 0 suoIo cLose CDMTACT EH3 Maintain at least 6? distance between yourself and other people our coronauirus 2019- ncotr revent- ettin s-iclt social- distancin h.tm CDVEH coughs and sneezes 1W CLEAN AND DISINFECT touched surfaces daily - mcdc. our coronavirus lDlB-ncov revent- ettin -sic disinfectin - Source CDC Itont? for ?lnuarto?trol and 2 1 - Weight Rooms - Practice Areas Training Rooms {Acute injuriesoccurring current day. Example: Sprainecl Ankle. Rehabilitation and Therapy will be appointmentonlyand havea lOne to One Ratio.) CLOSED - Locker Rooms - Equipment Rooms PHASE 2 I FOCUS I Individual Fundamental Skill Development and Strength and Conditioning will be the emphasis. - Set recognition and skeleton group drills on air - No camps. - No organized team activities. Large grou activitv Team Competitions Team Camps The defined activities will be voluntarv and mav not be mandated. PHASE 2 I SAFETY MEASURES I - Reduced participantsand capacitv. - Entrv screening. - Entrlexitcontrol eliminating cross?traffic, lingeringand gatherings. - Route mapping to eliminate usage of common and public areas adjacent to permitted areas. - Onlv currentSioux Falls School District Coaching StaffMembers and Student?Athletes (Grades 9?12 beginning fall 2020) allowed. No spectators orvisitors will be allowed in the facilities. - All CO?v?lDGuidelines should continuallv be addressed and followed. - Use ofdrinking fountainswill not be allowed. - Scheduling and Appointment based activitieslworkouts will be utilized. - Signage and floor markings installed to encourage social distancing. - Additional cleaning and sanitizing protocols in place. - Personal belongingdrop zones will be clearlv identified and spaced appropriatelv. - One clearlv identified Restroom will be available, no otherfacilitvwill be provided. - Onlv district owned facilitiesand land will be used during this phase. - No use of bleachers, chairs oranv other equipment. All weeklv practice plans must be submitted to and approved bv the respective school Activities Principal one week prior to startdate. IF YOU HAVE STAY HOME AND CONTACT YOUR MEDICAL PROVIDER. PHASE 2 SCREENING All statfand student?athletes participating in a SFSD summer su pported actiyitiesfworkouts during Phase 2 will be screened for possible illness. The screening procedure will be documented and consistofthefollowing duestions: Haye you had any close contact with a confirmed case of CDVI in the past 14 days? Do you haye new or worsening shortness of breath? Do you haye new or worsening cough? Do you haye a feyer of 100.4 or greater? Do you haye chills? Do you haye diarrhea? Do you haye nexplained muscle pain? Do you haye headache? {not related to a preyiously known health condition i.e. migraines}? Do you haye a sore throat? Do you haye a new oss oftaste or smell? If you answered YES to ANY of these If you answered NC) to ALL at these questions. you should seek guidance questions. you may proceed into the from your medical provider. building. You may also contact the South Dakota Department of Health with any questions at MEDICALPROVIDER. PHASE 2 KNOWN DIAGNOSIS OF COVID 19 CASE Contact respectiye school Actiyities Principal. Actiyities Principal will contact Health Seryices Coordinatorupon learning of a positiye case of Health Seryices will work with the Department of Health to con?rm positiye case and receiye guidance. Health Seryices Coordinatorwill work with the building Actiyities Principalto determine close contacts and exposures at school. Health Seryices Coordinatorwill work with building Actiyities Principalto proyide noti?cations based on the details of the situation. PHASE 2 SCHEDULING - Strength and Conditioning Activities On the Hour Screening will begin at5 minutes priortothe Hour [Example: EDD Alvl Workout, Screening will begin at 5:55 Workoutwill be 45 minutes in length and muststartand end ontime. No exceptions. Sanitization Period will be 10 minutes in length and be completed priorto the next workout. - Sport Based Activities Screening will begin at 5 minutes prior to the Activitv [Example: 6:15 AM Workout, Screening will begin at 5:10 Workout will be ?5 minutes in length and must start and end on time. No exceptions. Sanitization Period will be 10 minutes 'In length and be completed priorto the next workout. Workouts will be staggered to not conflict with Strength and Conditioning Activities. PHASE 2 ATHLETIC COACHES AND STAFF Follow the COVID Guidelines at all times. WASH HANDS or use hand sanitizer upon entering and exiting all activities/workouts. - COVER vour mouth and nose with a cloth face cover when around others - CLOSE CONTACT Maintain at least 6? distance between vourselfand other people - COVER coughs and sneezes - CLEAN AND DISINFECT freduentIv touched surfaces Arrive dressed to train and participate. Will be screened upon entrv Follow entrv and exit procedures to all activities/workouts. Onlv attend vour scheduled activitv/workout. Alwavs adhere to the participant and capacitv limitations. Conduct a thorough post?session cleaning and disinfecting prior to the start ofanv new training sessions. No weight room access outside of scheduled operating hours. Are encouraged to wear a cloth face covering. CDC Face Covering Guidance (Click Here] Must have attendance and screening question documentation recorded and saved. Please use the following form: SFSD Athletic Screening Form IF YOU HAVE HOME AND YOUR MEDICAL PROVIDER. PHASE 2 STU LETES Follow the COVI Guidelines at all times. WASH HANDS or use hand sanitizer upon entering and exiting all activities/workouts. COVER your mouth and nose with a cloth face cover when around others AVOI CLOSE CONTACT Maintain at least 6? distance between yourself and other people COVER coughs and sneezes CLEAN AND DISINFECT frequently touched surfaces Remain in vehicle until 5 minutes before scheduled activity/workout. Arriye dressed to train and participate. Will be screened upon entry. Follow entry and exit procedures to all activities/workouts. Exit immediately afteryouractivity/workout. Only attend yourscheduled activity/workout. Students are encouraged to shower and wash their workout clothing immediately upon returningto home. IF YOU HAVE STAY HOME AND CONTACTYOUR MEDICAL PROVIDER. PHASE 2 CLEANING Pre?Occu pa Clea - Prior to an individual or groups of individuals entering a facility, hard surfaces within thatfacilitvr will be wiped down and sanitized {chairs, furniture in meeting rooms, locker rooms, weight room equipment, bathrooms; athletic training room tables, etc.}. - Prior to an individual or groups of individuals entering a facility, all equipment within thatfacilitvr will be sanitized and cleaned. - Sanitize and Clean Flooring Surface - 2 Hour Break lvliddavto thoroughlv clean and disinfect all hard surfaces; equipment; floors. In?Session Clean - Provide disinfectant wipesfor coaching staff and student?athletes - Provide sprav bottles of disinfectantfor coaching staffand student?athletes Activities Principals will need to workwith Sanitization Period - 10?minute period atthe end ofa workout and priorto the next workout beginning - Hard surfaces within thatfacilitv will be wiped down and sanitized (chairs; furniture in meeting rooms; light switches; weight room equipme nt, door ha ndlesJ athletic training room ta pies; etc.}. - All equipmentwithin thatfacilitvr will be sanitized and cleaned. PHASE 2 - Social DistancingSignage - Stop the Spread of Germs Signage - Close Contact with Do - Aspen Proiect Return to Play - (CDC) Center for Disease Control and Prevention - in South Dakota - (NSCA) NationaIStrength and ConditioningAssociation - NCAA Core Principles of Resocialization of Collegiate Sport - (NFHS) National Federation of State High School Associations Return to Play - (SDHSAA) South Dakota High School Activities Association Summer 2020 Contact Recommendations - (ACHA) American College Health Association - SFSD Screening Questions Signage (Updated 7.13.2020) TENT TIVE DI TE DI 5T 3, 2020 - All Athletic Spaces CLOSED EJILIT ROUTE -I- ENTRY ROUTE SCRE EN SWIDN II NDIEFLS - 33' All?! amml 1m; an. SCREEN 1 STATIDN EKIT mun; -h 5mm name RISK CATEGORIES categaries are relatitre Other way-5 Oi participating in that Spit!? activtly'. based on the ?rubllt health and SCiE?ttfl-E ndings Cl'f and Haw can b! lraI'l'E?'lILEEtf. Activities are segmented into three types at risk parsed berth ten participants and ethers: based on general charatteri?tics: Law-:1 Elsi: ln-dwidual exercise ?r at home. alene with shared hnusehotd members. Imti'l and sanitized equipment- ed i Fr i sit Individual exercme in mbtic. atnne at with shared hausehoid members. with Owned and sanitized equn prurient. indimdual exercise en training in publ a: With nan-shared members. ph?icalty ditta nt. Highest Any gruup may or training with numhausehnld members not physicaily distant In private Cir public, any utage of shared equipment. ?Physical is Currently defined bythe CDC as. 5 feet away er more [ram a nan-nouseneld member Research is engoing on appropriate physitat distance far bodies- in motion. 'Haunheld number" it defined as. anyone living with you. ?Sh-red equipment" is defined as equipment shared with er owned by men-heuseneld members. In the current environment and cantistent with the vie?aiof public health expertst The Aspen Institute return menus engagement in the law-rest risk activities with the necessary safety art-cautions la 9. protective gear. safe playl. We aise recognize that some at the hig heat risk activities are currently not permitted by the shelter-in-piace guidance till' same state and chai authorities. tantrum: lap-uninitlm Risk arr-"sun ?a . -.- arm-new:- I-.- ?a r"Int-T. ?val-d- tun-1r: ":qu I'm-In: Furl-rs? mar-cu! ru'IFE-cl . as: 2hr tow-Pa: -.--. (ml. 4: steer-m th- ?n tr-lu-uuvu-e new mus-rec .. {Ac-1 My": v?q .14.: dim-i. 'q IS Partitipants i?ymna?un] . 15 2 culth? Fl rh. Ir: Ur. .-. High-:11 Risk Jar-1: r. earl-(i mam-r run-e nun-J: cm-q Navel-44110.3. su- arr-q: ?ans-n- aw. Source The Meier. Institute Individual and Fundamental Skill Tumbling and Jumping mewments [Illa Stunting} Fer-natien resegnitien and sleleten group drills on air Group will be same group of students and ceashesthmughnut this phase_This ensures mere limited exposure. ?brlaut Hester will be delivered to Athletic Trainer for Screening. . Caz-ch will be required in: clan-men: mrluut attendance and taste: in: Screening?ming Hacking. He- Stunting. Ehnreegraphevnll heailewed. {Exceptien will be made fer time to attemmndate and Headteach must be present]. Bifeld Iumhling Mats tn Identi?- Indiuiduel space. Wrestling Mat Strips laid in Malnf?uxlliary Gym. Disinfect the Met ill-between each session. . Sludents are net ell-awed to touch or meme the equipment- Allure: practine plans must Ill: 5 bmit?bcel 1:1: a nel approved hf?the respective haul Edie-?ies Principal cine week print tustarl: slate. These plen: must include safety murmur: that will be implemented te fella-H mguidelinet. Lowest Risk at alone 0" wltl?l hOuSL?hO-ld Da-ice Out?ow spaces alone Or With members mended from FIGH- hOuS?l?lOld Highest Risk Dance In publlc studlo. not malntalnung recommended physucal dlstance errT?t non merr . 15 Participantslemnasium} . 15 Participants {WrestlingMat? Multi Purpose Room} - 2 Source: The Aspen Institute Individual and Fundamental Skill Development Dance movements [No Stunting] Formation recognition and skeleton group drills on air Group will be same group of students and coaches throughout this phase. This ensures more limited exposure. Workout Roster will be delivered to Athletic Trainerfor Screening. Coach will be required to document workout attendance and roster for Screeninngracinngracking. Choreographvwill be allowed. [Exception will be made for time to accommodate and Head Coach must be present). Disinfectthe TileJ'VVood Floor in between in Each Session. Students are not allowed to touch or move the equipment. All \iveekh?Il practice plans must he submitted to ancl approved bvthe respective school Activities Principal one week priorto start slate. These plans must inclucle sal?ewr measures thatwill be implemented to follow CDCguiclelines. i Lowe st Flislv; Emu-I1 ?lull-Ill. leg lat-H ?-le he?: Inn-hm o! ?tment-m oi Wnuncw nah." pail-Ill": rams-did plrr-ul mlt?w ?Ill-n; Inna-ring MIL-quill, ml Highest EmncIc-ud-eclvus pica-nu:- 25Participants ECcIaches- Men-rum? - Pvt-?lm! THE l?Sll'lull . Ftunning group will he no more than five Individual Running and Conditioning 'u'nprluut Group will be same group oF students and coaches Ihroughwt th is- phase- This ensures more limited exposure- .- Coach will be responsible lot screening stalland students. Coach will he required to document won-out attendance and testes to: Screening?racl ng ?racking. report at Sioux Falls School District school buildings and have routes From our facilities. Will maintain phvsicaldistanchg. All weakly- prletiol plans must he and approved bfthu respectivl school Activities Principal on watch prior to st: rl: due. The? Flu 5 must include ?Few measure:- that will be rite-d to to" ow EDI: guidelines. . LOWest Risk Panicipala it any fun or Iraiin-g activities lswing drills, catch, solo toss loomed! alone orwilh household umber; a! home with your cam sanitized equip-(mm Train or play alone or with household menisers al a public futility with you cum sanitized twipment Highest Risk F?a?icipalc it any team or large group pickup play with nonvl'mschold mernb-ers and shared equipment. No planned school sponsored summer activity If this plan changes, a proposal must be submitted and approved by the respective school Activities Principal. 5::me rumor . use 23le Source: The Aspen Institute prestFlisir Breed: Nehru-Id Hammer?at mudh'i-I High-elitist: Heath-3H W1 ill-d I?ve-l Mb 2t} Participants Participants {AuxiliaruGIp-ni am 2 Coaches Sta-upte' The Asp-en Institute Individual and Fundamental Skill Develdpment Ball Handling. 5et and sieleten group drills an alt He more than seven in a grin-up and Emma must remain the same ?ll the duratiunui wriuuti'worluuts. Eruup-urill be same group of students and teaches thrpughput this phase- This ensures mere limited exposure. Hester will be delivered tu Athletic Trainer for Screening. [each will be required tp dpeurnent wed-nut attendance and raster [pr Screening?raeing?raclting- . The greup ch will use the same halls thrnugh the entire practice and the halls will nut he shared with anpther greup: sanitize the halls if the greup retates.al'ter eaLh session and the DI the practice- . Individual drills requiring the use of athletic equipment are permissible. but the equipment sheuld be cleaned intermittently. . pne grciup per basket. - Students are not allewed tn tpuch er setup the equipment. ether than their assigned, sanitized ball. [purt will be sanitized pripr werlaauts. rnid dew and end at Ela'f. If students are in direct contact with flu-er. MUST be sanitized between every werlmut- All practice plans. must be aula mitt-ed te :rncl appre-ued Isu- the respective schpel Aetiulties Prlnel pal one week prler tp sta rt date. The? pl; 5 must insludl 51'th measure:- that will be ntI-d he {all use CDC guidelines. Lewest u-Juz 1- arr!- n' r11": n.1- IL-J-u-un: uv'l' 1- lint-ZIO- i- M-I slid-2". 1-.me "rec-w c- or. "truss-H 'c ems-a riffs-i at L?r. 3-, mucus-- .. n, - ale-VI: I: .rl. nu .--.-. .- r-Jrn- cr'm-mu-Jcr .Lcs: 1 Highest Hill: cuss-r. rur- 5..r - 1' r1 "f Lrur-u-r; (Ill'vl He planned sc heel spenscured summer activity Asp-tn Institute lFlhis plan changes. a proposal must be Submitted and auprutre-d birth-e respective sthuul Activities Principal. Lowest Risk Tlanci catch lot-twill. icinIrld-orl-roe we opal-I. I- Highast Risk null-HI non l-MMm?rral?df-rrd?um?l 25 Participants Per Half Field ism-um . gal. . 2 Coaches Per Half Field town The Aspen ll'litltult-t 'r Individual and Fundamental Skill Development Set recognition and skeleton group on aic No more than thirteen- in a group and group must remain the sarnefor the duration of tmrhauo's'eorinuts. and Defensive line will need to ensure correct spacing- Group will he sa rne group or students and coaches throughout this phase. This ensures more limited exposure. Coach will be responsible For screening stall and studs-?ts. Coach will be required to document worluut attendance a nd roster for Screening Il'TraclreigJI'Tmc king. Handheld pacls will ?be used to discourage face to Face interaction. Stand alone pads rna',I be used. Individual drills renuiri n; the use of at are permissible. but the Equipment should be cleaned interm ilten'tlsr. The group ol 1 3 will use the same halls through the entire practice and the balls will not he shared with another group: sa nitiee the ballsil the group rotates. alter each session and iol lowi n; the ompletion oi the practice. Students are not allowed to. touch or setup the equipment. other than. their assigned. sa nitiaed ball- All wee kly' practice pla must he submitted to and approwd bvtha reap-active school Actlluit Ios Principal no weal: prior to start date. Th as: pie ns must inc luda saiatf measures 1 hot will be irnplamo ntaol to fol low CDC :uidalinas. Lowest Marl-p IH-dlmukH-d?c- not-u goal-In" Wink-Hit.? Len-1.: ?when?: .1. h'rI-u-L-il nah-i n-uuh-JI-?u. In unmar- .uII-n-uu?e? ilML?h??l?l?lf hah'Hmm'm-cllt-Ilw Highs-1.! Flush: Fag-?rm Plum-H? mi?H-nrm-liejud ans-n, Inna-WalrIHHIn-gJ-ad-I?I- hr. in- hII-anf. ml No planned school sponsored summer activity If this plan changes, a proposal must be submitted and approved by the respective school Activities Principal- ill-lemmas u. up.? - w- 4 Source The Aspen Inst-tote If 1" -Jf'.l -h'v -. r-r .- I High!? ?lm - . g. 1-12. 'u 1 Luwut Hull-u: u-La J?l' iF-r' I?I'n'r L-I .-- 1-h- .. In? a. I r'al'i'y" 1' I'ln pianned echml spammed summer activity Mun Inst-tuft Il' th 5 plan changes,a pmpos-al must be and appmved buy-the respective Activitles Mammal-Imam I Lowest Risk I Highest Ilislr I dull-dbl. I 25 Parti?pa ?ts Per Half Field L1 fps-end His-Hem t-?S lac-cw Hm? - it: 2 Coaches PerHall Field Bource. The Aspen Inst-tut: Individual and Fundamental Skill Development Bell Handling. Drihbl ing. Shooting Set recognition and skeleton group drills on air. No more than thirteen in a group and group must remain the same for the duration of mimu?mrhouls. Group will be same group of students and coac hes throughout this phase. This ensures more limited exposure. IScratch I?will be responsible for screening Hail and students. Coach will he required to document wort-nut attends one and roster for Screening?raci n: mocking- Coaches and students are neat allowed to touch the ball with their hands. Excha ngeofthe ha l Is permitted if the ball Is 5a nitited and no hand contact. The group of 13 will use the some balls throng the entire practice and the bills will not be shared with another arc-up; sanitirc the bells ii the group rotates. after each session and following the completion of the practice. indluldual drills requiring the use of athletic equipment are ble. but the equipment should be cleaned intermittently. No pinnies or test In'ill be used. Goalie must provide their own gloves and not share with other students. Students are not allowed to touch or setup the equipment. this Includes the halls being used. Contact Is not allowed. and all students and coaches should maintain 6' distancing. All weekly practice plans rnust be sub mitt-cl te- In-d approved bfthe respective schocrl Activities Principal one weelt prior to st: rt: date. These pl: ns must include "few meesures that will he impleme nted to fellow CD42 guidelines. Hull. . 4' 5 ca ct ri- anal-H.- .l "tr-{d-t .-. - rcu .J?tlr?ls . 'l in?. n' 4- 'I'r 'r-I'q ?"5101 4 1' 0 1'0! '2 r' .1 -. I 1.4 runl'hwl nu.- Highest :bwpr-u rum-a: [raw-u .tr . . I: rush-ti 'Tfl-u?ll. .ri'V'I 24 Participants - 2,515 Square Feet [1 ?ccupant per square Feetl tsp] - -- - Tl"! ?ii-M? .- naiI-r. Individual Activities Individual Strength- Activities Remte Learning Activities will still he encouraged. Group will be same group of students and teaches this phase. Ihis ensures mere Iit?ited e?ppsure. mic-u: Raster will be delivered Athletic Trainer for Reaching- Respective Coach will be required tp dcrcument min-1m attendance and tastes Screeninm'Tracingi?Tieclting- Use at the Bar Catch as Sputtecs Is Best Practice. Studenti'cpach spotting must net be directly puerfhehind the student- Use trainingwhenetr? pussible Fer Indit-idual drills requiring the use at athletic equipment are permissible, but the equipment shpuld be cleaned intermittently. Students will prcuulde thelrcuwn chalk iF needed. Encouraged to use hand sanititer when transitipning tn the next drill. All practice plans rn ust he submitted ten and a rev-d by the respective schc-el Activities Principal en: week Fri-pr te start date. These plans must include safety measures that will be implant: Mild to {allow CDC guidelines. . Lowest Ii islc Pedicure an; fw- er Irar-nq HIM-H Isn't?: ski-II. c-?ch wie- Ice-t. WIMp-Mhh?am Irrlh Pummhn-d mu: . Highest Risk n'I-e-IT-t-H't-Ir-ish-Ilcd equprr-en He planned 5: heel summer activity- If this plan changes, a must be submitted and he the respective scl?supl Activities Principal- air-Em. - view-Fw- Erpurce' The Aspen Inst-tut: Lawn! Risk exu-nrw. n. 3. u- 1 "rap-u. .- n: ?1 "if. w- 'xu'JJ-t- nghest lime .-. rd tr rhu- .1 a. r1; .wr Ian-I- rI- rv 1-.- r. n] n' can?: ch piannecf spansered summer activity .. c-w . hurt! The If this plan changes. a must he submitted and appms-ecl hythe respective sehml?ctiuities Principal- will?; Inna-rung ?will, Inn-m nun-W wheel I- Luwnst Flisk DTIH II-yquH-t-rlr} Hum-aim lunulhnl ?wll'?lt??m ??lm ful?ll-Idle?) Emma-reenli- Highest Fllsit ?Whilmd?m nus-mn- - E?Participant-t 2Cua?h handwriting-?it - Emir): Sui-rte The Asp? Inst-tut: gruup he no more than five Individual Running and Conditioning ?I'iiurimut Individual and Fundamental Skill Develupment Shut Put. Disws ind Javelin Group will be same gruup elf students and canal: hes thmughnut th Is phase. Th Is ensures mere Ilmlted expursure. [each will be responsible fut screening staliit and students. Coach Iwill be required tel ducument m?nu?t attenda and master in: Screening?laci ngfiiaclting. . Will repnrt at Siam: Falls. Schn-al District set-ml buildings and have Mutts- Fr'em facilities- . lIl'nrill maintain physicaldistanc ing- Ha F'Iale iu'iault and Hi: High Jump equipment and pads will not be used. Thruwing events will prim-ids Sanitired throwing abject assigned to Student and Will nut be shared with other Students. All weakly- prlc'ti? plans must bl sub mitt-d tu- In-d Ippmd respectiv- ichu-ul Adiuitin an! Willi. priur tn rl: date. The? pl: n: must insludu "fut-Ir mlalum: that I?will be ltl?l?ll?'ll to {allow CDC guidllinls. i'-r sbrm- an . h! pcb-i. 2:th 'l ?Laws-v.1 .-.-- alt-'1 e1 1 41.41- 'W?d rr-rrn-?I. ?l-n Ln r-J _r u-rtu. l. Fl 5 "d I 1.1 kc'v-r Lat-.111 claw-1r .- Ti m. 'n Nutrw- .u lair-u. n: rs hutch-Ed L-rl'. in. nghult Hill: I .. I .- In. Fur-1.1; I 2.1 Particupa [Mair-GymPartlcipa [Auxiliary Gym: 2 Coaches source 'I'he Aspen- Institute Individual and Fundamental Skill Setting. Striking, Serving. Hitting. Eltlmoing set recognition and skeleton group dri II: on air No more than eightin agroup and group must remain the same for the duration of uts. Group will be same group of students and coaches throughout this phase. This ensures more limited exposure. Wad-out Roster will be delivered to Pthletic Trainer for Screening. - Coach will be required to document workout attendance and rests: in: Screenins?raci n5 Hocking- Eonitited Hail assigned to group and will not be shared with other groups. The group of 8 will use the same bai Is through the entire practice and balls will not be shared with another group; sanitize the balls if the group rotates, aFter each session and Followi n; the comoletion or the practice. individual drills requiring the use ol athletic equipment are permissible. but the equipment should be tinned i?ttr'?'Ii?t?lilv. Students are not allowed to touch or setup- the equipment. other than their assigned. sanitized bail. Court will be sanitized prior to workouts. mid clay- and end of day: If students are in direct contact with Hoot hli UST be sanitited between every wori-out. All weekly practiol plans must he submitted to end Ippmd bftl?ll respective school Activities Principe] one week prior to st: rt date. These Fla ns must include Hietf measure:- that Iwill be impleme nted to follow EDI: guidelines. 'lean n-chan nesg aesaptpe auslrn tsbe uit?thm ead stz'heelA: SFSD Fine Arts The Sioux Falls School District Fine Arts Department will adhereto all Federal, State, City; District, South Dakota High School ActivitiesAssociation guidelines as they relateto resuming activitiesThe following "Back to Normal Plan? criteria, laid out by South Dakota Governor, Kristi Noem, must be met for the State of South Dakota and Sioux Falls communitiesto move into getting "backto normal.? I These guideiines, asset by the CDC. should he followed at all times- For more information and tips. please visit us 3? 2i] WASH HANDS often. Avoid touching eyes, nose, and mouth mcdc. ov handwashin mouth and nose with a cloth face cover when around others 0 0 AUDIO chIss CDNTACT EH3 Maintain at least 6? distance between yourself and other people our coronauirus 2019- NEW revent- ettin s-ick social- distancin .html CDVEH coughs and sneeaes 11"? CLEAN AND DISINFECT touched surfaces daily (5. - mcdc. our coronavirus lDlB-ncosr revent- ettin -sic disinfectin - Sourca' CDC for and TE DATE: JUNE 15, EDZU Practice Areas ?Teacher offices; Band, Choir, Circhestra, Theaters, Debate DI Rooms, one desi nated restroom No students in teacher offic *Subject to Social Distancing Restrictions? CLOSED All Non-Essential Rooms - practice rooms, storage rooms FOCUS Individual Fundamental Skill Development will be the emphasis. i No organized large group activities. Groups must as ID or smaller with one instructor - largest allowed per room The defined activities will be voluntarv and mav not be mandated. 'a?J SAF ETY EASU ES I Fleducecl participants and capacity.r I Enter screening I Entrw'Exit control eliminating cross-traf?c, lingering and gatherings I Route mapping to eliminate usage of common and public areas adjacent to permitted areas I Only Current Sioux Falls School District Staff Members and Student-Participants [Grades 9-12 beginning fall 2029] allowed I No spectators or visitors will be allowed in the facilities I All Guidelines addressed and followed I Use of drinking fountains not allowed I Scheduled and appointment-based activities will be utilized I Signs and floor mad-tings installed to encourage social distancing I Additional cleaning and sanitizing protocols in place I Instrument lockers not to be used to avoid congregating I Personal belonging drop zones clearly identi?ed and spaced appropriately I Cine clearll,r identi?ed restroom will be available, no other facility will he provided. I Only district?owned facilities and land will he used during this phase. I All rehearsal schedules and plans must he sat-m :edto artdapo'ot-ed tl?e respect-so Activities li'incioal one week prior to start date- IF TDU HAVE HUME AND CDNTACT TDUH MEDICAL PROHIDER SCREENING All statfand students participatingin SFSD su mmer supported actiyitiesduring Phase 1 screened for possibleillness. The screening procedure will be documented and consist ofthe followingouestions: Haye you had any close contact with a confirmed case of coon-la? Do you haye new or worsening shortness of breath? Do you have new or worsening cough? Do you have a fever of load or greater? Do you haye chills? Do you have repeated shaking with chills? Do you have muscle pain? Do you hate headache [not related to a preyiously l-tnown health condition to migrainesl? Do you hate a sore throat? Do you have a new loss of taste or smell? If to ANY of the above questions. the staff member or student should seek guidance from their medical provider They may also contact South Dakota Department of Health at 1-80D-592-1351. The incliyidual MUST esitthe building. 1titlinerahle incliyiduals should not oyersee or participate in summer activities. IF ?r'DLl HAVE HOME AND CDNTACTWUR KNOWN DIAGNOSIS OF COVID 19 CASE - Contact respective school Activities Principal. - activities Principalwill contact Health Services lCoordinator upon learning of a positive case of - Health Services will work with the Department of Health to confirm positive case and receive guidance. - Health Services Coordinator will workwith the building Activities Principal to determine close contacts and exposures at school. . Health Services Coordinator will workwith huildingActivities Principalto provide notifications based on the details of the situation. SCHEDULING . lvlusic SecticnalActivities- all activities must he scheduled in advance 0n the . Screening will begin at minutestc the (Example: IUD AM secticnal. Screening will begin at 5:55 AM) Secticnalwill be 45 minutes in length and must start and encl en time. He exceptiens. Senitiseticn PE l'i?d IWill he '10 I?T?IlrlutES in length and he 5 minutes l0 ll'tE l't?ut' Theater, Ural lnterp, Debate Activities - all activities must be scheduled in advance . On the Half Screening will begin at 5 minutes ten the Half (Example: Call, Screening will begin at 5:25 Activity will be 45 minutes in length and must start and end on time- He exceptions. Sanitizaticn Pe ricd will be lit minutes in length and be 5 minutes tc the hcur I TEACHERS AND STAFF I - Follow the COVID Guidelines at all times. Mandatogf -COVID information must be explained in entirety, with all students ?rst day. - WASH HANDS or use hand sanitizer upon entering and exiting all activities. - COVER your mouth and nose with a cloth face coyerwhen around others - AVOID CLOSE CONTACT - Maintain at least 6? distance between yourself and other eo le - coughs and sneezes - CLEAN AND DISINFECT frequently touched surfaces Must use hand sanitizer upon entry and exit of our facilities Arriye dressed to train and participate Will be screened upon entry Follow entry and exit procedures to all actiyities Only attend your scheduled actiyity Always adhere to the participant and capacity limitations - Conduct a thorough post-session cleaning and disinfecting prior to the start of any new training sessions - No room access outside of scheduled operating hours. - Are encouraged to wear a cloth face coyering - Must have attendance and screening question documentation recorded and saved - Please use the following form: - IF YOU HAVE HOME AND YOUR MEDICAL PROVIDER. I STUDENTS I Follow the COVID Guidelines at all times. - WASH HANDS or use hand sanitizer upon entering and exiting all actiyitiesfworkouts. - COVER your mouth and nose with a cloth face coyerwhen around others - AVOID CLOSE CONTACT - Maintain at least SJ distance between yourself and other people - COVER coughs and sneezes - CLEAN AND DISINFECT frequently touched surfaces Remain in vehicle until 5 minutes before scheduled actiyity Arriye dressed to train and participate Will be screened upon entry Follow entry and exit procedures to all activities Exit immediately after your activity Only attend your scheduled actiyity Students are encouraged to shower and wash their workout clothing immediately upon returning to home CLEANING Pre-Dccupancy Clean Pricrte an individual crgreupaef individuals entering a facility. hard surfaces within that facility will be wiped dawn and disinfected [chairsr music stands, equipment, bathrooms, tables, etc.) 2 an individual prgreups of individuals entering a facility. all equipment within that facility.r will be disinfected and cleaned. Disinfect and clean ?eeting surface. I Twpahpur break midday tp hi3:r clean and disinfe ctall hard surfer: es. equipment. ?pprs. ln-Sessien Clean Pretride disinfectant wipes and spray battles for staff and students San itatien Periad '1Ei min ute period at end af sessipn prier to next sessipn . Hard surfaces and equipmentwiped and disinfected- deerhandles. chairs. stands, light switches, all equipment Activities principals will need to wait with l'il'iiss1.r Break fer supplies - RESOURCES i - Secial DistanCineSienaee - Step the Spread of Germs Signage - Clese Contact with COVI Te De - Aspen Preiect Return to Plav - CDC {Center fer Disease Control and Prevention} - in South Dakota - NSCA {NatienalStreneth and Cenditienine; Assetiatieni ACHA PHASE 2 DATE: 13, 21120 Practice Rooms Classroom Areas Equipment Rooms CLOSED TENTATIUE DATE: manna: AUGUST 3, 102:! . All Spaces CLOSED I ancgt High: Highest Risk "Phy?ml distance" member" "Share-d equipment" Lawn: Ritk Fu-I-La-u u: - 1-- ~41- "an: ?1 Iva-r Iva-w - I: l?.1.J "1 Highest mu: Duh-Jaw .-. nr 3 . '1 1,rI- nun-v.1 .q or?. l? Participants. [Large Ream or Individual and Fundamental Skill Deuela pme n1; Worlm ut Heater wi ll be it erred by sta member for Screen i ngf'Traci Tracki n5 HeChnreugraphyCamp Identify Ind ivi dual 5 pace for students Grnup will be the in me gnu (if students and stuff thruugh nut thi: phase. Stud I: a re net al I owed ta ta ch the equipment, at her than th i assigned eq ip rnent Lowest Flislt . '.ha ace-1"" l1 L- :41 '1 u' ll. to. -. JI-I 1.1" In -v E's '.ha Ill-1" as' put' 1. was. .- n. -. a. In. '.Irr- n5. .: P-i High-1t Mil-t r?yl-i. pouil' .I-.--. as! I'u. . 1G Pa s'r-B-sl as r-o I: .cl1' 1' IStal'l -. St udents will have predetermined socially:I distant space in room or outdoors Eectionals will he focused on small grcru pfindisrid ual skill development Grou ps must maintain the so me group of students and teachers th rough-out this pha so. Studen ts checlc in a nd screen at esign ated entrance Iocatio ns and have designated exit routes from SFSD facilities. Students and staff will maintain physical distancing. Sta fl is reduired to ocurne nt activi attendance and roster for Screenin g! Tracing.Ir Tracking. Staff mem her is res pon sible for scree ni 3 staff and students. ll} Participants 15ta? i Students will have predetermined socially distant space in room or outdoors Hehearsals 1.uill be focused on small groupfindividual socially distant sltill development lGroups must maintain the same group of students and teachers throughout this phase. IEtudents check in and screen at designated entrance locations and have designated exit routes from SFSD facilities- Slud?t?ll? and staff maintain physical distancing. - Staff is required to document activity attendance and roster for Screening?racing?racking. 1 Staff member is responsible for screening staff and students. Emit H3 Wasringtan HS EntancesIExits SCFEEHIHQ a entrance my ?x (E) i ll?" a - (fa-llama. .. I. 6 Exit 9. Entrance Appendix South Dakota Department of Education Starting Well 2020 This document is designed to assist South Dakota schools as they plan for the fall of the 2020-21 school year. The challenge of reopening school buildings will require an unprecedented level of preparation, coordination, and communication. SD DOE Starting Well Website Find more specific resources and guides related to considerations for starting back to school in Fall 2020. Health Guidance- South Dakota Department of Health/ Centers for Disease Control (CDC) / American Academy of Pediatrics (AAP) • • • • • • • • • • SD DOH Symptom Checker Sign CDC “Stop the Spread” Poster SD DOH COVID-19 Mitigation in Schools SD DOH COVID-19 School Scenarios SD DOH Reopening Schools Checklist SD DOH Initiating a Case Investigation in a K-12 School SD DOH What If . . . SD DOH Guidelines for School Buses CDC’s Considerations for Schools CDC’s School Decision Tree SD DOH What should I do flowchart American Academy of Pediatrics COVID-19 Planning Considerations: Guidance for School Re-entry South Dakota High School Activities Association (SDHSAA) South Dakota High School Activities Association (SDHSAA) National Federation of State High School Associations (NFHS) National Federation of State High School Associations (NFHS) *Hyperlinks coming soon! Please remember this is a working document. All documents are subject to change pending new information.