• Reimagining Learning
    Reopening Schools Plan
    Updated August 2, 2020

    Reimagining Learning
    Falmouth Public Schools’ (FPS) response to the COVID-19 pandemic includes multiple learning models to provide a quality education borne of research on best practices for all students delivered in the best mode for individual students. Our ability to flex among models is aligned to local, state, and national data.

    The Department of Elementary and Secondary Education (DESE) through discussions with infectious disease physicians, other medical advisers, the COVID-19 Command Center’s Medical Advisory Board, and based on current data and research, supports the return of our students to in-person learning with appropriate health and safety guardrails in place. DESE has stated that at this time, the evidence suggests schools have not played a significant role in COVID-19 transmission and that children, particularly younger children, are less likely than adults to be infected with COVID-19.

    Based on this information, FPS will provide in-person learning to begin the 2020-2021 school year. Remote learning may be the best option for some families, and, therefore, the FPS will also provide remote learning concurrently throughout the 2020-2021 school year. FPS will be prepared for all students to return to remote learning when the state and/or local data suggests it is necessary and/or Governor Baker mandates schools close for the safety of our students and staff.

    Falmouth Instructional Model Overview
    Students in PreK - 6 will attend school in-person full time or 100% remote as preferred by each family.
    Students in 7-12 will be attend school in a hybrid model (in-person and remote) or 100% remote as preferred by each family.
    Students assigned to specific educational programs and our highest needs students will be assigned to full time in-person learning or 100% remote as preferred by each family.
    FPS aims to maintain a high standard of service delivery and actively work to support and accelerate student learning and close opportunity and achievement gaps.

    OVERVIEW
    Falmouth Health & Safety Overview

    Wear Masks
    Physically Distance
    Wash and Sanitize Hands Often
    Stay Home when Not Feeling Well

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    Reimagining Learning
    Theory of Action for Safe and Visionary Learning Communities
    OVERVIEW
    If Falmouth engages all students, families, educators, and administrators in equitable, high-quality learning by
    Structuring learning for staff and students to maximize synchronous and asynchronous learning; student collaboration; collaborative professional development, planning and teamwork; and individual, small-group, and family support
    Designing and delivering effective blended instruction that builds from engaging, standards-aligned, coherent, digitally accessible, and culturally responsive and sustaining curricula; applies student-centered pedagogy; develops digital literacy; and uses ongoing assessment and mastery-based grading and promotion practices
    Fostering a positive, interactive, and safe learning environment that communicates clear and high expectations, nurtures relationships and a culture of learning, and enables meaningful collaboration in integrated settings
    Enforcing safety and health measures to return to school safely, adhere to a comprehensive set of critical health and safety requirements, and mitigate the spread of COVID-19
    Then Falmouth will
    ✓ Accelerate students’ and educators’ ability to learn, evolve, and improve themselves
    ✓ Grow students’ academic and social-emotional learning
    ✓ Decrease and eliminate disparities in access and outcomes (by race, income status, IEP status, and primary language spoken)
    ✓ Safeguard the safety and wellbeing of students, families, and staff, and strengthen their sense of community
    As a result, Falmouth Public Schools will develop connected, creative, inquisitive, empowered, and resilient students and teachers who are both participants and partners in learning.
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    School Year
    Commissioner Riley reduced the 180 student day requirement to 170 days for the 2020-2021 school year.

    As a result, an updated school calendar will be created, presented to the School Committee for approval, and be published to staff, families, and students.


    Soft Opening
    Commissioner Riley’s reduction of 10 student days allows teachers an additional 10 days of professional learning to prepare for new expectations, routines, and teaching and learning practices AND in a focused effort to re-acclimate students to new safety and learning routines in the classroom setting, we will bring students back in a staggered start which may include remote learning, half days, and reduced number of students in-person. Once the first few weeks of school are determined, we will share the schedule with parents/guardians.

    Students will not begin the school year on September 8, 2020.
    Reimagining Learning
    STRUCTURES

    Time on Learning
    Commissioner Riley will reduce the student learning
    time requirements to 850 hours (for elementary
    schools) and 935 hours (for secondary schools) for the
    2020-2021 school year.

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    Reimagining Learning
    STRUCTURES
    Learning in the three models is designed to maintain forward progress. Regardless of the model in which students begin the school year, learning is designed to be able to flex from model to model in response to changing health conditions and their influence on school operations. Use of additional digital tools and applications (e.g., Zoom, GoogleMeet) allows synchronous remote learning to more closely mirror classroom instruction in large and small groups. Similarly, use of playlists and digital applications (e.g., EdPuzzle, Padlet, Kami) allows asynchronous remote learning to more closely mirror small group and individual tasks in which students engage in the school setting. In all models of learning, blended learning through the use of digital tools will be used to enrich the experience and allow for small group interaction and personalization. Learning strategies and digital tools will be selected to ensure that they are developmentally appropriate and supportive of instruction. In order to receive grades and credit during remote learning, students must sustain engagement in virtual interactions and complete assignments and course requirements.
    In-Person
    face-to-face instruction

    Hybrid
    alternating instruction between face-to-face and remote learning


    Remote
    learning situated in a setting other than the school


    Three Models

    FPS is prepared for students to move swiftly between in-person, hybrid, and remote learning models for all students as determined by the status of COVID-19. Participation in GoogleClassroom and Schoology every day as a blended learning approach will facilitate a smooth transition to a hybrid or 100% remote model as needed. In a blended learning approach, students will participate in synchronous and asynchronous learning.
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    Reimagining Learning

    STRUCTURES
    Students PreK – Grade 4
    - In-person and Remote Learning -
    Students in Grades 5 - 12
    - Blended Hybrid and Remote Learning -
    Students will be assigned to cohorts between 9-22 students for in-person learning with 6 feet of distance.

    Students in grades K, 1, and 2 in 100% remote learning will have an assigned teacher to provide remote learning, which will include participation in GoogleClassroom and synchronous and asynchronous learning methods.

    Students in grades 3 - 6 in 100% remote learning will be assigned to in-person classes and participate with their peers through GoogleClassroom with synchronous and asynchronous learning methods.

    Half of the students will report to school for one week of in-person learning and then for one week of remote learning the next week; alternating each group of students each week.

    The curriculum will continue forward each day, and students will participate whether they are in-person or remote.

    Students in the hybrid model (in-person and remote) and students in a 100% remote will be participating in the same assigned class through a blended model approach by utilizing GoogleClassroom (grades 5-6) and Schoology (grades 7-12). When students are remote they will participate with their peers through synchronous and asynchronous learning.

    Students assigned to specific educational programs will participate 100% in-person every week.


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    Reimagining Learning
    STRUCTURES
    Schoology, Grade 7 to Grade 12

    Schoology is a complete learning management system (LMS). Schoology is able to integrate Google apps like GoogleDocs and GoogleDrive while also assimilating a large number of other third party instructional apps. The LMS is also owned by the same parent company as PowerSchool and is able to seamlessly integrate gradebook reporting. Students and families will be able to use one sign on to the LMS to review assignments, access announcements in a livestream, and view grades and feedback.
    GoogleClassroom, PreKindergarten to Grade 6

    GoogleClassroom is one among several instructionally supportive apps in the Google Suite of tools for education. Parents and guardians can assist students with accessing their GoogleClassrooms by clicking the link to our guidance document.

    For PreK, GoogleClassroom will serve as a web portal or single access point to educational resources and communications for families.


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    Technology & Connectivity
    All students have access to individual Chromebooks
    Reliable, safe, and secure internet service
    Internet service available for free and low cost
    Technology Support at
    cbrepair@falmouth.k12.ma.us

    Social Emotional Learning
    Focus on social-emotional
    learning, relationships, and supports
    Mental health resources and supports
    Reimagining Learning
    STRUCTURES
    Digital Resources
    Teachers and students engage
    through digital classrooms via
    GoogleClassroom and Schoology
    Teachers will prepare landing
    pages and playlists to inform
    planning and navigation
    Widely used apps and digital tools
    will be made available to all educators; others will be vetted and curated for scaled use as is feasible

    Curriculum
    Scope and sequence, guidance,
    and collaborative planning time
    for all educators
    Shared grade level and
    department materials and
    resources
    Sustained professional learning
    Common Elements Across All Models

    Schedules
    Each school will
    create a learning
    schedule
    Regardless of the
    model in which school is operating, the same schedule will be followed
    Health & Wellness
    Routines for handwashing, mask wearing, mask breaks, and physical distrancing
    Opportunities for physical activity
    Healthy meals and snacks

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    Reimagining Learning

    School Breakfast & Lunch Program
    Our school meal programs will continue for students in-person or remote.
    Families who qualify for free or reduced price meals will continue to have access to district-provided meals regardless of the model in which they are engaged, including students learning from a remote location.
    Students who are present at school will eat at their desks in their assigned classrooms or designated lunch areas.
    Students will maintain at least 6 feet of distance between others while eating.
    At least in the beginning of the school year and until further notice, students will not use the lunch lines for picking up or purchasing meals. Lunches will be delivered to the students at their designated location.
    All schools will operate as nut-free schools. As there are a number of areas that will be designated for snack and/or lunch, there is a greater need to ensure that there is no cross-contamination for students with food allergies.

    STRUCTURES
    Visitors
    To begin our school year, visitors will not be permitted in the schools. We will find creative ways to be welcoming to our families. Principal - parent/guardian and teacher - parent/guardian meetings will be held by phone or zoom. IEP meetings will be held virtually.

    Attendance
    Student attendance will be taken daily and in each class meeting. Whether students are in-person, remote, or engaging in their education through the hybrid model, attendance is a key factor in their engagement, growth, and success.
    In-person attendance will be the same as it traditionally was when schools were operating at full capacity.
    Attendance for those exclusively remote and on remote weeks in the hybrid model will be taken during scheduled synchronous instruction.
    Students who are at home due to not feeling well or for a quarantine period may participate in remote instruction if they are well enough to do so and will be counted as present for the purpose of attendance.
    Students who are not participating in in-person learning or remote learning will be excused with documentation that the student is not feeling well enough to participate.
    All other absences will be unexcused.


    Volunteers
    Our VIPS program will continue in new ways. Mentoring virtually will continue along with brief physically distranced outdoor meetings. Tutoring will continue in a virtual setting. Pen Pals will continue writing letters. Volunteers are making audio recordings of books, making masks, and providing short wellness videos for students, staff, and families.
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    Transportation

    Bus Transportation
    Students who are in need of bus transportation will be provided a bus pass from the Director of Transportation.
    Students must show the bus pass to their driver each time they board the bus.
    Students who will ride the bus will remain consistent as a “bus cohort.”
    Students will not be permitted to get a bus pass to ride on a bus other than their own; each student will only be assigned to one bus.
    Students will have assigned seats and only one student to a seat. Siblings will be permitted to sit together.
    All staff and students will wear a mask on the bus. There will be exemptions for students due to medical and/or behavioral reasons.
    Parents/Guardians indicating the need for bus transportation on the Family Reopening Schools Survey will be issued a bus pass. If a family did not request a bus pass initially, they may reach out to the Director of Transportation.

    Parent/Guardian Drop-off/Pick-up
    Families who will be driving their children to school will receive specific guidance from their school’s principal regarding traffic patterns and specific school instructions.
    Due to the volume of parent/guardian drop-off and pick-up, schools will create a staggered schedule.
    For safety purposes, parents/guardians will be asked to adhere to their child’s scheduled time. It is important to follow the instructions to decrease the number of students entering the school at one time and in one location. If you have a conflict with your scheduled time, please contact your building principal.

    Walk/Bike
    The Wellness Committee continues to encourage students who live within a mile of their school to walk to school or ride their bikes. This not only will reduce the increased traffic congestion, but it will increase physical activity, fresh air, and overall well-being of our students.

    Student Drivers
    FHS student drivers will be given specific directions for scheduled times, parking, and entrance to the building. It is important to follow the instructions to decrease the number of students entering the high school at one time and in one location.
    There will be no parking fees for the 2020-2021 school year.

    Reimagining Learning
    STRUCTURES
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    Our Instructional Framework
    Planning Learning: instruction must be thoughtfully outlined and responsive to learners’ needs; teachers cause learning, but learning itself happens individually.
    Executing Learning: just as learning is thoughtfully planned, it is paced in its delivery. Execution of learning accounts for the needs of the learner and allows entry
    into learning at their readiness level.
    Measuring Learning: both informally and formally,
    formatively and summatively, student learning must be
    assessed to determine if it’s on track to meet the
    determined standard(s).
    Reflecting on Learning: assessment data gauges success
    with instruction and predicts further direction for instruction;
    taking time to consider the relationship between the two
    is key to reflection and maintaining a cycle or progression of
    learning that leads to mastery of skills and critical content
    knowledge.
    Reimagining Learning
    TEACHING & LEARNING
    The Falmouth Public Schools has curated a rich complement of learning tools and resources for students and families to use to create routines and to maintain a connection to our school community.

    All resources, programming, and materials are intended to support teaching and learning. The Massachusetts Department of Elementary and Secondary of Education (DESE) has confirmed that the 2020 - 2021 school year will include a full year of instruction focused on all grade level standards and related skills.

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    TEACHING & LEARNING
    Synchronous learning takes place in real-time among multiple people regardless of which of the three models are being used. Synchronous learning enables learners to ask questions and receive answers as well as collaborate freely with other learners in real-time.


    For example, learners engaging in a live webinar with an educator through a service like GoogleMeet are learning at the same time that the educator is explaining. This can allow learners to ask questions and interact with the teacher and their peers.

     


    Asynchronous learning is learner-centered, enabling learners to complete course material anytime, anywhere and can be achieved in all three models. Learners may still share thoughts and questions with instructors and their peers, though they may not receive an immediate response.

    For example, learners watching a recorded video of an educator explaining something is asynchronous learning because the video is a recording and that explanation is not happening at the same time as the viewing. This means learners can pause the video and replay portions of the lesson they may not understand.
    Reimagining Learning
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    TEACHING & LEARNING
    Landing Pages
    These pages will be anchored on the Falmouth Public Schools site, so they will be easily accessible. We are creating these to share...
    Weekly Schedule and Information
    Welcome Message
    Teacher Videos
    Contact Information
    Pertinent Family Information
    Link to Current Learning Plans
    Links to Previous Learning Plans
    Clear, concise, user-friendly navigation to teachers’ digital classroom

    Structures in place to
    solve learner issues for both
    students and families
    Reimagining Learning
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    TEACHING & LEARNING
    Playlists
    A playlist is a collection of assignments for students to work through independently and to provide some choice in how students will meet the stated objective or standard.
    Playlists are often times organized by the week or unit.
    Playlists will be embedded within an GoogleClassroom or Schoology and linked to teachers’ landing pages.

     


    Reimagining Learning
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    Reimagining Learning
    TEACHING & LEARNING
    Instruction and Grading
    Learning across the three models provides an opportunity for educators to continue the learning practices established pre-pandemic in all core classes, engaging and empowering all learners while allowing them to build and demonstrate proficiency in a variety of ways and at a pace that fits their learning needs.

    While all schools will have a schedule for instruction, the times for each instructional period will be altered. Each school will release its schedule in the week preceding the reopening of school.

    Established practices for calculating grades and student progress will remain as previously published in the Student/Family Handbook. The timeline for releasing these reports will be published at the opening of school.
    In the event that an established practice will be altered while learning in one of the three models, the revised practice will be published online in the Student and Family Handbook SPECIAL EDIT: COVID-19 Response.

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    Reimagining Learning
    TEACHING & LEARNING
    The Falmouth Public Schools recognizes that our students have a range of needs. While we rely on tiered instruction with attention to differentiated and universal design to support the growth, achievement, and success of all learners, we also know that there are times when more formal support and intervention is needed. The following sections touch on supports specific to four groups of learners:

    Students with Disabilities who have Individualized Education Programs (IEPs) that outline specific goals, outcomes, and measures to advance learning.
    Students with 504 Accommodations that help students meet specific needs that support access to the learning environment and learning.
    Students who are homeless and students who are in foster care or congregate care.
    Students who are English Learners (ELs) are assessed to determine their current English language proficiency level, and their English Language Development (ELD) instruction is matched to their individual needs.

    Students with IEPs
    The District will provide special education services to all eligible students as articulated in their Individualized Education Program (IEP). To maintain the cohort model, students with disabilities will receive services within the push-in model to the maximum extent. Pull out services will be provided in alignment with all health and safety procedures, as needed. Some specialized services may also be provided remotely while students remain in the general education classroom.

    To maximize their specialized instruction and related service delivery, Pre-K students with disabilities and students with significant and complex needs will be provided with daily in-person instruction even when their peers will participate in a hybrid model.

    Some students require assistance with toileting and Activities of Daily Living (ADL) as outlined in their IEPs. Staff who are needed to provide assistance or monitoring for students within the bathroom will be required to utilize the provided appropriate PPE. Staff who must perform diapering and/or total care will continue to follow standard precautions and procedures that have been in place. PPE will be required and provided.

    If needed, procedures and protocols following the Safety Care Model will remain in place. As a last resort, when all other attempts to de-escalate have failed, staff may be required to utilize physical intervention/restraint and will be provided additional PPE to ensure safety.
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    Reimagining Learning
    TEACHING & LEARNING
    Students with 504s
    Falmouth Public Schools will continue to provide students eligible for 504 Accommodation Plans with the specific accommodations as outlined in their plans. Regardless of the model in which the students are learning, accommodations will be provided to match the environment and academic instructional delivery.


    Students who are English Learners
    To assist with assessment and determination of ELs’ English language proficiency levels, DESE is releasing a temporary Remote Screener.

    Our English Language Development (ELD) Team is engaged in summer professional learning to review and adjust ELD instructional units to align the demands of the ELD curriculum with the revised schedules and restricted student movement in our schools.

    Our Sheltered English Instruction (SEI) Endorsed teachers will also be able to plan their instruction to support ELs assigned to their classrooms.

    Our English Language Development (ELD) Department Head remains actively engaged in DESE’s English Language Education (ELE) Network and brings critical information to planning and action in the District.
    Students who are Homeless, in Foster Care
    The Falmouth Public Schools will provide the opportunity for in-person instruction and transportation to all students who are homeless, in foster care, and in congregate care to ensure their access to education in accordance with the McKinney-Vento Homeless Education Assistance Act and Every Student Succeeds Act.
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    A Tiered Approach to Social-Emotional Support
    All students have access to social-emotional support. Social-emotional skill development is also interwoven in teacher pedagogy in the early years and is designed to empower and connect students, building their capacity to collaborate and engage in healthy and meaningful relationships.
    By maintaining close relationships with students, developing clear channels for staff to identify and communicate student needs, and preparing additional social-emotional supports, the District will meet student needs as they arise. When student or sub-group specific needs arise, the school implements responsive supports and interventions, including providing mentoring, counseling, and similar services; creating and implementing alternative schedules; engaging in more frequent family communication and support; and adjusting the balance of synchronous and asynchronous instruction.
    The IST offers further support to students and families, collectively problem solving, collaboratively creating solutions, and monitoring results to ensure that all students are able to engage fully in school. The IST may also request in-person services for students and families, as needed.
    Reimagining Learning
    LEARNING COMMUNITY
    Social-Emotional Support Strategies
    Student Observation & Referral Staff will meet at regularly scheduled times to identify students who may be struggling socially, emotionally, or academically. During this time, staff keep track of warning signs for specific students. For students who appear to be experiencing hardship or who have been absent or without communication for more than two days, staff will coordinate planned outreach, including by involving school administrators and counselors. Staff may also make referrals to the IST as needed.
    Instructional Support Team (IST) This team helps students experiencing the greatest challenge and, as they begin to restore their learning routines, those who have been most adversely affected by COVID-19. Through one-on-one check-ins, counseling sessions, and partnerships with outside organizations, the IST helps students cope with grief, stress, and anxiety. The team also connects families to community resources as needed. The IST Team meets weekly to problem solve together. This team manages referrals to outside organizations.
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    Reimagining Learning
    LEARNING COMMUNITY
    Learning Overviews
    At the outset of each week, educators will update their published landing pages, which will include an overview of the week’s learning. The overview will describe what students will be learning and what lessons, assignments, and tasks to expect. Staff will also provide family resources to support and reinforce student learning at home.

    Translated Communications and Student Instructions
    All communications and instructions to families will be translated into the family’s home language.

    Website and Email Updates
    The Falmouth Public Schools website will include an easily accessible COVID-19 Response page with district-wide announcements and resources. If public health or other considerations require immediate changes in school operations, staff will update families by email, phone, text, and social media.
    Professional Learning
    Google Classroom, PreKindergarten - Grade 6
    Falmouth educators at these designated grades will leverage their growing proficiency, knowledge, and skills to instruct and support students with developmentally appropriate resources and guidance through the GoogleClassroom platform. GoogleClassroom for PreKindergarten will serve as a web portal or single access point to educational resources and communications for families.

    Schoology, Grade 7 - Grade 12
    Falmouth educators at these designated grades will leverage their growing proficiency, knowledge, and skills to facilitate blended and remote learning through the Schoology learning management system (LMS).

    Coffee Hours
    District administrators will host monthly virtual coffee hour for families to build relationships, including by answering questions, providing updates, and soliciting feedback. These sessions will be recorded for families who are unable to attend.
    All staff recognize that families are more critical than ever as partners in providing high-quality learning. Together, we will break down boundaries between school and home; build strong relationships; collaborate with families in innovative ways; and communicate with families in caring, thorough, coordinated, routine, and relevant ways.
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    Reimagining Learning
    HEALTH & SAFETY

    Safety Measures in a COVID-19 Environment
    Returning to school safely will require strict adherence to a comprehensive set of critical health and safety requirements:
    rigorous hygiene and handwashing
    use of masks/face coverings
    physical distancing
    reducing interaction between groups
    staying home when sick
    protecting those most vulnerable to the disease

    Families can help mitigate the transmission of COVID-19 in their school communities by
    checking their children daily for any COVID-19 symptoms
    keeping their children home from school if they are sick or have had close contact with a person diagnosed with COVID-19
    supporting the use of masks in school and on the bus
    arranging alternate transportation whenever possible
    continuing to follow state guidance on health and safety outside of school
    ensuring children are current on all standard vaccinations and consider a regular flu vaccine

     

    Staff can help mitigate the transmission of COVID-19 in their school communities by
    being cognizant of any COVID-19 symptoms
    staying home if sick or have had close contact with a person diagnosed with COVID-19
    complying with the use of masks in school
    continuing to follow state guidance on health and safety outside of school
    considering the health providers’ strong recommendation for a regular flu vaccine


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    Reimagining Learning
    HEALTH & SAFETY
    Hand Hygiene
    Students and staff will be required to exercise hand hygiene (handwashing or sanitizing) upon arrival to school, before/after eating, before putting on and taking off masks, and before dismissal.
    When handwashing, individuals should use soap and water to wash all surfaces of their hands for at least 20 seconds, wait for visible lather, rinse thoroughly, and dry with an individual disposable towel.

    Masks
    Students in grades 2-12 are required to wear a mask/face covering that covers their nose and mouth. 
    Students in grades PreK-1 are encouraged to wear a mask, face covering, or shield.
    Adults, including educators and staff, are required to wear masks/face coverings at all times.
    All staff and students will wear a mask on the bus. There will be exemptions for students due to medical and/or behavioral reasons.
    Exceptions to mask/face covering requirements will be made for those for whom it is not possible due to medical conditions, disability impact, or other health or safety factors. Documentation will be required by the staff member’s or student’s health provider.
    Specialized PPE will be available to nurses.
    Specialized PPE will be available to staff and students with underlying conditions and who are at higher risk of contracting COVID-19.
    Specialized PPE will be provided to staff and students that must be less than 3 feet to provide appropriate instruction.
    Mask breaks will occur throughout the day when students can maintain at least 6 feet distance for short periods of time indoors, while eating meals, and longer periods of time outdoors.

     


    Physical Distance
    In classroom settings, when all parties are wearing masks, a minimum of 3 feet of separation is required.
    If one or more parties are not wearing masks, 6 feet is required.
    Students in grades PreK-1 without masks may be no less than 3 feet apart.
    Students will maintain 6 feet of distance when walking in hallways, eating lunch, and while taking mask breaks.
    Most classrooms can accommodate four to six feet distance between students.
    Desks will face forward in the same direction.
    All students will have an assigned desk/seat in classrooms, during meals, and on the bus.
    Students are assigned to one cohort in grades PreK - 8, remaining together throughout the day in grades PreK-8. Most cohorts are between 12 to 20 students.
    One-way directional hallways will be created when possible.


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    Reimagining Learning
    HEALTH & SAFETY
    Symptoms
    The single most important thing to do if any of the following symptoms are present is to stay home. Note that some symptoms of COVID-19 are the same as the flu or a bad cold; please do not assume it is another condition. When in doubt, stay home.
    List of symptoms:
    Fever (100.4° Fahrenheit or higher), chills, or shaking chills
    Cough (not due to other known cause, such as chronic cough)
    Difficulty breathing or shortness of breath
    New loss of taste or smell
    Sore throat
    Headache when in combination with other symptoms
    Muscle aches or body aches
    Nausea, vomiting, or diarrhea
    Fatigue, when in combination with other symptoms
    Nasal congestion or runny nose (not due to other known causes, such as allergies) when in combination with other symptoms

    Response to COVID-19 Positive Case
    The risk of exposure to COVID-19 in school will not be zero.

    Quarantine
    When students must stay home for quarantine or isolation, teaching and learning will not stop. The school will provide remote learning for students who cannot be in school for any extended period of time.
    Self-isolation for COVID-19 positive cases is a minimum of 10 days.
    People who test positive can resume public activities after 10 days and once they have
    gone for 3 days without a fever (and without taking fever-reducing medications like Tylenol)
    experienced improvement in other symptoms (for example, their cough has gotten much better)
    received clearance from public health authority contact tracers
    repeat testing prior to return is not recommended.
    Return to school should be based on time and symptom resolution.

    Exposure
    Close contacts of a positive COVID-19 case should be tested. In school settings, DESE has defined close contacts as students and staff who were within 6 feet for at least 10-15 minutes in a classroom, in other school spaces, and on the bus. In elementary and other school situations where the students are in self-contained classrooms for an extended period, all students/staff within this “cohort” are considered close contacts as they may have been within 6 feet of the person with a positive test result.
    Possible close contacts should not come back to school until they have been tested or elect instead to self-quarantine for 14 days.
    If an individual tests positive for COVID-19, then self-isolation is for a minimum of 10 days and once they have
    gone for 3 days without a fever (and without taking fever-reducing medications like Tylenol)
    experienced improvement in other symptoms (for example, their cough has gotten much better)
    received clearance from public health authority contact tracers.
    repeat testing prior to return is not recommended. Return to school should be based on time and symptom resolution.
    Stronger Together: Reopening Falmouth Public Schools

    OVERVIEW | STRUCTURES | TEACHING & LEARNING | LEARNING COMMUNITY | HEALTH & SAFETY
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    Reimagining Learning
    HEALTH & SAFETY
    Ventilation
    Windows will be opened as weather permits.
    Building univents will be opened to maximize air flow.
    In preparation for heating season filters will be changed more frequently.
    Typically, fresh air is cycled into a room at a minimum of hourly through univents and much more frequently depending on the age of the heating/univent systems in each building.
    The district typically uses filters with a Minimum Efficiency Reporting Value (MERV) rating of 7 or 8. Orders have been placed for filters with the higher MERV rating of 13 as a means of providing improved air quality. They will need to be tested on how they work in the buildings.
    Cleaning and Disinfecting
    Falmouth Public Schools custodial staff has engaged in practices using approved products prior to and in response to the COVID 19 crisis. The following concepts are discussed regularly in facility management journals and procedural documents.
    Custodial staff engage in regular training and monitoring for effective practices to combat COVID-19.
    A thorough cleaning and disinfecting will occur each evening after students and staff leave the building.
    Cleaning and disinfecting will occur between uses during the day for shared spaces and furniture.
    Cleaning and disinfecting for high-touch surfaces (e.g., door handles, light switches, handrails) will occur multiple times per day.
    Cleaning supplies that meet school based regulatory “green” standards are in ample supply across the district.
    Electrostatic disinfectant sprayers will be available at each building. These tools allow custodial staff to quickly go through rooms and provide an additional disinfectant spray across surfaces and hard to reach areas after their normal cleaning routines are completed.
    Any area of the school visited by a COVID-19 positive student or staff member must be closed off and/or cleaned and disinfected. The area can be used 12 hours after cleaning/disinfecting has occurred.


    Stronger Together: Reopening Falmouth Public Schools

    OVERVIEW | STRUCTURES | TEACHING & LEARNING | LEARNING COMMUNITY | HEALTH & SAFETY
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    Reimagining Learning
    Resources

    1 CDC, Considerations for Schools. (2020, May 19). Available at https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html
    2 CDC, Schools and Childcare Programs https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html
    3 CDC, Preparing K12 School Administrators for a Safe Return to School in Fall 2020 https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/prepare-safe-return.html
    4 CDC, The Importance of Reopening America’s Schools this Fall https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/reopening-schools.html

    5 CDC, Coronavirus Disease 2019 https://www.cdc.gov/coronavirus/2019-ncov/index.html
    6 CDC, Cleaning and Disinfecting Your Facility. (2020, April 14). Available at https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html
    7 CDC, Contact Tracing during Coronavirus Disease Outbreak, South Korea, 2020 https://wwwnc.cdc.gov/eid/article/26/10/20-1315_article
    8 Department of Elementary and Secondary Education, Initial Fall School Reopening Guidance (June, 25, 2020) http://www.doe.mass.edu/covid19/return-to-school/guidance.pdf
    9 Harvard Global Health Institute,The Path to Zero and Schools: Achieving Pandemic Resilient Teaching and Learning Spaces
    file:///Users/lduerr/Downloads/pandemic_resilient_schools_briefing_72020%20(1).pdf
    10 Massachusetts Department of Early Education and Care, Massachusetts Child and Youth Serving Programs Reopen Approach: Minimum Requirements for Health and Safety (pg. 6-8) https://eeclead.force.com/resource/1591036172000/Min_Req
    11 WHO, Considerations for school-related public health measures in the context of COVID-19. (2020, May 10). https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19


    Stronger Together: Reopening Falmouth Public Schools

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    THANK YOU!
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