forward in faith reopening plan – forward in initial … john v doyle...in faith, rooted in christ...

Reopening Plan – Initial Proposal

Initial Proposal - July 2020

Father John V. Doyle School

Forward in Faith

Forward in Faith

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Table of Contents

A Message from the Principal .................................................................... 4

Guiding Principles ..................................................................................... 5

Mission Driven ....................................................................................................... 5

Created in Collaboration ........................................................................................ 5

Grounded in Professional Health & Safety Guidance .............................................. 5

Agile & Flexible ...................................................................................................... 5

Four Essential Components ....................................................................... 6

Health & Safety Protocols ......................................................................... 7

Cleaning Protocols ................................................................................................. 7

Maintaining Stable Groups ..................................................................................... 9

Masks and Social Distancing ................................................................................. 11

Pre-Kindergarten Specific Guidance ..................................................................... 14

Nursing Protocols ................................................................................................. 15

Mental and Social Emotional Health .................................................................... 16

Communication Methods ..................................................................................... 17

Reimagining the School Day .................................................................... 17

Arrival Procedures ............................................................................................... 17

Classroom Spaces ................................................................................................. 20

Lunch & Recess .................................................................................................... 21

Specials Courses ................................................................................................... 22

Dismissal Procedures ........................................................................................... 22

After School Care ................................................................................................. 23

Preparation and Practice ...................................................................................... 23

Instruction & Technology ........................................................................ 23

Expanding Instructional Technology in the Classroom .......................................... 23

Assesment and Progress Monitoring .................................................................... 26

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Hybrid Learning Models ....................................................................................... 27

Distance Learning Models .................................................................................... 28

Appendices ............................................................................................. 29

Appendix A: Screening Tool .................................................................................. 29

Appendix B: Map of Entrances ............................................................................. 30

Appendix C: Electrostatic Sprayer Information ..................................................... 31

Appendix D: Data Regarding 1:1 Technology ........................................................ 33

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A Message from the Principal FORWARD IN FAITH, ROOTED IN CHRIST

Dear Father Doyle Families and Community Members, The mission of Father John V. Doyle School is to provide students with a solid, well-rounded education based on Roman Catholic Tradition. We are proud to have served this mission for over fifty

years and, while the current health crisis dictates that we find new, creative ways to do so, we remain steadfast in our purpose. The following plan details how we can work together as a school community to continue to provide rigorous academic instruction, grow in faith and virtue, and care for the spiritual and social-emotional needs of our students and families. This will not always be easy. Difficulties will arise as we continue to navigate uncharted territory. This is not a “new normal,” but rather a new challenge - one that we must overcome together. Each of us may be called to give of ourselves in unique ways in the year ahead as we respond to the demands of this crisis. Nonetheless, we move forward in faith, rooted in Christ Jesus, knowing that, united in this common cause, we are prepared to persevere together. The following plan has been carefully crafted utilizing guidelines from the Rhode Island Department of Education (RIDE) and Rhode Island Department of Health (RIDOH), as well as insight and feedback from teachers, administrators, health professionals, and parents. I look forward to working with you and the entire school community as we serve our mission in new ways in the year ahead. Sincerely,

Kevin Peloquin, Principal Father John V. Doyle School

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Guiding Principles MISSION DRIVEN First and foremost, this reopening plan is centered on the mission of Father John V. Doyle School – providing students with a solid, well-rounded education based in Roman Catholic tradition. We are committed to robustly serving this mission regardless of the reopening scenario. This means closely monitoring student’s academic progress, providing enriching learning experiences in various formats, and continually supporting students and families in their spiritual growth. CREATED IN COLLABORATION At Father Doyle School, we strive to instill in our students the importance of meaningful collaboration. This reopening plan is a testament to this and was created through the seamless collaboration of teachers, staff, parents, members of the Catholic School Office, and Catholic school principals from across the region. We will continue to utilize this collaborative approach as the plan is released, amended, and adapted to emerging scenarios. GROUNDED IN PROFESSIONAL HEALTH & SAFETY GUIDANCE This plan features regular references to health & safety guidance developed by respected organizations and institutions including the Rhode Island Department of Health (RIDOH), the Centers for Disease Control (CDC) and American Academy of Pediatrics (AAP). The result is a plan that is data-driven, relying on the work and advice of health professionals to guide safety protocols. AGILE & FLEXIBLE While this plan has been extensively researched to address the current situation, information and data regarding COVID-19 continues to change and develop. With this in mind, it is important to view this document as agile and flexible; adjusting to new situations and scenarios as they arise. While this initial draft provides a strong starting point, we must be willing to adapt to meet new health & safety protocols.

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Four Essential Components RETURNING SAFELY TO IN-PERSON LEARNING Currently, the Rhode Island Department of Education and the Rhode Island Department of Health support the return of students to in-person learning in the fall of 2020 with appropriate health and safety guardrails in place. Included within these guardrails are four essential health and safety components that guide the protocols laid out in the remainder of this plan: 1. Good Hygiene Practices Including Frequent Handwashing Students should maintain good hygiene practices (i.e. coughing/sneezing into a tissue, washing hands frequently). RIDE reopening guidance notes that “schools must ensure students have access to soap and water and/or hand sanitizer at all times.”1 Each classroom at Fr. Doyle is equipped with a sink and soap dispenser, and teachers will provide students with frequent opportunities for handwashing. 2. Maintaining Stable Groups According to RIDE guidance, maintaining stable groups of students and/or staff who spend most or all of the day together “helps mitigate the risk of spreading the virus” and minimizes the number of students and/or staff who could potentially be exposed in the event that a community member tests positive for COVID-19.2 3. Social Distancing & Using Masks/Face Coverings In order to encourage social distancing, classrooms have been rearranged to ensure appropriate social distancing of six feet between desks whenever possible, based on RIDE guidance that “the spacing of desks/tables should be separated as much as possible.”3

1 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 11. 2 Ibid, 8. 3 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 10.

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In addition, specific, detailed information regarding the use of face coverings for students and staff is included further on in this document. This is in accordance with RIDE guidance which notes that “it is recommended that face coverings be used by students and staff, when possible.”4 4. Staying Home When Sick It is essential that students and staff who are feeling ill do not come to school. RIDE guidance notes that “all students must stay home if they fail the screening [detailed later in this plan] prior to leaving for school.”5 This means having multiple, appropriate supervision plans in place if a child must stay home, as well as utilizing hybrid learning systems that enable students to learn simultaneously in the classroom and at home. While each of these four components are important, ultimately it is the combination of all of these strategies, as well as other precautions detailed in his plan, taken in sum, that will substantially reduce the risk of transmission at school.

Health & Safety Protocols CLEANING PROTOCOLS Handwashing Every classroom is equipped with a sink and soap for handwashing. Students will be provided with frequent opportunities to wash their hands throughout the day, including, but not limited to:

• Upon arrival at school • Before and after snack • Before and after lunch/recess • Before and after rest time (as applicable) • Before dismissal from school

4 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 12. 5 Ibid, 13.

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Daily Cleaning Procedures In accordance with RIDE guidelines, custodial staff will clean high touch areas and perform disinfecting procedures regularly throughout the school day.6 This includes regularly scheduled cleanings of bathrooms, doorknobs, corridors/hallways, and other high traffic/high touch areas. Custodial staff will adhere to CDC guidance on the process of cleaning, sanitizing, and disinfecting surfaces.7 In addition, teachers will be provided with ample appropriate cleaning materials to regularly disinfect desks, chairs, and other high touch objects within the classroom throughout the course of a school day. Ventilation All classrooms have been equipped with window screens to allow for continual, appropriate ventilation throughout the day. Disinfecting Bathrooms To maintain stable groups, bathroom stalls/sinks will be appropriately labeled by grade level groupings. Students needing to utilize the bathroom must use only their grade level stall/sink. Some younger grades, including kindergarten and pre-kindergarten, may opt to use the bathroom as a group. In this case, the bathroom will be disinfected before and immediately after usage. Masks must be worn by all students in kindergarten through eighth grades when using the bathroom. Bathrooms will be regularly cleaned throughout the day following CDC guidelines.8

6 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 11. 7 “Cleaning and Disinfecting Your Facility,” Centers for Disease Control and Prevention (Centers for Disease Control and Prevention, April 28, 2020), https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html. 8 Ibid.

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Electrostatic Sanitizing All classroom surfaces and high touch objects will be sanitized using an electrostatic sprayer each evening to ensure staff and student safety at the start of each day. For more information on electrostatic sprayers, please see Appendix C. MAINTAINING STABLE GROUPS Overview of RIDE Stable Group Guidelines A major focus of the Rhode Island Department of Education in safely reopening schools is maintaining stable groups to limit potential spread and assist in contact tracing if necessary. RIDE describes the following potential reopening scenarios regarding stable groups: Full or Partial In-Person Reopening

• Students will be required to maintain stable groups of up to 30. • Stable groups are designed to spend all or most of the day together as a group. • Each class/pod will be expected to physically distance (14 feet) from every other

class/pod. Limited In-Person Reopening

• Students will be required to maintain stable groups of up to 15. • Stable groups are designed to spend all or most of the day together as a group. • Each class/pod will be expected to physically distance (14 feet) from every other

class/pod.

Ultimately, Father Doyle School is prepared to maintain in-person instruction for all students for the full day/week in each of these reopening scenarios. Class Sizes Father Doyle School maintains small class sizes to ensure a personalized learning experience. All current class sizes meet the requirements for stable groups of thirty or less detailed by the Rhode Island Department of Education under the full or partial reopening scenario. Under the limited in-person reopening scenario detailed by RIDE, stable groups are further limited to fifteen students or less. Still, most class sizes at Fr. Doyle meet this

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requirement, except for our current sixth grade, eighth grade, and pre-kindergarten classes. To accommodate the larger sixth and eighth grade groups, these two classes would be separated into two stable groups. These two grades are already split into two groups during the regular school day for instruction in mathematics and literature. For the remaining courses, the two stable groups would be taught in the gym and/or former cafeteria space while maintaining fourteen feet between the stable groups during instruction. This abides by RIDE guidance that states “more than one stable group may be in a larger space with another stable group… but stable groups must remain separated from each other by at least 14 feet.”9 Again, this is only under a limited in-person reopening scenario and is designed to ensure all students are still able to receive in-person instruction for the full school week. With regards to pre-kindergarten, only specific days of the week currently exceed the fifteen-student limit. Thus, a small number of families may be asked to shift days to spread attendance more evenly throughout the week and ensure that the maximum of fifteen students per class is maintained. Facilities Management All classrooms have had additional furniture/storage removed to enable desks and other learning spaces to be spaced appropriately according to RIDE guidelines. In addition, some classrooms may be moved to alternative spaces to adhere to RIDE guidelines which suggest “the largest classes should be held in the largest spaces.”10 In the event of a limited in-person reopening with stable groups of fifteen or less, facilities would need to be further adapted to accommodate these smaller stable groups. As noted, this may include repurposing the gymnasium to provide instruction for some classes while maintaining the required fourteen feet between stable groups.

9 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 8. 10Ibid., 10.

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If it were to become necessary to utilize the gymnasium space for instruction, physical education would either be held outdoors or in individual classrooms with a focus on health, wellness, and stretching/calisthenics. MASKS AND SOCIAL DISTANCING Masks and Face Coverings Employees must wear face coverings (i.e. a mask) during the school day. In order to accommodate the challenges of teaching with a covered mouth – particularly when providing instruction in reading, phonics, and/or foreign language – a clear mask may be worn. In addition, in accordance with RIDE guidelines, teachers who maintain a minimum of six feet distance between students while teaching and who are within a stable group of students throughout the day may periodically remove their masks during instruction.11 All visitors are required to wear face coverings when inside the school. Visiting is limited to essential transactions only. In addition, in accordance with RIDE guidelines, “a 30-day log of all visitors” will be kept, that includes “the date, contact phone number, and arrival/departure times.”12 Student use of masks/face coverings varies slightly based upon grade level and situation. This is in accordance with RIDE guidance, which notes that “older students may tolerate wearing face masks for longer periods of time,” while “young children may not be able to effectively wear a face mask.” In addition, RIDE guidance suggests that facemasks should not be worn “when [they] would inhibit an activity of daily living (e.g. eating).”13

11 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 12. 12 Rhode Island Department of Education. Back to School RI: Reopening Frequently Asked Questions SY20-21 (Providence, RI: 2020), 3. 13 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 12.

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With this in mind, please carefully review the following guidance:

• Pre-kindergarten students are not required to wear a face covering; however, if the student can tolerate wearing a face covering for brief periods, it is encouraged specifically during drop-off, pick-up, and in before/after care.

• Kindergarten through fifth grade students are asked to wear facemasks during the school day; however, it is understood that “face coverings may be challenging for students (especially younger students) to wear in all-day settings such as school.”14 Thus, while masks/face coverings are required during arrival and dismissal, when students are outside of their stable group, and when attending before/after care, these students may periodically remove face coverings when they are receiving classroom instruction within their stable group and are able to maintain appropriate social distance (minimum six feet), as well as when they are at recess within their stable group.

• Sixth through eighth grade students are asked to wear face coverings throughout the school day, except for when social distancing at recess or during other, socially distant outdoor activities. Masks may also be periodically removed when students can maintain six feet distance and are receiving instruction within a stable group (i.e. with their homeroom teacher). Please note that “mask breaks” will be built into the daily schedule to provide students with safe, designated “mask-free” time throughout the day.

14 “Considerations for Schools,” Centers for Disease Control and Prevention (Centers for Disease Control and Prevention, May 19, 2020), https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html.

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Please review this helpful chart for further clarification on the use of face coverings.

PK K-5 6-8 Arrival/Dismissal Encouraged, as

able Required, as able Required, as able

Classroom – Socially Distant, Stable Group

Not required Recommended, may periodically remove

Recommended, as able

Classroom – Non-Stable/Specials Instruction

Not required Required, as able Required, as able

Recess – Socially Distant

Not required Not required Not required

Recess – Not Socially Distant

Not required Recommended, as able

Required, as able

Before/After School Care

Encouraged, as able

Required, as able Required, as able

In addition to the above guidelines, face coverings are never to be worn by anyone who has trouble breathing; or anyone who is unconscious, incapacitated, or otherwise unable to remove the mask without assistance. They are also not required, per CDC guidance, for anyone for whom use of such face covering would be damaging to his or her health. This includes those developmentally unable to use such a face covering, including young children who may not be able to effectively wear a face mask. Social Distancing All classroom spaces have been modified to allow for the greatest amount of social distancing possible. This includes utilizing single-student desks for all grades K-8, ensuring all desks are facing the same direction as suggested in RIDE guidance,15 and maximizing the distance between each desk by removing additional storage/furniture when feasible. In addition, students will be encouraged to follow social distancing

15 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 10.

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guidelines throughout the day, with regular reminders from faculty & staff, visible signage, and demarcations on the floor/walls where appropriate. PRE-KINDERGARTEN SPECIFIC GUIDANCE Accommodating the Needs of Our Youngest Learners RIDE guidelines apply largely to K-12 school settings. With this in mind, in order to ensure the safety of our pre-kindergarten students, we will abide by current Centers for Disease Control guidance regarding childcare facilities.16 This includes:

• Maintaining the same stable group of students & staff each day • Encouraging good hygiene practices including frequent handwashing • Limiting mixing of children by staggering playground times and keeping groups

separate and/or socially distant for special activities • Spacing out naptime mats as much as possible, and placing children head to toe

when possible to further reduce potential for viral spread • Utilizing the family screening tool to ensure children are healthy enough to

participate in learning for the day • Modifying drop off procedures, with teachers/staff greeting children at the

exterior door as they arrive • Routinely cleaning, sanitizing, and disinfecting surfaces and objects that are

frequently touched, especially toys and games, utilizing various cleaning methods, including the electrostatic sprayer

• Removing toys that cannot be cleaned and sanitized (i.e. plush toys, dense fabric, etc.) Note that the CDC suggests that “children’s books, like other paper-based materials such as mail or envelopes, are not considered a high risk for transmission and do not need additional cleaning or disinfection procedures.”17

16 Centers for Disease Control. “Guidance for Child Care Programs,” April 21, 2020. https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/guidance-for-childcare.html. 17 Ibid.

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NURSING PROTOCOLS Nursing Facilities To best respond to current nursing guidelines, the primary nurse’s office has been relocated to the current teacher workroom to the right of the main office. This larger, well-ventilated space will better serve the nurse’s needs. The previous nurse’s office will be utilized as a multi-purpose space, including a secondary nurse’s office as needed. Should a student develop COVID-19 symptoms during the school day, the nurse’s office will be utilized as an isolation room for the student until parent(s)/guardian(s) can safely pick up the child. This is in accordance with RIDE guidelines, which note that “any students experiencing symptoms of COVID-19… should be taken to the school nurse and the isolation room immediately.”18 In the event that the nurse’s office must be used as an isolation room, additional nursing supplies will be stored in the previous nurse’s office as a secondary nursing location. This will allow for students with other minor medical needs (i.e. bandages, ice) to receive care while the primary nurse’s office is utilized as an isolation room and/or undergoing disinfection. When caring for patients with potential coronavirus symptoms, the nurse will wear appropriate personal protective equipment (PPE), including N-95 respirator, eye protection, gloves, and gown, in accordance with RIDE guidance.19 Please note, it is essential that students who are ill, and particularly students exhibiting symptoms of COVID-19, are picked-up from school as soon as possible. RIDE guidelines note that “parents/guardians should be notified to pick up the student within the hour.”20 Families are asked to have multiple plans prepared to ensure that a responsible adult is available to pick-up ill students from the school in no more than one hour in compliance with RIDE guidance.21

18 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 20. 19 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 20. 20 Ibid., 20. 21 Ibid., 20.

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Responding to a Positive Case Should a student or staff member test positive for the virus, the school will follow all guidance from the Rhode Island Department of Education and Rhode Island Department of Health. RIDOH is currently developing a playbook for schools that will address the appropriate course of action in the event of a confirmed positive case. Mr. Peloquin, Principal, will serve as point person in collaborating with RIDOH concerning appropriate action when any individual tests positive. RIDE and RIDOH have been provided with the appropriate contact information to ensure expedient communication. In addition to any further guidance noted in the proposed RIDE playbook, RIDE notes that if a student tests positive, “individuals must complete a period of isolation as directed by RIDOH.”22 In addition, “symptomatic students will not be permitted to return to school until documentation from a medical provider indicates testing was negative and there are no other restrictions, there is no evidence of illness restricting attendance, or it is documented that the individual is no longer contagious.”23 MENTAL AND SOCIAL EMOTIONAL HEALTH New health & safety protocols including face coverings and social distancing, time away from social groups during the spring and summer months, and the disruption of regular school routines is likely to have an impact on students’ mental and social-emotional health. To this end, the school is taking the following steps to pro-actively meet these needs: Part Time School Counselor The school will hire a part-time school counselor. The counselor will be available for one-to-one, small group, and large group counseling sessions with parental consent. In addition, the counselor will visit classrooms occasionally throughout the year to discuss important mental and social-emotional health strategies and skills with whole class groups.

22 Rhode Island Department of Education. Back to School RI: Reopening Frequently Asked Questions SY20-21 (Providence, RI: 2020), 3. 23 Ibid., 3.

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Middle School Advisory Program Middle school students will continue to meet weekly for the middle school advisory program. While the program already engages with relevant topics for the current crisis including acquiring habits of self-awareness and reflection and identifying and transforming hazardous social situations, this year the program will also focus on providing a safe, controlled environment for students to share their thoughts, concerns, and observations regarding the reimagined school day. COMMUNICATION METHODS In order to maintain consistent communication with families regarding COVID-19 related concerns and other school matters, parents and families should ensure their contact information (phone number, email) is up to date with the school and they frequently read the following communications carefully:

• Weekly Newsletter: General updates regarding the school community, non-emergency communications, reminders of upcoming events, due dates, etc.

• Family Email Address(es): Both school-wide and class-specific communications and announcements, including important updates, documents, etc.

• Gradelink Text Alert System: Urgent communications, most often related to school closure and other critical communications

Reimagining the School Day Practical Applications of Health & Safety Measures ARRIVAL PROCEDURES Self-Attestation of Symptoms, Exposure, etc. Prior to arrival at school each morning, all students/families must complete a thorough review of potential symptoms, exposure, etc. The screening tool found in Appendix A, which has been created using guidance from the Rhode Island Department of Health, should be completed digitally each day using a Google Form provided by the school.

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This is in compliance with RIDE guidance which specifies that “parents must screen students at home using a self-attestation form.”24 Students who are kept home due to symptoms and/or potential exposure but who are otherwise healthy enough to participate in learning may engage in hybrid learning as detailed further in this plan. Students planning to participate in hybrid learning for the day must contact the school no later than 7:40am to inform school personnel of this decision Before School Care Before school care and after school care will likely be held in alternate/multiple locations to maintain stable groups throughout the entirety of the day. The size and number of locations for before school and after school care will be determined by the number of students enrolled in the before or after school care programs. To assist with stable grouping and disinfection processes, families must sign up for childcare (both before and after school) in one-month intervals. This provides the school appropriate time to plan and manage stable groups within the before/after care setting. Drop-in attendance at before or after school care will not be permitted. More information regarding signing up for before and after school care will be provided to families prior to the start of school. Parking Lot Procedures Parking lot procedures for student drop off remain the same, with students either dropped off in the line at the front of the school, or parent(s)/guardian(s) parking and walking students to the appropriate door. Parents should not congregate by school entrances, and parents will not be allowed inside the building at drop-off. RIDE guidance suggests that “school staff bring children to pick-up [and drop-off] points, instead of parents entering buildings.”25 Students and parents should wear masks during drop-off, and social distancing must always be observed, with parents/students keeping at least six feet distance between other parents/students.

24 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 10. 25 Rhode Island Department of Education. Back to School RI: Health and Safety Guidance to Reopen Rhode Island’s Elementary and Secondary Schools (Providence, RI: 2020), 14.

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Arrival Times In accordance with RIDE guidelines which suggest “staggered arrival times” and “assigning entrance and exit doors to stable groups”26 the following arrival procedures will be utilized: For students not attending before school care, arrival times will be staggered slightly by grade level, while maintaining a similar overall schedule from previous years:

• Grades K, 4, and 6: Suggested arrival time 7:40am-7:50am • Grades PK, 1, 3 and 7: Suggested arrival time 7:50am-8:00am • Grades 2, 5, and 8: Suggested arrival time 8:00am-8:10am

Please note that these are suggested arrival times designed to help minimize large groups. We understand that – occasionally – traffic, family circumstances, and other variables may prevent you from arriving within the designated window. In addition, families with siblings across the grade levels may all arrive at one drop-off time. Please note, no student will be marked tardy unless he or she arrives after 8:10am. Entrances Students will utilize the following entrances:

• PK, K, 1, and 2: East (elementary) side parking lot entrance • 3,4, and 5: East (elementary) wing rear entrance across from library • 6, 7, 8: West (middle school) wing front entrance

See Appendix B for a detailed map. Students should enter the building and report directly to their classrooms. Prayer service will be done over the intercom system and will not be held in the gymnasium. Screenings Temperature screenings will not be utilized at entrances to the building due to the potential of both false positive and false negative results due to inaccurate forehead


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temperature readings. This is supported by the American Academy of Pediatrics (AAP) which notes that “school policies regarding temperature screening and temperature checks must balance the practicality of performing these screening procedures with the information known about how children manifest COVID-19 infection, the risk of transmission in schools, and the possible lost instructional time to conduct the screenings.” Furthermore, the AAP finds that “the list of symptoms of COVID-19 infection has grown since the start of the pandemic and the manifestations of COVID-19 infection in children, although similar, is often not the same as that for adults.”27 With this in mind, the AAP finds that it may be justified for schools to not utilize temperature screenings at entrances. Nonetheless, families are expected to complete the daily at-home screening (detailed above) to ensure it is safe for student(s) to attend school each day. In addition, please note that the school has purchased additional no-touch thermometers. In the event that guidance and protocols regarding temperature screenings should change or evolve, the school is well equipped to conduct this practice as needed. CLASSROOM SPACES Extra furniture and storage units have been removed when possible to allow for maximum social distancing in each classroom. Desks in K-8 classrooms have been placed facing the same direction at six feet apart whenever possible. In addition, the 6th grade homeroom has been relocated to the former cafeteria to account for the larger class size. The resource room and ELA room (Mrs. Maynard’s room) will be designated break-out spaces for split middle school classes in math and literature. Middle school class rotations will be largely teacher-centric. That is, the teachers will rotate to the necessary classrooms while students remain in the same room. This minimizes hallway traffic and ensures students maintain stable groups. Teachers

27 “COVID-19 Planning Considerations: Guidance for School Re-Entry.” services.aap.org, June 25, 2020. https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/#.Xvy0d1cGQmE.email.

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rotating from classroom to classroom is well aligned with RIDE guidance which states that “there is not set number of stable groups with which an adult can interact;” however, rotating staff should “follow increased mitigation efforts such as wearing a face covering and remaining six feet from students as feasible.”28 LUNCH & RECESS To avoid the gathering of large groups, lunch will be held in the classroom. RIDE guidelines suggest that “for elementary and middle schools with stable groups in place, lunch should take place in the same space as class activities, when possible.”29 Students with food allergies will have designated, allergen free locations to eat their lunch within the classroom. Recess will be held outdoors whenever possible. With three distinct recess areas (playground, field, east wing parking lot), several stable groups can attend recess simultaneously while maintaining appropriate distancing (minimum of fourteen feet) between stable groups.30 Only one stable group may use the playground per day, to provide time for appropriately disinfecting the equipment. Classes will rotate on a daily or weekly basis between play areas to ensure equal opportunity on the various equipment. Recess monitors are working to develop recess activities that minimize contact and maintain social distancing whenever possible. In addition, some limited athletic activities are allowable, permitting that any equipment used is disinfected before and after usage by recess monitors and these activities are limited to students within a stable group. In addition, please note that, due to the more restrictive classroom environment under current guidelines, additional recess time is being built into the daily schedule.

28 Rhode Island Department of Education. Back to School RI: Reopening Frequently Asked Questions SY20-21 (Providence, RI: 2020), 13. 29 Ibid., 11. 30 Rhode Island Department of Education. Back to School RI: Reopening Frequently Asked Questions SY20-21 (Providence, RI: 2020), 3.

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SPECIALS COURSES Specials courses including art, music, technology, and Spanish will be provided within the stable group classroom, with specials teachers traveling to each room. Specials teachers will wear a mask at all times and maintain six feet of distance from students, in accordance with RIDE guidelines.31 Physical education will be held; however, formatting and activities may be adjusted to ensure safe practices. Students may be asked to provide some additional art materials for individual use, as shared materials will be limited to those materials that can be properly disinfected after each use. Please check student supply lists (when they become available) for more information. DISMISSAL PROCEDURES Students in grades K, 1, and 2 will be dismissed first out of their individual classroom exterior doors that face the east wing (elementary) parking lot. Students in Pre-K will exit through the front, east wing parking lot door. Students remaining for after care will stay in their classrooms. Once these grade levels have been dismissed, grades 3, 4, and 5 will follow through the same exterior doors facing the east wing (elementary) parking lot. Again, students remaining for aftercare will stay in the classroom. Grades 6, 7, and 8 will be dismissed in the following order from the West Wing front entrance: grade eight, grade seven, grade six. See Appendix B for a detailed map of entrances and exits broken down by grade level. Social distancing guidelines must be followed during dismissal, and masks must be worn by all students and parent(s)/guardian(s)/pick-up personnel. Parents of older students are encouraged to remain in their vehicles for pick-up. For younger students, parents should wait in the general proximity of the dismissal door. Again, this is in accordance with RIDE guidelines which suggests “school staff bring children to pick-up

31 Rhode Island Department of Education. Back to School RI: Reopening Frequently Asked Questions SY20-21 (Providence, RI: 2020), 3.

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[and drop-off] points, instead of parents entering buildings.”32 Do not congregate in large groups in the east wing (elementary) parking lot during dismissal procedures. AFTER SCHOOL CARE Like before school care, after school care may be held in alternate/multiple locations to ensure stable groupings are maintained. Again, to assist with stable grouping and disinfection processes, families must sign up for childcare (both before and after school) in one-month intervals. This provides the school appropriate time to plan and manage stable groups within the before/after care setting. Drop-in attendance at before or after school care will not be permitted. All aftercare spaces will be disinfected after use by aftercare students. PREPARATION AND PRACTICE In order to prepare staff, students, and families to adjust to these changes as school approaches in August, the school will provide frequent communication, instructional videos, and orientations. This may include both virtual and in-person events to review current protocols and guidance.

Instruction & Technology EXPANDING INSTRUCTIONAL TECHNOLOGY IN THE CLASSROOM: INTEGRATING ONE-TO-ONE TECH IN GRADES 2-8 Transition & Training: Starting this fall, all students in grades two through eight will be provided with a Chromebook for use on academic assignments both in the classroom and at home. Over the course of the 2019-2020 academic year, teachers at Father Doyle worked in partnership with the Highlander Institute to further personalize student learning experiences through a range of methods, including enhanced integration of technology


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in the classroom. This partnership with Highlander will continue through the 2020-2021 academic year. Thus, the transition to a one-to-one model - where all students in grades two through eight are provided with a Chromebook for academic work - is well aligned with training and initiatives already underway at Father Doyle. While normally the transition to a one-to-one model would be spread out over the course of a year or more, under the current circumstances it is beneficial to expedite this process; however, ample training and assistance will still be made available for students and families. Over the summer, numerous training videos will be created and shared via email, the Weekly Newsletter, and school social media pages. Topics discussed in these training videos may include, but are not limited to:

• Overview of Chromebook Functions (i.e. charging, turning on/off, logging in, internet connection, etc.)

• Use of Basic GSuite Applications (i.e. Google Docs, Slides, Sheets, etc.) • Effectively Organizing and Managing Google Classroom • Troubleshooting – clear procedures for tackling tech issues

In addition, during the first two weeks of school, all students will receive an in-person, hands-on orientation on the appropriate use and care of their Chromebook. This will include guidance on the use of various G-Suite apps including Google Classroom. Trainings will also be made available for parents on an as-needed basis. More information regarding parent and/or family training nights will be disseminated closer to the start of the school year. Cost The only cost that families will incur for the use of Chromebooks is a $30.00 per student insurance fee to cover damages and repairs. Families who need assistance to cover the cost of insurance should contact the school. Is this a Short-Term Solution? While transitioning to a one-to-one model will be particularly helpful for hybrid learning or in the event that we must return to distance learning during the school year, this

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transition is not being viewed as a temporary solution. One-to-one tech will continue to be utilized for years to come at Fr. Doyle School. Why go One-to-One? Personalization Learning continues to shift from teacher-centric models to more learner-centric models. This means that learning is increasingly tailored to the individual needs of each student. Shifting to a one-to-one model enhances students’ ability to access a range of learning platforms and instructional materials at their own pace and ability level. In the one-to-one model, teachers are increasingly able to meaningfully link technology to curriculum and instructional goals to provide a personalized learning experiences for each student. Collaboration While social distancing and other health guidelines can make traditional classroom collaboration challenging, moving to a one-to-one model provides new opportunities for student collaboration. This includes the use of online collaborative platforms and GSuite Applications such as Google Docs & Slides, Jamboard, Flipgrid, and more. Through continued professional development, teachers will be able to utilize these tech platforms in unique ways to develop and harness student creativity and collaboration. Hybridization It is likely that hybrid learning – in which students learn simultaneously in the classroom and from home – will need to take place in some format during the upcoming year. Hybrid learning models are discussed further on in this plan. By having teachers and students all utilize the same device and learning platforms, it will be easier to provide a robust, seamless hybrid learning program. Outcomes Research suggests that, when implemented effectively, schools that utilize a one-to-one model tend to academically outperform schools with higher student-computer ratios. More information and research regarding one-to-one school models can be found in Appendix D.

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Will Screen Time be Limited in Classrooms? As previously noted, the mission of Father John V. Doyle School is to provide students with a strong, well-rounded education. While moving to a one-to-one model will allow teachers to serve this mission in new and enhanced ways, we also understand that a well-rounded education must involve experiences beyond the computer screen. With this in mind, teachers will receive regular professional development regarding appropriate ways to integrate one-to-one devices in the classroom while limiting screen time and continuing to provide a balanced, well-rounded educational experience for students. Supporting New Technology To ensure that this new technology is appropriately supported, the school has purchased seven additional wireless internet access points which have been installed strategically throughout the building to provide consistent wireless coverage. ASSESMENT AND PROGRESS MONITORING Demonstrating Growth, Addressing Gaps As we plan for a return to school in the fall, it is essential that student progress is regularly measured, and lessons differentiated to meet specific student needs. To this end, we will continue to utilize STAR testing as one tool to measure student progress and inform instruction. In addition, the school has purchased a K-8 subscription of Freckle Math and English Language Arts. Freckle is an online differentiation program that assists teachers in monitoring and targeting student progress across standards and skills by providing engaging activities for students that in turn produce detailed, actionable data for teachers.

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HYBRID LEARNING MODELS The Need for Hybridized Learning RIDE guidance suggests that “planning… will need to incorporate some distance learning… utilized for students who are home sick or in quarantine.”33 With this in mind, faculty and staff have been working to develop hybrid learning systems that allow for learning to occur simultaneously at home and in the classroom. Tools & Techniques for Hybrid Learning To make this hybrid learning scenario possible, information and assignments for students in grades K-8 will be posted on Google Classroom. For pre-kindergarten, information and assignments will be posted on Class Dojo. In addition to the posting of assignments, teachers in grades K-8 will utilize Google Meets/Zoom to provide live instruction in reading/literature, English language arts, and mathematics each day for students who are at home, but who are otherwise healthy enough to participate in learning. Students participating in hybrid learning will be informed of the time(s) for live sessions each morning via Google Classroom/Class Dojo postings. Additional subjects outside of reading/literature, English language arts, and mathematics will have assignments provided on Google Classroom/Dojo and/or choice boards available for further learning/enrichment. Additional Google Meets/Zoom instruction may take place at the individual teacher’s discretion. Pre-Kindergarten classes will utilize Classroom Dojo for assignments and information. Pre-Kindergarten teachers may utilize live and or recorded video for important instructional and social-emotional lessons including circle time. These videos will also be provided via Classroom Dojo.


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DISTANCE LEARNING MODELS Adjusting Spring 2020 Models Should a transition to distance learning become necessary during the 2020-2021 school year, a similar distance learning program to that utilized in the spring of 2020 will be implemented, with important adjustments made based on data collected from multiple parent surveys and teacher feedback. Streamlining Devices and Platforms The transition to one-to-one Chromebooks for students in grades 2-8 allows all of these students to be working from an identical device. This makes addressing and resolving technical issues a much simpler and more straightforward process. In addition, it ensures that various learning platforms will work consistently for all students. In addition to streamlining devices, learning platforms have also been streamlined. All students in grades K-8 will utilize Google Classroom for the purposes of posting and turning in assignments. Students in pre-kindergarten will continue to utilize Class Dojo. The fjvd.org website will no longer be utilized for posting assignments. Balancing Synchronous and Asynchronous Learning By providing students with a more balanced mix of synchronous and asynchronous learning opportunities, we can better replicate the instruction that regularly takes place in our classrooms. This includes developing a consistent Zoom/Google Meets schedule for students to ensure they are receiving regular live instruction whenever possible. Continued Development As previously noted, the school will continue to work with the Highlander Institute for the 2020-2021 school year. Highlander will provide additional development regarding not only the use of technology in classrooms, but also distance learning strategies to assist teachers in continuing to provide rigorous, engaging instruction through online means.

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Appendices APPENDIX A: SCREENING TOOL

COVID-19 Home Screening Tool

Symptoms Has your student had any of the following symptoms in the past three days that are not explained by allergies or non-infectious cause?

Yes No

Cough

Shortness of Breath or Difficulty Breathing

Fever or Chills

Muscle or Body Aches

Sore Throat

Headache

Nausea, Vomiting, or Diarrhea

Runny or Stuffy Nose

Fatigue

Recent Loss of Taste or Smell

If the answer to any of the above is “yes,” the student should not attend school.

Risk Factors Yes No

Has your student been in close contact (less than six feet) with anyone with a confirmed case of COVID-19?

Has your student traveled anywhere outside the 50 United States in the past 14 days?

Has your student been directed to quarantine or isolate by the Rhode Island Department of Health or a healthcare provider?

If you have answered “yes” to any of the questions above, and you cannot explain these symptoms by known allergies or non-infectious illnesses, then your student cannot enter the school for the safety of others.

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APPENDIX B: MAP OF ENTRANCES Entrance and Exit Map – Drop Off and Pick Up

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APPENDIX C: ELECTROSTATIC SPRAYER INFORMATION

Electrostatic Disinfection FAQ How does electrostatic spray work? Electrostatic spray gives objects an even, 360-degree coating made possible by the negative charge of the sprayed solution as it exits the tool’s nozzle and the positive charge of the surfaces it reaches. It effectively atomizes cleaning solutions in this way, using electrostatics to attach to and wrap around harmful microorganisms and remove them from surfaces, including those that are difficult to reach. What are the benefits of electrostatic disinfection? Electrostatic disinfection saves time, energy and costs across the board by presenting a more efficient alternative to traditional cleaning techniques and cleaning solution applications. For desktops, floors and walls that need to be spotless, electrostatic spray cleaning is the best option. The same goes for equipment and hard-to-reach places; if a piece of equipment is heavily trafficked, electrostatic spray cleaning can completely remove germs and dirt.

• Aids infection control and helps prevent the spread of viruses like influenza, coronavirus, MRSA and HIV

• Applies chemicals to surfaces in a controlled manner to eliminate overuse, reduce the amount of chemicals used and reduce the amount of waste produced

• Protects companies against costly financial burdens associated with contagious healthcare infections and reduces costs associated with purchasing chemical solutions and supporting long-term cleaning efforts

• Serves as a defense from cross-contamination and moving germs and bacteria from one surface to another

• Reduces the time it takes to disinfect surfaces by 50% compared to traditional cleaning methods

Where can electrostatic disinfection be used? You can use electrostatic disinfection cleaning methods on many surfaces and in many facility types. This cleaning technique is safe to use in offices, schools, medical facilities, commercial kitchens, and countless other spaces that require a more complete clean.

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What are the benefits of continued use? Electrostatic cleaning kills germs, bacteria and viruses from surfaces and lasts for a while. However, it will not continuously prevent covered surfaces from becoming re-infected. Some institutions that see higher traffic and use, such as hospitals and schools, will benefit more from continued or regular use of electrostatic disinfection. Is electrostatic disinfection safe? Yes, electrostatic disinfection and the sprays used in electrostatic cleaning tools are extremely safe for tool operators, people present during cleaning, and people occupying the space after cleaning. Is electrostatic disinfection environmentally friendly? Yes, electrostatic disinfection is environmentally friendly, however this largely depends on the chemical solutions that are used to fill the disinfection tools. The electrostatic process can be performed with many different types of disinfectants, including green cleaning products. Commercial Cleaning Corporation uses only environmentally friendly products in its cleaning procedures, and you should make sure to read all information and warnings for the solution you select. Electrostatic disinfection technology is also considered an eco-friendly method because it sprays up to 65% less chemicals per square foot. Source: Commercial Cleaning Corp. Janitorial & Building Maintenance Services.

At left, the Maxcharge ESS Sprayer utilized to clean classrooms and other high touch surfaces throughout the school.

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APPENDIX D: DATA REGARDING 1:1 TECHNOLOGY Studies on the Impact of 1:1 Technology In a 2016 meta-analysis of nearly 100 academic studies on one-to-one laptop programs conducted at Michigan State University, researchers found:

• Schools that provide each student with a laptop computer, as well as the appropriate support for students and teachers, see significant improvement in academic achievement, enhance engagements, and promote 21st century skills such as technological proficiency and problem solving

• Benefits of successful one-to-one programs include an improved writing process, as students received more feedback on their writing, shared their work with other more often, and drew on a wider range of resources

Source: Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis. Review of Educational Research, 86(4), 1052–1084. In a 2011 study conducted by a group of educational consulting and research firms found that, when one-to-one technology is correctly implemented, the following is true:

• A 1:1 student-computer ratio has a significant positive impact on student outcomes as well as financial benefits (14).

• Online collaboration increases learning productivity and student engagement (17).

• The lower the student-computer ratio, the greater the individualization of instruction and the more students take responsibility for their learning (98).

Source: The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness (pp. I-168, Rep.). (2010). The Greaves Group. https://www.k12blueprint.com/sites/default/files/Project-RED-Technolgy-Factor.pdf A 2010 study published in The Journal of Technology, Learning, and Assessment found the following with regards to 1:1 technology in the classroom:

• Teachers quickly adopted and incorporated technology into a wide variety of new practices beyond just use with students in the classroom (17).

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• Strong evidence that student engagement increased dramatically in response to the enhanced educational access and opportunities afforded by 1:1 computing (21).

• Evidence that student research skills and collaboration were enhanced by the 1:1 program (22).

Source: Bebell, Damian & Kay, Rachel, “One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative,” The Journal of Technology, Learning, and Assessment, January 2010, v9, n2.

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