mfhs.bie.edu Farms High School Revised... · Web view2021/07/21 · RL.9-10.2 Determine a theme or...

Many Farms High School Reopening Plan ProposalPhase Two

(DRAFT- 7/21/2021)

JULY 2021 PAGE 1 OF 62

MODE

Background InformationA community survey was conducted to assess the needs and desires of the community. As of 7/10/2020, the following results were obtained. This survey was conducted on Survey Monkey. A call-out using OneCall was sent to all parents alerting them to the survey links. Survey links were posted on the school website and were available for all stakeholders who self-selected the category(ies) in which they wanted to be represented.

Question 1: What would you like for school to look like when we can return to campus?

All Remote Blended Learning All Students on Campus

Students 23% 35% 42%

Parents 68% 15% 15%

Employees 61% 29% 7%

Community 75% 25%

Question 2: Are you able to get internet service at your house?

Yes If the School Provided a Hotspot

No Cell Service

Students 54% 33% 13%

Parents 73% 23% 4%

Employees 85% 7% 7%

Community 66% 25% 8%


Question 3: Would you prefer students to do remote work electronically (over the internet) or with weekly learning packets that would be delivered and picked up at the bus stops?

Internet Paper Both/Choice

Students 50% 45%

Parents 45% 40% 15%

Employees 52% 23% 26%

Community 58% 33% 8%

Results from the survey were used to guide the planning of the following proposed plan for re-opening. The proposed plan was then discussed with OEH and IHS before being presented to the school board. Following the presentation of the plan to the school board, it was submitted to the ADD Navajo district for comments.

Hybrid/Blended LearningWith the hybrid model, either 25% or 50% of students will be on campus during any particular school day. This will be determined based upon federal, state, and tribal guidance. Please note that building capacity is much greater than the number of enrolled students.

Students will be required to either be in class or streaming synchronously with their cameras on for each class. Students that do not have internet connectivity will be considered at high risk and will be in class each day.

25% Plan:

If students return at 25%, one quarter of the school body will attend on Monday, the second quarter will attend on Tuesday, the third quarter will attend on Thursday, and the fourth quarter will attend on Friday. Which students attend school on which day will be determined by where they live (bus routes). With this schedule, class periods will follow the typical Monday schedule and lunches will be served in the 4th period classroom. If there is a Monday holiday, students will attend school on Tuesday, Wednesday, Thursday, or Friday.


Monday, Tuesday, Thursday, Friday Wednesday (Almost all students will be taught remotely. Only students without home internet connectivity will attend school on Wednesdays)

1st 7:55 – 8:45 1st 7:55 – 8:34

2nd 8:50 – 9:40 2nd 8:39 – 9:18

3rd 9:45 – 10:35 3rd 9:23 – 10:02

4th 10:40 – 11:30 4th 10:07- 10:46

Lunch 11:30 – 12:15 5th 10:51 – 11:30

HOWL 12:15 – 12:45 Lunch 11:30-12:15

5th 12:50 – 1:40 6th 12:15 – 12:55

6th 1:45 – 2:35 7th 1:00 – 1:40

7th 2:40 – 3:30 Teacher Planning or PD 1:45 – 4:30

50% Plan:

If students return at 50%, half of the students will attend on Monday and Tuesday. The other half will attend on Thursday and Friday. Class periods will be distributed over two days rather than all in one day.

Day 1 Day 2

7:55-9:30 1st Period 5th Period

9:35-11:20 2nd Period 6th Period

11:20-11:50

Lunches will be delivered to the classroom (individually packed with disposable containers and utensils) and consumed in the classroom to minimize transitions.

11:55-1:30 3rd Period 7th Period

1:35-3:10 4th Period Study Hall (HOWL Teacher)

3:10 Dismissal


Wednesday (Almost all students will be taught remotely. Only students without home internet connectivity will attend school on Wednesdays)

1st 7:55 – 8:34

2nd 8:39 – 9:18

3rd 9:23 – 10:02

4th 10:07- 10:46

5th 10:51 – 11:30

Lunch 11:30-12:15

6th 12:15 – 12:55

7th 1:00 – 1:40

Teacher Planning or PD 1:45 – 4:30

Teachers will not have a planning period every day in the 50% plan, but will have the same overall planning time. (Monday and Thursday or Tuesday and Friday) and two Wednesday afternoons per month. Professional Development for teachers will be shifted to every other Wednesday afternoon. The school will notify the union of the change in working conditions.

Students with Disabilities (SWD): SPED Teachers and SPED Technicians will collaborate with general education teachers to plan lessons and assessments that meet the individual needs of each student with a disability. During Study Hall or HOWL, SWDs will meet with their case manager for additional support in meeting their IEP goals. SPED Teachers will make daily contact with each student with an IEP to support their learning and achievement of IEP goals.

English Language Learners (ELLs) and Students with 504 Plans: Needs of ELL students and Students with 504 Plans will be addressed in the Phase Two Instructional Plan below. Specific planning for the needs of ELL students and Students with 504 Plans will be addressed in lesson plans and materials provided by individual teachers.


INSTRUCTION

Curriculum Instruction and materials provided will be aligned with Common Core State Standards or

content area standards (as appropriate). Instruction will follow the priority standards and pacing guides already established for in person instruction. The course schedule for each student established in Phase One will continue in Phase Two.

Priority standards are listed in Attachment A. As the school is standards based rather than textbook based, each teacher selects specific

resources to support instruction of the standard. Listing specific instructional materials would be cumbersome as there is not a list of approved textbooks to cover the standards.

Students will have access to the same courses in this format as they would have had access to if school were in a face-to-face setting. Thus, in addition to core classes, students will continue with CTE, Fine Arts, and Elective classes.

The master schedule is listed in Attachment B. Teachers will still provide a full week’s worth of content. Assignments will be in Google

classroom for the days students are not on campus, and in person for the day(s) students are on campus based upon the class schedule outlined in the Mode section. Teachers will livestream in person classes so that students at home may watch as well.

Initial needs for remediation and enrichment in ELA and Math will be determined through NWEA testing. NWEA testing for ELA and Math will occur three times during the year.

Learning Management System Many Farms High School will use G Suite as the primary Learning Management System for the

2021-2022 school year. This will be supplemented by the use of Zoom for recording of livestream instruction.

Instructional Delivery SWD will still have access to instruction from certified Special Educators and will still receive

services as outlined in their IEPs. Needs of ELLs will be addressed in individual teacher lesson plans and materials/instruction

provided. Individual teacher lesson plans, materials, and instruction will take into account the needs of

students both for remediation and acceleration. Intervention is specifically embedded in ELA and Math courses during this phase in a manner similar to intervention strategies provided during the prior school years.

The lesson plan template and assessment planning template is included as Attachment C.

Outreach Teachers will have daily contact with students through in class instruction or livestream remote

instruction.


Parent/student initiated daily communication will be available through the Remind app and email. Teachers will reach out to students through the Remind app, using the classroom phone, and email. All teachers (particularly SPED) will need to keep a log of student and parent contacts.

Grading. Feedback, and Student Achievement Student work will be graded on an A-F scale. Students will receive feedback on their individual

assignments through returned assignments as well as through individual student NASIS accounts.

Each student has a NASIS account. Every parent can also have a NASIS account upon request. This allows students and parents to view their grades in real time.

Teachers will teach the priority standards. All graded work will only relate to the priority standards and will be based on completion and effort demonstrated. Assessments will be aligned to the priority standards. This alignment is supported through ongoing professional development provided by Solution Tree to all teachers.

Students who are not making adequate academic progress will receive additional tutoring and support during the evenings and on Saturday. Using 21st Century funding, there will be teachers working four evenings per week. 21st Century teachers will make contact with each struggling student at least once per week and provide additional tutoring support to the students.

Overall academic growth in all classes will be measured through classroom grades, NWEA scores, and PARCC

Short Cycle Mid Cycle Long Cycle

ELA/Math Weekly Formative Grade

Formal Grade (Summative) every three weeks

NWEA

Final Exams

PARCC

All Other Subjects

Weekly Formative Grade

Formal Grade (Summative) every three weeks

Final Exams

Progress reports will be mailed home every three weeks throughout the year. Report cards will be mailed home at the end of each semester.

Teachers will not have a planning period every day in the 50% plan, but will have the same overall planning time. (Monday and Thursday or Tuesday and Friday) and two Wednesday afternoons per month. Professional Development for teachers will be shifted to every other Wednesday afternoon. The school will notify the union of the change in working conditions.

Professional Learning Teams will meet for one hour weekly to monitor student progress and discuss changes needed for addressing student achievement.


Parent Teacher Conferences to discuss student progress will occur August 26, 2021, November 4, 2021, February 17, 2022, and April 7, 2022. These will happen virtually or in person depending upon the current status of the Navajo Nation.

Professional Development Teachers will receive initial professional development on the use of G Suite and supplementary

tools from July 26-30, 2021. Ongoing professional development will be provided periodically throughout the year as growth opportunities become apparent.

The 2021-2022 Professional Development Plan is included as Attachment D.

Attendance Attendance will be taken every class period for every day instruction is provided. Students will

either be in the classroom or will be logged into the appropriate livestream session. Teachers will record all attendance information into NASIS daily.

Monitoring and Evaluation Instructional delivery will be monitored through the review of instructional materials and

teaching by each teacher’s supervisor. The Head Teacher or Principal will also review ongoing PLC notes for each department, work samples to demonstrate student achievement, and progress monitoring assessment scores as they are available.

Students receive informal assessment grades weekly, formal assessment grades every three weeks, and exam grades at the end of each semester.

Teachers will be observed and monitored using the observation templates in Attachment E.

Mental Health/Social and Emotional Needs of StudentsCounselors will provide regular, structured SEL lessons during ELA and Social Studies class periods. These core classes are selected as the time/place for SEL lessons because all students are required to take four years of ELA and Social Studies. This ensures that every student will have access to the SEL lessons as well.


Rotation Schedule

Class Where Presented

Grade Level Topic

Week 2 ELA Freshmen 1st Rotation- Dealing with Stress

2nd Rotation- Dealing with Grief

3rd Rotation- Relating to Peers

4th Rotation- Goal Setting

Week 3 ELA Sophomores

Week 4 ELA Juniors

Week 5 ELA Seniors

Week 6 Social Studies Freshmen 1st Rotation- Coping Strategies

2nd Rotation- Family Communication

3rd Rotation- Anger Management

4th Rotation- Planning for the Future

Week 7 Social Studies Sophomores

Week 8 Social Studies Juniors

Week 9 Social Studies Seniors

Referrals from families, teachers, school counselors and administration will determine individual related services needed.

Many Farms High School Counselors will provide services for all students in the areas of academic, social/emotional, and career services.

Services will be provided through internet, email, phone calls, and other communication means for student and parents.

Counselors serve specific students as outlined below: Mr. Tullus Deschenie

o Cohort 2024 (Sophomores) and Cohort 2025 (Freshmen)o Email: [email protected]

Ms. Bobbie Bekayo Cohort 2022 (Seniors) and Cohort 2023 (Juniors)o Email: [email protected]

Ms. Katygene Jackson o All Gradeso Email: [email protected]

Ms. Julia Clark o Residentialo Email: [email protected]

Emergency and After Hours Resources

Below are some national emergency and after-hours resources that school counselors may want to consider providing to students and families to get help on these issues at any time. Please review these suggested resources to determine that they are appropriate for your school, students and context.


mailto:[email protected]




Emergency: 911 Chinle Police Department (928)674-2112 or 2111 Chinle EMS (928) 674-7099 or 7098 Referral services: 211 | 211.org Suicide Prevention (United States): 1-800-273-TALK (8255) | suicidepreventionlifeline.org Suicide Prevention (International): befrienders.org Self-Injury/Cutting: 1-800-366-8288 | selfinjury.com Eating Disorders: 1-800-931-2237 | nationaleatingdisorders.org Runaway Hotline: 1-800-231-6946 | 1800runaway.org Child Abuse Hotline: 1-800-422-4453 | childhelp.org/hotline/ Sexual Assault Hotline: 1-800-656-4673 | rainn.org Domestic/Relationship Violence Hotline: 1-800-799-7233 | thehotline.org Trevor Hotline for LGBTQ Youth: 1-866-488-7386 | thetrevorproject.org Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline |

samhsa.gov/find-help/national-helpline Other resources for developing healthy lifestyles, including mental and emotional help:

helpguide.org Local resources you may contact:

o Chinle Behavioral Health Clinic – 928-674-2589 /2190 o Tsaile Health Center 928-724-3600


SAFETY

Safety (Preparing the Facility) Each occupied building will be cleaned following CDC guidance each afternoon/evening after

personnel have left the building. Restrooms will be open and closed over alternate periods (east bathrooms open one period while

west bathrooms are cleaned, then reverse for the next period) Signage requires the use of masks to enter buildings. Signage for social distancing is posted throughout the facility. Signage for appropriate handwashing is posted in all restrooms. Floor markings will direct foot traffic maintaining one way travel in common areas and halls.

There will also be cordons to separate directional traffic, similar to those used in airports or movie theaters.

Plexiglas shield for teachers, Plexiglas desk shields for students, Plexiglas desk shields for employees who primarily work at a desk will be in place.

Specific Cleaning Schedules are in Attachment F.

Safety (Healthy and Safe Environment) Training for all staff and students will be provided on the first day of the hybrid schedule by Ms.

Haven (School Nurse) on the following topics:o COVID signs and symptomso Proper use of PPEo Social distancingo Hygieneo Reasons to not enter campuso Immediate reporting of any symptoms that could be COVID relatedo Protocol for reporting exposure to COVIDo Following all safety signage and floor markings

All individuals on campus will wear masks as directed by BIE, tribal, state, and federal guidelines.

Any person experiencing any possible COVID related symptoms will immediately report to the School Nurse. If the School Nurse is not available, the person will report to the Principal (or designee).

Only the motion sensitive portion of the drinking fountains will be used. This is the part that allows persons to fill bottles without touching the drinking fountain.

While there has not been an active safety committee that met regularly during the 2020-2021 school year, the safety committee will again start meeting monthly on the 1st Friday of each month, immediately following the Supervisors Meeting.


Safety (Classroom) Masks will be provided for all students and staff, but they may also choose to wear their own

masks provided they meet CDC guidelines. Everyone will be required to have a mask on to get on the bus, enter any building, and

enter any classroom. If a student refuses to wear a mask, the student will be sent home and the absence will be

coded as unexcused. Social Distancing

Desks 6 feet apart and facing in the same direction Cordoning to direct hallway traffic in one direction Distancing measures in restrooms to include blocking off alternate sinks and urinals. Restrooms will have an adult monitor during passing periods to assure students are

social distancing Lockers will not be issued to any students.

Hand sanitizer will be used by each individual upon entering each classroom. Touchless hand sanitizer dispensers are wall mounted outside each classroom.

Teachers will wipe down student desks at the end of each period. The classroom checklist is Attachment G.

Safety (Fire Safety) There are no additional procedures or protocols because staff will not be occupying previously

unused areas and because all Plexiglas barriers, etc. will not block egress from the building. Fire drill pathways are already posted for all areas being used. The standard fire drill schedule

of once per month will continue through all phases. During fire drills, all personnel will exit the building quickly and safely while practicing social

distancing. Once assembled outside, adults and students will maintain social distancing and all face in the

same direction while standing (in straight lines by class or group). Egress routes and muster stations all allow for sufficient social distancing. The muster stations

are either large parking lots or the football field. Maps are included as Attachment H.

Safety (Isolation Room) Training (as listed above) will alert students and staff on how and when to report to the School

Nurse should they experience symptoms after entering the campus. Upon determination by the School Nurse that a person is presumed positive, the School Nurse

will escort the person to the locker room in the gym (as suggested by the Chinle IHS committee on their walk through). The locker room will then become the isolation room. PE classes will immediately begin only using the outdoor areas or the health classroom.

Contact tracing will be accomplished using seating charts from the classrooms and buses to identify those that were within 6 feet of the presumed positive person for more than 15 minutes in a 24 hour period. All information will be shared with IHS for contact tracing. Those individuals on campus (students and staff) that are identified as having been in contact with the


presumed positive for more than 15 minutes in a 24 hour period will be notified by the School Nurse. Parents/guardians of students will also be notified by the School Nurse.

Procedures for the Nurse and Presumed Positive Person

Procedures for Principal (or designee) following report of a Presumed Positive Case

School Nurse will immediately walk the presumed positive person to the designated isolation area (locker room in the gym).

Principal will notify all supervisors that there is a presumed positive case on campus.

School Nurse will immediately notify the Principal (or designee) of a presumed positive case on campus

Principal will follow guidance provided by Chinle IHS.

School Nurse or Principal will notify Chinle IHS of a presumed positive case and follow the guidance provided by the Public Health Nurse.

Principal will immediately notify chain of command of a presumed positive on campus and follow any guidance provided. (Following the BIE Reporting Flowchart)

If the individual appears to be medically stable, Nurse will ensure that the individual has transportation to Chinle IHS or assist in arranging transportation to Chinle IHS. If a parent is unavailable to pick up the student, the student will be transported to Chinle IHS. The student will not be taken to the home.

Principal will follow the Communication Plan provided by BIE to alert all relevant parties.

If the staff member appears to need immediate medical intervention, the Nurse will call 911/EMS.

Safety (Emergency Plan) Following a presumed positive on campus, the affected areas will be sanitized following the

advice of the Chinle IHS Public Health Nurse (PHN). Upon entering the affected areas, the designated custodian will first sanitize each room with a

disinfection fogging machine. After treating the room with the disinfection fogging machine, the custodian will clean each room following CDC guidelines.

The COO Plan is included as Attachment I. The Emergency Operations Plan is included as Attachment J.

COMMUNICATIONJULY 2021

PAGE 13 OF 62

Communication Plan

OneCall will be used as needed to communicate to parents and students about important school updates, such as school phase transitions related to COVID-19, policy reminders, etc.

The Remind application will be used on a daily or weekly basis as determined by the need for communication at each individual teacher’s discretion, which will be used to communicate directly to students, though parents are welcome to use the app as well.

To further explain communication, parent meetings will be scheduled with Webex and advertised with Remind and OneCall. This platform allows parents to either join by computer or by phone and allows for real time two way communication. Thus, questions can be addressed immediately when the information is available.

Written correspondences will be sent out to notify parents/guardians of changes to daily classroom operations and COVID-related status updates as necessary.

There is a scheduled parent meeting on July 29, 2021 for Student Orientation.

The ESS Head Teacher, John Begay, and the ESS school liaison will meet with students who receive services through the ESS department as per the need of their Individual Education Plans, 504s, and other related service needs as frequently needed.

Emergency Communications

Many Farms High School will update community members, students, parents/guardians, and staff about important health related concerns that will impact school operations via written correspondence, and OneCall, as needed.

Many Farms High School will update students and parents/guardians when the school receives technology necessary for transitioning to online, distance learning to communicate pick-up/drop-off of electronic devices, i.e. laptops and network hotspots, and the procedures for each family to do so in ways that comply with health and safety protocols.

Many Farms High School staff will receive training on how to use the Remind application, and working with technology for online learning. The Professional Development Plan is Attachment D.

Accessibility/Location/Outreach

All stakeholders will be given multiple opportunities for communication with Many Farms High School. All parents and students have access to the OneCall system for direct messages related to school concerns. Students and parents are encouraged to use the Remind application, which will include instruction for finding the app, installing, and general usage. Written correspondence will be


sent out in order to reach all stakeholders, especially those with limited technology availability. Many Farms High School will reach out to the local radio station KTNN to announce these updates in both English and Navajo.


SUPPORT SERVICES

Human CapitalStaffing plans are developed to meet both the educational needs of the students as well as the safety needs of all stakeholders. This means that when determining the number of employees on campus, Many Farms High School will first evaluate the student needs during each phase, and then determine how to safely meet those needs.

As direction is received through BIE and the Safety Officer, staffing patterns will change to meet the safety requirements.

All employees will continue to be on contract throughout the school year. As a result, some employees, such as residential employees, will be assigned other duties. Our needs for the year will be different (such as increased labor needed in Academics and decreased labor needed in Residential) and cannot be fully predicted at this time. Regardless, the intent is to maintain full pay status for all employees.

The Staffing Plan is included as Attachment K.

Fiscal ManagementMany Farms High School currently has budgets for CARES Act funding in Native Star and WebBP. These budgets address multiple needs caused by COVID, including the purchase of additional PPE and safety equipment, additional sanitation supplies, additional technology to support new demands of remote learning, additional tutoring for students, and additional short term contracts so that employees may prepare for the coming school year. These budgets have also been approved by the Many Farms High School Board. The GEARS budget (ACE418080) is in the amount of $506,700 and the CARES budget (ASE308080) is in the amount of $1,183,300.

TransportationIf 25% of students are attending each day, the bus routes for those particular students will be divided up for all buses. This will significantly decrease the number of students on each bus. If 50% of students are attending, half the routes will be run on Monday and Tuesday (using all the buses to decreases the students per bus) and the other half of the routes will be run on Thursday and Friday. This is Attachment L.

Bus Protocols:

Driver will check to ensure that students are correctly wearing a face mask before allowing the students to board. If the student does not have a face mask that meets CDC guidelines, one will be provided.

Students will be required to sit in their assigned seats. Only one student will be allowed per bench seat unless they live in the same household. The first student to board the bus will be assigned the seat the farthest back in the bus.

Subsequent boarders will sit closer and closer to the front.


When exiting the bus, the first row will stand and exit. Subsequent rows will stand and exit when they are able to do so with at least 6 feet between themselves and the person in front of them in the aisle.

If a particular route would still be above this seating capacity, GSAs will be used to supplement the busses.

Buses will be sanitized after every route. Disinfectants and PPE for drivers has been purchased through CARES Act funding.

Education will be provided to all students as outlined above in the Safety section on the first day of school.

Food ServicesFood Service employees have already received safety training through Sysco for appropriate kitchen and cafeteria safety measures. In addition, Food Service employees will participate in all safety training outlined in the Safety section above.

Each morning, students will receive a hot to-go meal outside the classroom building. They will consume the meal in their first classroom while sitting in their assigned seat.

Food Service employees will deliver lunch meals to the classroom. Students will not enter the cafeteria. This will decrease the interaction between students and staff as well as the interaction between students and will decrease transitions in the academic environment.

Residential dinner will be served as a hot to-go meal. Students will eat dinner (weather permitting) at the outdoor area by the Activity Building or under the purchased canopies. In cases of inclement weather, students will eat in the cafeteria.

TechnologyMultiple CARES Act funds have been used to update and upgrade technology on campus and for students learning remotely. The specific spending allocations are in Attachment M.

Many Farms High School is currently using G Suite as the Learning Management System. In addition, Zoom licenses have been purchased to allow for recording of the livestream lessons. To support the increased use of technology, the school requested additional bandwidth, but this has not yet been granted. We were granted additional IP addresses so that all devices may connect simultaneously. Cabling and switches have been updated to address aging and underperforming infrastructure.

A contract has been awarded for 400 Kajeet hotspots using AT&T service. These hotspots are CIPA compliant and allow the school to control both the hours that users may access the internet as well as the sites that users are allowed to visit. They will be issued to both students and staff who do not current have internet access at home.

ResidentialThe Residential program will not be open when only 25% of students are attending. The Residential program will be open when 50% of students are attending. Students will only stay in


the dorm for the portion of the week that they are attending school. The Residential Handbook is Attachment L.


Attachment A- Priority Standards

ELA

Freshmen Sophomores Juniors Seniors

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

W.11-12.1 Write arguments to support claims in an analysis of substantiative topics or texts, using valid reasoning and relevant and sufficient evidence.


RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop the course of a text, interact with other characters, and advance the plot or develop the theme.

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.9-10.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCRA text complexity band independently and proficiently.

W.9-10.4 Produce clear and coherent

W.11-12.4 Produce clear and coherent

SL.11-12.4 Present information, findings, and


writing in which the development, organization, and style are appropriate to task, purpose, and audience.

writing in which the development, organization, and style are appropriate to task, purpose, and audience.

supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Math

Algebra 1 Geometry Algebra 2 Pre-Calculus

Number and

Quantity

HSN.Q.A.1 Use units as a way to

understand problems and to guide the

solution of multi-step problems; choose and

interpret units consistently in

formulas; choose and interpret the scale and the origin in graphs and data

displays.

HSN.RN.A.2 Rewrite expressions involving radicals and rational exponents using the

properties of exponents.

HSN.CN.B.6 Calculate the distance between

numbers in the complex plane as the

modulus of the difference, and the

midpoint of a segment as the average of the

numbers at its endpoints.

HSN.CN.C.9 Know the Fundamental

HSN.CN.B.6 Calculate the distance between

numbers in the complex plane as the

modulus of the difference, and the

midpoint of a segment as the average of the

numbers at its endpoints.

HSN.CN.C.9 Know the Fundamental

Theorem of Algebra; show that it is true for

quadratic polynomials.

HSN.VM.A.3 Solve problems involving


Theorem of Algebra; show that it is true for

quadratic polynomials.

HSN.VM.C.8 Add, subtract, and multiply

matrices of appropriate dimensions.

velocity and other quantities that can be

represented by vectors.

Algebra HSA.CED.A.3 Represent constraints

by equations or inequalities, and by

systems of equations and/or inequalities,

and interpret solutions as viable or nonviable options in a modeling

context.

HSA.SSE.B.3 Choose and produce an

equivalent form of an expression to reveal

and explain properties of the quantity

represented by the expression.

HSA.REI.C.6 Solve systems of linear

equations exactly and approximately (e.g.,

with graphs), focusing on pairs of linear equations in two

variables.

HSA.REI.D.12 Graph the solutions to a

linear inequality in two variables as a half-

HSA.APR.D.6 Rewrite simple rational expressions in

different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x),

where a(x), b(x), q(x), and r(x) are

polynomials with the degree of r(x) less than the degree

of b(x), using inspection, long

division, or, for the more complicated

examples, a computer algebra

system.

HSA.CED.A.3 Represent constraints

by equations or inequalities, and by

systems of equations and/or inequalities,

and interpret solutions as viable or nonviable options in a

modeling context.

HSA.REI.C.7 Solve a simple system

consisting of a linear JULY 2021

PAGE 22 OF 62

plane (excluding the boundary in the case of a strict inequality),

and graph the solution set to a system of

linear inequalities in two variables as the intersection of the corresponding half-

planes.

equation and a quadratic equation in

two variables algebraically and graphically. For

example, find the points of intersection between the line y = -

3x and the circle x2 + y2 = 3.

HSA.SSE.B.3 Choose and produce an

equivalent form of an expression to reveal

and explain properties of the

quantity represented by the expression.


Functions

HSF.IF.C.7 Graph functions expressed

symbolically and show key features of the graph, by hand in

simple cases and using technology for more complicated cases.

HSF.IF.C.9 Compare properties of two

functions each represented in a

different way (algebraically,

graphically, numerically in tables,

or by verbal descriptions).

HSF.BF.B.3 dentify the effect on the graph of replacing f(x) by f(x)

+ k, k f(x), f(kx), and f(x + k) for specific

values of k (both positive and negative);

find the value of k given the graphs. Experiment with cases

and illustrate an explanation of the

effects on the graph using technology.

Include recognizing even and odd

functions from their graphs and algebraic expressions for them.



simple cases and using technology for more complicated

cases.

HSF.BF.B.3 dentify the effect on the

graph of replacing f(x) by f(x)

+ k, k f(x), f(kx), and f(x + k) for specific values

of k (both positive and negative); find the value of k given

the graphs. Experiment with

cases and illustrate an explanation of the effects on the graph

using technology. Include recognizing

even and odd functions from their graphs and algebraic expressions for them.

HSF.LE.A.2 Construct linear and

exponential functions, including

arithmetic and geometric sequences,

given a graph, a description of a

relationship, or two input-output pairs (include reading



simple cases and using technology for more complicated cases.

HSF.BF.B.3 dentify the effect on the graph of replacing f(x) by f(x)

+ k, k f(x), f(kx), and f(x + k) for specific

values of k (both positive and negative);

find the value of k given the graphs. Experiment with cases

and illustrate an explanation of the

effects on the graph using technology.

Include recognizing even and odd

functions from their graphs and algebraic expressions for them.

HSF.LE.A.2 Construct linear and exponential

functions, including arithmetic and

geometric sequences, given a graph, a description of a

relationship, or two input-output pairs

(include reading these from a table).

HSF.TF.A.4 Use the unit circle to explain


these from a table).

HSF.TF.A.4 Use the unit circle to explain symmetry (odd and

even) and periodicity of trigonometric

functions.

symmetry (odd and even) and periodicity

of trigonometric functions.

HSF.TF.C.9 Prove the addition and

subtraction formulas for sine, cosine, and

tangent and use them to solve problems.

Geometry

HSG.CO.A.2 Represent transformations in the

plane using, e.g., transparencies and geometry software;

describe transformations as functions that take

points in the plane as inputs and give other

points as outputs. Compare

transformations that preserve distance and angle to those that do not (e.g., translation

versus horizontal stretch).

HSG.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS)

follow from the definition of

congruence in terms of rigid motions.

HSG.CO.D.13 Construct an

equilateral triangle, a square, and a regular

HSG.SRT.D.11 Understand and apply the Law of Sines and the Law of Cosines to

find unknown measurements in right

and non-right triangles (e.g.,

surveying problems, resultant forces).


hexagon inscribed in a circle.

HSG.SRT.B.5 Use congruence and

similarity criteria for triangles to solve

problems and to prove relationships in

geometric figures.

HSG.SRT.C.8 Use trigonometric ratios and the Pythagorean

Theorem to solve right triangles in applied

problems.

HSG.SRT.D.11 Understand and apply the Law of Sines and the Law of Cosines to

find unknown measurements in right and non-right triangles

(e.g., surveying problems, resultant

forces).

HSG.C.A.1 Prove that all circles are similar.

HSG.C.A.2 Identify and describe relationships

among inscribed angles, radii, and

chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a

diameter are right angles; the radius of a circle is perpendicular to the tangent where


the radius intersects the circle.

HSG.GPE.A.1 Derive the equation of a

circle of given center and radius using the

Pythagorean Theorem; complete the square to find the center and radius of a circle given

by an equation.

HSG.GPE.B.4 Use coordinates to prove

simple geometric theorems

algebraically. For example, prove or

disprove that a figure defined by four given

points in the coordinate plane is a rectangle; prove or

disprove that the point (1, √3) lies on the

circle centered at the origin and containing

the point (0, 2).

HSG.GMD.A.3 Use volume formulas for cylinders, pyramids,

cones, and spheres to solve problems.

HSG.MG.A.2 Apply concepts of density based on area and

volume in modeling situations (e.g.,

persons per square mile, BTUs per cubic

foot).


HSG.MG.A.3 Apply geometric methods to solve design problems

(e.g., designing an object or structure to

satisfy physical constraints or minimize cost; working with

typographic grid systems based on

ratios).

Statistics and

Probability

HSS.ID.B.6 Represent data on two

quantitative variables on a scatter plot, and

describe how the variables are related.

HSS.MD.B.7 Analyze decisions and

strategies using probability concepts (e.g., product testing,

medical testing, pulling a hockey goalie at the end of a game).

HSS.IC.B.4 Use data from a sample survey

to estimate a population mean or

proportion; develop a margin of error

through the use of simulation models for

random sampling.

HSS.CP.A.5 Recognize and explain the

concepts of conditional

probability and independence in

everyday language and everyday

situations.


Attachment B- Master Schedule

Many Farms High SY 2021-2022

1ST PERIOD 2ND PERIOD 3RD PERIOD 4TH PERIOD LUNCH HOWL 5TH PERIOD 6TH PERIOD 7TH PERIODM-R: 7:55-8:45 8:50-9:40 9:45-10:35 10:40-11:30 11:30 12:15 12:50-1:40 1:45-2:35 2:40-3:30

Fri: 7:55-8:34 8:39-9:18 9:23-10:02 10:07-10:46 11:30 12:45 10:51-11:30 12:15-12:55 1:00-1:40

Fr Acad BELL, BRIAN 110 Language Arts 1Language Arts 1 Language Arts 1

Language Arts 1 Fr PREP

Language Arts 1

Language Arts 1

"TSOSIE, ALFREDA 105 PREP Geometry 9th Math Practicum Geometry 9th Fr

Math Practicum

Algebra 1 9th

Math Practicum

"YAZZIE, AMBROSE 109 Algebra 1 9th

Math Practicum PREP Algebra 1 9th Fr

Math Practicum

Algebra 1 9th

Math Practicum

"WILSON, BESSIE Health Ed PE/Health PE/Health PE/Health PE/Health Fr PE/Health PE/Health PREP

"CLARKE, OTIS 108 World Geography

World Geography World Geography PREP Fr

World Geography

World Geography

World Geography

"BEGAY, NADIA 111 Reading PREP Reading Reading Fr Reading Reading Reading

"JENEMABI, CHRISTIE 104 Integrated Science

Integrated Science Integrated Science

Integrated Science Fr

Integrated Science PREP

Integrated Science

L ARTSBAUBLITS, JENNIFER 121 Language Arts 2

Language Arts 2 LA CR 1/2

Language Arts 2 Soph PREP

Language Arts 2

Language Arts 2

"CUNNANE, ENDA 148b Language Arts 3

Language Arts 3 Creative Writing

Language Arts 3 JR PREP

Language Arts 3

Language Arts 3

"TSINIJINNIE DEANNA 132 Language Arts 4

Language Arts 4 Language Arts 4

Language Arts CR 3/4 SR PREP

Language Arts 4

Language Arts 4

MathBOYD, CORVINA 122 Algebra 2 Pre Calculus PREP Calculus JR

Algebra 2- Honors Algebra 2 Pre Calculus

"BIZARDI, ELIZABETH 134 Financial Alg. Geometry PREP Algebra 2 JR Algebra 1 Geometry Algebra 2


"ETSITTY, LINDA 120 Geometry Algebra 2 PREP Trigonmetry JR Algebra 2 Trigonmetry Geometry

SCIJAMES, TOMEKA 128 Anat/Physiology Biology Anat/Physiology Biology Soph Biology PREP Biology

" INSTRUCTOR 126 Chemistry Chemistry Chemistry Chemistry SR Chemistry PREP Physics

SOCSMITH, DANIEL 144 US/AZ History

AP US/AZ History US/AZ History PREP JR US/AZ History Sociology

US/AZ History

"SAM, EDMOND 119 World Geography

Navajo Govt./NAS

Nat. Am Studies/NG. PREP Soph

Navajo Govt./NAS

Nat. Am Studies/NG

Nat. Am Studies/NG

"CHARLEY, JOHN 133 US Constitution

Free Enterprise Free Enterprise PREP SR

US Constitution

US Constitution

Free Enterprise

CTEWILSON, HAROLD Vo Tec1 Const Tech 1&2

(cont from 1st) Const Tech 1&2

(cont from 3rd) JR

Const Tech 1&2

(cont from 5th) PREP

"

PETE-DESCHENIE, JOANNE 125

Graphic Design 2 (yrbk) PREP

Graphic Design 1

Graphic Design 1 SR

Graphic Design 1

Graphic Design 2 (yrbk)

Digital Photography

"DEJOLIE, GALLIE 118 Computer Lit PREP Business Mgt. Business Mgt. Soph Computer Lit

Business Mgt.

Computer Lit

"ETSITTY, DALE

129/Farm Ag. Science

(cont from 1st) Ag. Science

(cont from 3rd) SR Ag. Science

(cont from 5th ) PREP

Fine ArtsWARTZ, BRANDI 150 3D Design

Art Fundamentals

Art Fundamentals

Art Fundamentals Soph

Art Fundamentals PREP

Advanced Art

"BAILEY, REED Music PREP Band I Piano I Band I Soph Piano I Band I Band I

F LANGMARTIN, DANIEL 135

Navajo Language

Navajo Language Navajo Lang 2

Navajo Language Soph Navajo Lang 2 PREP

Navajo Language

RESPRESTON, RAVEN 128 Science Science PREP Biology No Biology Biology

"ANDRADE, CHRISTINA 131 Language Arts 2

Language Arts CR Language Arts Language Arts No PREP

Language Arts 4-R132

Language Arts 4-R132

"MARTINEZ, BERTHA 141 Resource Resource Resource Resource No PREP Resource Resource


" 110 Language Arts Language Arts Language Arts No PREP Language Arts

"BEGAY, MIRANDA 106 Transition Transition Transition No Transition Transition PREP

ALT ED INSTRUCTOR CALC Alt. Education Alt. Education Alt. Education Alt. Education Alt Ed Alt. EducationAlt. Education

Alt. Education


Attachment C- Lesson Plan TemplateMany Farms High School SY 2020-2021 WEEKLY LESSON PLAN

Teacher:

Course:

Unit/s: Dates (Week of):

Content Standard(s):

Priority Standards

Other Content Standard(s):

Monday Tuesday Wednesday Thursday Friday

A. Standard Abbrv:

B. Learning Objective:

C. Note DOK Level: (#)

1 Recall2 Skill/Concept3 Strategic Thinking 4 Extended ThinkingActivities and Tasks:

Learning Type:

1. Knowledge & Understanding

2. Higher Level Thinking & Analyzing

3. Communication & Social Skills

Accommodations and

Modifications:

Assessment(s):

Note (WG) or (FG) for graded work


FG = attach cover sheet to assessment and submit

WG = weekly grade – need 1 a week

FG = formal grade – need 1 every 3 weeks

How did you take into account varying needs of individual students?

What changes were made to your weekly lesson plan by the end of the week?

At the end of the unit:

Assessment Planning Template- Element 2(adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice)

\Learning Goal (DOK) Method Weight Total Number of Points


Attachment D- Professional Development Plan

Many Farms High SchoolSchool Year 2021-2022

Date Topic Trainer Estimated Cost/Progra

m

Professional Learning

Clock HoursJuly 26, 2021 School Reopening Plan

CDC Safety GuidelinesTonya Knight, Ph.D.Lovelene Haven

4.0

July 26-29, 2021

Tech Talk (Using Technology for Remote Instruction)

Eugene Stevens 8.0

July 27, 2021 Back To School Training (COOP, Staff Handbook, EAP Program, EEOC Requirements, Harassment, Ethics, Whistleblower, Fire Extinguisher Training)

Tonya Knight, Ph.D.Roland James

4.0

July 27, 2021 SCAN Training Michelle Begay 2.0July 28, 2021 SEL Strategies for Teachers School Counselors 1.0July 28, 2021 SPED Requirements John Begay 1.0July 28, 2021 Business Office Concerns Lorene Williams

Tanya Nez1.0

July 28, 2021 HR Concerns and Processes Laverne Deschner-Dillon

1.0

August 28, 2021

PLC Process for Leadership Team Solution Tree $5, 750 6.0

September 16-18October 7-8November 8December 2-4January 20-22February 16March 9-10

PLC Processes to Support LearningResponse to InterventionPLT group coaching

Solution Tree $97, 500 90.0

4 days TBD Vocabulary Development Sharon Gatti-Carson $10,000 24.03 partial day trainings

G Suite and Zoom update training, using digital tools

Eugene Stevens 7.5


Attachment E- Observation TemplatesObservation Sheet- Using Questioning/Prompts and Discussion

Teacher: Date: Time:

Standard (DOK):

Teacher Questions DOK Response Time

Student Participation DOK

Student Questions and Topics DOK


Observation Sheet- Engaging Students in Learning


Standard (DOK):

Time/% Engaged

Time/% Engaged

Time/% Engaged

Academic Task DOK Pacing

Evidence of student initiation or extension DOK


Observation Sheet- Using Assessment in Instruction


Standard (DOK):

Student Stated Assessment Criteria

Evidence of Student Self-Assessment

Evidence of Student Progress Monitoring

Evidence of Student Contribution to Assessment Criteria


Observation Sheet- Professional Learning Communities

PLT:


Instructional Data Provided:

Analysis of Data:

Discussion Participation/Contribution:

Plan for Improvement:

Evidence of Implementation


Attachment F- Specific Cleaning Schedules

School: Many Farms High School Weekly Custodial Maintenance ScheduleBldg. No.

Custodial Staff Name: Week:

ServiceFrequenc

y M T W T F

Time to Complet

e TaskMonth: Dates:

Clean Restrooms/Siks/Disinfect D Clean Water Fountains D Minor Maintenance Equipment D Remove Dirt/Debris from Entrance D Remove TrashClassroom/Offices D Re-supply Restrooms D Secure/Building/Lights/Doors/Alarm D Sweep/Mop Floors D Vacuum Carpet/Classrooms/Offices D Low Dusting Cleaning EOD Clean Desks/Chairs D Clean Marker Boards AN Clean Walk Off Mats D Mop Hallway Floors 2W Clean Exterior Windows M Clean Interior Windows/Blinds W Clean Janitorial Closets W Furniture Realignment 2W Cleaned Light Fixtures M Spot Cleaning AN Buff Floors W Maintain/Strip Floors Seasonal S Remove Snow Seasonal S Shampoo Carpet Seasonal S Notes:


Attach Cleaning Supplies Check-Out Form

S - SEASONALEOD - EVERY OTHER DAYD - DAILY W - WEEKLY Signature of Person Completing Tasks/ ActivityM - MONTHLY2W - TWICE A WEEKAN - AS NEEDED S - SEASONAL Facility Supervisor- Signature & Date

CLEANING TASKS OUTLINE

The Custodian will perform the following task for the School Offices, Conference Rooms, Lobby, Restrooms, Corridors, Interior Stairs, Storage, and Service Areas for each building.

1) Clean the School Restrooms (Men & Women), Service Fixtures, Empty Waste Containers, Spot Wash Walls.a) Put on rubber gloves.b) Mix germicidal detergent with water according to manufacturers instructions.c) Dampen sponge in cleaning solution wipe basin inside and out. If stains remain scrub with

cleaning solution and wipe soap dispensers and wall adjacent to sinks. Wipe shelves with dampened sponge and dry all fixtures with clean rag.

d) Fill spray bottle with ammonia and spray mirror. Wipe dry with rag and polish metal around mirror.

e) Dip bowl brush into cleaning solution, wash inside and outside bowl and seat. Taking special care to clean under lip and down throat of bowl. If stains remain, scrub with scouring powder, rinse, and wipe dry.

f) Wipe toilet paper and towel dispensers and soap dispensers.g) Restock toilet paper and towel dispensers and soap dispensers.h) Set up ladder under first fixture to be washed. Remove screws, safety chains, clips, etc.

from fixture. Wash all parts of fixture that have not been detached. i.e., reflector housing, “tombstone” and porcelain sockets, with sponge which has been dipped in cleaning solution. Continually wash sponge in solution during cleaning to assure fixtures are thoroughly clean.

i) Use clean dry rag to wipe off all non-detached parts of fixture to remove all streaks, suds, drippings, etc.

j) Use clean sponge and clear water to rise ceiling. Wipe with dry rag.


k) Dampen sponge in solution and wash starting in one corner at top of wall. Wash wall with straight up and down motions.

l) Rinse wall with other sponge mop dampened in clear water using straight up and down motions. Dry with clean rags in up and down motions.

m) Dampen sponge and damp dust top ledge of partitions and window sills and other like items.

n) Empty trash, reline cans and replace in usual area.o) Return equipment to storage area or move to another lavatory to be cleaned.p) For cleaning and servicing sanitary napkin dispenser. All equipment such as gloves,

sponges, solutions, etc. Should only be used for cleaning and servicing these dispensers for health

2) Dust Conference, offices and lounge rooms, Average Area with Furniture and Accessories, Vacuum Floor, Dust mop floors and empty trash containersa) Gather cleaning supplies, dust cloth, feather duster, etc. Place on utility cart and move to

area.b) Using dust cloth, dust contents of the room. If required, use feather duster to dust booksc) Dust all desks, tables, chairs, lamps, etc.d) Dust all windowsills and Venetians blinds.e) Pickup equipment needed at storage area and carry to area to be vacuum.f) Dust mop the entire area, moving furniture, etc. when necessary.g) Check corners where vacuum won’t reach. Use a brush to clean any dirt from corners to an

area when vacuum will pick it up. Move furniture out of the way as necessary. h) Empty all trash containers and return to original locationi) Move to next location (room)

3) Wash, wipe, disinfect all wall-mounted drinking water fountainsa) Pickup necessary equipment/materials at storage area and move to work site.b) Mix cleaning agent with water as prescribed by manufacturer.c) Wash and disinfect the water fountains, remove stains, finger marks and other dirt

smudges. Clean the bubbler spout and splash shield. When done, use clean dry rags to dry and polish water fountain.When done move equipment to storage area or next water fountain.

4) Wash/wipe ceiling, stainless steel, walls or partition and all lighting fixtures, Clean and Relampa) Pick up necessary equipment at storage area and move to work site.b) Prepare cleaning solution at nearest janitor closet. Cleaning solution is to be mixed with

water according to manufacturer’s recommendations. Take special care to avoid getting any liquid on electrical part of a fixture. Use semi-dry sponge to clean near contacts.

c) Use spot remover when necessary to remove grease, pencil marks, ink, etc. (spot remover or scouring powder may be used if necessary).

d) Use same procedure to clean detached parts. When all parts are clean, reassemble fixture, and move to next fixture.Note: Where washing has been specified for 8-foot fixtures. The fixture will eith be hinged or exposed so that it can be washed aloft by repositioning the mount ladder as each section is cleaned. Mount ladder, remove detachable parts of fixture and place securely on the ladder work shelf.


e) Upon completion of task, clean equipment, and return to storage area.5) Scrub floors

a) Pickup equipment from storage area and move to work site.b) If floor has not been dust mopped, dust mop floor prior to scrubbing.c) Mix floor detergent with water in accordance with manufacturer’s instructions. d) Fill one bucket with clear water. e) Move furniture out of the way and move equipment to area farthest from entrance to

begin scrubbing.f) Dip mop in cleaning solution and partially wring. Spread solution on floor in an even coat

starting at least 6” from wall.g) Install scrub brush on floor polisher and scrub area on which cleaner has been applied.h) Dip clean mop in clear water and wring out dry. Mop up behind the floor scrubbing

operation. Change water when dirty.i) Continue this process until entire floor is scrubbed. Taking care not to splash walls or

furniture.j) When operations is complete. Replace furniture. Then clean equipment and return it to

storage area or move to next work site.6) Sweep and mop floors and stairs using hand equipment, any waxed surface

a) Gather Equipment and supplies needed to perform tasks. b) Use putty knife to remove gum of bulky soil on stair treads.c) Mix detergent and floor finish in accordance with manufacturer’s instructions. Wring mop

out so it is damp – not soaked. Go over entire floor one – that is all that is needed.Note: Change water when dirty – otherwise streaks will be left on surface.

d) Dampen mop in cleaning solution mop stairs starting at top and moving down. Work mop from both sides into center or each stair tread. Care should be exercised not to allow solution to splash on walls or fun over sides of stairs. Water and solution shall be changed when dirty to avoid leaving streaks on surface.

e) Return equipment to storage area. Clean mop and bucket before storing them. Hang mop to dry.Note: If floor has steaks when dry, buffing will be required.

7) Seal floors, concrete and porous floors, using hand equipmenta) Pickup equipment/materials needed from the storage area and move to work site.b) Wet the mop with water and wring out. Then dip in floor sealant and go over floor once –

that is all that is needed. Make sure not to leave puddles of floor sealant on the floor. Spread evenly.

c) Return equipment to storage area. Clean mop and bucket before storing them. Hang mop to dry.

8) Wash/wipe exterior lightsa) Pickup required equipment/material at storage area and move to work site.b) Turn off light switch and shut breaker switch off to exterior lights.c) Use ladder (or other means available) to access light fixture.d) Disassemble fixture, clean all parts, and reassemble. e) When task is complete, gather and clean equipment and return to storage area or move to

next work site.9) Wash windows, interior and exterior surface, up to 12 feet


a) Pick up necessary equipment/materials at storage area and move to work site.b) Remove any furniture, books that are in the way, dust the window frame and sill from the

top down with a counter brush.c) Wash window with wet sponge dipped in cleaning solution mixed as prescribed by

manufacturer’s recommendation. Use squeegee to wipe excess solution from glass surface. Wipe squeegee on clean rag after each pull. Use clean rag to wipe up any excess water on window.

d) Wipe window pane/sills with sponge and dry with rag.e) Replace al furniture, books, etc., that were moved.f) Move to work site and set up ladder under first window to be washed. Place

equipment/materials on ladder work shelf.g) Dust window frame and sill from top to bottom with counter brush. h) Wash window with sponge dipped in cleaning solution mixed as prescribed by

manufacturer. Use squeegee to remove excess solution from window. Wipe squeegee with rag after each stroke. Use clean rag to remove any streaks left on window.

i) For stubborn spots, wet window thoroughly and use scraper.j) Wipe window sill with sponge an dry with wiping clothk) Move equipment to next window or remove to storage area.

10) Buff Floors or Spray Buff Floorsa) Double check to make sure that the floor has been dust mopped.b) Before buffing begins, if it hasn’t been dust mopped, go over the entire floor with a dust

mop.c) Using buffing machine and a fine polishing pad, move machine from side to side until the

entire floor polished.d) When done, clean machine and remove to storage area.e) Move furniture out of way as necessary.f) Use spray bottle mix floor finish in bottle according to manufacturer’s instructions. Mix well

by shaking, spray a thin layer of floor finish on the floor in front of buffer. Care should must taken not to spray the wall – No closer than 12 inches. Repeat as necessary.

g) When task complete, clean equipment and return to storage area.11) Clean Shower Room

a) Mix germicidal detergent with water in accordance manufacturer’s instructions.b) Wash all benches, removing all dirt and smudges from bench. Use clean dry rags to dry and

remove streaks and water marks.c) Wash/wipe shower partitions.d) Set up ladder under first fixture to be washed. Remove screws, safety chains, clips, etc.

from fixture. Wash all parts of fixture that have not been detached. i.e., reflector housing, “tombstone” and porcelain sockets, with sponge which has been dipped in cleaning solution. Continually wash sponge in solution during cleaning assure fixtures are thoroughly clean.

e) Use clean dry rag to wipe off al non-detached parts of fixture to remove all streaks, suds, dripping, etc.

f) Use clean sponge and clear water to rinse ceiling. Wipe with dry rag.g) Dampen sponge I solution and wash starting in one corner at top of wall. Wash wall with

straight up and down motions.


h) Rinse wall with other sponge mop dampened in clear water using straight up and down motions. Dry with clean rags in up and down motions.

i) Empty trash cans.j) When complete, return equipment to storage area or move to another shower room for

cleaning.12) Shampoo carpet

a) Pickup equipment/materials needed from the storage area and move to work site.b) Move furniture out of the way.c) Spray cleaner on the dirty spots.d) Sprinkler absorbent compound over entire surface to be cleaned.e) Connect cleaning machine and move brushes backward and forward over approximately 3

ft. of carpet area at a time. Continue process until entire carpet is cleaned.f) Following behind carpet cleaning machine. Use vacuum to pickup absorbent cleaning

agent. Vacuuming is the final step and carpet can be walked on immediately. Replace furniture in original locations.

g) When task complete, clean equipment and return to storage area.

13) Strip floors or using large self-propelled equipmenta) Pickup equipment/materials at a storage area and move to work site. b) Dust mop areas to be stripped.c) Mix floor detergent with water in accordance with manufacturer’s instructions.d) Fill discharge tank on scrubbing machine and mix the proper amount floor detergent in

accordance with manufacturer’s instructions. (using large self-propelled equipment)e) Check suction tank to make sure it is empty. (using large self-propelled equipment)f) Move furniture out of the way as necessaryg) Move equipment and materials to farthest point from entrance.h) Dip mop in stripping solution. Partially wring out and spread solution evenly over floor

using figure “8” motions.i) Install stripping brush on polisher and move along path of cleaning solution while agitating

detergent with machine.j) Pickup dirty water with mop dipped in solution and wrung dry.k) Mop floor with clean water to rinse off all stripping solution.l) Continue procedure until entire floor is covered and cleaned.m) When task completed. Clean equipment and return it along with materials to storage area.

14) Wax floorsa) Pick up necessary equipment/materials at storage area and move to work site.b) Mix floor finishing liquid with water as prescribed by manufacturerc) Starting farthest from entrance. Dip mot into solution and partially wring the mop in order

to apply a smooth even coat on floor surface. Begin at wall a straight even path about 6 inches from the wall. Apply in even strokes side to side in a Figure 8 pattern. Be sure to leave an even layer of finish, free of streaks over entire floor.


Attachment G- Classroom Checklist

Classroom Cleaning and Safety Checklist

Before class

1. Open windows if weather permits

2. Ensure that cleaning supplies and masks are available

3. Ensure desks are 6 feet apart where possible (3 feet minimum between desks)

4. Create seating charts for each class

As students enter class

1. Each student must use hand sanitizer when entering the class

2. Each student must be wearing a mask appropriately

3. Students must remain socially distanced

4. Students must sit in their assigned seats and face forward

After class 1. Teachers will wipe down all previously occupied desk surfaces with provided cleaning supplies

2. Teachers will ensure that desks are still spaced appropriately

AUGUST 2017 PAGE 45 OF 62

Attachment H- Fire Safety Egress Routes


ATTACHMENT I– COO Plan (Separate Document)

ATTACHMENT J- Emergency Operations Plan (Separate Document)


Attachment K- Staffing Plan

S M T W Th F S

Food Service

DAN ARNOLD 7 – 10 11- 4

7 – 10 11- 4

7 – 10 11- 4

7 – 10 11- 4

6:30 – 10 11 – 3:30

BENALLY BRENDA T 6 – 9

10 - 2

7 – 1011 – 14 - 6

6 – 9 10 - 2

7 – 1011 – 14 - 6

6 – 9 10 - 2

BITSUI ILENE 10 – 1 2 - 6

10 – 1 2 - 6

10 – 1 2 - 6

10 – 1 2 - 6

7 – 9:30 10:30 - 3

COOK VAL R. 5:30 – 9 10 – 1:30

5:30 – 9 10 – 1:30

5:30 – 9 10 – 1:30

5:30 – 9 10 – 1:30

5:30 – 9 10 – 1:30

SHAW CARMA L.

7 – 1011- 14- 6

6 – 910 - 2

7 – 1011- 14- 6

6 – 910 - 2 7 – 9

10:30 - 3

Admin

MORRIS LEONARDRA E. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

WILLIAMS LORENE 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

YAZZIE LORETTA 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5 DESCHNER-DILLON LAVERNE 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

NALWOOD VELMA 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

NEZ TUNYA 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

STEVENS EUGENE 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

Transportation

TOLEDO ELAINE 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

BENALLY LEONARD JR. 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

DAVIS HARRIS NMN 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

GARCIA EUNICE A. 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

HOBSON CECILIA M. 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

TSOSIE JOHNSON 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

WAGNER RUBY ANN 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

YAZZIE JEROME 6 - 8:30

3 - 66 - 8:30

3 - 66- 8:30

1 - 46 - 8:30

3 - 66 - 8:30

3 - 6

Facilities

BAHE HERMAN 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

BEGAY GARY 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

BEGAY JONATHAN A. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

CLAW EDISON J. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

DICK SHELDON 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

MILLER ALVIN M. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

NEZ ERNEST 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

HARVEY MARY L. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

TAYLOR DAVIDSON 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

JAMES ROLAND 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

JENSEN GABRIEL LEE 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

JOHNSON DONNA A. 8 - 5 8 - 5 8 - 5 8 - 5 8 - 5

Custodians

LEE TINA R. 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

DESCHEENIE JEFFERY J. 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

ETSITTY SHAWN KEITH 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

LEONARD JERREN NMN 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

SAM BRIAN C. 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 SELLS SEVILLE CATHERINE 9 - 5:30 9 - 5:30 9 - 5:30 9 - 5:30 9 - 5:30

SHEPHERD TIMOTHY 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

TOHE ELRID 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

TSOSIE GLIHASBAH 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30 1 - 9:30

Security

TELLER MARTY F.

JAMES RYAN J. BEGAY JEREMY WHITEWATER

Academic ANDRADE CHRISTINA M.

7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BAILEY REED LEWIS 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 BAUBLITS JENNIFER LYNN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BEGAY JOHN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BEGAY LILA M. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BEGAY MIRANDA J 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 BEGAY NADIA COMANECI 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BEKAY BOBBIE JEAN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BELL BRIAN A. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BENALLIE MARTY JR. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BITSILLY LULA A. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 BIZARDI ELIZABETH NMN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

BOYD CORVINA DAWN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

CHARLEY JONATHAN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

CLARKE OTIS RICARDO 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

CROSBY DIANDRA 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

CUNNANE ENDA F 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

DE WILDE JOSEPH C. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

DEJOLIE GALLIE 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 DESCHENIE TULLUS SHAWN

7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

ETSITTY DALE S 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

ETSITTY LINDA E. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

FRANCIS DONNY D. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

HAVEN LOVELENE RAE 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 JACKSON KATYGENE NMN

7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

JAMES TOMEKA S 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

JAMES TULENE ROSE 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

KNIGHT TONYA K 7:30 - 4:30

7:30 - 4:30

7:30 - 4:30

7:30 - 4:30

7:30 - 4:30

LAMOTHE MICHAEL 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

MARTIN DANIEL NEZ 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

MARTINEZ BERTHA 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 MORRIS CECELIA 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 OAKHAM REBECCA L 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 PETE-DESCHENIE JOANNE ELAINE

7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

PRESTON RAVEN W. JR. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

SAM EDMOND 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

SMITH DANIEL J 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 TELLER NANCY 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 TODECHEENE TRACY E. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 TSINIJINNIE DEANNA NMN

7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

TSOSIE ALFREDA P. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

UENTILLIE REYNOLDS 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

WARTZ BRANDI LEA 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

WILSON BESSIE NMN 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 WILSON HAROLD B. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

YAZZIE AMBROSE S. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 YAZZIE DWAYNE K. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 YAZZIE GERALD M. 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30 7:45 - 4:30

Residential

Emmalana Ben

12:00-4:00PM

12:00-4:00PM

12:00-4:00PM

12:00-4:00PM

7:00-11:00AM

4:30-8:30PM

4:30-8:30PM

4:30-8:30PM

4:30-8:30PM

11:30-3:30PM

John Willie2:00-

6:00PM2:00-

6:00PM2:00-

6:00PM2:00-

6:00PM2:00-

6:00PM 6:30-

10:30PM6:30-

10:30PM6:30-

10:30PM6:30-

10:30PM6:30-

10:30PM

Cynthia Begay OFF2:00-6:00

PM2:00-6:00

PM2:00-6:00

PM2:00-6:00

PM 6:30-10:30

PM6:30-10:30

PM6:30-10:30

PM6:30-10:30

PM

Jason Betonie2:00-6:00

PM 3:00 PM 3:00 PM 3:00 PM 3:00 PM 6:30-10:30

PM 9:00 PM 9:00 PM 9:00 PM 9:00 PM

Elroy Chee 2:00-6:30

PM 3:00 PM 3:00 PM 3:00 PM 3:00 PM 7:00-10:30 PM 9:00 PM 9:00 PM 9:00 PM 9:00 PM 11:30PM 11:30PM 11:30 PM 11:30PM OFF OFF

Debra Yazzie 7:30 AM7:30AM 7:30AM 7:30AM

Irene Littleben3:00-

7:00PM OFF3:00-

7:00PM3:00-

7:00PM 11:30PMOFF

7:30-11:30PM

7:30-11:30PM

7:30-11:30PM 7:30AM

Jeraldine Segay OFF6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM 6:00-9:00AM

3:00-

8:00PM6:00-

9:00PM5:00-

9:00PM3:00-

8:00PM

Shawana Sam OFF6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM 6:00-9:00AM

6:30-

11:30PM7:00-

10:00PM6:00-

10:00PM6:30-

11:30PM

Harrison Begay 11:30PM 11:30PM 11:30PM 11:30PM

OFF OFF 7:30AM 7:30AM 7:30AM 7:30AM

Reid McKinley3:00-

7:00PM OFF3:00-

7:00PM3:00-

7:00PM 11:30PMOFF

7:30-11:30PM

7:30-11:30PM

7:30-11:30PM 7:30AM

Oscar Yazzzie OFF6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM6:00-

9:00AM 6:00-9:00AM

7:30-

11:30PM6:00-

10:00PM6:00-

10:00PM6:30-

11:30PM

Attachment L– Bus Routes at 50%Monday / Tuesday @ 50%

Route: 1 Wheatfields Leonard Benally Bus: G32-0168M Capacity -72 Wheatfields Chapter House 1st Stop@ 6:30 amWest of Pinnacle Peak 2nd Stop@ 6:35 amPass Benally Turn off 3rd Stop@ 6:37 amTsaile Double Hogan 4th Stop@ 6:39 amTsaile Creek 5th Stop@ 6:41 amCountry Rd #89 Timber Rd. 6th Stop@ 6:44 amTsaile NHA Housing 12th Stop@ 6:47 am

Route: 1 Tsaile Eunice Garcia Bus: I-456125 Capacity 78 Dine College Junction Westside 7th Stop@ 6:48 am Dine College Tsaile Acres/Solar Housing 8th Stop@ 6:50 amTsaile Clinic 9th Stop@ 6:55 am

Route: 1-2 Tsaile / GreasewoodRuby Wagner Bus: G32-0055Y Capacity 66 Route-1 Next to Tsaile Clinic 10th Stop@ 6:55 amRoute-1 Old Fina Store 11th Stop@ 7:00 amRoute-1 Camelback Area 13th Stop@ 7:02 amRoute-2 Milepost 80.0 3rd Stop@ 7:03 amRoute-2 Greasewood Hill 4th Stop@ 7:06 amRoute-2 1 mile S/E Speedway 5th Stop@ 7:08 amRoute-2 Milepost 81.7 6th Stop@ 7:10 am

Route-2 GreasewoodJohnson Tsosie Bus: G32-0100M Capacity 54 3 miles west of Speedway Store CR-625 1st Stop@ 6:30 am1/2 miles west of Speedway Store CR-592 2nd Stop@ 6:35 amRoute-12 1/2South of Speedway Store 6th Stop@ 6:40 am Route-12 Sandoval Stop Milepost- 85 7th Stop@ 6:45 amRoute-12 Arches Canyon turn off Milepost-86 8th Stop@ 6:50 amRoute-12 5 miles East of Round Rock Chapter House Mp-92 9th Stop@ 7:00 amRoute-12 5 miles East of Round Rock Chapter House Mp-92.1 10th Stop@ 7:05amRoute-12 3 miles East of Round Rock Chapter House Mp-93 15th Stop@ 7:10 amRoute-12 3 miles East of Round Rock Chapter House Mp-93.1 16th Stop@ 7:15am

Route: 2 Greasewood Elaine Toledo Bus: I-455858 Capacity 72 East of Round Rock Lake (dirt road) 11th Stop 7:00 am3-miles East of Round Rock Lake BIA Rd 8086 12th Stop @ 7:05 am3-Miles East of Round Rock Lake BIA Rd 8086 13th Stop @ 7:10 amHwy 191 N-Valley milepost-467 16th Stop @ 7:25 amHwy 191 N-Valley milepost-467.1 17th Stop @ 7:30 am

Route: 3 North / East of Lukachukai Harris Davis Bus: G32-0283P Capacity 66 North /West of Totsoh Store 1st Stop@ 6:20 am1.5 Mile North of Lukachukai School (old Rt-13) 2nd Stop@ 6:25 am3 Miles North of Lukachukai School 3rd Stop@ 6:30 am3 Miles North of Lukachukai School 4th Stop@ 6:35 am3.5 Miles North of Lukachukai School 5th Stop@ 6:40 amOld Route 13 6th Stop@ 6:45 am

Route: 3 Lukachukai /Route-13Cecilia Hobson Bus: G32-0227N Capacity 54Route-13 ½ East of LCS Thompson Village 7th Stop @ 6:50amRoute-13 1.5 Miles East LCS 8th Stop@ 6:55amRoute-13 3 Miles of LCS 9th Stop@ 7:00 amRoute-13 2 Miles S/E of LCS 10th Stop@ 7:05amRoute-13 Across from Totsoh Store S/E 11th Stop@ 7:10am

Route: 4 North/ West Round Rock /Cedar RidgeJerome Yazzie Bus: G32-0056Y Capacity 66 ½ North/East of Old Round Rock Trading Post 1st Stop @ 6:30 am7 Miles North of Round Rock Trading Post 2ndStop @ 6:50 amCross Road Country Rd 8009. 3rd Stop@ 6:55 amCross Road Country Rd. Jct. 4th Stop@ 7:00am Round Rock NHA Housing 5th Stop@ 7:05am 2 Miles South of Round Rock Junction 6th Stop @ 7:15 am5 South /East of Round Rock Jct. 7th Stop @ 7:20 am7 Miles of Round Rock Trading Post Cedar Ridge 8th Stop @ 7:25 am

Thursday/ Friday@ 50%

Route: 5 Chinle-1 Del Muerto / Riverside Housing /Claw Loop Cecilia Hobson G32-0227N Capacity 54 Old Brandon Corral 2nd Stop @ 7:00 amOld BIA Housing 3rd Stop @ 7:15 amCellular One Park lot 4th Stop @ 7:18 amValley Bridge Housing 5th Stop @ 7:20 amRiverside Housing 6th Stop @ 7:25 am

Route: 5-6 Chinle- 1 Riverside Housing / Chinle Valley Hwy 191Harris Davis G32-0283P Capacity 66Red Ridge Housing 8th Stop @ 7:00 amHwy 191 MP 452.5 9th Stop @ 7:05 amHwy 191 MP 452.8 10th Stop @ 7:10 amHwy 191 MP 453.5 11th Stop @ 7:15 amHwy 191 MP 456 12th Stop @ 7:20 amHwy 191 MP 457 13th Stop @ 7:25 amHwy 191 MP 461 14th Stop @ 7:35 am

Route: 6 Chinle Elem Housing/Sunny Side NHA-Housing/ IHS Housing/Power line Eunice Garcia I-456125 Capacity 78CUSD #24 Transportation Dept. 1st Stop @ 7:30amOLD NTUA Office 2nd Stop@ 7:35amChinle IHS Housing Northside of Hospital 3rd Stop @ 7:10 amChinle IHS Housing Southside of Hospital 4th Stop @ 7:14 amApache Trail Housing 5th Stop @ 7:18 amChinle Elem 6th Stop @ 7:21 am

Route: 6 Chinle Valley Power line Leonard Benally G32- 0618M Capacity 66Hwy 191 MP 452 7th Stop @ 7:00 amHwy 191 MP 452.8 8th Stop @ 7:05 amHwy 191 MP 453 9th Stop @ 7:10 amWest of Power line 10th Stop @ 7:15 amHwy 191 MP 454 11th Stop @ 7:20 amHwy 191 MP 457 12th Stop @ 7:25 amHwy 191 MP 455 13th Stop @ 7:15 amHwy 191 MP 459 14th Stop @ 7:20 amChee turn off 15th Stop @ 7:25 amAcross ADOT 16th Stop @ 7:30 am

Route: 7 Rough Rock /Hwy 59 / MF-NHA Housing Ruby Wagner Bus: G32-0055Y Capacity 66 Yale Point dirt road Rd-8081-10 miles South RRCS 1st Stop @ 6:45am7 miles South RRCS CR-571 (Whitehair Benally turn-off) 3rd Stop @ 6:55 am5 miles South RRCS CR-504 (Fernandes turn off) 4th Stop @ 7:00 amBailey CR-504 5th Stop @ 7:05 am7 miles East of RRCS CR-501 12th Stop@ 7:15 am4 miles West of Speedway Store Cr-501 13th Stop@ 7:25 am 3 miles West of Speedway Store Miles post 8 -Hwy 59 14th Stop@ 7:30am

Route: 7 Rough Rock NHA Housing Elaine Toledo Bus: I-455858 Capacity 72 Rough Rock Chapter House Rd-8066 6th Stop @ 7:20 amRough NHA Hsg. (Cone Hill) 7th Stop @ 7:25 am

Route: 7 Rough Rock Hwy 59 MF-NHA Housing Jerome Yazzie Bus: G32-0056Y Capacity 66 Hwy 59 4 miles East of RRCS 8th Stop @ 7:15 amHwy 59 4.4 miles East of RRCS 9th Stop @ 7:17 amHwy 59 5 miles East of RRCS 10th Stop @ 7:19 amHwy 59 6 miles East of RRCS 11th Stop @ 7:25 am NHA Housing (West Mesa Housing) 15th Stop @ 7:25 amNHA Housing (Red Ridge Housing) 16th Stop @ 7:30 am

Route: 8 East of Many Farms LakeJohnson Tsosie Bus: G32-0100M Capacity 54 BIA turn off (Sunset Village) 6 miles E of Speedway Store 1st Stop @ 6:30 am4- Corner 6.4 miles E of Speedway Store 2nd Stop @ 6:45 amDirt road Wash 7 miles E of Speedway Store 3rd Stop @ 6:50 am Cedar Tree wash 8 miles E of Speedway Store 4th Stop @ 7:00 amDirt road 6 miles N/E of Speedway Store (Taylor’s) 5th Stop @ 7:15 amEast of Hwy 191 (Across MF School Jct.) 6th Stop @ 7:30 am

Attachment M– Technology Plan

Funding Source Item Cost Description Quantity

ESSR Switches 45,000Four (4) new switches are needed to increase the number of available ports on campus.

ESSR

New Cabling in the

Academic Building, Battery Backup, Wireless Manager System

100,000

These upgrades to the school system will be purchased in coordination with erate. The cabling increases connectivity for individual classrooms. The battery backups allow teachers to save data in case of a power outage which occurs at regular intervals on the NN nation. The upgrades wireless manager system will better serve students using wireless technology when they are able to be on campus part time during hybrid instruction.

ESSR Staff laptop 120,000

To allow all staff the option to telework. At this time, some staff only have desktop computers or have outdated laptop computers.

38

ESSR Scanner 33,000Scanners - allow for staff conversion of analog and traditional data to a digital format for use and distribution

40

ESSR flash drives 9,050

4GB or higher encrypted flash drives - to provide students and teachers with secure data storage and transfer especially when no internet access is available

500

ESSR Software 95000

Student computers will need licenses for software for remote instruction in a variety of classes including ELA, Math, Science, and Graphic Design.

ARPA Laptop cases 8,000

400 Laptop Case/Covers will protect the government investment in technology when they are in the possession of the students or staff.

400

ARPA

New switches for the

academic building

65,000

End of life of switches. These will need to be replaced in the academic building due to increased dependence on internet connectivity in the academic building

6 48-port switches

ARPAReplacement

Student Laptops

640,000400 student laptops will be purchased to replace those that are damaged or at end of life due to student usage.

400

ARPA Replacement Power Cords 10,000 Power cords for the laptops are frequently

lost 200

ARPA Hotspots 420,000400 hotspots - 36 mos plan will be purchased to provide student access to curriculum and distance learning.

400 x 36 months

ARPA flash drives 28,000

4GB or higher encrypted flash drives - to provide students with secure data storage and transfer especially when no internet access is available

3,000

ARPA power packs 30,000

Some students do not have electricity at the home. Power packs will allow the school to send the power needed for laptops to the students.

150

ARPARemote

Assistance Software

30,000To be able to remotely assist students who are in need of technical support with their IT equipment during distance learning.

Previous CARES Funding

Cameras and Tripods $25,500.00


Additional Switches $80,000.00


Fiber Optic Cabling and Installation

$220,000.00

Attachment N- Residential Plan

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