Returning to School During the COVID-19 Pandemic · Maximizing Student Safety, Learning,...

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Returning to School During the COVID-19 Pandemic Maximizing Student Safety, Learning, Engagement, & Support 1 6/23/2020 DRAFT

Transcript of Returning to School During the COVID-19 Pandemic · Maximizing Student Safety, Learning,...

Page 1: Returning to School During the COVID-19 Pandemic · Maximizing Student Safety, Learning, Engagement, & Support 6/23/2020 DRAFT 1. State Guidance 6/23/2020 DRAFT 2. ... •Control

Returning to School During the COVID-19 Pandemic

Maximizing Student Safety, Learning, Engagement, & Support

16/23/2020 DRAFT

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State Guidance

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Considering Risk

Lowest Risk • Virtual-only classes, activities, & events

More Risk

• Small, in-person classes, activities, & events.

• Students stay with the same teacher, at least 6 feet apart, & objects are not shared

• Includes hybrid virtual/in-person class structures, or staggered/rotating schedules to facilitate social distancing.

Highest Risk

• Full-sized, in-person classes, activities, & events.

• No social distancing, shared classroom materials/supplies

• Students move between classes & activities

Source: VDOE & CDC 3DRAFT 6/23/2020

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VDOE Phase II OverviewCurrent Phase of School Reopening

• Predominately remote instruction• Phase I options continue• In-person instruction may be offered for special education

programs, PK – 3rd grade students, and/or English Learners.• Summer camps may be offered in schools• Social distancing will need to be implemented, across buses and

buildings:• 6 foot separation whenever possible• Large gathering limits in accordance with existing Executive Orders• Restrict mixing groups of students• 50 person limit on large gatherings• Close communal spaces if possible; otherwise stagger use & disinfect in

between use• Limited extracurricular activities & athletics with mitigation strategies

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VDOE Phase III OverviewWhere We Anticipate to Be When School Starts

• Instruction will include more in-person instruction for all students.

• Remote instruction will support in-person instruction. • Childcare & before/aftercare may be offered in

schools• Social distancing will need to be implemented, across

buses and buildings:• 6 foot separation whenever possible• Large gathering limits in accordance with existing Executive

Orders

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VDOE Phase III Overview Where We Anticipate to Be When School Starts (Continued)

• To support social distancing, schools may need to:• Stagger student schedules• Adopt methods to restrict mixing groups of students• Adjust schedules• Minimize transitions• Consider appropriate recess options

• School systems can expand athletics & extracurricular activities with mitigation measures

• Limit outdoor activities/recess to 50 people

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Stafford’s Recovery Task ForceIdentified Priorities

• Development of strategies to get students back into the classroom as much as possible, particularly for our youngest students and other students with special and unique learning needs.

• Provision of tailored training and professional learning for staff will be imperative to ensure educators are equipped for new ways of facilitating education and supporting social-emotional wellness.

• Consideration of safety, budget, and systems logistics in all planning.• Development and maintenance of effective communication with all

stakeholders. • Consideration of social emotional wellness needs of students, parents,

and staff.• Assurance that an equity lens guides all education models as we return

to buildings.

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Stakeholder Feedback

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Staff Survey• 2,698 total responses (raw data) with 1,616 responses from

licensed staff (teachers, counselors, etc.)• Top challenges of licensed staff working remotely included:

• Internet issues• Support with transitioning the work into a virtual environment• Professional learning on how to use tools such as Google Classroom,

Canvas, etc.• Top three issues for personal readiness for the fall for licensed

staff:• Clarity/certainty about what reopening looks like• Ability to build connections with students/families to effectively partner

together.• Safety of classroom environment

• Top two issues for food services/bus drivers and related support personnel:• Clarity/certainty about what reopening looks like• Access to safety equipment

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Planning for Staff Concerns

Provide transparent process for requesting alternative assignments for staff with health concerns

Ensure staff calendar provides sufficient time for practicing and implementing new procedures for teaching and operations

Offer flexible, accessible, and reliable option for school age child care for children in grades K-5 for staff

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Parent SurveysResponses

• Raw data responses totaling 9,426 responses with a fairly even breakdown across grade levels:• 257 pre-school• 2,810 K-2• 3,487 3-5• 3,724 6-8• 4,471 9-12

• Most parents plan to have their students return to school next year, with a significant number undecided: • 61.5% (5,746) plan to have their students return to school next year; • 35.3% (3,302) will decide based on the adopted learning model; • 3.3% (306) will not.

• Parents are split about having their students ride the bus:• 38.6% plan to have their student(s) ride the bus• 31.8% do NOT plan to have their student(s) ride the bus• 29.6% are unsure

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Parent SurveysInstructional Models

• 65% of parents want as much in-person instruction as possible; 27% would like the option of a virtual-only model.

• Parents are split on whether or not they would want virtual learning expectations when students are not physically in the classroom:• 29.9% do not want virtual when students are not in school• 32.2% would want virtual when students are not in school• 32.8% may or may not depending on the amount of face-to-face learning

• Parents top 3 concerns:• Whether their students will make sufficient academic progress• What the school experience will be like with social distancing• Access to sports, music, and extracurricular activities

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Systems Considerations

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Facilities• VDOE’s definition of social distancing is “maintain 6-foot

separation to the greatest extent possible”.• The Centers for Disease Control (CDC) suggests that

school administrators rearrange student desks to maximize the space between students, and turn desks to face in the same direction.

• To meet social distancing requirements, Facilities and Operations is actively:• Examining rooms to consider different layout possibilities to

maximize social distancing• Considering what ‘excess’ furniture could be removed • Considering what spaces in school buildings could be

repurposed

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Socially Distanced ClassroomExploring a Sample Layout for 50% Capacity

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FacilitiesOutlining Next Steps

• Schools will work with Facilities to determine individual classroom layouts and determine the expected number of students in each classroom.

• Staff will continue monitoring VDOE and CDC websites for the latest updates and guidelines.

• Building administration will verify that final room arrangements meet social distancing spacing guidelines.

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Transportation

• Staggered start schedules

• Increase in the number of daily bus routes from 462 to 571 with 50-60% of the student body attending school daily

• Consideration of opt-in approach to transportation• This will help with bus efficiency, maximizing student

participation in face to face learning

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Transportation

• Social distancing will result in approximately 20-24 students being able to ride a bus at a time.

• This is less than a third of normal capacity.

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Mitigation StrategiesHealth Services Strategies to Prevent COVID-19 Spread

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Prevention• Health screenings • Encourage families to make appointments for school visits• Cloth face covers/bus driver face shields• Department of Labor and Industry Executive Order• Diligent cleaning with electrostatic disinfecting between

shift A/B• Plexiglass shields in front office• Hand hygiene• Town hall sessions with VDH for family, students, & staff to

discuss mitigation strategies and how to respond to an outbreak if/when one occurs

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Responding to Cases

• Protocol for care of suspected COVID-19 case in students and staff during the school day.• Establish clinical isolation room to separate sick students• Control clinic traffic to prevent potential exposures• Protocol for Return to School/Work post positive COVID-19 illness.

• Procedure for reporting suspected exposure events to:• VDH• Administration• Maintenance• Families impacted

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Equipping StaffNurses• Encourage nurses to train

to become contact tracers for COVID-19. Identify places of contact to include the following:• Bus used• Lunch shift• Student Schedule• Staff contacts

• Train nurses in new clinic management procedures.

All Staff• Train staff in classroom/bus

sanitation. • Transition mandated annual

staff training to virtual media.

• Provide COVID-19 specific training.• COVID-19 information

and Procedures• Hand Hygiene• Respiratory Etiquette• Safe Use of Face Covering and

Care of Cloth face coverings

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Incorporating Blended LearningEnsuring Meaningful, Equitable Learning Experiences

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Implementing Blended Learning

• Adoption of pedagogical practices based on elementary, middle, & high school student needs.

• Attendance will be taken in both face-to-face (F2F) and online learning environments.

• Students will be provided feedback and work will be graded where appropriate.

• Virtual learning options will align with identified student learning needs.

• Multimodal delivery model• Virtual learning rules of engagement• Parent support and help desk

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Facilitation of Blended LearningComplementing Face-to-Face Instruction

Elementary

• May have synchronous and asynchronous components.

• Skills practice• Application of learning• Teacher monitoring of

progress• Tools that may be used

to facilitate include:• Google Classroom• Lexia• Dreambox

Middle

• May have synchronous and asynchronous components

• Teacher check-ins• Tools that may be used

to facilitate include:• Edgenuity• Virtual Virginia• Google Classroom• Lexia• Dreambox

High

• May have synchronous and asynchronous components

• Teacher check-ins• Tools that may be used

to facilitate include:• Edgenuity• Virtual Virginia• Google Classroom

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Commonalities across Grade LevelsCreating consistency for learners and families

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Schedule Option AAll Levels

Student

Group

Monday Tuesday Wednesday Thursday Friday

Group A Remote Learning with Targeted Faceto Face Instruction

Learning at School

Learning at School Remote Learning

Remote Learning

Group B Remote Learning with Targeted Faceto Face Instruction

Remote Learning

Remote Learning Learning at School

Learning at School

*Health circumstances may require pivoting to a more robust virtual learning strategy for students.

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Schedule Option AAll Levels

Highlights

• Allows additional time for staff to develop quality remote learning

• Creates consistency for students and families

• Provides specialty programs a day for specific competency & licensure hour requirements.

Concerns

• Does not allow as much face-to-face instruction

• Depending on schedule used at the secondary level, students may only attend certain courses once a week, with a maximum of twice a week.

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Schedule Option BAll Levels

Student

Group

Monday Tuesday Wednesday Thursday Friday

Group A Learning at School Alternating Weeks

Learning at School

Learning at School

Virtual Learning Virtual Learning

Group B Learning at SchoolAlternating Weeks

Virtual Learning

Virtual Learning Learning at School

Learning at School

*Health circumstances may require pivoting to a more robust virtual learning strategy for students.

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Schedule Option BAll Levels

Highlights

• Maximizes student time in class to the extent possible under Phase III

• Creates consistency for students and families

Concerns

• Does not allow as much time for staff to develop quality virtual learning experiences

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Schedule Option C For Health Risk and Other Unique Circumstances

• Will be developed in more detail once need levels are determined.

• If state remains or returns to Phase II, a virtual model may become the primary option.

Monday Tuesday Wednesday Thursday Friday

Virtual Learning Virtual Learning Virtual Learning Virtual Learning Virtual Learning

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Meal Considerations

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Student MealsKey Considerations: Elementary and Middle Schools

• Lunch delivered to & consumed in the classroom.• Teachers/Paras will place student lunch orders via

Google Docs each morning.• Hot meals are pre-packed and placed in insulated

food totes for classroom delivery.• A designated time for students to wash and sanitize

hands.• Some students may eat in cafeteria when applicable.• When not in school, students would receive

prepackaged take home meals delivered to the classroom prior to school dismissal.

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Student MealsKey Considerations: High Schools

• Meal service will take place in the cafeteria & classrooms

• Considering options to prevent overcrowding in serving lines and promote greater social distancing.

• Handwashing/sanitizing routinely encouraged:• Sufficient time provided• Hand sanitizing stations in common areas

• Lunch served on disposable trays to avoid groups standing in the tray return line.

• Covered trays will for students who choose to eat outside the cafeteria.

• Students may scan school ID or smartphone to purchase meals & limit exchange of cash.

• Students pick up pre-packaged take-home meals at central locations prior to dismissal before beginning blended learning.

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Elementary SchoolPrioritizing Our Youngest Learners

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Elementary School ScheduleOption A: Instructional Framework Sample

Block MondayTuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

7:00- 7:30

Blended Learning Activities to

Support Face-to-Face Instruction

with Targeted Face-to-Face Instructional Support for

Certain Students

Student Arrival/Personalized

Learning

Student Arrival/Personalized Learning

Student Arrival/Personalized

Learning

Student Arrival/Personalized

Learning

7:30-7:50 Morning Meeting Morning Meeting Morning Meeting Morning Meeting

7:50-9:50 Language Arts Language Arts Language Arts Language Arts

9:50-10:30 Encore Encore Encore Encore

10:30-12:00 Math Math Math Math

12:00-12:25 Lunch Lunch Lunch Lunch

12:25-1 Recess/Pack Up Recess/Pack Up Recess/Pack Up Recess/Pack Up

1-2:15Student

Dismissal/PlanningStudent

Dismissal/PlanningStudent

Dismissal/PlanningStudent

Dismissal/Planning

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Elementary School ScheduleOption B: Instructional Framework Sample

Block Monday

Group A or B

Tuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

7:00- 7:30Student Arrival/

Personalized LearningStudent Arrival/

Personalized LearningStudent Arrival/

Personalized LearningStudent Arrival/

Personalized LearningStudent Arrival/

Personalized Learning

7:30-7:50 Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting

7:50-9:50 Language Arts Language Arts Language Arts Language Arts Language Arts

9:50-10:30 Encore Encore Encore Encore Encore

10:30-

12:00 Math Math Math Math Math

12:00-12:25 Lunch Lunch Lunch Lunch Lunch

12:25-1 Recess/Pack Up Recess/Pack Up Recess/Pack Up Recess/Pack Up Recess/Pack Up

1-2:15Student

Dismissal/PlanningStudent

Dismissal/PlanningStudent

Dismissal/PlanningStudent

Dismissal/PlanningStudent

Dismissal/Planning

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Key Considerations

• Preserving the emotional and social aspects of caring for elementary students.

• Extended planning will take place at least one day a week, in addition to daily planning from 1-2:15.

• Prioritization of language arts and math, with a focus on essential concepts and skills.

• Integration of science and social studies through reading, writing, math, and exploratory rotations.

• Provision of time for student remediation and enrichment.

• Development of meaningful, appropriate blended learning experiences in alignment with curriculum.

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Middle School

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Middle School ScheduleOption A

Block Monday Tuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

7:45-9:00Teacher

PLC/PlanningTeacher

PLC/PlanningTeacher

PLC/PlanningTeacher

PLC/PlanningTeacher

PLC/Planning

1

9:00-10:0415 min Check in With each Block X Day -1 Y Day -1 X Day -1 Y Day -1

2

10:09-11:1315 min Check in With each Block X Day -2 Y Day -2 X Day -2 Y Day -2

Lunch

11:18 – 12:00Lunch Lunch Lunch Lunch

3

12:04 – 1:0915 min Check in With each Block X Day -3 Y Day -3 X Day -3 Y Day -3

4

1:13 – 2:1715 min Check in With each Block X Day -4 Y Day -4 X Day -4 Y Day -4

2:15 – 3:15 Student Office Hours Student Office Hours Student Office

Hours Student Office Hours Student Office Hours

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Middle School ScheduleOption B

BlockMonday

Group A or B

Tuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

7:45-9:00 Teacher PLC/Planning Teacher PLC/Planning Teacher PLC/Planning Teacher PLC/Planning Teacher

PLC/Planning

1

9:00-10:04 X Day -1 X Day -1 Y Day -1 X Day -1 Y Day -1

2

10:09-11:13 X Day -2 X Day -2 Y Day -2 X Day -2 Y Day -2

Lunch

11:18 – 12:00Lunch Lunch Lunch Lunch Lunch

3

12:04 – 1:09 X Day -3 X Day -3 Y Day -3 X Day -3 Y Day -3

4

1:13 – 2:17 X Day -4 X Day -4 Y Day -4 X Day -4 Y Day -4

2:15 – 3:15 Student Office Hours Student Office Hours Student Office Hours Student Office Hours Student Office Hours

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Key Considerations• In Option A, each teacher would check-in with their classes

on Mondays.• Desire to maintain consistency between middle and high

school schedules• Capitalizes on the staffing provided by the school board for

world language and fine and performing arts • Ensures maximum utilization of existing staff by ensuring that

teachers are teaching in their content areas• The schedules allow for students to benefit from the changes

in the middle school program• Ensures that teachers have planning time necessary to

prepare and deliver both face to face and virtual learning

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High School

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High School ScheduleOption A

Block Monday Tuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

9:00-10:00 Planning/PLC Planning/PLC Planning/PLC Planning/PLC Planning/PLC

10:00 – 11:10

70 min15 min

Check inw/ea Block

Y Day -1 X Day -1 X Day -1 Y Day -1

11:15-12:15

60 min15 min

Check inw/ea Block

Y Day -2 X Day -2 X Day -2 Y Day -2

12:20 - 1:20

Lunch

60 min

15 minCheck in

w/ea BlockLunch Lunch Lunch Lunch

1:25-2:25

60 min15 min

Check inw/ea Block

Y Day -3 X Day -3 X Day -3 Y Day -3

2:35 - 3:30

60 min15 min

Check inw/ea Block

Y Day -4 X Day -4 X Day -4 Y Day -4

3:35-4:30 Student Office Hours

Student Office Hours

Student Office Hours

Student Office Hours

Student Office Hours

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High School ScheduleOption B

Block Monday

Group A or B

Tuesday

Group A

Wednesday

Group A

Thursday

Group B

Friday

Group B

9:00-10:00 Planning/PLC Planning/PLC Planning/PLC Planning/PLC Planning/PLC

10:00 – 11:10

70 min Y Day -1 X Day -1 Y Day -1 X Day -1 Y Day -1

11:15-12:15

60 min Y Day -2 X Day -2 Y Day -2 X Day -2 Y Day -2

12:20 - 1:20

Lunch

60 min

Lunch Lunch Lunch Lunch Lunch

1:25-2:25

60 min Y Day -3 X Day -3 Y Day -3 X Day -3 Y Day -3

2:35 - 3:30

60 min Y Day -4 X Day -4 Y Day -4 X Day -4 Y Day -4

3:35-4:30 Student Office Hours Student Office Hours

Student Office Hours

Student Office Hours

Student Office Hours

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Key Considerations• In Option A, each teacher would check-in with their

classes on Mondays.• Desire to maintain consistency between middle and

high school schedules• Both models allow for continuation of travel programs

with slight adjustments aligned to staggered starts• Ensures maximum utilization of existing staff by

ensuring that teachers are teaching in their content areas

• Ensures that teachers have planning time necessary to prepare and deliver both face to face and virtuallearning

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Considerations across Schedules

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Equity ConsiderationsOverarching

• Help families connect with resources to address childcare needs.

• Ensure students have access to instructional materials needed in blended instructional model.

• Provide parent support:• Workshops on blended learning and student support• Multilingual hotline for technology questions• Easy to use web tools for technology support

• Multimodal communication approaches• Ensure students have needed technology access for

blended model.

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Equity ConsiderationsSupporting Students with Individual Education & 504 Plans

• Special education services will be determined by IEP teams and will be based on individualized student needs, as well as each student's least restrictive environment.

• Professional development will be provided for staff and parents to help support students with IEPs/504s remotely.

• Instructional materials will be provided and modified to meet the needs for students with IEPs/504s to use at home, to include assistive technology.

• IEP/504 meetings will be encouraged to discuss the unique needs of these students.

• For students not covered through an IEP or 504, but who need support in accessing remote learning, refer to an SEC team.

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Social Emotional NeedsAddressing Student Well-Being

• Monitoring of students’ social emotional well-being to help prioritize the needs of individuals & groups of students.

• Social emotional learning lessons, classroom circles, and collaboration with families at each level.

• Psychologists, social workers, counselors, and other staff will be provided with training to support the social emotional well being of students.

• Staffing will be assessed to efficiently support needs at each level.• Professional Learning for staff related to Social-Emotional

Learning platforms and resources. • Implementation of telehealth protocols for school, mental health

teams & additional identified staff supporting students/families.

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Projected Preliminary CostsAnticipated Annual Costs

• Enhanced Contracted Cleaning: $1.25M• Additional Transportation Costs: $2.10M• Additional Counselor Hours: $100k• Meal Distribution: $160k• Supplies (Cleaning, Masks, Thermometers): $1.14M

Total: $4.75M

Note: Costs are not final and are subject to change. Still identifying costs/needs. Does not include expanded learning and remediation funded by School's Cares Act Funding.

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Questions?

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