Back to School 2020-2021

The 2019-20 school year will go down in history as one of the most challenging years in public education, as school districts nationwide worked to educate, feed, and provide services to students during the COVID-19 Pandemic.  Much has been learned over the past six months as scientists have discovered how the COVID-19 virus behaves, who and what it infects, and how to manage the spread in our communities. In terms of education, we learned a great deal about delivering education remotely and how it impacts our families, students and staff.

This pandemic has provided the Longview School District with a unique opportunity to rethink and improve the delivery of educational services and to work towards local solutions while coordinating with regional and state partners.  We find ourselves fortunate that we have been able to work shoulder-to-shoulder with our administrators, employee groups, union leadership, and parents to thoroughly plan several school reopening scenarios that are designed to flex as conditions change.

As the school superintendent, I want to personally acknowledge and thank our parents for participating on our reopening committees, surveys and public meetings;  our union leadership for working collaboratively and seamlessly with the district during this crisis; staff who have worked on our reopening committee and subcommittees; and our administrators who have worked tirelessly this summer to coordinate the overall planning efforts that have led to the development of this working document that will be used as the basis for reopening and operating during the 2020-21 school year. This reopening plan identifies how the district will handle the education of our students and daily operations during the COVID-19 pandemic.

I am proud of the work that has occurred at all levels. While our world seemed to be in an upheaval, the professionalism of all involved has been a shining light during these challenging times.  Thank you for rising to the occasion!

Dan Zorn, Superintendent

Acknowledgments

The following staff members and parents of students in the Longview School District worked on various committees whose focus was to develop three plans for reopening during the COVID-19 Pandemic and to work through all of the health and safety requirements established by the Centers for Disease Control, Washington State Office of the Superintendent of Public Instruction, Washington State Department of Public Health, and Washington State Department of Labor & Industries. Their work was vital to the development of this plan as they each brought unique perspectives and insight to the table, allowing the district administration team to develop a thorough and thoughtful plan.

Longview Schools Reopening Steering Committee

Steering Committee Chair Ann Valanzuolo, Executive Director of Curriculum & Instruction	Bill Ofstun, Director of Assessment and CTE	Tony VanderMaas, Assistant Superintendent	Rick Parrish, Director of Communications and Operations	Dr. Elizabeth West, Executive Director of Special Education
Dr. Karen Joy, Director of Special Education	Patti Bowen, Executive Director of Business Services	Matt Keevy, Technology Manager	Rick Traynor, Nutrition Services Manager	Mike Higgins, Transportation Manager
Jason Reetz, Facilities Manager	Amy Neiman, Director of State and Federal Programs	Ben Starbuck, Custodial Coordinator	Breann Syron, School Nurse
Rich Reeves, R.A. Long High School Principal	Brooks Cooper, Mark Morris High School Principal	Mike Kleiner, Discovery High School Principal	Chris Rugg, Cascade Middle School Principal	Jean Merritt, Mint Valley Elementary Principal
Ryan Chinchen, Instructional Coach	Clara Prothero, Elementary Teacher	Dawn Scott, Special Education Teacher – Middle School	Dan Ruiz, High School Teacher	Kiz Schumann, Curriculum & Instruction Secretary
Michelle Hutcheson, Teacher and Parent	Tanya Pittsley, Parent	Heather Johnson, Parent	Gina Wreath, Counselor/Parent	Kerri McDonald, Parent
Chelsea Williams, Parent	Ray Clift, LEA Representative	Jerry Forsman, LEA Representative	Shawn Nyman, SEIU Representative	Goldie Valentine, SEIU Representative
Kim Harrison, LCPEA Representative	Julie LaFrenz, LCPEA Representative

 

Operations Subcommittee

Rick Parrish, Chair Director of Communications & Operations	Patti Bowen, Co-Chair Director of Business Services	Tony VanderMaas, Assistant Superintendent	Mike Kleiner, Discovery High School Principal	Rick Traynor, Nutrition Services Manager
Jason Reetz, Facilities Manager	Mike Higgins, Transportation Manager	Ben Starbuck, Custodial Coordinator	Breann Syron, District Nurse	Shawn Nyman, SEIU Representative
Goldie Valentine, SEIU Representative	Kim Harrison, LCPEA Representative	Julie LaFrenz, LCPEA Representative

 

Elementary Reopening Subcommittee

Jean Merritt, Chair Mint Valley Principal	Noma Hudson, Kessler Principal	Megan Shea, Broadway Principal	Stephanie Teel, St. Helens Principal	Ryan Chinchen, District Math Coach
Amy Hartley, Elementary Math Instructional & Intervention Coach	Crystal Allen, Literacy Facilitator, St. Helens	Clara Prothero, Kindergarten Teacher CVG	Heidi Klesner, 5th Grade Teacher, Robert Gray	Nichole Most, K-2 Grade Teacher, Columbia Heights
Eric Askeland, Specialist, Union Rep/Parent, Mint Valley	Michelle Hutcheson, Kindergarten Teacher/ Parent, Kessler	Carrie Bodenhamer, 3-5 Grade Teacher, Olympic	Leslie Degner, 4th Grade Teacher, Mint Valley	Amy McMahon, 3-5 Grade Teacher, Columbia Heights
Dana Folz, K-2 Teacher, Robert Gray	Katie Gudgell, 3rd Grade Teacher, CVG	Barbara Moore, 3-5 Teacher, Kessler	Gina Ramsey, Northlake Behavioral Success Coach	Perry Smith, 2nd Grade Teacher, Northlake
Breann Syron, District Nurse	Jessica Jones, ELA Coach/Parent	Jill Thomasson, ELA Coach	Lee Ann Ammons, Special Education Teacher, Columbia Heights	Jessica Person, Special Education Teacher, Robert Gray
Perry Smith, K-2 Teacher, Northlake	Gina Ramsey, 3-5 Teacher/Parent, Northlake	Julia Myklebust, K-2 Teacher, Olympic	Lisa Verage, Specialist, Kessler	June McGriff, K-2 Teacher, Mint Valley
Laura Ruff, K-2 Teacher, St. Helens	Heidi Smith, 3-5 Teacher, St. Helens	Robin Russell, Paraeducator, Columbia Heights	Misty Woodrum, Secretary, Robert Gray	Christine Kelly, Secretary, Kessler
Betsy Wyatt, Parent Mint Valley	Alicia Dieter, Parent, Columbia Heights	Ivy Masters, Parent, Olympic	Deana Brooks, BMP Mint Valley

Middle School Reopening Subcommittee

Chris Rugg, Chair Cascade MS Principal	Bridget Piper, Co-Facilitator, Asst. Principal Monticello	Scott Merzoian, Monticello Principal	Jay Opgrande, Mt. Solo Principal	Dr. Stephen Shepherd, Mt. Solo MS Asst. Principal
Kris Chrisopulos, Cascade MS Asst. Principal	Dawn Julian, Cascade Instructional Coach	Jake Bechtel, Cascade Teacher	Misty Velke, Monticello Teacher	Kristen Peterson, Monticello Teacher
Dan Nickerson, Mt. Solo Teacher	Nic Roome, Monticello Teacher	Dane Wirtz, Cascade Teacher	Phil Hartley, Monticello Teacher	Carol West, Cascade Teacher
Meghan Reed, Mt. Solo Teacher	Brian Jensen, Cascade Teacher	Becca Rodriguez, Cascade Teacher	Connie Noakes, Monticello Teacher	Dan Reed, Mt. Solo Teacher
Michelle Hendrickson, Cascade Teacher	Chandra Peters, Mt. Solo Secretary	Brenda McCown, Monticello Secretary	Goldie Valentine, Monticello Food Services	Britney Jurmu, Cascade Para
Stacy Keith, Parent	Trish Rodman, Parent	Brittney Brown, Parent	Elizabeth Gray-Weekley, Parent	Christina Hernandez, Parent
Gale Scott, Monticello Teacher	Rhonda Wathen, Mt. Solo Teacher	Michelle Guzman, Cascade Teacher	Kylee Lamb, Nurse, Mt. Solo	Jessica Hooper, Cascade Counselor
Dave Rodman, Monticello Counselor	Jill Whitright, Mt. Solo Counselor

 

High School Reopening Subcommittee

Rich Reeves, Chair R.A. Long High School Principal	Lacey Griffiths, R.A. Long Assistant Principal	Trevor Person, R.A. Long Athletic Director (outgoing)	Dewayne McCabe, R.A. Long Athletic Director (incoming)	Dan Ruiz, Teacher
Brooks Cooper, Mark Morris Principal	Brian Mitchell, Mark Morris Asst. Principal	Robert Blackman, Mark Morris Athletic Director	Anna Langenbach, Mark Morris Counselor	Tom Johnson, Mark Morris Counselor
Janelle Ormond, R.A. Long Teacher	Erin Flinn, R.A. Long Teacher	Andrea Bergquist, R.A. Long Teacher	Lindsey Earl, R.A. Long Counselor	Lisa Maxey, R.A. Long Counselor
Katrina Miniutti, R.A. Long Counselor	Tami Retterath, R.A. Long Secretary and Parent	Brean Syron, District Nurse	Mike Kleiner, Discovery High School Principal	Gina Wreath, Discovery High School Counselor
Audra Degg, Discovery High School Teacher	Ron Moore, Discovery High School Teacher	Darren Joy, Mark Morris Counselor	Lisa Kloke, Mark Morris Teacher/Parent	Regan Huffman, Mark Morris Teacher
Debra Robasky, Mark Morris Teacher	Ryan Smith, Mark Morris Teacher	Rebecca Shaw, Mark Morris Teacher	Krystle Spurling, District Nurse

May 29	School Reopening Steering Committee Meeting
June 1 – July 31	Elementary School, Middle School, High School and Operations Subcommittee Meetings
June 2	Statewide Conference call between Chris Reykdal and School Superintendents
June 3	Cowlitz/Clark County Superintendent Meeting
June 5	Cowlitz County Superintendent Meeting
June 8	School Board Meeting
June 12	Grade Band Principal Discussions
June 12	School Reopening Steering Committee Meeting
June 16	Statewide Conference call between Chris Reykdal and School Superintendents
June 17	Cowlitz/Clark County Superintendent Meeting
June 19	Cowlitz County Superintendent Meeting
June 19	School Reopening Steering Committee Meeting
June 22	School Board Meeting – Reopening Planning Update
June 24	Cowlitz/Clark County Superintendent Meeting
June 26	Cowlitz County Superintendent Meeting
June 30	Statewide Conference call between Chris Reykdal and School Superintendents
June 30	School Reopening Steering Committee Meeting
July 1	Cowlitz/Clark County Superintendent Meeting
July 3	Cowlitz County Superintendent Meeting
July 8	Cowlitz/Clark County Superintendent Meeting
July 10	Cowlitz County Superintendent Meeting
July 13	School Board Meeting – Reopening Planning Update
July 14	Statewide Conference call between Chris Reykdal and School Superintendents
July 15	Cowlitz/Clark County Superintendent Meeting
July 17	Cowlitz County Superintendent Meeting
July 22	Cowlitz/Clark County Superintendent Meeting
July 24	Cowlitz County Superintendent Meeting
July 24	District Administrators and Principal Meeting – School Reopening Discussion and Update
July 27	School Board Meeting – Discussion on Reopening
July 27	SW WA Regional School Communicator Meeting
July 28	Statewide Conference call between Chris Reykdal and School Superintendents
July 29	Cowlitz County Superintendent Meeting with Cowlitz County Health and Department of Emergency Management Officials, and Local Pediatricians.
July 29	School Reopening Steering Committee Meeting – Reopening Plan Draft Discussion and Revision
July 29	Cowlitz/Clark County Superintendent Meeting
July 31	SW WA Regional School Communicator Meeting
July 31	Cowlitz County Superintendent Meeting
July 31	School Board Work Session – School Reopening Discussion
August 3	SW WA Regional School Communicator Meeting
August 5	Cowlitz/Clark County Superintendent Meeting
August 5	School Board Retreat
August 6	SW WA Regional School Communicator Meeting
August 7	Cowlitz County Superintendent Meeting
August 10	School Board Meeting – School Reopening Plan Approval
August 10	SW WA Regional School Communicator Meeting
August 11	Statewide Conference call between Chris Reykdal and School Superintendents
August 12	Cowlitz/Clark County Superintendent Meeting
August 13	SW WA Regional School Communicator Meeting
August 14	Cowlitz County Superintendent Meeting
August 17	SW WA Regional School Communicator Meeting
August 17-21	New Teacher Induction
August 19	Cowlitz/Clark County Superintendent Meeting
August 19	Deadline to Submit Reopening Plan to the State
August 20	Cowlitz County Department of Emergency Management Joint Information Center Meeting
August 20	SW WA Regional School Communicator Meeting
August 21	Cowlitz County Superintendent Meeting
August 24	School Board Meeting
August 24	SW WA Regional School Communicator Meeting
August 24, 25	Professional Development for Some Teachers
August 26	Special Education Staff Meeting
August 27, 28	District Level Professional Development for All Teachers
August 31 – September 2	School Level Professional Development and Preparation for All Teachers
September 2	School Begins

Overview

The COVID-19 Pandemic required the district to rethink and develop a reopening plan that can flexibly meet the health needs of our community. Recently, the Department of Health released guidelines to school reopening.  These guidelines link our return to school to the number of new positive COVID cases per 100,000 people living in Cowlitz County, over a 14 day period. These guidelines, consultation with health officials, and other community health considerations will drive the staged reopening plan that Longview Public Schools will implement which is outlined in the diagram below.

The plan allows for a staged approach that transitions from remote learning in Stage 1, to full in-person instruction in Stage 7. All of the stages incorporate the health and safety guidelines issued by the CDC and DOH.  The stages prioritize providing in-person instruction to our youngest and most at-risk students because they are most likely to receive the least benefit from remote learning.  These groups are also the easiest to keep in consistent cohorts (groups of students who remain together throughout the day).    

The diagram identifies how instruction would be provided in each of the stages. It is further broken down by age group and at-risk populations. There are three models of instructional delivery included in the stages: 1) remote learning, 2) a hybrid of remote learning and in-person learning, and 3) in-person learning.  The proposed reopening stages are detailed below.

Longview Public Schools Stages of School Reopening

Grade	Stage 1	Stage 2	Stage 3	Stage 4	Stage 5	Stage 6	Stage 7
PreK-2	Remote Learning	Hybrid	Hybrid	Hybrid	Hybrid	In-Person	In-Person
3-5	Remote Learning	Remote Learning	Hybrid	Hybrid	Hybrid	In-Person	In-Person
6-8	Remote Learning	Remote Learning	Remote Learning	Hybrid	Hybrid	Hybrid	In-Person
9-12	Remote Learning	Remote Learning	Remote Learning	Remote Learning	Hybrid	Hybrid	In-Person
At Risk	Remote Learning	Hybrid	Hybrid	Hybrid	Hybrid	In-Person	In-Person

 

•  At risk = students in need of intensive academic intervention, intensive supports to achieve on-time graduation, extensive social/emotional supports, Special Education programs.

• Safety precautions, as recommended by federal, state and local health officials will be in place throughout all school reopening stages. Precautions include mandatory face cloth coverings, social distancing, health screenings, regular cleaning and disinfecting, regular hand washing, appropriate clean air movement and filtration and cohorting (keeping groups of students together).

• Remote learning = students learning remotely through live video instruction, recorded video instruction, regular grading practices and a regular school schedule.

• Hybrid = students attend school in-person 2 days a week*, and 3 days a week remote learning. Schedules for at-risk student services will be determined individually.

• In person = all students attend school in-person, 5 days per week.*

  *Students who prefer to receive remote learning instead of any form of in-person learning outlined in this plan may continue with a fully remote learning option provided by the district.

  Movement from stage to stage is based on the number of positive COVID-19 cases per 100,000 people in Cowlitz County, consultation with health officials, and other community health considerations. The Washington State Department of Health School Reopening Decision Tree explains how the district will consider this data when determining the stages of fully reopening our schools. 

 

Overview

The district has identified three potential models for school reopening—Remote Learning 2.0, Hybrid, and In-person Full Reopening. The model being implemented will primarily be determined by county health conditions. It is possible that movement between models may be phased in by grade level or other groupings of students. Our goal is to maximize learning opportunities, provide consistency for students and families, and employ practices that allow flexible movement between the three models as circumstances change.

The Hybrid and In-person Full Reopening models will also include a Remote Learning option.

The Longview Core 4 includes:

1. Learning Management System—A virtual classroom where teachers and students interact and stay organized. Teachers post assignments, learning resources, videos, due dates, etc. Students turn in assignments and ask questions and teachers provide feedback and grade through this platform.
   • Seesaw (PreK-3)
   • Google Classroom (Grades 4-12)
2. Storage System – A digital platform for organizing and storing teacher and student files.
   • Google Drive (PreK-12)
3. Videoconferencing—Used to teach lessons, build community and make connections, as well as answer questions, hold discussions, and provide small group instruction.
   • Zoom (Student and parent facing videos PreK-12)
   • Google Meet (Student option for grades 6-12)
4. Video recording–Allows staff to create videos to provide direct instruction in a remote setting. These should be short videos focused on particular learning skills. Students choose when and how many times to view them.
   • Screencastify (PreK-12)

Learning Model Descriptions

The instructional model used will be dependent upon our ability to meet state and county phase guidelines and keep students, families, and staff safe.  The Longview School District is prepared to move between the In-person, Hybrid, and Remote Learning 2.0 instructional models should health conditions improve or worsen. Movement between models may be phased in by grade level or other groupings.

Remote Learning 2.0 Model Description

Staff Instructional Expectations

• Learning is done remotely rather than in-person, with possible exceptions. • There may be limited small group in-person instruction for some students. • Learning is prioritized to the most essential standards. • Student learning will consist of a combination of direct instruction through recorded videos and videoconferencing, and assigned independent work. • Use of the whole Core 4 is essential. • Students’ social emotional needs will be addressed. • Students have been provided Chromebooks for use at home. • Where feasible families are provided hot spots. • Assignments for the week are provided each Friday. • Student work will be collected electronically. • Students are graded on weekly learning targets.

Staff will: • Provide instruction to cover full curriculum of prioritized standards. • Provide instruction through a combination of recorded videos, videoconferencing, and other assigned student work using the Core 4. Academic and social emotional learning provided by classroom teachers, specialists, counselors, behavior interventionists, etc. • Foster a sense of belonging and address student social emotional needs. • Provide an opportunity to meet the teacher—physically 1:1 or virtually (video or Zoom). • Provide weekly assignments each Friday. • Use videoconferencing to teach lessons, build community, class discussions, answer questions, and small group instruction. • Use recorded videos for direct instruction of key skills. Multiple short (5-8 min.) videos are preferable to one long video. Videos may be teacher created and/or externally produced. • Collaborate with grade level peers to plan, produce, and organize student learning. PLC meetings open to district grade level staff via Zoom are encouraged for district-wide collaboration and consistency. • Provide frequent feedback on student work. • Grade student proficiency on key learning standards using regular grading system. • Provide office hours for additional instructional help via videoconferencing or phone. • Keep track of daily student attendance. • Communicate with families regularly.

 

Hybrid Instructional Model Description

Staff Instructional Expectations

• Schools are open. • Health & safety procedures are followed, including social distancing. • Students are divided into A and B learning groups • Group A attends school Monday and Thursday • Group B attends school Tuesday and Friday • Wednesdays will be used for deep cleaning and staff preparation for the remote learning part of students’ instruction. • Learning is prioritized to the most essential standards. • Instruction is provided as a combination of in-person learning and remote learning through recorded videos and other assignments. • Use of the Core 4 is essential. • Students have been provided Chromebooks for use at home • Where feasible families are provided hot spots • Student work will be collected electronically. • Students are graded on weekly learning targets.

Staff will: • Design In-person instruction time to maximize student learning. • Provide instruction to cover full curriculum of prioritized standards. • Provide instruction through a combination of in-person, videoconferencing, recorded videos, and other assigned student work using the Core 4. Academic and social emotional learning provided by classroom teachers, specialists, counselors and behavior interventionists, etc. • Foster a sense of belonging and address student social emotional needs. • Use recorded videos for direct instruction of key skills. Multiple short (5 min.) videos are preferable to one long video. Videos may be teacher created and/or externally produced. • Provide remote instruction for quarantined students. • Collaborate with grade level peers to plan, produce, and organize student learning. PLC meetings open to district grade level staff via Zoom are encouraged for district-wide collaboration and consistency. • Keep track of daily student attendance. • Provide frequent feedback on student work done in class and remotely. • Grade student proficiency on key learning standards using regular grading system. • Use Wednesdays for planning of remote learning and office hours for additional instructional help via videoconferencing or phone. • Follow health & safety guidelines.

 

In-Person Full Reopening Model Description

Staff Instructional Expectations

• Schools are open. • Students return to “normal” school schedules. • Health & safety procedures are followed, including social distancing. • Learning is prioritized to the most essential standards. • Student work will be collected electronically and paper/pencil. • Students are graded normally on learning targets. • The Core 4 should be used to allow for smooth transition to remote learning should it be necessary.

Staff will: • Provide in-person instruction. • Provide instruction to cover full curriculum of prioritized standards. • Use the Core 4 to allow for smooth transition to remote learning as needed. • Use short video recordings for supplemental learning at teacher discretion. • Provide instruction for quarantined students. • Grade student proficiency on key learning standards using regular grading system. • Collaborate with grade level peers to plan, produce, and organize student learning. PLC meetings open to district grade level staff via Zoom are encouraged for district-wide collaboration and consistency. • Take attendance daily. • Follow health & safety guidelines.

 

Remote Learning Option during Hybrid and In-Person Models

When the Hybrid or In-Person models are being implemented, students will receive some or all of their instruction in the school buildings. However, the district will provide a remote learning option for families who don’t want their children to physically attend school. This option will be available for students in grades K-12, in addition to Longview Virtual Academy (LVA), which is available to students in grades 6-12. Prior to implementing the Hybrid or In-person model, families will be given the opportunity to select the remote learning option.

Feedback Process

1. Academic Learning and Academic Risk — The Longview Public Schools will continue to use the usual benchmark measures (fall, winter and spring) of academic learning:
   • Reading & Math Benchmark assessments
   • Dynamic Indicator of Basic Early Literacy (DIBELS) – These are administered in grades K-2 to measure the need for supplemental intervention.
   • Math Common Assessment – This is a district developed tool to measure readiness on kindergarten mathematical standards.
   • i-Ready Diagnostic – These assessments are administered online three times per year in reading and math to elementary and middle school students to evaluate student learning progress and identify areas of need.

2. Student feedback – Teachers will provide frequent feedback to students in each of the models. Seesaw (PreK-3) and Google Classroom (4-12) make it easy for teachers to provide feedback to students electronically. Within those platforms, teachers post assignments, students submit work, and teachers provide written or audio formative feedback and grade assignments. Students can also ask questions and submit written or audio responses to the feedback, thus allowing for ongoing interaction between teachers and students.
3. Feedback on Social Emotional Learning – Students needing extra support will be identified. The district is reviewing tools for assessing students’ SEL needs.
4. Parent Feedback – Staff will provide weekly parent feedback during remote learning.

Grading

During the 2020-2021 school year, the district will resume regular grading practices. No matter which instructional model is being implemented, students will be graded on their mastery of the standards being taught. High school students who received a grade of Incomplete last spring will be provided the opportunity to complete the course for a grade.

Intervention

Regardless of the instructional model we implement, intervention is a vital component for so many of our students.  At the K-5 level, the roles and responsibilities of building principals, literacy facilitators, classroom teachers and paraeducators are key to implementing an effective intervention program. For the most part, the roles and responsibilities listed below apply to all three models of school reopening.

Literacy Facilitators	Teachers and Paras	Administrators
• Oversee 95 Percent implementation across their assigned building • Train appropriate staff in effective use of 95 Percent reading intervention materials • Touch base weekly during 95 Percent instruction and provide feedback using the 95 Percent rubric • Provide effective coaching, consulting, and collaboration to guide teacher thinking • Demonstrate and model effective instructional strategies and assessment practices • Meet weekly with grade level PLCs to support data discussion and instructional planning, including implications related to 95 Percent • Facilitate a 15 day cycle of data-driven regrouping to create differentiated 95 Percent student groups	• Follow established 95 Percent scripts and protocols with fidelity • Attend 95 Percent professional development opportunities and implement learning • Adjust teaching practice based on coaching by Literacy Facilitator and observation of 95 Percent lessons by Principals • Consider reciprocal peer observation of 95 percent lessons to enhance lesson delivery • Meet as grade level PLC regularly to discuss data and instructional planning, including 95 Percent • Actively collaborate in the process of forming 95 Percent student groups based on data	• Establish and communicate shared expectations in regards to 95 Percent • Adequately fund literacy related staff development, including 95 Percent reading intervention • Hold weekly walk-throughs, including 95 Percent instruction and provide feedback using the 95 Percent rubric • Communicate weekly with literacy facilitators to monitor needs related to enhancing 95 Percent instruction • Attend PLCs and professional development related to 95 Percent as appropriate • Provide differentiated support to all staff implementing 95 Percent • Meet as an administrative team to discuss 95 Percent implementation to ensure district-wide success (at least twice annually)

 

During Remote Learning 1.0, some classroom teachers, literacy facilitators and paraeducators successfully provided intervention to at-risk students in a remote learning setting. Therefore, all elementary schools will provide intervention this fall. For the most part, staff will fulfill the responsibilities described above. However, some adjustments may be needed during Remote Learning 2.0 and/or a Hybrid model, such as:

• Train paras to provide Intervention remotely.
• Connect with students one-on-one to maintain engagement, troubleshoot technology challenges, provide hotspots as needed, and maintain close contact with families.
• Consider a slow start with a few intervention groups, then work toward increasing size and/or number of groups. Paras can send out the invitations for students to attend.
• Provide student materials both digitally and physically, where applicable.
• Encourage students to send in pictures and videos to show what they are working on.
• Consider running intervention groups using two adults per group instead of the usual one per group. Groups can run for 30 minutes with 15-minute breaks in between.
• Use videos to create more purposeful and engaging lessons.

The LPS Special Education Department (SPED) will provide instructions and supports to students with disabilities during the times impacted by COVID-19, including school facility closures and reopening.  Additional, internal details and protocols will be provided to special education staff that align with OSPI, CDC and DOH guidance.

 

Instructional Model:

• If the district is in fully remote status students with disabilities who qualify for special education will be as well.
  • Staff may bring in students for assessments, evaluations or services on a case by case and 1:1 basis
• If the district is in hybrid status all district programs (behavior, extensive and pervasive) including Broadway will be in-person. Those students who receive resource supports would follow the general district hybrid model.
  • We will continue to adjust this model given guidance on numbers of people who can be in a space at a given time

 

Individualized Education Plans:

• We will prioritize implementation of IEPs in the fall. A schedule matrix will need to be developed for each student to show IEP goals and how/when the specially designed instruction will be provided across the week.
• The expectation is that students will be provided with written, visual learning materials along with teacher-led instruction.
• If in hybrid or full in-person status, existing IEPs will be followed to guide specially designed instruction. Pre-closure IEPs will be implemented immediately to the maximum extent possible and/or adjusted via the IEP team process to provide additional services, accommodations, and/or modifications.
• We will prioritize full implementation of IEPs in the fall, as well as complete any delayed evaluations, reevaluations, and annual IEPs.

 

Health and Safety:

• Health and safety considerations remain a priority and must be in place to the extent feasible, including physical distancing recommendations and a need for personal protective equipment (PPE). Accommodations and modifications to these requirements (based on disability) must be considered.
• Staff will be provided with PPE such as masks, and clear face shields. Portable plexiglass barriers will be available for those staff who perform 1:1 services (i.e., SLP, OT/PT, Psychologists)
• Staff in the Extensive and Behavior programs will have access to specialized equipment (pads) and related training (i.e., Ukeru) to safely manage crisis situations with a least restrictive approach
• Students who are unable to consistently wear PPE or maintain physical distance due to sensory, behavioral or other disabilities must not be denied access to educational services as a result.
• We will follow DOH health and safety requirements to the extent possible to mitigate risk for staff and students.

 

Family Communication and Involvement:

• Parental participation and engagement is paramount. During any remote learning case managers will reach out to parents every other week to gather input to guide remote learning efforts.  Staff will document communication with family and attempts to address barriers to access.
• Case managers will consider the mode of communication used and ensure communications are provided in the home language and will use multiple avenues, such as e-mail, U.S. Mail, text, home visits and telephone.
• If there are concerns about students accessing special education and related services we will examine these concerns on a case-by-case basis with families to identify what needs exist (i.e., wearing a mask) and how they can be safely addressed using various supports, modalities and PPE.
• There is no one way to provide services. In collaboration with families we will provide services and individualize based upon student need.

Overview

The COVID-19 era has had profound impacts on families’ health, finances, support systems, and emotional wellbeing. As a result, it is especially important to address students’ social emotional needs regardless of which model is used to reopen schools.

SEL Professional Development

• 74 Teachers are taking a Building Resiliency in Uncertain Times course offered through Conscious Discipline.
• Professional development on SEL will be provided to all staff on August 27. Emily Gibson from Building a Culture of Hope is creating the presentation, which will focus on creating a sense of belonging, for principals to deliver at the building level.
• Other SEL professional development will be offered during the school year. Emily Gibson will continue to work with schools over the course of the year. In addition, after school workshops on behavior, classroom management, and other SEL topics will be available.

Social Emotional Learning for Students

• Staff will provide an opportunity to meet the teacher, either in person or virtually (video or Zoom) if school opens in Remote Learning 2.0.
• Staff will work to foster a sense of belonging and connectedness with their students based on their learning from the August 27 workshop.
• Students needing extra support will be identified.
• Social emotional support will be available in Remote Learning 2.0 and the Hybrid Model. Counselors and behavior interventionists can provide this learning and support through Zoom sessions and perhaps recorded videos.

Overview

Longview School District works with outside agencies to provide targeted individualized mental and behavioral supports for students with emerging or significant needs. School based mental health counseling is provided by mental health providers within the school setting.

The Mental Health Community Partners are developing solutions for student contact aligned to school reopening processes.  The district will follow Centers for Disease Control and Department of Health safety requirements to the extent possible to mitigate risk for staff and students.

Community Partners

Columbia Wellness

Intake phone:  360.423.0203

720 14th Avenue, Second Floor, Longview, WA 98632

Community Integrated Health Services

Intake phone: 360-261-6930

1128 Broadway Street, Longview, WA 98632

Core Health

Intake phone:  360-200-5419

748 14th Ave, Longview, WA 98632

Plan A: Schools Re-open fully in person

• Community Partner Plan:
• School based staff return to their assigned schools.
• WISE and CARE staff will continue to service youth in the schools for therapy and skill building.

Plan B: Hybrid Model opening to students

• Community Partner Plan:
  • If space is available at schools served by CARE:
    • School-based staff to work with student clients in-person at the school during their remote learning days.  Staff/clients follow current safety protocols set by the CDC and schools. Onsite therapy will utilize appropriate precautions, i.e. PPE, social distancing and ventilated rooms where possible.
    • Potentially, middle/high school age clients could access a computer/secure area at the school for a Tele-Therapy zoom appointment with their therapist during their remote learning days.
  • Based on demand/need, we may implement Tele-therapy Zoom format options or setting up space at additional schools for student services.
  • Therapist will be available to see clients/students at the vendor main office.
  • Vendor Staff schedules can be more flexible and may allow for weekend or non-traditional hours in addition to school hours.
  • Vendor staff will not see students in their homes.

Plan C: Remote Learning – No students in school buildings

• Community Partner Plan:
  • Current therapist will be available to see clients/students at the vendor’s main office.
  • Therapist available via Telehealth Zoom format arranged by vendor.
  • Service days/times are flexible to meet client needs.
  • Staff schedules are more flexible and may allow for weekend or non-traditional hours in addition to school hours.
  • Vendor staff will not see students in their homes.
  • School counselors will advise of outreach option for new student referrals to vendors and make contact.

Overview

We recognize the additional pressures placed on parents and families of our district’s students regardless of which school reopening model is in place. Because our goal is to maximize learning opportunities, provide consistency for students and families, and engage in flexible practices, connecting with our students’ families is key to student success.  While all staff have a role to play in reaching out to families, counselors and liaisons are key to reaching the isolated or unengaged student, especially in a hybrid model and remote learning.

Parent & Family Engagement Strategies

Family Liaisons and/or School Counselors will employ the following high-leverage strategies during Remote Learning 2.0 and/or a Hybrid approach:

• Reach out regularly in a variety of ways, including phone calls, emails, and text messaging, to establish needs and help overcome possible barriers to engaged learning.
  • Is there a need for basic schools supplies, Chromebooks, or a hot spot?
  • Is help needed to get students logged on to remote lessons?
  • Are there basic needs that require referrals to community supports?
  • Is an interpreter needed to support connection with a teacher or other district staff?
  • What more can we do to support you right now?

• Work with families across the district as a team, not just at regularly assigned buildings, to establish a district-wide safety net of parent support provided by family liaisons, graduation coaches and counselors.
  • Act as a conduit of information between families and older students and their teachers or administrator
  • Be aware of remote learning platforms and tools, such as Clever, Seesaw, Google Classroom, Zoom, Google Meet, Screencastify, etc.
  • Elementary and middle school family liaisons will provide coverage to buildings without a liaison, including bilingual support
  • High School graduation coaches and district ELL transition liaisons will provide coverage, including buildings without these roles
  • All liaisons and graduation coaches will work together to provide transition support (5^th to 6^th and 8^th to 9^th)

• Performing modified home visits will be especially important to reach unengaged or isolated students and families.
  • Establish a regular check-in time, place, and process
  • Check-in weekly with homeless students and other students in need
  • Follow all established COVID-19 Safety Protocols, such as maintaining social distancing, regularly hand sanitizing, wearing a mask, etc.
  • Under no circumstance enter the home or provide transportation in a personal vehicle
  • Whenever possible, travel in pairs
  • Drop off a “How-to Guide” to assist parents with commonly asked questions
  • Pay particular attention possible inequities of service
  • Additional techniques and any modification to approach will be shared at bi-weekly Family Liaisons and Graduation Coach meetings as well as district-wide counselor meetings

• Liaisons and Graduation Coaches will support the Family & Community Resource Center as the regular schedule (9am to noon and 1pm to 3pm) resumes.
  • Communicate to families that they may drop-in to the resource center for school supplies, emergency food and hygiene supplies, medical navigation and referrals to community agencies and so on
  • Continue weekend food bag distribution through coordination with established community contact
  • Resume weekly emergency food box distribution as need dictates and funding allows
  • In addition to reporting to their assigned building site, each liaison will work a 6-hour weekly shift during regular FCRC business hours

The District Elementary Literacy Team will continue to establish and communicate easily implemented practices that will assist adults in home support of student learning.  Examples might include:

• Establish a daily routine during school days, even while learning remotely at home
• Provide a quiet study space for students to participate in online lessons, video conferencing and recordings as well as independent work time
• Read, speak and listen to children to support literacy, language development and social-emotional health
• Encourage healthy eating and sleeping habits
• Inform parents and guardians when and how to reach out to school staff for additional support
• Connect with appropriate para-educator for addition intervention, including literacy and language acquisition support for English Language Learners

Regardless of the 2020-2021 school reopening model, as a district we recommit to prioritize and support students and their families furthest from educational justice: students of color, students with disabilities, students with a 504 plan, students who are English Language learners, students who are migratory, students experiencing homelessness, students in foster care, students experiencing intergenerational poverty, students who identify as LGBTQ+, students that are incarcerated, and students who are parenting.

Overview

Access to technology in alternative learning scenarios like remote or hybrid learning will be paramount for building equity throughout the district community and for ensuring that broad access to the digital learning environment can be achieved.  In order to facilitate this need, the technology department has worked extensively in concert with learning department leaders to identify and implement software and hardware systems tailored to the Core 4 framework being implemented in the 2020-2021 academic year.  These technologies include new learning management software, screen capture technology, the procurement of additional student computing devices, mobile hotspots, and digital communication tools such as web cameras for teachers.  The core focus for the technology department efforts this academic year will be centered upon providing the best digital learning experience possible for all constituents while managing smooth transitions between the various potential learning models.

 

Plan of Action – Remote Learning 2.0 or Hybrid Learning Models

The district deployed roughly 5000 Chromebooks to students during Remote Learning 1.0 in the spring of 2020. The plan of action for Remote Learning 2.0 will involve the distribution of additional student devices where necessary to fully “bridge the gap” in technology access for students still in need.  Staff completed extensive analysis of community survey data and estimate approximately 5 to 7 % of district students lack access to the internet. In response, the district purchased 200 Children’s Internet Protection Act (CIPA) compliant WIFI hotspots in order to facilitate internet access for families without that capacity in their homes and are prepared to deploy more as needed.  These devices (student Chromebooks and hotspots) will be made readily available to school site teams for distribution.  The vast majority of nearly 3500 additional Chromebooks have already been prepped and are ready for deployment across the district.  Similarly, the hotspots have been provisioned and are ready for assignment to families in need.

Augments to classroom teaching technology have also been secured to ensure teachers (if able to teach from their classrooms in a remote scenario) have the best shot at creating high quality synchronous and asynchronous learning experiences for students.  Specifically, two middle schools (Cascade and Monticello), one elementary (St. Helens) and the Broadway Learning Center will see upgraded teacher workstations prior to the start of school which are on par with classroom computers throughout the rest of the district.  Additionally all district classrooms will benefit from the addition of a high definition web camera at each teaching station.

In order to facilitate rich interactions with the youngest students, the district purchased a learning management and engagement suite called Seesaw, targeted at Pre-K – 3rd grade learners.  Full data integration between the SIS Skyward and Seesaw will be completed prior to the beginning of the fall term.  Additionally, a district wide purchase of Screencastify, a web-based screen capture and recording suite, was completed to facilitate the development of recorded videos.

The tools for the Hybrid earning model are the same as those leveraged in Remote Learning 2.0. Teachers will be supported as they endeavor to use of all the new technology in their teaching environment, be it recording software, Chromebook and cloud based learning solutions, or existing multimedia tools. Training and support for all of these tools will be provided so teachers can integrate technology into their pedagogical practices to maximize student learning.

Overview

The role of the Human Resource Department is to assure adherence to our collective bargaining agreements while securing the necessary staffing for the mission of the school district.  During the COVID circumstances, additional discussions with our unions/associations are necessary.  The HR team will attempt to follow our current practices/agreements to the best of our ability while making accommodations for the current conditions.

The HR Team will review each “chapter” of the Reopening Plan submitted by the other departments to identify potential impacts on the unions/associations and/or work conditions.

In the plan, three operational modes are identified:

• NORMAL – all assignments, roles and schedules per past experience
• REMOTE 2.0 – full remote learning for students, buildings closed, district staff modified schedules
• HYBRID – AB schedule with Wednesday remote for all students (2 days in class, 3 remote learning), Wednesday building deep cleaning,

Since the work of the HR Team is dependent on the bargaining unit, the structure of the plan is organized by the employee group or association.

Staff Survey

The HR Team will lead the survey of staff on plans for remote learning.  The survey tools deployed through building principals will collect staff emails in addition to responses.  The purpose of this survey will be to gather reliable data to coordinate staffing needs at the building level.  Staff will be responsible for updating their own personal plans on the survey each week as conditions change.

Staffing Needs in Different Instructional Models

The district will need to be flexible with staff assignments as the numbers of student and needs shift between the different instructional models.  The district recognizes that the hybrid model will be the most challenging to accommodate both staff and student needs.  The following tables identify by bargaining group the staff positions and the assignment shifts that may need to take place.

Longview Education Association (LEA)

CATEGORY / POSITION	HYBRID EXPECTATIONS	REMOTE 2.0 EXPECTATIONS
Elementary
CERT-Classroom
CERT-Elem Music
CERT-Elem Media/Librarian
CERT-Elem PE
CERT-Sped Pull-Out
CERT-Sped Resource
CERT-Counselor
CERT-Elem Literacy Facilitator
CERT-Elem Coaches
CERT-Occupational Therapist
CERT-Psychologists
CERT-Speech Language Pathologist
CERT-TITLE I Behavioral Success Coach
CERT – Other
Middle School
CERT-MS Classroom Teacher
CERT-Sped Pull-Out
CERT-Sped Resource
CERT-Counselor
CERT-MS Media/Librarian
CERT-Psychologists
CERT- Other
High School
CERT-HS Classroom
CERT-Sped Pull-Out
CERT-Sped Resource
CERT-Counselor
CERT-HS Media/Librarian
CERT-Psychologists
CERT-Speech Language Pathologist
CERT – Other

 

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Longview Classified Employees Association (LCPEA)

CATEGORY / POSITION	HYBRID EXPECTATIONS	REMOTE 2.0 EXPECTATIONS
Elem Secretary
Elem Asst. Secretary
MS Lead Secretary
MS Other Secretary
HS Lead Secretary
HS Other Secretary
District Office Support

 

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Service Employees International Union, Local 925 (SEIU)

CATEGORY / POSITION	HYBRID EXPECTATIONS	REMOTE 2.0 EXPECTATIONS
Direct Services
General Paraeducator
High Needs SPED Paraeducator
Liaison
ASL Interpreters
SLPA
LPN
Direct Services Coordinator
Food Services
Food Service Coordinator
Central Kitchen Supervisor
Secondary Supervisor
Production (Baker, Cook, Salad Maker)
Production Assistant (Asst Baker, Asst Cook, Asst Salad Maker, Packager/Checker)
Elementary Server
Kitchen Helper
Warehouse
Warehouse Coordinator
Driver/Storekeeper
Technology
Technology Specialist
Copy Center Operator
Maintenance
Maintenance
Groundsperson
Operations
BMP
Lead
Custodian
Transportation
Transportation Coordinator
Journey Trans Technician
Driver Trainer / Dispatcher
Bus Driver

The Health and Nurse Department has created reopening plans aligned to CDC and DOH health and safety requirements.  The department has developed a plan to provide instructions and supports to district schools for the pre-screening process and procedures for creating waiting (quarantine) rooms and parent pick up notification.  We will follow CDC and DOH health and safety requirements to the extent possible to mitigate risk for staff and students.

 

Attestations:

An Attestation Plan will be in place if the district is in Hybrid or In Person status.

Attestations will be completed each week when staff or students are in district buildings. Staff and students will be asked to complete daily attestation questions while school is in session.  An online survey of Attestation related questions is being developed and will be linked to either the Longview District Website Home page or another online platform.  A link to the survey will be sent to parents and staff prior to the first day of school with instructions for completion.  In addition to attestations completed by staff and students/guardians, we will also complete Daily Health Checks of staff and students at designated entrances to buildings.

Attestation Questions – Online Survey or In Person when needed:

• Does your child have any of the following symptoms [on the first day after a break or  for a new student, over the past three days (72 hours)]:
• A Cough
• Shortness of breath or difficulty breathing
• A sore throat
• Chills
• New loss of taste or smell
• A fever of 100.4°F or higher or a sense of having a fever
• Muscle or body aches
• Nausea/vomiting/diarrhea
• Congestion/running nose – not related to seasonal allergies
• Unusual fatigue
• Does anyone in your household have any of the above symptoms?
• Has your child been in close contact with anyone with suspected or confirmed COVID-19?
• Has your child been given any medication to reduce a fever prior to school?

The student/staff will be excluded from school if the answer to any of the above questions is “yes.”

 

Screening Process

If the district is in Hybrid or In Person status we will conduct Daily Health Checks (e.g., temperature screening and/or symptom checking) of staff and students, as possible, and in accordance with any applicable privacy laws and regulations. Staff and students with any illness must stay home.

• Each building will determine their Entry Checkpoints for staff and students.
• A Daily Health Check at Entry Checkpoints will be conducted for signs of illness for all staff and students at entry each day:
  • This will include asking Attestation questions during the screening for those that did not complete the online survey and/or
  • Temperature screening of staff and students
  • Reminders to wear masks in the building

The district will ensure that staff and families know they should not come to school, and that they should notify school administrators if they have COVID-19 symptoms, are diagnosed with COVID-19, are waiting for test results, or have been exposed to someone with symptoms or a confirmed or suspected case. The district will work with the Department of Health to ensure guidelines are followed.

 

Process and Procedures for those who are sick

If a student or staff tests positive for COVID-19, we will proceed as per instructions from the local Department of Health.  The school will notify staff and student guardians of positive tests based on instructions from Department of Health and their protocols surrounding contact tracing.

If a student or staff member shows signs of illness during the screening process, staff will be directed to go home, students will be directed to the Waiting Room.

Quarantine Waiting Rooms

Each building will establish Waiting Rooms and designate the personnel that will staff the room for students that show signs of illness.  This staff may vary from the building nurse to other building staff. Personnel staffing the room with be trained on safety precautions and provided with the proper PPE. The Waiting Room will allow for adequate spacing between other students as per Department of Health Guidelines.

• Students showing symptoms during the Health Screening will be directed to the Waiting room.
  • Designated staff will contact the student’s guardian to pick the student up from the school Waiting Room.
  • The staff will advise the guardian of appropriate follow up and quarantine procedures.

 

Positive Test Protocols and Procedure

If a staff or student tests positive for COVID-19, we will proceed as per instructions from the local Department of Health, but it is likely that many of the student’s classmates will be considered close contacts and need to be quarantined for 14 days.

• A staff member or student who had signs of suspected or confirmed COVID-19 can return to the program/school when:
  • At least one day (24 hours) have passed since recovery – defined as no fever without the use of medications and improvement in respiratory signs like cough and shortness of breath; AND
  • At least 10 days have passed since signs first showed up. OR
  • It has been at least three days (72 hours) since recovery AND a health care provider has certified that the student does not have suspected or confirmed COVID-19.

 

Any time a household member becomes sick with COVID-19 and staff or student had close contact, they will need to restart their quarantine.

Overview

To help minimize the spread of the COVID-19 virus, schools will be practicing safety protocols and will work closely with the Cowlitz County Health Department to take measures to keep students and employees safe.

 

Social Distancing & Face Coverings

The Office of Superintendent of Public Instruction and Centers for Disease Control (CDC) guidelines recommend social distancing and wearing face coverings for school employees and students. Social distancing helps limit opportunities for individuals to be exposed to infected people outside the home.

The premise behind social distancing is to avoid “close contact”. Close contact is defined as adults being within 6 feet of another person for 15 minutes or more, or students being within 3 feet of another student. Through messaging to parents, families and students about safety, arranging desks 3 feet apart, posting social distancing signage throughout schools, utilizing Plexiglas barriers in the cafeteria and office spaces, and modeling social distancing from school personnel we hope to minimize close contact. Some activities may need to be cancelled or modified like assemblies and nonessential visitors will be restricted from entering the schools.  Weather permitting, students will spend more time outside in the fresh air.

From a transportation standpoint, parents and families will play a big part in transportation safety. For example, messaging will be sent to families to encourage social distancing while at bus stops. Additionally, families will be encouraged to drive students to school, use alternate transportation (such as a bicycle) to get to school where reasonable and walk when possible. This will help support social distancing on buses and keep both drivers and students safe.

When students board the bus, they will be directed to fill seats from back to front and social distance. Students will disembark the bus in a controlled manner maintaining social distancing. The seats immediately next to the bus driver will remain open, if possible, to promote driver safety and social distancing. Drivers will be required to wear masks and wipe down bus seats with an approved cleaner between elementary and high school runs. A full bus cleaning will take place between morning and afternoon routes, after routes are completed.

 

Cloth Face Coverings (Masks)

The district will follow State of Washington and CDC guidelines for wearing cloth face coverings. It is understood, this will be challenging for some students. For staff, every individual not working alone at their location, unless their exposure dictates a higher level of protection, must wear a cloth facial covering. The school district will encourage employees and students to provide their own cloth face covering, but will supply masks, gloves and face shields to employees and students as needed.

 

According to the State of Washington guidelines, cloth face coverings should not be worn by:

• Those with a disability that prevents them from comfortably wearing or removing a face covering. People with certain respiratory conditions or trouble breathing.
• Those who are deaf or hard of hearing and use facial and mouth movements as part of communication. Those advised by a medical, legal, or behavioral health professional that wearing a face covering might pose a risk to that person.
• Students may use face shields as an alternative to a cloth face covering.
• Younger students will require supervision when wearing a cloth face covering or face shield and will need help putting them on, taking them off, and getting used to wearing them.
• Even when cloth face coverings are worn, continue practicing proper physical distancing.

Sources: State of Washington Reopening Schools 2020 – District Planning Guide:

file:///C:/Users/rparrish.MASTER/Downloads/Reopening%20Washington

%20Schools%202020%20Planning%20Guide%20(7).pdf

CDC Guidelines:

https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-to-wear-cloth-face-coverings.html

 

Coordination with the Cowlitz County Health Department

The school district has a strong relationship with the Cowlitz County Health Department that pre-dates the COVID-19 crisis. The health department has a person dedicated to supporting the school districts. The district has a long history of working closely with the health department on communicable disease outbreaks like whooping cough, as well as common illnesses like the flu.

Since the outset of the COVID-19 crisis, the district has worked very closely with the County Health Department on health safety and in planning for the upcoming school year. The health department provided feedback on planning for the upcoming school year that has been incorporated into district plans.

 

Air Quality

Keeping fresh air flowing through buildings is important to promoting good health. From an HVAC perspective, systems will be manually adjusted as needed to draw fresh air for heating and cooling purposes. Schools will be encouraged to keep windows open as much as possible in classrooms, hallways and office areas to help keep fresh air flowing through the building.

The Centers for Disease Control recommends using the highest level Minimum Efficiency Reporting Value (MERV) filter compatible with building HVAC systems. The district currently uses MERV 8 filters, which are the highest filtration level district systems can use to maximize both filtration and airflow. MERV filters go to level 13, but using these filters will dramatically restrict airflow into the buildings and cause HVAC system failures since district equipment is not equipped to move air through MERV 13 filters. Classrooms that do not have windows that open get filtered fresh air through existing HVAC systems and will be used.

The facilities team will continue to regularly service and maintain HVAC units, including changing air filters on a scheduled basis. This serves to keep room temperatures conducive to learning while helping to keep fresh air flowing into and out of buildings.

While no individual safety protocol is failsafe, the combination of social distancing, wearing of protective equipment and fresh air flow will reduce transmission of the virus and help keep employees and students safe.

Overview

The state school re-opening guidelines call for a significant increase in the frequency of cleaning to help minimize the spread of COVID-19. The district does not currently employ enough custodial staff to meet the new state cleaning guidelines. This means additional support will be needed to clean schools and minimize the spread of the virus.

The state guidelines expect cleaning of floors, classrooms and common areas to be completed on a significantly more frequent basis than currently performed. For example, the guidelines say if groups of students are moving from one area to another in shifts, then rooms must be cleaned before a new group enters the area. From a secondary school standpoint, where students move around the building all day, this means cleaning every desk in the school between class periods.

 

Option #1 – “All Hands on Deck”

The most efficient solution for more frequent cleaning is to have more people actively cleaning each day. The first option under consideration is called, “All hands on deck”. What this means is every employee, and potentially students, helps keep schools clean. Under this plan:

• School building maintenance personnel (BMP’s) schedules and duties will be realigned with a priority on cleaning.
• Minor scheduling adjustments made to maximize available cleaning time for general custodians.
  • BMPs currently start at 6:15am to open the building and complete a cleaning route prior to the start of the school day. Shifting hours earlier would allow them more time to extend their cleaning routes prior to beginning of the school day. However, an earlier start time would result in less time in the building during the school day and delete any possible overlap time with the second shift of custodians.
  • Shifting hours to a later start would allow more overlap with the second shift, however, it wouldn’t necessarily increase the BMPs ability to clean more frequently during the school day and it also creates some potential gaps during the winter months with inclement weather concerns.
• BMPs will defer maintenance in order to prioritize cleaning/disinfecting needs.
• The BMP and existing custodial staff will change the daily route to clean common areas and classrooms as often as possible.
• Increase daytime support to increase the frequency of cleaning common areas during the school day. Even if maintenance is deferred, BMPs may only have 1-2 hours to devote towards increasing cleaning in common areas.
• Existing part-time school employees, such as paraprofessionals, will be offered extra hours each week to help the custodial staff. This is an efficient use of resources and provides existing employees the chance to earn more money. These employees will primarily be tasked with vacuuming classrooms and cleaning flat surfaces.
• If this option is adopted, it is estimated the districtwide total would be 100 additional daily hours. The district has purchased 22 additional vacuums to support cleaning efforts.
• Primary and secondary school teachers will be asked to clean flat surfaces (desks and tables) in their rooms at the end of the day.
• Secondary teachers will NOT be asked to clean desks in between class periods.
• Secondary students will be given the option of using non-toxic school cleaning materials to wipe down their desks upon arriving in class.
• Primary and Secondary students will be asked to stack chairs on top of their tables/desks at the end of each day to allow for daily floor cleaning/vacuuming.
• The district will only hire new personnel should existing employees choose not to participate in custodial work.
• Overtime hours will be avoided, with the exception of when it becomes necessary to cover absences or provide additional support for after school events.
• Every classroom will receive a one gallon jug of sanitizer to help students keep their hands free of germs.
• Large jug refill supplies to be stored in the main office or faculty room so teachers could refill their own bottles.
• A robust substitute custodial recruiting program will be launched in July/August to add +5 more substitute custodial personnel.
• If substitute custodians are difficult to recruit and retain, the district will look at contracting with a custodial service for backup. Given concern over the spread of the virus, custodial shifts cannot go unfilled.
• A hybrid school reopening model is preferable for cleaning purposes. If a hybrid model were deployed, it would benefit the custodial crew if the district encouraged employees to stay out of school buildings on the day no students attend class.
• The district will maintain regular custodial hours in a hybrid model. If employees were committed to vacate the building by 3:00 p.m., custodial staff will be able to maximize the additional cleaning day. BMP’s could potentially catch up on deferred maintenance on these days.
• In a hybrid model, it may not be necessary to work the part-time custodians on non-student days and could help reduce the additional labor costs.
• In the hybrid model, another alternative would be to utilize the help of part-time custodians for additional cleaning and/or disinfecting.
• Other considerations – If we plan to offer school facilities for public use a cleaning fee commensurate with custodial overtime hours would be recommended. This custodial work would be over and above the readjusted cleaning priorities.
• If possible, it would beneficial to delay public building use for as long as possible so we can get a handle on the new daily cleaning requirements.
• Keep Mark Morris Pool/Locker Room closed until restrictions are lifted.

 

Option #2 – Hiring more BMP’s or contract out

• If the All Hands on Deck option is not viable, the district will need to hire or contract more people to clean. If the solution to meeting state cleaning guidelines was hiring new employees, we estimate it would take ten (10) or more new FTE’s. The total number of new employees required to meet state cleaning guidelines would depend on whether all students came back to school or a hybrid model is deployed.
• Ten additional FTE helps increase the frequency of general cleaning, but doesn’t begin to touch what would be needed to clean/disinfect desks after each use.

Overview

The health and safety of employees and students is of the utmost importance to Longview School District. This section provides health and safety information and expectations to ensure the safety of employees and student while onsite (in person) during the COVID-19 pandemic.  The information is consistent with guidance provided by Office of Superintendent of Public Instruction (OSPI), Washington State Department of Health (DOH), and Washington State Department of Labor and Industries (L&I).

 

Procurement of Personal Protective Equipment

The District has procured most PPE through a purchasing cooperative with Educational Service District 112 through a statewide bid.   Final orders were placed with vendors on July 20, 2020 with statewide deliveries to begin on August 20, 2020.  Vendors understand inventory must be received prior to the start of school.  Orders placed with vendors outside of the cooperative purchase also understand inventory must be received prior to the start of school.

 

Face Coverings/Masks

Cloth face coverings are required for all employees, students, volunteers and guests while at school or onsite in the district.  Employees who may be unable to maintain six-feet distance consistently throughout the day, such as teacher, para educators, and food service workers, must wear disposable masks in accordance with L&I standard and OSPI direction.  Face coverings will be provided to all employees in accordance with state and federal workplace safety and health requirements.  Students will be required to provide their own face coverings.  The district will have an adequate supply of face coverings onsite to accommodate all employees.  There will also be an adequate supply of face coverings for students who arrive at school without a face covering.  Higher levels of masks or face coverings have been purchased for use by employees for times when there is a higher level of risk for transmission.

 

Hand Washing / Hand Hygiene

Frequent hand washing is important to reduce the risk of transmission of COVID-19.  To assist in meeting the increased demand for hand washing per the recommended safety and health guidance, employees and students will use existing sinks along with hand sanitizer for hand cleanliness.  Each classroom, office space, and cafeteria will be provided with containers of hand sanitizer.

 

Temperature Checks / Health Screenings

Daily health screenings and temperature checks will be required for all employees and students at entry into the buildings each day.  All schools and offices will be provided with non-contact digital thermometers to assist in daily temperature checks.

 

Scrubs (Nursing Staff Only)

A waiting room will be established in each building for students who may develop signs of COVID-19.  This space will be used to house anyone showing signs of illness until they are able to leave the building.   Every isolation room will be equipped with disposables scrubs.

 

Cleaning and Disinfecting

Increased frequency of cleaning of facilities will be required to combat COVID-19 with an emphasis on commonly touched surfaces.  Each classroom and office space will be provided with general cleaning and disinfectant supplies.

 

Plexiglas Barriers/ Sneeze Guard Shields

The district is purchasing plexiglas barriers/sneeze guard shields (portable non-permanents solution) for main office spaces with potential for high traffic from outside visitors.  The additional safety barriers will also be provided for use in individual face-to-face special education services such as speech therapy.

 

PPE Inventory Management

Each school/department will receive an initial stock of PPE supplies to begin the school year based on the employee/student counts and number of classrooms/office spaces.  Additional inventory will be housed in the Warehouse.  Buildings may request additional stock as needed by using the Warehouse Inventory Requisition system (Skyward).  Inventory items will be set up in the Warehouse as a district level expense.  Buildings will not be charged for the PPE supply requests from the Warehouse.  Accounting/Warehouse will regularly monitor the PPE inventory levels, at least every other week, and purchase more as needed.

 

Overview

The Communications Department is responsible for communication related to COVID-19, supporting schools in communication to staff, parents, and students, and for providing general messaging on behalf of the district to patrons and the community at large.  To provide consistent messaging in the region, the Communications Department will work closely with the Cowlitz County Health Department on all public health messaging.

 

Participation in Regional Communication Meetings

The Director of Communications and his designee(s) participate in weekly meetings with the Cowlitz County Emergency Operations – Joint Information Center to discuss regional developments of COVID-19, messaging needs and goals, and to lend help to one another as needed.

The director also participates in the SW Washington Regional Communications meetings with other school districts in the region to stay informed and discuss consistent messaging.

 

Coordination

To avoid confusion and overwhelming families with school messages, coordination of messaging is critical. If a student or employees tests positive for COVID-19 while school is in session the communications department will work closely with the superintendent, Human Resources, district nurses and school administrators on messaging. The communications department has parent messages about illnesses pre-written and will modify the messages as the situation demands.

From a coordination standpoint, school principals will use pre-written messages from the communications department to send to their school’s parents and families. The pre-written messages will come from the County Health Department (standard practice), then will be slightly modified to fit specific schools and circumstances. The district office will communicate to other schools, parents/families and departments within the district and will work with the media as needed.

 

Strong Relationship with the Cowlitz Health Department

The school district has a strong relationship with the Cowlitz County Health Department that pre-dates the COVID-19 crisis. The health department has a person dedicated to supporting the school districts. The district has a long history of working closely with the health department on communicable disease outbreaks like whooping cough, as well as common illnesses like the flu.

Since the outset of the COVID-19 crisis, the district has worked very closely with the County Health Department on health safety and planning for the upcoming school year. The health department provided feedback on planning for the upcoming school year that’s been incorporated into district plans. After discussions with the district’s county health representative the health department is writing a letter the school district will use if a positive COVID-19 case is identified.

 

Communication Task and Timeline

A task and timeline specific to COVID-19 school reopening has been developed to guide communication efforts.

Deadline	Task
July 10, 2020	Parent enrollment survey released to all parents and guardians
July 15, 2020	Parent enrollment survey closed
July 24, 2020	School supply list messaging starts
July 24, 2020	Chamber of Commerce Column about School Reopening sent to Chamber of Commerce
July 24, 2020	School COVID-19 signs completed
July 29, 2020	Steering committee meeting
July 31, 2020	Send out vaccination information to each school
August 3, 2020	Chamber column publishes to membership
August 10, 2020	Release school re-opening plan to the public
August 10, 2020	School re-opening FAQ’s posted
August 10-14, 2020	Promote re-opening plan through all channels/media.
August 14, 2020	Send sign packages to schools
August 10-14, 2020	Parent survey #2
August 17, 2020	Soft open new longviewschools.com web site
August 17-21, 2020	Start face mask messaging
August 17- Sept 2, 2020	Messaging to parents: How do I sign my student up for remote learning?
August 21, 2020	Possible superintendent Zoom with parents
August 24, 2020	School kick-off
August 24 – Sept 25	School safety messaging to parents
September 2, 2020	First day of school
Ongoing	Facebook Friday, Kindergarten registration, media updates, LPS E-News
Curriculum	Support curriculum department on remote learning messaging.

 

Signage

Reopening schools creates a need for signs to help students and employees understand safety expectations and protocols. It is critical schools have access to easily understood signage options to post as needed.

Signage has been developed for schools and buildings to help identify the safety precautions staff and students should take related to social distancing, wearing masks, washing hands, staying home when sick, and what to do if someone becomes sick in the building.  Directional signs will be provided to each building to show people which way to walk in hallways, and where to stand to ensure social distancing when entering an office, the cafeteria or other space.

Looking at various signage vendors, the cost of buying signs appears high. After reviewing sign needs, it was determined the district print shop could manufacture the signs at less than half the cost of what vendors charge.

We developed a sign library with easy to understand graphics and written instructions in English, Spanish and Chuukese. This means each sign will not only communicate through images, but also in words in the three most commonly used languages in the district.

An initial inventory of signs will be sent to each school. The signs can be changed or modified as needed and schools can order more from the in-house print center. The signs will be sent to schools no later than August 14, 2020, for the upcoming school year.

 

Positive COVID-19 Test Communication Protocol

In the event a student or staff member tests positive for COVID-19, the district will follow the steps below. The steps were designed with support of the Cowlitz County Health Department.

 

If a student or employee at school shows symptoms

• Quarantine person in designated safe room.
• Call parent/family member to pick the person up.
• Communicate health concerns to parents/family and request they take the person for a COVID-19 test.
• School to notify district office of the occurrence.
• District office informs County Health Department and obtains direction on next steps.
• District and school work closely together to manage situation and communicate to groups as needed using health department feedback.
• Coordinate disinfecting any exposed areas.

 

Student or Employee tests positive

• Any student or employee who is being tested is mandated to quarantine. (They should not be at school when we find out about the positive test.)
• Parents/family/employee confirms with the school that a doctor confirmed a positive COVID-19 test result.
• School contacts district office.
• District office immediately notifies the Cowlitz County Health Department.
• District and health department will work closely together determining contact tracing and who should be quarantined.
• Quarantining is based on an assessment of “close contact”. Close contact is defined as being within in 6 feet for 15 minutes.
• County health department contacts the employees and students who will be quarantined.
• School closure decisions will vary based on each event and the general community health status at the time. The county health department may allow school to continue or may elect to close the school.
• District office and the school will work together on messaging to parents/families, employees, other schools within the district and community at large.

All messages will be drafted to protect the identity of the student or staff person as per federal FERPA, HIPPA, and ADA privacy protection laws. A graphic showing the steps that will to be taken has been designed and will be sent to schools.

Overview

Providing students with access to school meals is a top priority of Longview School District.   This section provides information specific to student meal service.  The information is consistent with guidance provided by Office of Superintendent of Public Instruction (OSPI), Washington State Department of Health (DOH), Washington State Department of Labor and Industries (L&I), and the United States Department of Agricultural (USDA) Child Nutrition Programs (CNP).  The school day meals model may look different depending on how school is operating that day whether all students are onsite, in a hybrid operation, or fully remote.

Meal Service – All Students Onsite In-Person and Hybrid Model Operations

The following information applies when all students are onsite in-person or when we are operating in a hybrid model where only a percentage of students are onsite in-person each day.  The model is consistent with guidance for social distancing, physical barriers, and student groupings.  Students may remove face coverings while eating.

                               

Social Distancing

Elementary Schools

Students will eat breakfast and lunch within their regular classroom space while remaining with their student grouping.  Lunch will be delivered to the classrooms by the food service staff. Breakfast will be picked up by students at a designated place close to temperature screening entrance. To maintain distancing, students will take the meal to their respective classroom and eat at their desk.

 

Middle/High Schools

Students will eat breakfast and lunch in the cafeteria space as normal.  The district has purchased plexiglas dividers for cafeteria tables for the middle/high schools to provide an additional protective barrier during the meal service.  This solution will allow for middle/high schools to maintain regular lunch schedules.  The Department of Health and LNI have approved the cafeteria table plexiglas barrier solution.

 

 Special Note Hybrid Operations

In a hybrid operation model, USDA flexibility waivers will allow for multi-day meals distribution to students. Students will have access to grab-and-go meals for the days they will be working remotely consistent with the hybrid plan.  The grab-and-go meals will be available at the end of the day for student pick up.  See meal payment below for additional information.

 

Hand Washing/Hand Hygiene

Students should wash their hands before and after meals.  Students will use existing sinks and/or hand sanitizer for cleaning hands during meal times.  Each classroom and cafeteria will be provided with containers of hand sanitizer to meet the increased frequency in hand washing.

 

Meal Payment (Free/Reduced/Full Pay)

Many of the rules and regulations governing the school meals program were waived during the emergency COVID-19 school closures. These waivers carried over to the Summer Feeding Program. Some of these waivers expire when the 2020-2021 school year begins.

Transacting student meal payments (free, reduced, or full pay) is one area that will be a challenge when the waiver that allows for all students to eat for free expires.  USDA waivers put in place during the emergency closure allowed all students to eat for free from March through June. Students also eat for free during the Summer Feeding meal service June to August.

Starting fall of 2020-21, Longview School District will be required to transact meal payments (free, reduced, full pay) consistent with pre COVID-19 meal service operations per USDA and CNP rules.

 

Elementary Schools

Pre COVID-19 operations will be used for lunch and breakfast meal service.  Meal counts will be handled at the classroom level using student roster sheets.  Food Service staff will record the payment transactions in the Skyward Food Service payment system using the student roster sheets.

 

Middle/High Schools

Pre COVID-19 operations will be used for breakfast and lunch service, with the exception that students will not use the keypad to key in their own student ID.  Students will instead scan their student ID (with bar code) through the point of sale system, or the student will tell the cashier their student ID and the cashier will key the students ID.

 

Special Note Hybrid Operations

In a hybrid operation model, grab-and-go meals will be available to students at the end of the school day and will be transacted similarly to regular breakfast/lunch service as described above.  The additional daily meals will be provided consistent with the hybrid model.

 

Meal Service – Full Remote Operations

In a fully remote operation, student meal service will be offered similarly to meal service operations that began with the emergency school closure starting March 16, 2020; with the exception all students will not eat for free since the current USDA flexibility waiver expires September 2, 2020.  The district will be required to transact meal payments (free, reduced, full pay) consistent with pre COVID-19 meal service operations as required by USDA and CNP rules.  Food service staff will have access Skyward to transact meal payments (free, reduced, full pay) at the meal sites.  The meal service sites and schedule is as follows in a full remote operation:

 

Static Sites

Meal Service 12:00 p.m. to 12:30 p.m., Monday through Friday

1. Helens Elementary School – Main Office Entrance
2. Kessler Elementary School – Main Office Entrance
3. Monticello Middle School – Main Office Entrance
4. Northlake Elementary School – Main Office Entrance
5. Columbia Heights Elementary School – Main Office Entrance
6. Mint Valley Elementary School – Main Office Entrance

Mobile Delivery Sites

Meal Service 11:45 a.m. to 12:00 p.m., Monday through Friday

1. Bakers Corner Store parking lot – 5601 Ocean Beach Hwy, Longview
2. Archie Anderson Park – 22nd Ave & Alabama St, Longview

 

Meal Service 12:15 p.m. to 12:30 p.m., Monday through Friday

1. Youth and Family Link parking lot – 907 Douglas St, Longview
2. Community House on Broadway – 1335 11th Ave, Longview, served in parking lot behind building by Evangel Christian Fellowship

Overview

Transportation is a critical element of school re-opening plans. The transportation team needs to coordinate the transport of students to and from school safely on school days.

 

Transportation Plan

The transportation team can support both a hybrid and full return to school model for general education students, special education students, and the R.A. Long-Mark Morris shuttle. The full return to school model creates social distancing challenges.

The transportation plan follows state guidelines for safe school bus transportation. The district manages twenty-one (21) big bus routes and sixteen (16) special education routes each school day. There are currently nineteen (19) substitute drivers on the roster. While it is difficult to predict future needs, at this point, the number of regular and substitute bus drivers on the roster should meet demand.

Parents and families will play a big part in transportation safety. For example, messaging will be sent to families to encourage social distancing while at bus stops. Additionally, families will be encouraged to drive students to school, use alternate transportation (such as a bicycle) to get to school where reasonable and walk when possible. This will help support social distancing on buses and keep both drivers and students safe.

When students board the bus, they will be expected to wear a cloth face covering. If they do not have a face covering, a mask will be offered to them. Riders will be directed to fill seats from back to front and social distance. Students will disembark the bus in a controlled manner maintaining social distancing. The seats immediately next to the bus driver will remain open, if possible, to promote driver safety and social distancing. Drivers will be required to wear masks and wipe down bus seats with an approved cleaner between elementary and high school runs. A full bus cleaning will take place between morning and afternoon routes, after routes are completed.

If faced with a loss of bus drivers due to COVID-19 the backup plan is to move to “snow routes”. Moving to snow routes consolidates seven bus routes, thus transporting all students using fewer buses. We would message parents asking them to find alternate means of getting kids to school to minimize crowding issues on buses.

The transportation team may implement a plan to record which students ride the bus each day. The reason for this is to help with any contact tracing needs, which may arise. Bus drivers will not be taking the temperature of students, nor will they be assessing student health because when buses remain parked in busy areas it becomes a safety hazard for kids. Additionally, the district does not want to deny access to a school bus not knowing whether a child has access to home or someone at home to look after them.

For special education students, the district anticipates being able to provide regular transportation services. The transportation department will use the regular process of reaching out to the families to schedule pick up points and times. Additionally, the district will work with parents and students on social distancing practices based on their particular bus situation.