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Special Guests for Tonight’s Discussion

Cambridge Public Health �Department Officials

Lisa Dobberteen, MD

Pediatrician & Medical Director, School Health and Public Health Programs

Tracy Rose-Tynes, MS, RN

Interim Associate Chief, Clinical Services; Nurse Manager, School Health Services

CPS Scientific Advisors

Bradley Bernstein, MD, PhD

Massachusetts General Hospital, �Broad Institute & CPS Parent

Jill Crittenden, PhD�MIT; Co-chair, COVID-19 Cambridge Expert Advisory Panel; Member, N95Decon.org & CPS Parent

Keith Marzilli Ericson, PhD�BU Questrom School of Business & CPS Parent

Helen Jenkins, PhD�BU School of Public Health & CPS parent

Jamie Lichtenstein, PhD�Emerson College & CPS parent

Additional Experts

Mauricio Santillana, Ph.D.

Director, Machine Intelligence Lab and Faculty, Boston Children's Hospital; Assistant Professor, Harvard Medical School and Harvard T.H. Chan School of Public Health; Boston Children's Hospital; Associate, Harvard Institute for Applied Computational Science & CPS parent

Alisa Khan, MD, MPH

Pediatric Hospitalist, Department of Pediatrics, Boston Children's Hospital; Assistant Professor of Pediatrics, Harvard Medical School & CPS parent

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Shift to Remote Learning: Clarifications

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Metric 1

Decisions made in consultation with public health department

Shift to remote learning:

If 2+ metrics exceed thresholds, shift to remote learning for at least 7 days
At least 2 in-person school days notice

Resume in-person learning:

At least 2 metrics must be below thresholds for 7 consecutive days before returning to in-person learning

At least 2 days notice

_________________

* = data updated on 12/15

	Shift to Remote Learning At least 7 days	Daily New Cases (average per 100,000 people) At least 7 days under threshold (=25)
Sun, 12/6	Announced shift for 12/10	29.5
Mon, 12/7		26.3
Tues, 12/8		25.8*
Wed, 12/9		24.7*
Thurs, 12/10	Day 1	26.2*
Fri, 12/11	Day 2	24.6* (Day 1)
Sat, 12/12	Day 3	24.4* (Day 2)
Sun, 12/13	Day 4	25.2*
Mon, 12/14	Day 5	25.8
Tues, 12/15	Day 6
Wed, 12/16	Day 7
Thurs, 12/17
Fri, 12/18
Sat, 12/19
Sat, 12/20
Mon, 12/21		Earliest possible day 7 of metrics under threshold
Tues, 12/22
Wed. 12/23		Earliest possible return to in-person learning Remote ½ Day (last day before winter break)

7 of 20

Athletics Update

8 of 20

Athletics Update

Context for recommendations

Agreement with CEA calls for 4 air exchanges per hour or equivalent for indoor areas
Science and medical advisors:

Respiratory droplets & aerosols are more likely to evaporate into droplet nuclei and stay in air longer when there is low humidity
Recommend minimum 4 air exchanges/hour
SARS COV-2 survives longer �at cold temperatures

Facilities:

Morse & Haggerty gyms meet minimum 4 air exchanges per hour.
Gore Street Rink Operators estimate: 1 exchange/hour

9 of 20

Athletics Update

Recommendations

Hockey:

SARS COV-2 survives longer at cold temperatures
Simoni ice rink (Gore St) air exchange (1.0) does not meet minimum exchange rate �

Gymnastics

Facility does not meet the minimum air exchange rate called for in agreement with CEA

Swim and Dive Team: Air exchange in pool exceeds 4.0/hr�
Basketball

When courts used with minimum 4.0/hr air exchanges

Not recommended

Recommended �for approval

10 of 20

Second Semester Planning

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Challenge of Planning During Current COVID-19 context

Acknowledge the complexity of the moment.�

COVID-19 cases are increasing across the country
CPS is currently experiencing shift to fully remote learning
Cautious optimism around the vaccination implementation.

Acknowledge diversity �of opinions.�

Some CPS families with students in grades 4 - 12 are eager for CPS to expand in-person learning
Some CPS families JK-12 will continue to want remote options
There are a range of comfort levels and preferences among staff re: being in-person

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Readiness requires planning now:

Scientific recommendations
Model development
Determine staffing (staff requests for leaves and accomodations)
Determine student enrollment (family choices and criteria for in-person spots)
Prepare students, staff, and families for in-person learning protocols & remote learning support
Facilities & classroom preparation

We must move toward safely expanding in-person learning options.

We must be ready to expand in-person learning in second semester. �

Plan for a February 8 expansion.
If public metrics require a delay, we will delay.

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Public health conditions	Staffing	Models	Implementation
Social distancing: scientific and medical advisors support 3 foot distancing in preschool through grade 5 Space inventory underway in elementary schools Grades 6 - 12 can consider approaches that include rotations of student cohorts and possible dismissal at lunch COVID testing for students has been recommended for 6-12	Each grade span should provide same access to learning (e.g. same model) but staffing model could look differently at each school to support flexibility and innovation Model must be feasible without hiring additional staff, to extent possible. Provide staff options to request remote working arrangements/ leaves (assume some staff will take these options, and distribution may be different across schools) Need to explore options to support remote classrooms with one adult	Any model will be imperfect All families will have a remote option and some will choose it Wednesdays to remain as remote day for all PK-3 model not likely to change Technology not a barrier to supporting live streaming Consider both: All students in some of the time Some students in some of the time Consider implications for four buildings with shared spaces JK-5 and 6 - 8	Needs to account for: Educator anxiety about a change Parent /staff education about any reduction of social distancing Parent education about expectations Classroom moves (in and out) and setup Staff and student quarantine situations A “ramp up” period

Assumptions

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Safety, Health & Facilities

Based on discussion and support among scientific and medical advisors, second semester planning will assume:

In preschool through grade 5: utilize �3 feet social distancing.
Maintain all other existing safety, health, and facilities protocols covered in the Safety & Facilities Manual, including:

Ventilation guidelines
PPE use
Cleaning and disinfection
Social distancing protocols, including 6 foot distancing for grades 6 - 12

15 of 20

Second Semester Planning

Tensions and Tradeoffs

Planning

Difficult to discuss future in-person options during COVID-19 case increases
Requesting staff leaves and requests for remote working arrangements before model certainty, but need to know staffing to plan model
Gauging family in-person intentions before model known
Key factors:

Space
Staffing
Enrollment

Models

All students in some of the time or some students in more of the time
Matching students with educators

Maintain current relationships / rosters (educators may need to support in-person and at-home students simultaneously) vs.
Match in-person students with in-person educators (may require re-rostering)

Schedules

Time for educator planning and collaboration vs. live instructional time

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Key Milestones

Across all grade: Key Milestones

Space inventory underway
Family listening sessions & survey underway
Grades 6 - 12: Student survey underway

12/15 - Staff questionnaire re: leaves & remote working arrangements

1/5 - School Committee: Presentation Second Semester Plan

Key findings from students, staff, and family surveys and listening sessions
Second semester plan

1/5 - 1/9: Family information sessions
1/8 - 1/14: Family enrollment form (all families)
1/15 - 1/25: Refine plan based on enrollment data
1/19: School Committee:

Metrics review
Refined implementation plan

1/25: Family notification of in-person enrollment status
Throughout January: planning and preparation
2/8: Earliest expanded in-person learning begins

Elementary School

12/2: 4th & 5th grade planning session with educators and administrators to develop emerging model
12/17: All 4th & 5th grade staff discussion group

�Upper School

Through advisories, “pulse check” of families’ in-person intentions
Upper school principals developed emerging models in consultation with staff
12/16: Planning session with educators and administrators �

High School

Leadership team developed emerging plan
Staff discussions

17 of 20

Second Semester Planning

Emerging models: Elementary

PK - Grade 3	Grades 4 - 5
In-person eligibility All families given option to request remote �learning Preschool - grade 1: all families eligible for in-person learning Grades 2 - 3: maintain priority for in-person student enrollment (see subsequent slide for �sequenced criteria) Expanded enrollment possible due to 3’ distancing Safety, health & facilities - key components Proposed: 3’ distancing in classrooms Maintain all other safety, health and facilities protocols. Staffing model All staff teaching in-person (exceptions for approved leaves/remote working arrangements) Classroom sections combined at some levels Paraprofessional support may be redirected	In-person eligibility All families given option to request remote learning Priority for in-person student enrollment �(see subsequent slide for sequenced criteria) Safety, health & facilities - key components Proposed: 3’ distancing in classrooms. Maintain all other safety, health and facilities protocols. Staffing model All staff teaching in-person supporting their current full class including in-person and remote learners All students engage through Chromebook device Percentage of students in-person or remote in given classroom depends on family choice In case of approved leaves/remote working arrangements, ETS in classroom & teacher streams in. Benefits: Minimize re-rostering to maintain relationships �built with students and families in fall semester Educators utilize existing strategies and structures �to minimize shifts in practice. Minimal disruptions to student learning if students or staff have to quarantine and learn/teacher remotely

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	Grades 2 & 3: Adopted Criteria for in-person learning �(Fall 2020 semester)	Grades 4 & 5: Adapted Criteria �for in-person learning �(Spring 2021 semester)
Category A Guaranteed a seat	IEP ELL Former ELL Experiencing homelessness	IEP ELL Former ELL Experiencing homelessness New to CPS
If there’s room, then…. Category B	Eligible for Free- and Reduced-Price Lunch AND: Identified as SEL, mental, behavioral health priority by School Support Team, then Low engagement during Spring closure period, then Chronically absent before closure, then Identified for summer 2020 programs Other students eligible for Free- and Reduced-Price Lunch	Eligible for Free- and Reduced-Price Lunch AND: Identified as SEL, mental, behavioral health �priority by School Support Team, then Low engagement or chronically absent in�Fall 2020, then Other students eligible for Free- and �Reduced-Price Lunch
If there’s room, then…. Category C	Paid Lunch AND: Identified as SEL, mental, behavioral health priority by School Support Team, then Low engagement during Spring closure period, then Chronically absent before closure, then Identified for summer 2020 programs	Paid Lunch AND: Identified as SEL, mental, behavioral health �priority by School Support Team, then Low engagement or chronically absent Fall 2020
If seats remain after using this criteria, School’s Student Support Teams will identify and select students �from the interested families list.

19 of 20

Second Semester Planning

Emerging models: Secondary

Upper School	High School
In-person eligibility All families given option �to request remote learning Rotation of all students, in-person, 2 days/week Safety, health & facilities: �key components 6’ distancing in classrooms. Staffing model All staff teaching in-person (exceptions for approved leaves/remote working arrangements) Planning discussions underway with school staff	In-person eligibility All families given option to request �remote learning Priority for in-person student enrollment Academic Tier 2 and Tier 3 students (based on course grades), then 9th graders, then 12th graders Enrollment choices will determine �% of students in-person/remote �in given classroom Safety, health & facilities:�key components 6’ distancing in classrooms Surveillance testing of students Use interior classrooms without windows (good ventilation system & HEPA filters) Auditorium & field house can be used �for small group classrooms Schedule Maintain current schedule Lunch >> open campus + tents

Staffing model

All staff teaching in-person (except approved leaves/remote working arrangements)
Support full class with in-person remote experience; all students engage through device
Benefits:

Minimize re-rostering to maintain relationships built with students and families in fall semester
Educators utilize existing strategies and structures to minimize shifts in practice.
Minimal disruptions �to student learning if students or staff have �to quarantine and learn/teacher remotely

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