Recommendations & Requirements

  • Safety Protocols
    Screening students

    Strict records, including date and time, should be kept of non-school employees or other visitors entering and exiting the building.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Not applicable
    • Phase 5:
      Strongly recommended
  • Safety Protocols
    Screening students

    A monitoring form (paper or electronic) for screening employees should be developed.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Recommended
    • Phase 5:
      Not applicable
  • Safety Protocols
    Screening students

    Families are encouraged to check their child’s temperature at home every morning using oral, tympanic, or temporal scanners; students with a temperature of 100.4 or greater should stay home and consider coronavirus testing if symptoms of COVID-19 are present.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Recommended
    • Phase 5:
      Not applicable
  • Safety Protocols
    Screening students

    Families are encouraged to monitor their children for symptoms of COVID-19. The presence of any symptoms, including cough or shortness of breath, should prompt the family to keep the student home from school and to follow up with a primary care provider.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Recommended
    • Phase 5:
      Not applicable
  • Safety Protocols
    Screening students

    Any parents or guardians entering the building should wash or sanitize hands prior to entry.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Not applicable
    • Phase 5:
      Recommended
  • Safety Protocols
    Screening students

    Parents or guardians are not allowed in the school building except under extenuating circumstances as determined by school officials. Only one parent or guardian per child should be allowed to enter except under extenuating circumstances as determined by school officials.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Not applicable
    • Phase 5:
      Recommended
  • Safety Protocols
    Screening studentsTesting Protocols for Students and Staff and Responding to Positive Cases

    Parents and guardians are encouraged to check students’ temperature at home every morning using oral, tympanic (ear), or temporal scanners; students with a temperature of 100.4 or greater must stay home and consider coronavirus testing.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Recommended
    • Phase 5:
      Recommended
  • Operations

    Ensure every student has access to the appropriate technology and connectivity needed to continue learning.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Where possible, consider implementing live streaming of classrooms for students who are medically vulnerable.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Not applicable
    • Phase 5:
      Recommended
  • Operations

    Based on instructional programming, provide instructional resources and materials to staff and students as feasible.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Work with MDE to understand flexibility with hiring and develop a plan to govern hiring in a remote environment.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Ensure a plan for nutrition services and student meals is in place, and provide a list of alternative meal options to families.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Solidify food service processes, device distribution, delivery sites, and communication plans as necessary.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Define logistical expectations, including attendance expectations and time on schooling by grade level for students and teachers.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Operations

    Support schools in assessing student arrival protocols. This should include how students arrive at and depart from school (e.g., school bus, dropped off via car, drive themselves, walk, public transportation).

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Support schools in conducting staff and student outreach to understand who is coming back.

    • For staff, this should include a breakdown of the staff – administrators, educators, support staff with a teaching license, support staff without a teaching license, full-time nurses, part-time nurses, school counselors, etc.
    • Develop a staffing plan to account for teachers and staff who are not returning or are at risk (i.e., those who are 65 years or have an underlying medical condition and decide not to return).
    • For students, this should include those with preexisting conditions who may need a remote learning environment.
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Work with relevant local bargaining units to assess how job responsibilities may shift in light of COVID-19 and how new or additional responsibilities will be accounted for.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Recruit, interview and hire new staff.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Phases 1-3: Activate remote learning programs at scale to deliver standards-aligned curricula and high-quality instructional materials. Integrate synchronous and asynchronous learning and best practices that promote student engagement, consistency, and differentiation. Consult MDE for high-quality digital resources.

    Phase 4: Activate hybrid learning programs at scale to deliver standards-aligned curricula and high-quality instructional materials. Integrate synchronous and asynchronous learning and best practices that promote student engagement, consistency, and differentiation. Consult MDE for high-quality digital resources.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Not applicable
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Phases 1-3: Review students’ IEPs, IFSPs, and 504 plans in coordination with general and special education teachers to reflect the child’s evolving needs based on assessment data and parent feedback, and design accommodations and match services accordingly.

    • Commence intervention and support services. Plans must include all programs and learning environments, especially
      special education, birth to five services, and
      CTE.
    • Establish structures for general and special education teachers to collaborate on delivery methods for assessments and instruction as outlined in IEPs. Consider students’ needs around accessibility and provide assistive technologies, where possible."

    Phases 4 and 5: Revise students’ IEPs, IFSPs, and 504 plans in coordination with general and special education teachers to reflect the child’s evolving needs based on assessment data and parent feedback, and design accommodations and match services accordingly.

    • Commence intervention and support services. Plans must include all programs and learning environments, especially
      special education, birth to five services, and
      CTE.
    • Establish structures for general and special education teachers to collaborate on delivery methods for assessments and instruction as outlined in IEPs. Consider students’ needs around accessibility and provide assistive technologies, where possible."
    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Consider redeploying underutilized staff to serve core needs.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Inventory all intervention programs and services available to students on the district and school level and identify any gaps.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Where possible, and in partnership with local bargaining units, identify and modify staff positions, that would enable high-risk staff to provide remote services.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Remain connected with MDE about policies and guidance.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Operations

    Communicate any student enrollment or attendance policy changes with school leaders, and families.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended