Grant Details — A.C.E. Academy (13C) Charter District, FY 2022
Summary
This is a printout dated 8/31/2021 of a Grant Details planning screen for A.C.E. Academy (13C), Charter District, FY 2022, FPMS-ARPA ESSER III PRC 181. The directions ask the organization to answer sections so that its plan for the use of the American Rescue Plan ESSER III funds is data-based and reflective of needs that have emerged as a result of COVID-19. Part A is a needs assessment, Part B a data analysis, and Part C addresses learning loss. The page says the American Rescue Plan Act requires a minimum of 20% of the allocation to be used to address learning loss through evidence-based interventions.
Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used
- Issuer
- Congressional materials
- Document type
- Department Of Education Pdf Www Ed Gov 87Feb83226
- Case
- Department Of Education Pdf Www Ed Gov 87Feb83226
Cite this document
“Grant Details — A.C.E. Academy (13C) Charter District, FY 2022.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-87feb83226/
, SHA-256 f3423888220dff50157ab2eb1f8501b77b82c135709a284f686fbf94a653af28.Full text
8/31/2021 Grant Details
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A.C.E. Academy (13C) Charter District - FY 2022 - FPMS-ARPA ESSER III PRC 181 - Rev 0 - FPMS-ARPA ESSER III PRC 181
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Planning
DIRECTIONS: To ensure that the organization's plan for the use of the American Rescue Plan funds (ESSER III) funds (PRC 181) is data-based and is reflective of needs that have emerged as a
Funding result of COVID-19, please provide answers to each section below:
Project Summary
LEA Document Library Part A: Needs Assessment-PSU Data
* In the space below provide data the PSU will use to determine its most important educational needs as a result of the disruption in educational services and subsequent shift to remote learning
Address Book
due to COVID-19 and return to in-person instruction.
Budget Inquiry Reports
Include 1) A description of the processes used, and groups involved in the development of the Needs Assessment and Plan specifically for ESSER III funds including, but not limited to, school
Budget Approvals leaders, classroom educators, and other stakeholders. 2) How the PSU intends to assess and address student learning loss resulting from the disruption in educational services.
Grant Subscriptions
NCDPI Resources
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Part B: Data Analysis
Townsend, Dr. LaTricia
* In the space below, provide an analysis of the data submitted in Part A that will support allowable uses of ESSER III funds (PRC 181) as provided by the American Rescue Plan Act selected in
Production Part C-D.
Session Timeout
00:59:52
Part C: Address Learning Loss
American Rescue Plan Act requires a minimum of 20% of the PSU's allocation amount to be used to address learning loss through evidence-based interventions that respond to students'
academic, social, and emotional needs.
$ * 20% (minimum) of PSU Allocation to be used to address learning loss through September 30, 2024.
In the required spaces below, provide a detailed description of how the PSU will be addressing learning loss among students, including low-income students, children with disabilities, English
Learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local educational agency.
* (A) Administering and using high-quality assessments that are valid and reliable, to accurately assess students' academic progress and assist educators in meeting students' academic needs,
including through differentiating instruction;
* (B) implementing evidence-based activities to meet the comprehensive needs of students;
* (C) Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment;
* (D) Tracking student attendance and improving student engagement in distance education;
* (E) Tracking student academic progress with evaluating and comparing to pre-pandemic grades and progress to identify students that experienced learning loss.
Part D: Other Allowable Uses
In the table that follows, please indicate which other allowable uses from the law you intend to support with ESSER III funds. For each use you intend to support, provide a brief description (1000 ch
timeline for usage of funds, impact measures and the total amount from ESSER III funds for each allowable use area. Note that you are not required to spend funds in each of these areas.
https://ccip.schools.nc.gov/Funding/Sections/Details.aspx?ccipSessionKey=637660359173640579 1/3
8/31/2021 Grant Details
Allowable Use ESSER III Briefly describe ESSER III Formula Funds will be Timeline Impact Meas
Formula used to support the Allowable Use area (100 characters) (500 charact
Funds (1000 characters or less and use of bullet points is
will be acceptable)
used to
support
this
Allowable
Use area
FACILITY *
REPAIRS/IMPROVEMENTS
TO MINIMIZE VIRUS Yes
TRANSMISSION:
School facility repairs and
improvements to enable No
operation of schools to
reduce risk of virus
transmission and exposure
to environmental health
hazards, and to support
student health needs.
IMPROVE AIR QUALITY: *
Inspection, testing,
maintenance, repair, Yes
replacement, and upgrade
projects to improve the
indoor air quality in school No
facilities, including
mechanical and non-
mechanical heating,
ventilation, and air
conditioning systems;
filtering, purifications and
other air cleaning; fans,
control systems, and window
and door repair and
replacement.
Session Timeout COORDINATION OF *
00:59:52 PREPAREDNESS AND
RESPONSE: Yes
Coordination of
preparedness and response
efforts of local educational No
agencies with State, local,
Tribal, and public health
departments and other
relevant agencies, to
improve coordinated
responses among such
entities to prevent, prepare
for, and respond to
Coronavirus.
ADDRESSING UNIQUE *
NEEDS OF SPECIAL
POPULATIONS: Yes
Activities to address the
unique needs of low-income
children or students, children No
with disabilities, English
learners, racial and ethnic
minorities, students
experiencing homelessness,
and foster care youth,
including how outreach and
service delivery will meet the
needs of each population.
IMPROVING *
PREPAREDNESS AND
RESPONSE: Yes
Developing and
implementing procedures
and systems to improve No
preparedness and response
efforts.
TRAINING TO MINIMIZE *
VIRUS TRANSMISSION:
Training and professional Yes
development for staff of the
local educational agency on
sanitation and minimizing No
the spread of infectious
diseases.
SUPPLIES TO SANITIZE *
AND CLEAN:
Purchasing supplies to Yes
sanitize and clean the
facilities of a local
educational agency, No
including buildings operated
by such agency.
LONG-TERM CLOSURE *
ACTIVITIES:
Planning for and Yes
coordinating during long-
term closures, including for
how to provide meals to No
eligible students, how to
provide technology for online
learning to all students, how
to provide guidance for
carrying out requirements
under the Individuals with
Disabilities Education Act
and how to ensure other
educational services can
continue to be provided
consistent with all Federal,
State, and local
requirements.
https://ccip.schools.nc.gov/Funding/Sections/Details.aspx?ccipSessionKey=637660359173640579 2/3
8/31/2021 Grant Details
EDUCATION *
TECHNOLOGY:
Purchasing educational Yes
technology (including
hardware, software, and
connectivity) for students No
who are served by the local
educational agency that aids
in regular and substantive
educational interaction
between students and their
classroom instructors,
including low-income
students and students with
disabilities, which may
include assistive technology
or adaptive equipment.
MENTAL HEALTH *
SERVICES:
Providing mental health Yes
services and supports.
No
SUMMER LEARNING: *
Planning and implementing
activities related to summer Yes
learning and supplemental
afterschool programs,
including providing No
classroom instruction or
online learning during the
summer months and
addressing the needs of low-
income students, students
with disabilities, English
learners, migrant students,
Session Timeout students experiencing
00:59:52 homelessness, and children
in foster care.
OTHER ESSA ELIGIBLE *
ACTIVITIES:
Other activities that are Yes
necessary to maintain the
operation of and continuity
of services in local No
educational agencies and
continuing to employ
existing staff of the local
educational agency. Any
activity authorized by the
ESEA of 1965, including the
Native Hawaiian Education
Act and the Alaska Native
Educational Equity, Support,
and Assistance Act; the
Individuals with Disabilities
Education Act; the Adult
Education and Family
Literacy Act; the Carl D.
Perkins Career and
Technical Education Act of
2006; or subtitle B of title VII
of the McKinney-Vento
Homeless Assistance Act.
To
Part E: Assurances
Check allassurances as required to receive ESSER III funds (PRC 181) as provided by the American Rescue Plan Act. I assure that the PSU will:
* Create a budget of reasonable, necessary, and allowable expenditures of ESSER III funds that corresponds to the PSU plan identified in Parts A through D.
* At least 20% of PSU allocation shall be used to address learning loss through evidence-based interventions that respond to students' academic, social, and emotional needs as
required with ESSER III funds outlined in the American Rescue Plan Act.
* Maintain documentation related to the use of ESSER III funds (PRC 181) as part of the American Rescue Plan Act that may be subject to audit or review.
* Comply with the requirements of section 442 (20 U.S.C. 1232e) and section 427 (20 U.S.C. 1228a) of the General Education Provisions Act (GEPA).
* Funds shall not be transferred into or out of this allotment category.
* LEA Safe Return to In-Person Instruction Plan (New requirement with ESSER III-American Rescue Plan Act-ARPA)
An LEA that receives ARPA ESSER funds must, within 30 days of receiving the funds, make publicly available on its website a plan for the safe return to in-person instruction and
continuity of services. Before making the plan publicly available, the LEA must seek public comment on the plan. This plan will have to be submitted with a live link to the PSU
website after the 30 day comment period from each PSU to be in compliance with ARPA.
Go To
Roy Cooper, Governor | Catherine Truitt, State Superintendent | Contact NCDPI | NCGOV | NCDPI Home
https://ccip.schools.nc.gov/Funding/Sections/Details.aspx?ccipSessionKey=637660359173640579 3/3
1
American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER) Fund North Carolina State Plan Consultations
Stakeholder Participant Information (name, role, organization) Notes
Group
Homeless ● Shannon Boyd, McKinney-Vento and Foster Care
8/2, 8/17 Coordinator/Director of BCS Family Resource ● There was a consensus on 2 highest priority
Center, Buncombe County Schools, areas.
● Pam Story, Social Work Coordinator/Homeless ● The information on homelessness in the
Liaison, Cumberland County Schools plan has so many areas of overlap. I would
● Athena Chasteen, District School Social Worker, like to see the state plan include more
Currituck County Schools specific language on homeless even though
● Daniel Jordan, McKinney-Vento, Foster Care, N&D there is a separate state plan for the
Program Liaison, Granville County Schools Education of Homeless Children and Youth
● Aleasa Glance, District Homeless Liaison, Haywood program being developed.
County Schools ● Discussion occurred on the more specific
● Angela Simmons, Director Student Services, needs for the EHCY state plan and what
Hickory City Schools liaisons would like to see happen in the
● Peggy Owens, Executive Director of Student state. Those items will be incorporated into
Support Services, Hoke County Schools that plan.
● Danielle Locklear, Mental Health Coordinator, Hoke ● Page 8: Can the words highlighted be
County Schools removed?
● Stacy Kennedy, School Counselor, Kestrel Heights ● If words are removed, the suggestion is for
Charter it to read as:
● Paige Adams, Student Resource Coordinator, NC ● Page 8: Students experiencing homelessness
Virtual Academy were disproportionately impacted by
● Emily Feagle, McKinney-Vento Specialist, Onslow COVID-19, the impact included a lack of
County Schools access to high quality remote learning due
● Sheryl Kimbro, District McKinney-Vento limited broadband access and students
Liaison/Schools Director of Accountability & experiencing high mobility. Additionally,
Testing, Pender County these students experienced increased social
● Cathy Waugh, McKinney-Vento/ESSA FC isolation due remote instruction, pandemic
POC/School Social Worker, Person County Schools quarantine, and limited access to their
● Heather Zampogna, School classmates and teachers. As a result, the two
Counselor/McKinney-Vento Liaison, Piedmont highest priorities are:
Community Charter School ● Page 11: Add to Students Experiencing
2
● Tom Davis, Executive Director of Student Support Homeless “academic success”
Services, Roanoke Rapids Graded Schools
● Jessica Dreher, Director of Student Services,
Thomasville City Schools
● Anelia Laurens, Program Specialist, NC Homeless
Education Program
● Patricia Lentz, Program Specialist, NC Homeless
Education Program
● Lisa Phillips, State Coordinator, NC Homeless
Education Program
Foster ● Since our students in foster care are highly
7/29, 8/2, 8/3, 8/4 ● Tambra Chamberlain, Lead Social Worker/PSU mobile and vulnerable, we appreciate the
Foster Care Point of Contact, Moore County Schools focus on SEL (Social Emotional Learning).
● Crystal Slater, Lead Social Worker/PSU Foster Care This is needed for foster care students who
Point of Contact, Bladen County Schools, have experienced a great deal of trauma.
● The priority on instructional loss is
● Jamie Synan, Executive Director of Student Support
appropriate and needed for our students in
Services and Administrative Technology Scotland foster care who have experienced social
County Schools isolation, mobility/transitional gaps, as well
● Tanya DeShields Jordan, MA, NBPTS as online learning (learning loss) which has
Supervisor of School Counseling and Social Work, been challenging and impacted them both
PSU Foster Care Point of Contact, Student Support academically and emotionally.
Services, New Hanover ● Ensure that funds are designated
specifically to support foster care students
County Schools
and staff who directly support them (ie.
● Sara Bigley, State Education Agency (SEA) Foster PSU Foster Care POCs).
Care Point of Contact (POC), Federal Program ● Add clarity for credit recovery related to
Monitoring and Support Services Division NCDPI learning loss.
● Explore the disparities of students in foster
care as it relates to race and equity. (ie.
students with dual services – such as foster
care and DJJ system).
● Address the technology need for a
state-wide data system that can work
across/between systems – (ie. NC
DHHS/County DSS agencies, DJJ and
3
NCDPI/local PSUs) – an “authoritative
data” system that works across our related
systems who share foster care students –
support their overall needs and provide
services in a timely manner.
Migrant ● Simone Wertenberger, MEP Director, Henderson
8/4 County Schools ● Offer tutoring 3xweekx30 minutes. ESL
● LuAnne Llewellyn, MEP Director, Surry County lessons, social emotional care,
Schools ● Difficulty in finding qualified staff for
● Dr. Hernan Daza, MEP Coordinator, Nash County temporary tutoring positions.
Schools ● Outside the box ideas on how to use funds
● Carlos Valle, Regional Recruiter, NCDPI to pay for staff and improve wages. Find
● Maria Patricio, Recruiter, Hoke County Schools ways to qualify parents as instructional
● Hope Derry, MEP Tutor, Bladen County Schools tutors
● Maria Chavero, Parent, Bladen County Schools ● Stipends for volunteers
● Parent, Surry County Schools ● Professional development and training of
● Dr. Heriberto Corral, MEP Data and Parent/Family tutors is important.
Coordinator, Migrant Education Program NCDPI ● Support for lost instructional time and
● Hunter Ogletree, MEP Compliance Coordinator, socio-emotional needs should be on-going
Migrant Education Program NCDPI and consistent.
● Hi ● What can we do to go beyond Reading and
Math?
● Help with children-adults in their social and
emotional support
● Strongly consider acceleration
● Guarantee the implementation of the 1% set
aside for after school programs at the
district level. Ensure barriers such as
transportation are addressed for afterschool
programs for MEP students.
● internet connectivity at home of MEP
students
● Transportation fees for MEP students
● Address wait times for transportation
issues- example: Here Comes the Bus App
Migrant Out-of-School Youth (OSY)
4
● Assistance with college application
fees/FAFSA completion
English Learners ● Sashi Rayasam, Director of K-12 ESL Services, ● Add English Language Development as a
8/10 Durham Public Schools priority as well. There is a strong
● Mayra Hayes, Director of English Language connection between ACCESS results/EL
Learners, Guilford County Schools
Progress and Core academic outcomes, and
● Charlotte Nadja Trez, Executive Director of
Learning and Language Acquisition, if the state ACCESS EL progress
Charlotte-Mecklenburg Schools comparison from 2019-2021 is comparable
● Glenda Harrell, Director of ESLWake County Public to ours, we didn’t see the EL progress that
Schools we saw in years past.
● David Sisk, Director, English Language ○ Recovery from lost instructional
Learners/Title III, Winston-Salem Forsyth time
● Deborah Wilkes, ESL Coordinator Cumberland
○ Acceleration in core academic areas
County
● Lannie Simpson, Director of ELL (English ○ Acceleration in English Language
Language Learners), Burke County proficiency development.
● Angel Mills, Director of ESL, Lee County ● Meeting students’ social, emotional, mental
● Simone Wertenberger, Director of ESL, Henderson and physical health, and academic needs,
County Schools including through meeting basic student
● Dr. Timothy Sims, Director of Federal needs; reengaging students; and providing
Programs,Hickory City Schools
access to a safe and inclusive learning
● Luis Munoz, ESL Coordinator, Davie County
● Martha Banderas, ELL Coordinator, New Hanover environment;
● LuAnne Llewellyn, Director of Federal Programs, ● Our EL students need to use English
Surry County actively to grow in ELD. Masks &
● Lori Holguin, ESL Lead Teacher, Wilkes County physically distanced rows are all obstacles
● Dr. LaTricia Townsend, Director of Federal Program for listening and speaking clarity. EL
Monitoring and Support NCDPI students need to work in cooperative
● Tina Letchworth, Assistant Director of Federal
Program Monitoring and Support NCDPI groups, and that can be accomplished safely
by the use of clear Sneeze Guards & center
tables around which desks are placed,
Teacher use of personal amplifiers, clear
5
masks, etc. allow ELs to see and hear the
language being actively produced. I think
unique items are needed to re-engage and
support ELs so they can hear with clarity,
can see sounds being formed, and negotiate
meaning through the use of English are
integral to their academic and language
growth.
● SEL: our ELs have cultural and language
barriers between home and school that
affect academic and ELD growth also. The
views of mental health may be very
different so using "catch-phrases and
edu-speak" only muddy the waters for the
EL students & families.
● Addressing the impact of COVID-19 on
students’ opportunity to learn, including
closing the digital divide; implementing
strategies for accelerating learning;
effectively using data; and addressing
resource inequities;
● High-dosage tutoring (minimum of 3
sessions per week for 30 minutes each time,
not greater than 5 students in a small group
and during the school day-with trained
adults) is crucial
● Offering school outside the regular
8:00-3:00 timeframe. How can ESSER
funds be used to accommodate real-world
schedules?
6
● Consider using Adverse Childhood
Experiences (ACES) to measure the types
and degree of trauma faced by students.
● Provide supplementary technical assistance
in ways PSUs can meet the needs of ELs.
Focus on opportunities to accelerate
learning for English learners. Prior to
COVID ELs needed to make over a year's
growth in order to catch up to their peers
and now they have further to go. Consider
identifying model practices that PSUs could
adopt, suggesting specific strategies. Many
will consider simply hiring additional ESL
teachers, without considering the need to
adjust their LIEP or considering new ELD
models to accelerate the learning for ELs.
● Consider identifying ways in which
strategies like Credit by Demonstrated
Mastery could help ELs. Could they get
credit for courses they can demonstrate
mastery within their own language? Credit
for high school language classes?
Particularly areas which will require state
policy changes to pave the way for success.
● Consistent feedback and guidance on the
allowability of funding would be helpful.
7
Incarcerated ● Julie Jailall (PSU 996), Director, Education Foundation of the plan is solid, but the plan does
Students Services, Department of Public Safety not include the needs of the incarcerated
8/4 ● Casey Corey (PSU 998), Director of Accountability children/youth
– Juvenile Justice Education Services, Division of
Adult Correction and Juvenile Justice, NC The flexibility and allowable use of funds (the
Department of Public Safety concern is that no funds were allotted to
● Cynthia Trickel (PSU 998), Director of Federal incarcerated children/youth)
Programs, Division of Adult Correction and Juvenile
Justice, NC Department of Public Safety Covid has seriously impacted how education is
● Jamel Jones (PSU 996), Federal Programs being delivered to incarcerated children/youth. It is
Compliance Specialist, Department of Public Safety suggested that funding be provided to assist with
● James Popp (NCDPI), School Improvement and the following concerns:
Support Program Administrator, Federal Program
Monitoring and Support Division NCDPI 1. Technology (infrastructure,
hardware, software)
2. Professional Development for staff
(social emotional, learning loss,
transitioning students, virtual
learning)
3. Remediation (teachers, tutors,
supplies and materials, instructional
resources that address the
appropriate academic level) – with
the COVID shutdown, the available
resources were learning packets. In
many cases, the students were not
able to read or comprehend the
available material without
assistance. This created a larger gap
in learning.
4. Diagnostic tools for identifying
student learning loss
5. Additional counselors (social
8
emotional)
Exceptional ● Dreama McCoy, Section Chief, Exceptional ● Ensure content is designed to meet the
Children Children Division NCDPI needs of all students, specifically students
8/13 ● Robert MCQuat, Consultant, Exceptional Children served by EXTENDED Content Standards
Division NCDPI ○ SEL modules and Credit for
● Christy Grant, Exceptional Children Executive demonstrated mastery
Director, Nash County Schools ● The focus is on literacy. There needs to be
● Donnie Stalkhe, Exceptional Children and 504 an intentionality with mathematics, too. The
Director, The Franklin School of Innovation Lisa group recommends Math Foundations.
Bowen, Personnel and Exceptional Children ● How is support to be differentiated between
Director, Martin County Schools Charters and traditional LEAs?
● Michelle Hamm, Consultant, Exceptional Children ○ Must they participate in LETERS
Division NCDPI training
● Lynn Metcalf, Regional EC Coordinator,
Exceptional Children Division NCDPI
● Sandra Joyce, Exceptional Children Teacher,
Northeast Carolina Preparatory School
● Dr. LaTricia Townsend, Director, Federal Program
Monitoring and Support NCDPI
● Tina Letchworth, Assistant Director of Federal
Program Monitoring and Support NCDPI
Civil Rights ● Mr. Mark Jewell, NAACP, Education Chair ● Resources for students and teachers who
Organization ● Dr. LaTricia Townsend, Director, Federal Program must remain out for COVID
NC National Monitoring and Support NCDPI ○ compensation/leave structure for
Association for the teachers
Advancement of ● Resources to support learning recovery for
Colored People families
(NC NAACP) ● Social Emotional supports/resources are top
8/12 priority
● Additional resources for “people power”
○ Additional teachers, support, tutors
○ Compensation for staff
commensurate with their
professional status
9
○ Student support- social workers,
school nurses, psychologists
● Support for community liaisons
● Attempt to ensure each PSU receives
support from ESSER
● School Report Cards
○ Feels the practice of assigning a
letter grade is damaging
● A resolution was provided by the
Teachers ● Matt Aber-Towns, Executive Director, NCAE ● There are several areas which the
N.C. Association ● Kevin Rogers, Government Relations and organization is in alignment to include
of Educators Communications Manager , NCAE increased support for student mental health
(NCAE) ● Nicole Price, Associate Executive Director, NCAE
services regarding the lost instructional
8/3 ● Ms. Tamika Walker-Kelly,President, NCAE
time, as noted in the plan.
● Alan W. Duncan, Vice-Chair, State Board of
Education, NCDPI ● One of the things that is important to us as
● Dr. Deanna Townsend-Smith, Director of Board organization is the gathering of input from
Operations and Policy, NC State Board of Education, as many stakeholders as possible
NCDPI ● Desire to develop a process where we can
● Dr. Michael Maher (NCDPI), Executive Director, authentically engage educators and our
Office of Learning Recovery and Acceleration different stakeholder groups on the
NCDPI spending of these ESSER funds, and then,
● Freebird McKinney, NCDPI / SBE Director of of course, build a long term continued
Government Affairs and Community Outreach, NC engagement.
State Board of Education, NCDPI
● Design processes with this group for
● Reneé D. Habersetzer, Executive Assistant, Office of
Learning Recovery and Acceleration NCDPI feedback. As a statewide organization, we
represent all public school employees,
regardless of category Our school social
workers and psychologists may have
valuable input that is different from our
educational support personnel, nutrition,
workers in our school, bus drivers, and
custodians
o Also, various components like teen
10
safety and what those important
interventions should look like
o How the state engages in the statewide
plan could be modeled by locals
● Host a series of town halls for
educators and parents
○ Locals who don't know how to do
that could model the statewide
engagement and do something
similar
○ We have a local infrastructure and
all 115 counties engaging
○ Can partner with local school
districts with the model that we're
doing here
● It's important that we also lean on our
community partnerships
○ Part of the coalition work that we do
in the state and local is we work
with different community
stakeholder groups outside of just
our education school personnel
○ Invite parents, community groups, to
town halls for them to give input on
funds and have questions answered
● Believes it is possible to ask people their input
regarding allocation, with the understanding
that everybody is aware of the state budget
● Spoke of previous engagement with members
and educators across the state around the
American Rescue Plan
● Believes local leaders and educators on the
ground are equipped to have this conversation
11
about what post pandemic education should
look like
● Previously had a series of forums about what
post pandemic education should look like in
January and February
● Believes they ready to have this conversation
about what needs are necessary in their schools
Students ● Lauren Humann, Member, North Carolina ● The possibility of having one teacher trying
8/6 Superintendent’s Student Advisory Council NCDPI to teach in person and online at the same
● Dr. Michael Maher (NCDPI), Executive Director, time
Office of Learning Recovery and Acceleration
○ Gave example of her stepparent
NCDPI
teaching 4th grade and the challenges
● Karson Nelson, Legislative Liaison and Policy
Advisor, NCDPI that come with children with in-class
instruction and online instruction at
the same time
○ Instruction time being pulled in
different directions is challenging
and difficult
○ Lauren suggested a hybrid approach
– where separate teachers are
available for online and face-to-face
● Lauren shared about the challenges of
testing anxiety
○ Mentioned observing other students
cheating on tests and those that did
not cheat felt they were behind
○ Observed overall that testing seemed
stressful for most students
○ Going back to an in-person class - for
12
students who did cheat and have the
internet available to seek answers - are
going to really struggle with being back in
person - with having teachers monitor
them more closely
○ Mentioned that having more
students in the classroom will help
with the social aspect, and clubs and
organizations starting again will be
helpful for mental well-being
○ Mentioned her middle school
offering a Club Friday – where
students can choose what club they
wanted to attend for a designated
hour each Friday. She felt this
might be a helpful option/social
outlet for students
TABLE OF CONTENTS
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EXECUTIVE SUMMARY
REOPENING PLANS AND SCHEDULING
REOPENING PLANS for EDUCATION CONTINUITY
CRITICAL FACTORS for REOPENING PLANS
SCHEDULING for REOPENING PLAN A: Minimal Social Distancing
SCHEDULING for REOPENING PLAN B: Moderate Social Distancing
SCHEDULING REOPENING PLAN C: Remote Learning Only
INTERIM GUIDANCE on SPECIAL EVENTS and GRADUATION CEREMONIES
STUDENT HEALTH & SAFETY
SOCIAL DISTANCING AND MINIMIZING EXPOSURE
CLOTH FACE COVERINGS
PROTECTING VULNERABLE POPULATIONS
CLEANING AND HYGIENE
MONITORING FOR SYMPTOMS
HANDLING SUSPECTED, PRESUMPTIVE, OR CONFIRMED POSITIVE CASES OF COVID-19
COMMUNICATION AND COMBATING MISINFORMATION
EMPLOYEE HEALTH, SAFETY & SUPPORT
MONITORING FOR SYMPTOMS
PROTECTING VULNERABLE POPULATIONS
EMPLOYEE COPING AND RESILIENCE
Hiring Process Considerations for Summer and Fall 2020
EMPLOYEE LEAVE
SOCIAL EMOTIONAL LEARNING AND STUDENT MENTAL HEALTH
COPING AND RESILIENCE
OPERATIONS: Facilities
OPERATIONS: School Nutrition
OPERATIONS: Transportation
COMMUNICATION
STUDENT LEARNING
PLAN A: MINIMAL SOCIAL DISTANCING
Plan A Benefits and Challenges
PLAN B: MODERATE SOCIAL DISTANCING
Plan B Benefits and Challenges
PLAN C: REMOTE LEARNING ONLY
Plan C Benefits and Challenges
STUDENT LEARNING: Academic Implications of NCDHHS Requirements
STUDENT LEARNING: Remote LEarning Resources
STUDENT LEARNING: Determining Student Learning Needs
STUDENT LEARNING: Other: Athletics, Before and After-School Programming, and Extracurricular Activities
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 1
ATHLETICS
BEFORE AND AFTER SCHOOL PROGRAMMING
EXTRACURRICULAR ACTIVITIES
RESOURCES
ACKNOWLEDGEMENTS
APPENDIX
EXHIBIT A: COMPETENCY-BASED EDUCATION
EXHIBIT B: DRIVER’S EDUCATION, during COVID-19
EXHIBIT C: FORMATIVE ASSESSMENT OVERVIEW
EXHIBIT D: NCDHHS REQUIREMENTS
EXHIBIT E: NCDPI REMOTE INSTRUCTION PLANS
COMPONENT 1
COMPONENT 2
COMPONENT 3
COMPONENT 4
COMPONENT 5
COMPONENT 6
COMPONENT 7
COMPONENT 8
COMPONENT 9
COMPONENT 10
COMPONENT 11
ADDITIONAL CALENDAR INFORMATION:
COMPONENT 12
COMPONENT 13
COMPONENT 14
HOMELESS CHILDREN & YOUTH GUIDANCE
COMPONENT 15
OPTIONAL COMPONENTS
EXHIBIT F: Reopening Guidance
Specialized Instructional Support Personnel
School Counselor
Registered Nurse (RN) School Nurse
School Psychologist
School Social Worker
EXHIBIT G: AIG Programs Guidance
EXHIBIT H: Exceptional Children Guidance
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 2
SUMMARY OF DOCUMENT REVISIONS
Date Section Summary
Please note that page numbers are from entry date,
page numbers may not be accurate as other revisions
are made.
6.24.20 Cloth Face Coverings Updates NCDHHS requirements and recommendations.
6.24.20 Transportation Updates NCDHHS requirements for Plan B
7.9.20 Transportation Updates NCDHHS requirements for Plan B
Facilities Removed 6 feet distancing requirements for
transportation and clarified face shield possibilities Pgs
16, 43, 49, and 54.
7.10.20 Critical Factors for Reopening Adds statement on class size requirements for remote
Schools-Policies learning environments. Pg 7.
7.10.20 Scheduling Reopening Plan C: Remote Adds statement regarding employees in buildings in
Learning Only Plan C. Pg 15.
7.10.20 Driver Education Adds link to Behind The Wheel (BTW) Plan B
Requirements & Recommendations. Pg 82.
7.10.20 NCDHHS Resources Links added immediately below Summary of Document
Revisions
7.14.20 Critical Factors for Reopening Clarified language and class size requirements. Pg 8.
Schools-Policies
7.14.20 Cloth Face Coverings Aligned requirements and recommendations to new
NCDHHS requirements. Pgs 21 and 22.
7.14.20 Protecting Vulnerable Populations New consideration regarding clear face covering. Pg 23.
7.14.20 Reopening Plans and Scheduling Plan B status for Reopening Schools as of July 14. Pg 6.
7.14.20 Transportation Updated NCDHHS requirements regarding cloth face
coverings. Pg 50.
7.15.20 Social Distancing and Minimizing Updated NCDHHS requirements and recommendations.
Exposure Pgs 17-19.
7.15.20 Protecting Vulnerable Populations Updated NCDHHS requirements and recommendations.
Pg 24.
7.16.20 Monitoring of Symptoms Updated NCDHHS requirements. Pg. 27 and Pg.33-34
7.17.20
7.16.20 Handling Suspected, Presumptive, Or Updated NCDHHS requirements. Pg. 29
7.17.20 Confirmed Positive Cases Of Covid-19 NEW PPE resources, videos.. Pg. 29
7.17.20 School Nutrition Updated NCDHHS requirements. Pgs. 49-53
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 3
7.17.20 Protecting Vulnerable Populations Updated NCDHHS requirements. Pg. 36
7.17.20 Coping and Resilience Updated NCDHHS requirements. Pgs. 38 and 44
7.17.20 Duplicated Tables Added Social Distancing and Minimizing Exposure and Cloth
Face Coverings tables to Employee section.
7.17.20 New Exhibits in Appendix Added AIG Program Guidance (as Exhibit G) and Exceptional
Children Guidance (as Exhibit H).
7.20.20 Operations-Facilities Added link to NCDHHS guidance document and removed
references to the following application methods and
considerations: electrostatic sprayer, fogging, wipes,
compressed air, airless sprayers, and avoid scented products if
possible. Pg. 49
7.20.20 Social Distancing Considerations Took out “when feasible” from all ideas. Pgs. 20-22
7.20.20 Facilities -- all sections Updated NCDHHS requirements and recommendations for
applicable areas. Pgs. 46-53.
7.20.20 Social Distancing NCDHHS Note: Some do not apply when in Plan B, as they are
Recommendations requirements.7.20.20 Pgs. 18 and 33
7.20.20 Transportation Added with NCDHHS Recommendations Pg. 59
7.20.20 Handling Suspected, Presumptive or Added note about NCDHHS guide:
Confirmed Cases Reference Guide for Suspected, Presumptive, or Confirmed Cases of
COVID-19 (K-12)
(Note: This is as of July 14. NCDPI is anticipating an updated document with
the new guidance for fever-free timeline from NCDHHS.) Pg.29 THIS IS NOW
UPDATED SO NOTE HAS BEEN REMOVED.
7.21.20 Handling Suspected or Presumptive Added new tool for LEA use
Cases
See this optional Tracking Template as a possible tool to use.
Pg. 30
7.23.20 Water and Ventilation Systems Align with new NCDHHS guidance
Discontinue use of drinking directly from water fountains, post
signs requesting water fountains be used for bottle filling
stations only. Pg. 47
7.23.20 Transportation NCDHHS recommendation added that was overlooked. Pg. 60
7.24.20 Reopening Plans and Scheduling Updated: From NCDHHS StrongSchoolsNC Public Health
Toolkit Pg. 1 and adopted by State Board of Education on
7.24.20
Effective July 14, 2020 and until further notice, schools must
operate under ‘Plan B’ health and safety requirements, outlined
in detail in this (NCDHHS StrongSchoolsNC Public Health)
Toolkit, unless they choose the more restrictive ‘Plan C’.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 4
Schools may choose between ‘Plan B’ and ‘Plan C’ at any time.
Pg. 7
7.24.20 Cloth FaceCoverings Updated with NCDHHS Requirements
Clarified language to clearly state all wear face coverings,
unless exceptions apply. Pgs. 24 and 34.
7.24.20 Handling Suspected, Presumptive, Or Updated with NCDHHS Requirements
Confirmed Positive Cases Of Updated language regarding 24 hours fever-free with other
COVID-19 conditions for returning to school. Pg. 30
Note: Applies to students and employees.
7.24.20 Transportation Updated with NCDHHS Requirements
Clarified wearing of masks at all times, unless exceptional apply.
Pg. 59
7.24.20 Student Learning Added Academic Implications based on NCDHHS
Requirements for Laboratory spaces, Physical Education, Arts
Education, etc. Starting on Pg. 79
7.24.20 Student Learning Added Remote Learning Resources and Electronic Devices for
each grade span.
Starting on Pg. 81
8.10.20 Social Distancing/Classroom Clarified Ideas for Operationalizing
Must maintain 6 feet distance. Pg. 22
8.13.20 Exhibit E. Remote Instruction Plans Updated Attendance Guidance to include a Blended Instruction
Guidance Component 11 Calendar Day type in the SIS. Pg. 123
8.19.20 Handling Symptom Positive Students Updated guidance for PPE: Pg. 30
and Staff
■ PPE Guidance for School Staff
https://drive.google.com/file/d/1ZlaJ6JOZ-YWTY
MiLTywO7Ppu_EfVsdcm/view?usp=sharing
■ PPE Guidance for School Nurses
https://drive.google.com/file/d/1MHmbi7wDpP-1h
QFxLKGu_TsWdtL4oALy/view?usp=sharing
9.17.20 Executive Summary and Reopening Updated based on StrongSchoolsNC Public Health Toolkit
Plans (K-12) released on September 17, 2020
Pg. 7 and Pg. 8
9.18.20 Cloth Face Coverings opening, Updated based on StrongSchoolsNC Public Health Toolkit
requirements and recommendations (K-12) released on September 17, 2020
Pgs. 26 and 27
Pgs. 38 and 39
9.18.20 Monitoring for Symptoms Updated based on StrongSchoolsNC Public Health Toolkit
(K-12) released on September 17, 2020
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 5
Pg. 31 and 41, including new common issues chart
9.18.20 Transportation Updated based on StrongSchoolsNC Public Health Toolkit
(K-12) released on September 17, 2020
Pg. 62, including new recommendation for Plan A
9.23.20 NCDHHS Links Added the document What Are We Learning about
Children and COVID-19? from the NCDHHS site.
10.21.20 SBE adoption SBE adoption again of StrongSchoolNC Public Health Toolkit
Pg. 8
10.21.20 NCDHHS Updates from 10.8.20 Handling Suspected, Presumptive or Confirmed Positive Cases
of COVID-19, Pgs. 33 and 34
Transportation
Pg. 63
10.21.20 NCDHHS Links Added the document:
NCDHHS: K-12 Testing Considerations
12.18.20 NCDHHS Update from 12.4.20 -Social Distancing and Minimizing Exposure, Pgs 22-23, 39
-Cloth Face Coverings, Pgs 26-27, 40-41
-Protecting Vulnerable Populations, Pgs 28-29, 44-45
-Monitoring for Symptoms, Pgs 32-33
*Handling Suspected, Presumptive, or Confirmed Positive
*pay particular attention to Cases of COVID-19, Pgs 33-35 (a lot of changes)
*Water and Ventilation Systems, Pgs 53-55 (a lot of changes)
-Transportation, Pg 67
12.18.20 NCDHHS Links All update, several new including:
● NEW: Requirements and Recommendations for Recess,
Specials, and General Activities
2.17.21 NCDHHS Updates See NCDHHS new links below from 2.2.21 update
SBE Action See new SBE action on page 9
Other changes:
Social Distancing, Pg. 21/39 (editing)
Protecting Vulnerable Populations, Pgs 28/47
3.4.21 Link Updates in Toolkit The links below are active with the updated documents,
including new Vaccine Operational Guidance for
Schools
3.15.21 State Board of Education approved Pages 9-10
updates.
3.18.21 NCDHHS new links New links with on page 7 from NCDHHS, including Quarantining
information for people who have te COVID-19 vaccine
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 6
3.26.21 New SBE policy and NCDHHS New information on pages 7-9.
Updates All” social” distancing terms have been changed to “physical”
distancing.
Physical Distancing Updates: Page 22-23 and 40-42
Protecting Vulnerable Populations: Page 29 and 48
Cleaning and Hygiene: Page 31
Monitoring for Symptoms: Pages 33-34 and 47-48
HandlingSuspected, Presumptive, or Confirmed Positive Cases
of COVID-19: Pages 36-37
Transportation: Pages 76-77
4.6.21 Joint NCDHHS and NCDPI Interim Pages 22-23
Guidance on Special events and
Graduation Ceremonies Note: This addition changes all page numbers referenced
above.
5.18.21 Updated Graduation guidance with Pages 22
applicable new Executive Order 215
NOTE: NCDHHS LINKS (Updated March 26, 2021)
All K-12 NCDHHS guidance and resources can be accessed by clicking here:
StrongSchoolsNC (K-12)
● StrongSchoolsNC: Public Health Toolkit - K-12 (Spanish) See page 6 for a helpful chart.
● Grades 6–12 Plan A Notification Form to NCDHHS
● NCDHHS Interim Guidance on K-12 COVID-19 Antigen Testing
● Vaccine Operational Guidance for Schools
● Requirements and Recommendations for Recess, Specials, and General Activities
(Spanish)
● Reference Guide for Suspected, Presumptive, or Confirmed Cases of COVID-19 (K-12)
(Spanish)
● StrongSchoolsNC Infection Control and PPE Guidance (K-12)
● COVID-19 Contact Tracing Procedures for K-12 Schools
● What Are We Learning About COVID-19 and Children? (Spanish)
● Frequently Asked Questions (Spanish)
● Key Updates Summary
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 7
EXECUTIVE SUMMARY
The State Board of Education (SBE) and NC Department of Public Instruction (NCDPI), in consultation with the North
Carolina Department of Health and Human Services (NCDHHS), have developed Lighting Our Way Forward: North
Carolina's Guidebook for Reopening Public Schools in response to the COVID-19 public health crisis. The purpose of this
guidance document is to support NC public schools and communities in developing their plans and strategies for
reopening schools in the 2020-21 school year. As public school units (PSUs) work to operationalize these
recommendations, it is critical to be intentional and prepared for change as the year unfolds in light of public health needs.
Guiding Principles for Reopening Schools
NC Public Schools will
● consider the safety and wellness of students and employees, first and foremost;
● respond to the needs of vulnerable and high needs populations;
● be adaptable and flexible with the ability to move throughout the academic year from one Reopening Plan to
another based on public health needs;
● synergize multiple operational and academic factors to develop effective plans;
● ensure engagement with all voices represented in the schools;
● maintain consistent communication with students, families and employees to ensure respect and success within the
evolving situation.
This approach is built upon the guidance and recommendations of public health officials; it is aligned to the NC
Department of Health and Human Services (NCDHHS) StrongSchoolsNC Public Health Toolkit (K-12) from June 8,
2020 and updated June 24/June 30/July 14/July 24/September 17&20/October 8/December 4. It is designed to help
districts prioritize the health and safety of students and teachers as they reopen school buildings and deliver instruction for
the 2020-21 school year.
As statewide and local COVID-19 public health needs change over time, it is critical for all public schools to plan for a
variety of learning scenarios for the 2020-21 school year. All NC public schools will need to consider multiple factors as
they prepare to reopen, including community health needs, student and employee safety, operations, and teaching and
learning strategies.
Lighting Our Way Forward: NC’s Guidebook for Reopening Public Schools provides considerations, recommendations,
and best practices to ensure a safe and successful 2020-21 school year. Except for requirements designated by
executive orders issued by the Governor’s Office, North Carolina Department of Health and Human Services,
North Carolina General Statutes, and North Carolina State Board of Education Policy, the guidance and
recommendations contained within this document are not mandated. Public School Units (PSUs) have the authority
and the flexibility to meet their local needs and be responsive to their communities. As impacts of the Covid-19 pandemic
evolve, the SBE and NCDPI will continue to provide updated guidance and recommendations to districts and schools on
navigating the academic, social, and emotional effects on students and employees.
Guidance and action regarding school building closure may come in a variety of ways:
1. A statewide executive order issued by the Governor, such as Executive Order No. 117 issued on March 14, 2020
2. NC Department of Health and Human Services guidance
3. State Board of Education action
4. Local health department guidance
5. Local Educational Agency/Charter School action
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 8
REOPENING PLANS AND SCHEDULING
Per the NC Department of Health and Human Services (NCDHHS) StrongSchoolsNC Public Health Toolkit (K-12) from
June 8, 2020, all public schools are directed to have three plans in place to ensure continuity of educational services
should the state’s COVID-19 metrics change significantly requiring additional restrictions to control the spread of the
disease. These Reopening Plans will be the foundation for a successful and agile academic school year. The three
required Reopening Plans are:
● Plan A: Minimal physical distancing
● Plan B: Moderate physical distancing
● Plan C: Remote Learning Only
The State Board of Education adopted the NCDHHS StrongSchoolsNC Public Health Toolkit initially on July 24,
2020, October 8, 2020, December 5, 2020, February 2, 2021, March 3, 2021, and March 24, 2021. The State Board
of Education approved the following on March 25, 2021.
Operationalized for all Public School Units from the most recent version of the NCDHHS StrongSchoolsNC Public
Health Toolkit Pg. 3 and NC Session Law 2021-4.
No later than April 1, 2021, the following guidelines shall apply:
● Kindergarten – 5th Grade Students: Public school units must provide in-person instruction at least 4
days a week while following all public health protocols in the StrongSchoolsNC Toolkit with one
exception: Schools serving children kindergarten – 5th grade do not need to adhere to the Six Feet
Physical Distancing Requirements detailed on page 6 of the Toolkit. (Plan A).
● 6th – 12th Grade Students: Public School units must provide in-person instruction either in Plan A at
least 4 days a week (minimal physical distancing) or Plan B to the maximum extent possible (six -feet
physical distancing) while following all the other protocols in the StrongSchoolsNC Toolkit. All local
school boards that choose to return under Plan A for 6-12 students must participate in the ABC
Collaborative and also must notify the Department of Health and Human Services and describe the unit’s
plan, as required by NC Session Law 2021-4, Section 2.(1)b.2.
● Remote Learning Option: It is expected that all schools will also offer full-time remote instruction for higher-risk
students and teachers, and for families opting for remote learning for their children.
● Local Flexibility and Planning for Different Scenarios: Schools have flexibility in how they choose to
operationally implement the public health requirements in this toolkit. Further, school leaders should continue to
maintain plans for three different potential scenarios, depending on what restrictions are necessary at any time in
the school year to control the spread of the disease.
● Minimal Physical Distancing (Plan A): All public health requirements in this toolkit, except the Six Feet
of physical distancing required. See page 6 (of the NCDHHS Toolkit).
● Moderate Physical Distancing (Plan B): All public health requirements in this toolkit, including the six
feet of physical distancing. See page 6 (of the NCDHHS Toolkit).
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 9
● Full Remote Learning (Plan C): Full remote learning is no longer an option for daily instruction.
● Local school boards - have the authority to make day-to-day decisions concerning whether
shifting individual schools or individual classrooms that are providing in-person instruction to
remote instruction is necessary due to COVID-19 exposures that result in insufficient school
personnel or required student quarantines. All local school boards shall report any shift by a
school or classroom from in-person to remote instruction to the Department of Public Instruction
within 72 hours of the shift. See Session Law 2021-4 and G.S. 115C-218.75(a). Local boards shall
provide to the Department of Public Instruction all documentation from the local health
department regarding required quarantines of students and/or staff.
● Charter schools - If the governing board of a charter school determines that additional remote
instruction is needed to ensure the health and safety of students it may provide for additional
remote learning days. Session Law 2020-49, PART III, Section 3.(b)(3).
● Exercising the Right to In-Person Instruction. Any student opting to return to in-person instruction
shall be permitted to do so no later than April 1, 2021.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 10
REOPENING PLANS for EDUCATION CONTINUITY
COVID-19 School Facilities and Health Teaching and Scheduling
REOPENING PLANS Students Precautions * Learning Options
REOPENING Open Enhanced health Traditional with Change within day,
PLAN A protocols. preparation for see below
Blended Learning
Minimal Social All students in school See NCDHHS
Distancing at same time requirements and
recommendations.
NOTE: Same as
Plan B except
additional distancing
requirements.
REOPENING Open Enhanced health Blended Learning Multiple options,
PLAN B protocols for all see below
Moderate Social Limit density in See NCDHHS
Distancing facilities to meet requirements and
NCDHHS recommendations
requirements.
Additional
no greater than 50% requirements than
maximum occupancy Plan A in Physical
(deleted 7/14/20) Distancing and
Minimizing Exposure
and Transportation
areas.
REOPENING Closed N/A Remote Learning Full change to
PLAN C for all Remote Learning
No students in school All at home
Remote Learning facilities
*Refer to NCDHHS StrongSchoolsNC: Public Health Toolkit (K-12), most recently updated on March 23, 2021.
CRITICAL FACTORS for REOPENING PLANS
To develop the most effective Reopening Plans for 2020-21, it is critical to incorporate various factors for comprehensive
planning. Below are some factors to be considered:
● Student Health and Needs
○ Physical distancing and minimizing exposure
○ Cloth face coverings
○ Cleaning and hygiene
○ Monitoring for symptoms
○ Protecting vulnerable populations
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 11
○ School Nutrition
○ Social and emotional wellness
● Employee Health and Needs
○ Physical distancing and minimizing exposure
○ Cloth face coverings
○ Cleaning and hygiene
○ Monitoring for symptoms
○ Protecting vulnerable populations
○ Social and emotional wellness
● Operations
○ School Nutrition
○ Transportation and safety
○ School facilities, water and ventilation systems
● Communication
○ Identify representative stakeholders
○ Ensure consistent, accurate and timely communication
○ Create structures for two-way communication
○ Anticipate and address misinformation
● Instructional Planning
○ Blended Learning
○ Determining student learning needs
○ Assessing formatively to inform instruction
○ Remote Instruction Plan components, see Remote Instruction Plan Guidance
○ Professional development
● Issues of Equity and Excellence
○ Access to devices and broadband
○ Variances of home learning environment
○ Access to quality professional development to improve quality Blended Learning
○ Resource development to improve quality Blended Learning
○ Responsiveness to student needs, such as poverty, language barriers, differentiated academic challenges. 504 Plans,
etc.
● State and Federal Regulations and Policies
Note: Updates on these topics will be provided by NCDPI when available..
○ Summative assessments/accountability
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 12
○ CTE credentials, performance-based measurements, and state assessments
○ NC Early Learning Inventory
○ School Improvement Plan processes
○ Class-size requirements (updated 7/14/20):
○ The legislated maximum for Kindergarten to 3rd grade for the 2020-21 school year are as follows:
■ LEA wide class size maximum average: 18
■ Individual class size maximum: 21
■ These maximums apply to all K-3 classes regardless of instructional delivery method.
○ When a class contains a combination of grades of more than one grade, the maximum class size is determined by the
grade span classification of the students constituting the majority in the class. If the number of students in each grade
of the combination class is equal, the maximum class size is determined by the lowest grade classification of the
students.
○ There are no legislated maximums for class size in grades 4-12.
○ See Chapter 4 of the State Board of Education School Attendance and Student Accounting manual for details on
class size waivers, classes exempt from maximums and individual school exemptions.
○ Specialized services, such as Exceptional Children, Section 504 Plans, English Learners, Homeless,
Academically/Intellectually Gifted, etc.
○ Enrollment and attendance issues
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 13
SCHEDULING OPTIONS FOR REOPENING PLANS
Be prepared for movement in and out of these plans if statewide COVID-19 metrics change.
SCHEDULING for REOPENING PLAN A: Minimal Physical Distancing
● Least restrictive plan with physical distancing required only where individuals may congregate, such as hallways,
reception areas, cafeteria, restrooms, and locker rooms
● School facilities are open; all students may be in school at the same time
● Traditional instruction with preparation for Blended Learning
Within-Day Scheduling Changes:
● Minimize opportunities for close contact and the risk of exposure
○ Cafeteria closed for full capacity, could deliver to classrooms/outside areas, food is individually packaged and
served to children
○ Recess could be staggered in small groups
○ Entry/Dismissal, bell schedule adapted
○ Assemblies closed for full capacity, may be all virtual, by smaller groups, etc.
○ Related service/electives adapted as possible, adults could move more than students
● Social distancing behaviors continue as recommended by state and local health authorities, such as removing
groupings of desks and creating hallway floor stickers
SCHEDULING for REOPENING PLAN B: Moderate Physical Distancing
● More restrictive plan
● School facilities are open with additional requirements for physical distancing and minimizing exposure and
transportation.
● Limit density of people in school facilities to adhere to health and safety requirements. (Note: 50% population density
was deleted as of 7/14.20).
● Enhanced health protocols
● Blended Learning for all
For Reopening Plan B scheduling options, consider:
● Clear communication for all students, families, employees and educational partners
● Issues of transportation, bus routes, staffing, etc. for any option
● Issues of scheduling transitions, large groups, teacher movement versus student movement
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 14
● Monitoring of daily attendance for students and staff
● Course and content needs that may be difficult to offer remotely, such as courses with lab time and performance-based
content like arts, Career Technical Education, PE/Health, and science courses
● Professional assignments based on ability and licensure and professional development needs
● Determination of and services for high-risk or homebound students, if medically warranted based on existing protocols
● School calendar to include transition periods to allow for scheduling evaluation, planning and transition to next
operational plan
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 15
ES=Elementary School; MS=Middle School; HS=High School
PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option A ES and MS ES This could reduce student density by 50% on campus
students 100% on-site and on buses.
By Grade Span physically attend
school for regular MS Childcare issues are resolved for ES and MS because
By Grade Level school hours and 100% on-site all on-site.
socially distance.
High HS content could be easier to develop into remote
ES and MS 100% remote learning, in some but not all instances.
students use ES, _____
MS, and HS HS buses could be used to decrease the density of ES
campuses. and MS school buses.
K-3 on-site
HS students take 4-5 remote Could also reduce density by having highest need
all courses students (based on age or academic needs) on-site
through remote _____ while others are remote, even for HS.
learning. _____
HS conducts on K-4 on-site More teachers would be needed for each grade span if
campus labs for 5-8 remote on-site students are assigned different classrooms to
additional support. limit density in classes.
_____
Some grade levels Academic and Social/Emotional needs of HS students
attend on-site, 9-10 on-site will be significantly harder to meet if full remote learning
others remote. 11-12 remote and no on-site teaching and learning. Issues of
engagement will also be challenging.
Facilitate remote
instruction for any Issues of equitable access to resources and excellent
student screened content will be a challenge for HS students and
out of on-site courses. Many courses are not suited for remote, such
as labs, CTE, sciences, arts, etc.
instruction due to
COVID-19 HS building changes for needs of ES and MS; including
symptoms or bathrooms, media resources, playgrounds, desks, table
exposure. height, etc. may not be easily accomplished.
ES and MS school needs may be harder to meet in HS
building, especially issues of administration, special
circumstances, custody, etc. with unfamiliar staffing.
More personnel will be needed to cover students in
separate locations.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 16
PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option B ● At all grade spans, ● A/B Cohorts ● This could reduce student density
students could be by 50% on campus and on buses.
Alternating Days divided into different
● Facilitates direct instruction with
cohorts attending ● Cohort A attends M/W;
By one day opportunities for application of
alternating days on-site remote T/TH
learning.
By multiple days and off-site.
● Cohort B attends T/TH;
● All students get to be on-site for
● This could be done remote M/W
some days with teachers and other
each day or for multiple
*For a long educational staff.
days at a time. ● Friday is remote for all
duration or for a
shorter time
● *This could be done to
period to ease
reopening and decrease density even ● Communication issues with cohort
● Cohort A attends M/T;
implement further, such as one and day; may be confusing for
remote W/TH
beginning of grade-level or cohort of students and families to know their
processes and students for each day of ● Cohort B attends W/TH; scheduled days.
procedures the week to reduce to remote M/TH
effectively.* 20% density. This idea ● Childcare issues for off-site days;
● Friday is remote for all special consideration for families
may be an option to
stagger opening of with multiple students will need to
● Cohort A attends M/T;
school to ensure be considered, if possible.
remote TH/F
processes and
● Time with program specialists
procedures are in ● Wednesday is remote for
could be extra challenging.
place. all.
● Staffing assignments for off-site
● Facilitate remote ● Cohort B attends TH/F;
check-in needed; perhaps hire
instruction for any remote M/T
retired teachers for office hours
student screened out of
during off-site days.
on-site instruction due
to COVID-19 symptoms
or exposure.
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PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option C ● At all grade spans, ● By one week: ● This could reduce student density
students could be on-site and for transportation by 50%.
Alternating ● Cohort A attends on-site weeks
divided into
Weeks 1, 3, 5 … ● Facilitates direct instruction with
different cohorts
and remote weeks 2, 4, 6 … opportunities for application of
attending different
By one week learning.
weeks of on-site ● Cohort B is on-site weeks
By two or more and off-site 2, 4, 6 … and remote 1, 3, 5 … ● All students get to be on-site on some
weeks learning. weeks with teachers and other
educational staff.
By “track” as
● By two weeks:
with year-round ● May better meet planning needs of
calendar families for childcare and
● Cohort A attends weeks
schools employment. Children in a family
1, 2... and remote 3, 4...
could be assigned to the same on-site
● Cohort B onsite 3, 4… times to better support scheduling.
and remote weeks 1, 2
● Communication issues of cohort and
● To reduce density by 66%, week; may be confusing t for students
could do three cohorts and families to know their scheduled
weeks.
● Facilitate remote instruction for
any student screened out of ● Childcare issues for off-site week.
on-site instruction due to
COVID-19 symptoms or ● Staffing assignments for off-site
exposure. student support is needed; perhaps
hire retired teachers/tutors/teaching
assistants/homebound teachers for
office hour times for off-site weeks..
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PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option D ● At all levels, ● Cohort A attends on-site ● This will reduce student density by 50%.
students would be AM; off-site PM
½ Day Rotation ● Learning continues remotely, with some
in two cohorts.
● Cohort B attends on-site staff focused on-site and others off-site.
½ day on-site; ● Cohorts would be PM; off-site AM
½ day off-site ● Facilitates direct instruction with
½ day instruction
and switch ● Facilitate remote opportunities for application of learning.
on-site and ½ day
instruction for any student
off-site per day ● May better meet planning needs of
screened out of on-site
and then rotate families for childcare. Children in a family
instruction due to
per day. could be assigned to the same on-site
COVID-19 symptoms or
times to better support scheduling.
exposure.
● Transportation, sanitation, and nutrition
needs will double and be more complex.
● Communication issues with cohort; may
be confusing for students and families to
know their scheduled days..
● Childcare issues for off-site times.
● Time with program specialists could be
extra challenging.
● Teacher assignments for off-site times
and student support needed.
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PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option E ● At all levels and all ● School determines which ● This will reduce density depending on
courses, teachers students and staff are factors for students at-home. Allows
Synchronous video stream all on-site and which are some students to be on-site.
teaching day for live, off-site.
● Allows for teaching to continue on-site
remote learning.
● Facilitate remote and be flexible.
● This will enable instruction for any student
● May work well for homebound students,
off-site and on-site screened out of on-site
could assign an in-school buddy.
teaching at the instruction due to
same time for COVID-19 symptoms or ● May work better for HS.
students at home exposure.
or in the building.
● Need for significant equipment, security,
and significant broadband at school and
at home. May require additional IT
staff/assistance.
● Ensuring off-site students have needed
materials for all learning activities.
● Child-care issues for off-site times.
● Determining which students are on-site
and off-site may be complex.
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PLAN B Description Examples Benefits/Challenges
SCHEDULING (not exhaustive) (not exhaustive)
OPTIONS
Option F ● Combination of options ● School determines which ● This could reduce density.
above based on local students and/or courses
Hybrid ● Could match high-risk students with
needs. are on-site and which are
high-risk teachers.
remote.
No single option ● At all levels, based on
fits the needs of ● Could respond to needs of content
needs of students and ● Facilitate self-report or
your LEA/Charter and courses.
teachers, primarily confidential student,
medical with regard to family, and staff survey to ● Childcare needs may be met.
Combination of
self-reported high-risk accommodate individuals
options
status for COVID-19 deemed at high-risk for ● May support local needs and creative
exposure. severe disease from options of combining across
COVID-19 exposure who campuses and/or needs.
● Certain
may prefer to be remote.
courses/content could
be done off-site while ● Facilitate remote
● Complex management of various
others can be done instruction for any student
scheduling and student options.
on-site. screened out of on-site
instruction due to ● Challenging to maintain if needs
COVID-19 symptoms or change of students and/or teachers.
exposure.
● Communication issues.
SCHEDULING REOPENING PLAN C: Remote Learning Only
● School facilities are closed. Students are not permitted in facilities. Employees may or may not be permitted in school
buildings based on Executive Order or other state requirements. (Updated 7/10.20)
● Remote learning for all students, based on Remote Instruction Plans (SPLN-006) submitted on July 20, 2020, to
NCDPI as a framework for quality remote learning
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Interim Guidance on Special Events & Graduation Ceremonies
JOINT GUIDANCE OF THE NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION AND THE
NORTH CAROLINA DEPARTMENT OF HEALTH AND HUMAN SERVICES
COVID-19: Interim Guidance on Special Events & Graduation Ceremonies
Issued: April 2021
Understanding the milestones that special events and high school graduations represent in the lives of our
students and families, the North Carolina Departments of Public Instruction and Heath and Human Services
offer the following interim guidance and important reminders of our responsibility to abide by requirements
outlined by current Executive Orders and the StrongSchoolsNC Public Health Toolkit (K-12) to maintain the
safety of students, families, and staff members. Decisions to conduct special events or graduation ceremonies
are at the discretion of local school boards and superintendents.
NCDHHS does not recommend traditional proms. A traditional prom is a high-risk activity where a
predominantly unvaccinated population would be in close proximity for an extended period of time. NCDHHS
encourages alternate approaches instead of a traditional prom, planned in coordination between local and
state education leaders.
· Events must comply with applicable capacity limits required by the current Executive Order (which,
as of May 14, 2021 is Executive Order 215) and the applicable public health requirements outlined in
the StrongSchoolsNC Public Health Toolkit (K-12).
o Local education leaders should consult with their legal counsel to ensure any
school-sponsored special events or graduation ceremonies comply with applicable public
health requirements as outlined in current Executive Orders and the StrongSchoolsNC Toolkit.
o Event plans should include consultation with local health officials on current state and local
public health requirements and other questions related to health and safety.
o Districts and schools are encouraged to engage with students and families on the best
approaches for communicating and implementing health and safety protocols with their
communities.
· All attendees age five or older must wear a face coverings indoor public schools. Details and
exceptions related to face coverings are outlined specifically in Executive Order No.209 and reiterated
in Executive Order No. 215, Section 2 and in NCDHHS Requirements for the Use of Face Coverings
and Masks.
· When possible, hold events outdoors.
· Implement practices that encourage physical distancing: 6 feet between groups at all times, small
cohort groups, avoid mixing of households.
· Provide visual cues of 6 feet distancing in line areas, restrooms, and other areas.
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· Utilize rapid tests, available for free to NC schools to implement an advanced screening protocol for
students and staff members participating in the event. For more information, see NCDHHS Interim
Guidance on K-12 COVID-19 Antigen Testing.
· Avoid sharing food buffet-style.
· Consider developing entry point symptom-screening protocols for adults.
· Provide hand sanitizer stations available for participants.
· Develop a plan for seating both students and visitors. Encourage visitors of the same household to
sit together and ensure physical distance is maintained among other households.
· Post signage about the 3 Ws and reminding symptomatic people to avoid the event.
· Stagger arrival times so seating can occur more easily with proper distancing.
· Increase outdoor ventilation to indoor areas when possible. For more information, see NCDHHS
Guidance for Ventilation/Indoor Air Quality.
· Follow NCDHHS Guidance for Meeting Rooms and Event Spaces, as appropriate.
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STUDENT HEALTH & SAFETY
This Student Health and Safety section is extensive but not exhaustive. National, state and local guidance should always
be consulted for the most up-to-date requirements and recommendations. Please continue to check the Centers for
Disease Control and Prevention and the NC DHHS site for current requirements and recommendations.
In addition to requirements/recommendations below,
Overall Considerations:
● Collaborate with local health department to develop a process for closing schools
● Develop a response team and identify a COVID point person for each school
● Identify and/or provide professional development on protocols
● Support Social Emotional Learning and resilience
● Streamline communication in collaboration with community partners.
PHYSICAL DISTANCING AND MINIMIZING EXPOSURE (3.26.21 all new in this section)
Physical distancing means keeping space between yourself and other people outside of your household,
and is a key tool to decrease the spread of COVID-19. The following guidance reflects the latest CDC
recommendations that physical distancing be maximized to the greatest extent possible for students and
staff in K-12 settings.
The CDC recommends a minimum of three feet of distance between K-12 students in communities with low,
moderate, and substantial levels of transmission. In areas of high community transmission, the CDC
recommends a minimum of three feet physical distance for elementary school students and middle and high
school students, if cohorting is possible. In areas of high community transmission, the CDC recommends
that middle and high school students be six feet apart, if cohorting is not possible.
At least six feet of distance is recommended between adults (teachers and staff) and between adults and
students, as well as whenever masks cannot be worn, such as when eating, in common areas, and during a
higher-risk activity (such as singing, shouting, band, or sports and exercise.)
Note: The CDC has removed recommendations for physical barriers (e.g., plexiglass), as of 3/19/2021.
PLAN A PLAN B PLAN C
NCDHHS Requirements: NCDHHS Requirements: NCDHHS
Requirements:
● Provide physical distancing floor/seating Adhere to all requirements outlined in Plan
markings in waiting and reception areas. A AND: Follow all physical
distancing
● Mark 6 feet of spacing to remind students and ● Ensure that atleast 6 feet distance can be requirements for
staff to always stay 6 feet apart in lines and at maintained when people will be stationary anyone entering
other times when they may congregate. (e.g. when seated in classrooms, waiting in the building.
lines, in restrooms and locker rooms, in
● Mark 6 feet of spacing to remind teachers and
cafeterias, other indoor school settings where
staff to stay apart at times when they may
people congregate.) For some schools, this
congregate, such as during staff meetings,
may mean limiting the total number of
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planning periods, lunch, recess, in teacher students, teachers, staff, and visitors within a
lounges and break rooms. (updated 7.15.20) school building at any one time to ensure that
six feet distance can be maintained (updated
● Provide marks on the floors of restrooms and
7.15.20/2.2.21/3.24.21)
locker rooms to indicate proper physical
distancing. ● Ensure at least 6 feet between teachers and
staff when they congregate, such as during
● Limit nonessential visitors and activities
staff meetings, planning periods, lunch,
involving external groups or organizations.
recess, in teacher lounges, and break rooms.
● Have teachers and staff monitor arrival and (updated 7.15.20)
dismissal to discourage congregating and
● Ensure at least 6 feet physical distancing in
ensure students go straight from the vehicle to
any outdoor setting when students, teachers,
their classrooms and vice-versa. (updated
staff and visitors are stationary (e.g., waiting
7.15.20)
in line for transportation, sitting in a group.)
● Discontinue the use of any self-service food or (updated 7.15.20)
beverage distribution in the cafeteria (e.g.
● Arrange furniture or block off seats, such as
meals and snacks served at schools should be
desks, chairs, or other seating in classrooms,
individually packaged and served directly to
break rooms, reception areas, and cafeterias,
students; milk or juice may be available
so that students, teachers, staff and visitors
separately and should also be served directly to
are separated from one another by at least 6
students). As always, ensure the safety of
feet. (updated 7.15.20)
children with food allergies. (12.18.20)
● Provide frequent reminders for students,
● Mark 6 feet of spacing to remind school
teachers, staff, and visitors to stay at least 6
nutrition staff to stay 6 feet apart throughout
feet apart from one another. (updated
food distribution. (updated 7.15.20)
7.15.20)
● Choose physical education activities that limit
● Follow the additional physical distancing
the use of shared equipment, and any close
requirements in the Transportation section.
contact between students during those
(updated 3.26.21)
activities is limited and brief. (updated 7.15.20)
● Discontinue in-person activities that involve
bringing together large groups of people or
activities that do not allow for physical
distancing (assemblies, performances, field
trips, etc) (updated 7.15.20)
NCDHHS Recommendations for Plan A and Plan B (3.26.21)
● (Plan A only) Maintain at least 3 feet of distance between students in classrooms to the greatest
extent possible (e.g., desks spaced 3 feet apart).
● (Plan A only) Maintain at least 6 feet of distance between adult staff and students to the greatest
extent possible (e.g., teacher delivers classroom instruction from at least 6 feet away). •
● (Plan A only) Maintain at least 6 feet of spacing between people when masks cannot be worn
(e.g., when eating).
● Minimize opportunities for sustained exposure (15 minutes or more within 6 feet distance)
between students, teachers, staff and visitors in areas they may congregate, such as in waiting
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and reception areas, when in line, during transitions, or while waiting for transportation.
● Minimize opportunities for sustained exposure (15 minutes or more within 6 feet distance)
between teachers and staff during staff meetings, planning periods, lunch, recess, in teacher
lounges, and break rooms and other areas teachers and staff may congregate.
● Provide frequent reminders for students, teachers, and staff to stay at least 6 feet apart from one
another when feasible.
● Arrange furniture, such as desks or seating in classrooms, break rooms, and reception areas, so
that students, teachers, staff and visitors are separated from one another by at least 6 feet when
feasible. If it is not possible to arrange seating 6 feet apart, consider having all students, teachers,
staff and visitors sit facing the same direction (i.e., all sitting on the same side of a table) or using
barriers between people.
● Designate hallways as one-way, posting directional reminders on the walls and/or floor.
● Designate entrance and exit doors for classrooms and restrooms to reduce the chance that
people meet fact to face.
● Keep students and teachers in small cohort groups that stay together as much as possible during
the day, and from day to day. Limit mixing between cohort groups as much as possible (e.g.,
during recess, lunch in the cafeteria, arrival and dismissal, etc.)
● Follow the recommendations outlined in the Interim guidance for Administrators and Participants
of Youth, College & Amateur Sports Programs.
● Refer to the recommendations outlined in “Requirements and Recommendations for Recess,
Specials, and General Activities.” (12.18.20)
PHYSICAL DISTANCING and MINIMIZING EXPOSURE
Considerations for Operationalizing
Cafeteria Create a system of taking lunch orders and eating in classrooms:
Eat-in classrooms
Limit cafeteria visits to cohorts / ● If physical distancing is not possible in the cafeteria, have meals delivered to
individual classes the classroom or have students bring food from the cafeteria back to their
classrooms to eat.
Minimize large group gatherings
in the cafeteria ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another. (7.20.20)
● Paper or E-Form that is sent by each classroom to the cafeteria at the agreed
time.
● Staggering time for classroom helpers to come and get orders; Have floor
stickers to indicate where helpers can stand in line to pick up meals.
● Designate traffic flow as one-way, posting directional reminders on the walls
and/or floor.
● Have extra-large trash bags available in each classroom with set times for
picking up.
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● Coordinate times for hand washing before and after lunch.
Limit cafeteria visits to cohorts/ individual classes and allow certain limited
classrooms to eat in classroom-based on need, age or space of the room:
● Designate traffic flow as one-way, posting directional reminders on the walls
and/or floor.
● Use plexiglass partitions for cafeteria staff interfacing directly with students and
school staff.
Hallways ● Create a staggered arrival and departure schedule.
Minimize the number of ● Provide frequent reminders, including signage, for students and staff to stay at
students in hallways least 6 feet apart from one another. (7.20.20)
● Designate hallways as one-way, posting directional reminders on the walls
and/or floor.
● Keep students and teachers in small cohort groups that stay together as much
as possible during the day, and from day to day. Limit mixing between cohort
groups as much as possible (i.e., during recess, lunch in the cafeteria, arrival
and dismissal, etc.)
● Stagger locker assignments to minimize contact.
Restrooms ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another. (7.20.20)
Monitor and develop plans to
ensure the recommended ● Install physical barriers such as plastic screens, between bathroom sinks.
physical space available in
restrooms. ● Block off alternating sinks.
● Use tape on the floor to designate physical distancing when using the restroom
facilities, including access to stalls and sinks.
● Create a staggered handwashing schedule.
● Stagger normally assigned times for access to restroom facilities.
Classrooms ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another. (7.20.20).
Separate desks and seating to
maximize the distance between ● Remove or rope off space not to be used.
each student.
● Arrange desks or seating so that students are separated from one another by at
least 6 feet. (8.10.20)
● If available, place barriers between students.
Car Pool ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another. (7.20.20).
Staggered or timed arrivals.
● Place marks on entries at the building for screening, at least 6 feet apart.
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● Have staff monitor carpool line to avoid congregation.
Front Office ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another (7.20.20).
Minimize traffic in the front ● Place physical barriers such as plexiglass for protection at reception desks and
office lobby.
similar areas.
● Have seating to be at least 6’ apart for staff and reception areas.
● Create protocol to minimize students being sent to the office area (i.e., first aid
supplies, early dismissals, etc.)
● Post directional reminders on the walls and/or floor.
● Designate entrance and exit doors for front office to reduce the chance that
people meet face to face.
● Limit visitors to pre-arranged visits only, excluding emergencies.
Health Room/Nurse Office ● Provide frequent reminders, including signage, for students and staff to stay at
least 6 feet apart from one another (7.20.20).
Restrict use to well students ● Have seating to be at least 6 feet apart for staff and reception areas.
and students with injuries.
● Create protocol for when students should come to the health room/nurse office.
● Post directional reminders on the walls and/or floor.
● Designate entrance and exit doors for the health room/nurse office to reduce the
chance that people meet face to face.
Other Common Areas (i.e., ● Provide frequent reminders, including signage, for students and staff to stay at
lobbies, gym, courtyard) least 6 feet apart from one another (7.20.20).
● Place physical barriers such as plexiglass for protection at reception desks and
similar areas.
● Have seating to be at least 6 feet apart for staff and reception areas.
● Post directional reminders on the walls and/or floor.
● Designate entrance and exit doors for common areas to reduce the chance that
people meet face to face.
● Discontinue activities that involve bringing together large groups of people or
activities that do not allow for physical distancing, including assemblies,
in-person field trips, large groups using playground equipment simultaneously,
etc.
● Incorporate virtual events such as field trips, parents/family meetings,
assemblies, and performances where possible.
● Follow the recommendations outlined in Interim Guidance for Administrators
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and Participants of Youth, College & Amateur Sports Programs.
CLOTH FACE COVERINGS
There is growing evidence that wearing face coverings help reduce the spread of COVID-19, especially for those who
are sick but may not know it. Cloth face coverings are not surgical masks, respirators (“N-95”), or other medical
personal protective equipment (PPE). Recent studies on types of face coverings suggest that multi-layered cotton face
coverings provide good coverage to keep droplets from spreading when we speak, sneeze, or cough. Individuals
should be reminded frequently not to touch the face covering and to wash their hands. (Updated 9.17.20)
PLAN A PLAN B PLAN C
NCDHHS Requirements:
Ensure that all students from Kindergarten through 12th grade and all teachers, staff, and adult visitors wear face
coverings unless the person (or family member, for a student) states that an exception applies, is eating, or is engaged
in strenuous physical activity. Cloth face coverings must be worn by all students from Kindergarten through 12th grade
and all teachers, staff and adult visitors on buses or other school transportation vehicles, inside school buildings, and
anywhere on school grounds, including outside. (updated 7.14.20 and 7.24.20)
As stated in Executive Order No. 180 on November 23, ensure that face coverings are worn by all workers, teachers,
guests, other adults and children age five (5) or older. In all public and nonpublic schools, all workers, teachers, guests,
other adults and children five (5) years or older must wear face coverings when indoors, at all times, unless an
exception applies, and when outdoors and within six (6) feet of another person, unless exception applies. (12.18.20)
● Examples of where and when masks are required include: Students over age 5 and a teacher are together
inside a classroom whether or not they are 6 feet apart; Students over age 5 are in P.E. class indoors whether
or not they are 6 feet apart; A student is 5 years-old and enrolled in preschool; Students over age 5 and playing
basketball in the gym as a part of an after-school program; Student track athletes are waiting at the starting line
to begin a race and are not 6 feet apart. These examples are not an exhaustive list.
● Examples of where and when masks are not required include: Students are outside for recess consistently
maintaining 6 feet of physical distancing at all times; A teacher holds class outdoors with all individuals
consistently maintaining 6 feet of physical distancing at all times; Students are participating in an outdoor P.E.
class with all individuals consistently maintaining 6 feet of physical distancing at all times; A student is 4
years-old and enrolled in preschool; Student track athletes are running in a race and are consistently
maintaining 6 feet of physical distancing at all times; A teacher is alone in their classroom with the door closed.
These examples are not an exhaustive list.
As outlined in Executive Order No. 163, face coverings are not required to be worn by an individual who:
(new and updated 9.17.20)
● Shound not wear a face covering due to any medical or behaviorial condition or disability (including, but not
limited to, any person who has trouble breathing, or is unconscious or incapacitated, or is otherwise unable to
put on or remove the face covering without assistance);
● Is under five (5) years of age;
● Is actively eating or drinking;
● Is strenuously exercising;
● Is seeking to communicate with someone who is hearing-impaired in a way that requires the mouth to be
visible;
● Is giving a speech for a broadcast or to an audience;
● Is working at home or in a personal vehicle;
● Is temporarily removing his or her face covering to secure government or medical services or for identification
purposes;
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 29
● Would be at risk from wearing a face covering at work, as determined by local, state or federal regulations or
workplace safety guidelines;
● Has found that his or her face viewing is impeding visibility to operate equipment or a vehicle; or
● Is a child whose parent, guardian, or responsible person has been unable to place the Face Covering safely on
the child’s face.
Share guidance and information with staff, students, and families on the proper use, wearing, removal, and cleaning of
cloth face coverings such as CDC’s guidance on wearing and removing cloth face masks and CDC’s use of cloth face
coverings. Visit NCDHHS COVID-19 response site for more information about face coverings, and to access sign
templates that are available in English and Spanish. (12.18.20)
NCDHHS Recommendations for Plan A and B:
Provide cloth face coverings for staff, other adults and students. Ask them (and families, if applicable) to properly
launder cloth face coverings using hot water and a high heat dryer between uses.
Provide disposable face coverings for staff, visitors or students who do not have a cloth face covering when they arrive
at school.
Schools may choose to build in time for brief moments when individuals can take short breaks from wearing cloth face
coverings at times and in settings where risk for transmission is lower. (e.g. outside, when air circulation is increased by
opening windows and when people are consistently 6 feet apart). (12.18.20)
Consider the particular needs of younger children for whom it may be difficult to wear a face covering properly for an
extended period of time, such as children ages 2, 3, and 4, (for whom face coverings are recommended but not
required). School staff can prioritize having children wear face coverings at times when it is difficult for children to
maintain a distance of 6 feet from others (e.g., during pick-up or drop-off, when standing in line). (updated 12/4/20)
Staff should provide positive reminders and support why it is important to wear face coverings, and how to properly
wear them. (new and updated 9.17.20)
Considerations for Operationalizing
1. Send information home to parents on proper use of face coverings.
2. Provide educational sessions for students and staff on the appropriate use of face coverings.
3. Normalize the use of face coverings through communication and by example.
4. Demonstrate and provide guidance on wearing face coverings at faculty meetings.
5. Post signage on the proper use of face coverings throughout the building.
6. Identify resources for purchasing face coverings.
7. Consider a plan for addressing bullying related to face coverings.
8. Develop a process for face covering removal when not in use to minimize cross-contamination (i.e., lunch).
9. Consider face covering disposal sites for students and staff.
10. Consider making face coverings available for those who choose to wear a face covering but may not have access.
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11. Consider the needs of hearing impaired students. Consider face coverings with transparent mouth window.
PROTECTING VULNERABLE POPULATIONS (clarified 3.26.21)
Everyone is at risk for getting COVID-19 if they are exposed to the virus, but some people are more likely than others to
become severely ill. Read more information from the CDC. People at increased risk include anyone who:
• Is 65 years of age or older
• Lives in a nursing home or long-term care facility
• Is pregnant
• Is a smoker (current or former, defined as having smoked at least 100 cigarettes in their lifetime)
• Has one or more of the following conditions:
● Asthma (moderate to severe)
● Cancer
● Cerebrovascular disease or history of stroke
● Chronic kidney disease
● Chronic Obstructive Pulmonary Disease (COPD)
● Cystic fibrosis
● Dementia or other neurologic condition
● Diabetes type 1 or 2
● Down Syndrome
● A heart condition such as heart failure, coronary artery disease, cardiomyopathy
● Hypertension or high blood pressure
● Liver disease, including hepatitis
● Pulmonary fibrosis
● Immunocompromised state (weakened immune system) from: immune deficiencies, HIV, taking chronic
steroids or other immune weakening medicines, history of solid organ blood or bone marrow transplant
● Overweight or obesity
● Sickle cell disease (not including sickle cell trait) or thalassemia
PLAN A PLAN B PLAN C
NCDHHS Requirements:
Systematically review all current plans (e.g., Individual Healthcare Plans, Individualized Education Plans or 504 plans)
for accommodating children with special healthcare needs and update their care plans as needed to decrease their risk
for exposure to COVID-19.
● CDC’s How to Protect Yourself and Others.
Create a process for students/families and staff to self-identify as high-risk for severe illness due to COVID-19 and have
a plan in place to address requests for alternative learning arrangements or work re-assignments.
● CDC Interim Guidance for Businesses and Employers.
Implement remote or other learning options for the subset of students whose families decide the student needs to
remain at home because the student and/or family member(s) are at high-risk for COVID-19. (updated 7.15.20)
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 31
NCDHHS Recommendations for Plan A and Plan B:
Enable teachers and staff who self-identify as high-risk from COVID-19 to minimize face-to-face contact and to allow
them to maintain distance of 6 feet from others, modify job responsibilities that minimize exposure risk or to telework if
possible. (updated 7.15.20/12.18.20)
Teachers and staff who have close contact with students who cannot wear a face covering due to a medical or
behavioral condition or disability may consider wearing a face shield in addition to their cloth face covering. In these
situations, the use of a face shield and a cloth face covering together may provide further protection. (12.18.20)
Considerations for Operationalizing
1. Review and evaluate 504 and IEP plans to assess and address COVID-specific needs.
2. Assure revision of individual student health care plans by district school nurses related to COVID-specific needs.
3. Develop a system to identify other high-risk need students and to communicate/facilitate remote learning as needed.
4. Consider using clear face coverings for staff to better serve younger and EC students.
CLEANING AND HYGIENE
Washing hands with soap for 20 seconds or using hand sanitizer reduces the spread of disease.
Applies to Plan A and B
PLAN A PLAN B
NCDHHS Requirements:
● Provide adequate supplies to support healthy hygiene behaviors (e.g., soap, hand sanitizer with at least 60 percent
alcohol for safe use by staff and older children, paper towels, and tissues). Refer to the StrongSchoolsNC Infection
Control and PPE Guidance (K-12) for recommended quantities of infection control supplies and ordering information.
(2.2.21)
● Teach and reinforce handwashing with soap and water for at least 20 seconds and/or the safe use of hand sanitizer
that contains at least 60% alcohol by staff and older children.
● Increase monitoring to ensure adherence among students and staff.
○ Supervise use of hand sanitizer by students.
○ Ensure that children with skin reactions and contraindications to hand sanitizer use soap and water.
○ Reinforce handwashing during key times such as: Before, during and after preparing food; Before eating food; After
using the toilet; After blowing your nose, coughing or sneezing; After touching objects with bare hands which have
been handled by other individuals.
● Provide hand sanitizer (with at least 60% alcohol) at every building entrance and exit, in the cafeteria and in every
classroom for safe use by staff and older students.
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● Systematically and frequently check and refill hand sanitizers.
● Encourage staff and students to cough and sneeze into their elbows, or to cover with a tissue. Used tissues should
be thrown in the trash and hands washed immediately with soap and water for at least 20 seconds.
● Incorporate frequent handwashing and sanitation breaks into classroom activity.
● Allow time between activities for proper cleaning and disinfection of high-touch surfaces.
● Regularly clean and disinfect surfaces that are frequently touched by adults and children (e.g., door handles, sink
handles, toilets, light switches, tables and chairs, drinking fountains) and shared objects (e.g., gym equipment, art
supplies, games) within the school and on school buses with an EPA-approved disinfectant for SARS-CoV-2 at least
daily or more often during periods of high use Note: Paper-based materials, such as books and loose-leaf paper, are
not considered high-risk for COVID-19 transmission, and do not need additional cleaning or disinfection procedures.
(3.26.21)
● Ensure safe and correct use and storage of cleaning and disinfection products, including securely storing and using
products away from children, and allowing for adequate ventilation when staff use such products.
● Limit sharing of personal items and supplies such as writing utensils.
● Keep students’ personal items separate and in individually labeled cubbies, containers or lockers.
● Limit use of classroom materials to small groups and disinfect between uses or provide adequate supplies to assign
for individual student use.
● Ensure that all non-disposable food service items are minimally handled and washed with hot water and soap or in a
dishwasher, or use disposable food service items such as plates and utensils.
NCDHHS Recommendations:
Avoid shared use of soft or other items that cannot be easily cleaned and disinfected, (e.g., stuffed toys, clay).
Considerations for Operationalizing
1. Consult CDC guidelines to guide the following:
○ Provide guidance to parents/families on specific types of hand sanitizer.
○ Provide guidance to parents/families to self-identify as sensitive to alcohol-based hand sanitizers.
2. Identify students with these sensitivities and provide other hygienic opportunities.
3. Consider beginning the school year teaching the Essential Standards for Healthful Living on handwashing and the
prevention of communicable disease. For resources for teaching hand washing: See Healthful Living Standards and
Resources.
4. Create a schedule/chart for checking hand sanitizing stations regularly throughout the day.
5. Assign monitors at handwashing stations throughout the day (consider using parent volunteers).
6. Create a master schedule that allows for cleaning and sanitizing in between classes, at the beginning and end of
days, etc.
7. Create a plan for trash removal throughout the day and identify additional staff/volunteers as needed.
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8. Consider assigning specific content-area teacher leads for cleaning materials in their areas.
9. Consider providing communications (e.g., posters, videos, etc.) using reputable sources e.g., CDC Posters,
Factsheets, and Videos, Communications
10. Consult CDC and EPA Reopening Guidance for Cleaning and Disinfecting.
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MONITORING FOR SYMPTOMS (clarified 3.26.21)
There are new recommendations and requirements incorporated into this section and throughout this guidance in
alignment with the CDC.
The presence of any of the symptoms below generally suggests a student, teacher, or staff member has an
infectious illness and should not attend school, regardless of whether the illness is COVID-19. For students, staff,
and teachers with chronic conditions, symptom presence should represent a change from their typical health status
to warrant exclusion from school.
Occurrence of any of the symptoms below, which are newly updated in alignment with the CDC, while a student,
teacher, or staff member is at school suggests the person may be referred for diagnostic COVID-19 testing.
• Fever (temperature of 100.4 degrees Fahrenheit or higher)
• Sore throat
• Cough (for people with chronic cough due to allergies or asthma, a change in their cough from baseline) • Difficulty
breathing (for people with asthma, a change from their baseline breathing)
• New loss of taste or smell
• Diarrhea or vomiting
• New onset of severe headache, especially with a fever More information on how to monitor for symptoms is
available from the CDC.
More information on how to monitor for symptoms is available from the CDC.
For step-by-step instructions for school personnel on criteria for returning to school, review the Reference Guide for
Suspected, Presumptive, or Confirmed Cases of COVID-19 (K-12).
Applies to Plan A and Plan B. Plan C does not apply, since remote.
PLAN A PLAN B
NCDHHS Requirements:
All schools in Plan A and Plan B are required to: (updated 3.26.21)
Enforce that staff and students must disclose and stay at home/go home if:
● They have tested positive for COVID-19, until they meet criteria for return. •
● They have recently had close contact with a person with COVID-19, until they meet criteria for return. •
● They are showing COVID-19 symptoms, until they meet criteria for return.
NCDHHS Recommendations: (updated 3.26.21)
Have families conduct home-based symptom screening for students, following typical school policies to keep children at
home when ill and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive Cases of COVID-19
section of this toolkit;
Recommend that families refer children to diagnostic testing who exhibit symptoms of COVID-19.
NCDHHS does not recommend daily COVID-19 symptom screening for all students at school entry;
Schools should follow their typical procedures for exclusion as they would for any type of illness if a child is symptomatic
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at school, and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive Cases of COVID-19
section of this toolkit.
Refer individuals to diagnostic testing who exhibit symptoms of COVID-19 at school.
Consider conducting daily COVID-19 symptom and temperature screening and exclusion of any adults entering the
building, including teachers, staff, and other visitors.
If symptom and temperature screening is conducted for adults:
○ Refer to the example screening form provided in this toolkit.
○ Symptom screening may be provided at the school entrance, prior to arrival at school, or upon
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance Published June 8, 2020; Updated
March 24, 2021 14 boarding school transportation.
○ Individuals waiting to be screened should stand six feet apart from each other. Use tape or other
markers on the floor for spacing.
○ The staff person conducting symptom screening and taking temperatures must wear a cloth face
covering and must stay six feet apart unless taking temperature.
○ Fever is determined by a measured temperature of 100.4 °F or greater.
○ Use a touchless thermometer if one is available.
○ If not available, use a tympanic (ear), digital axillary (under the arm), or temporal (forehead/temple)
thermometer. Use disposable thermometer covers that are changed between individuals.
○ Do not take temperatures orally (under the tongue) because of the risk of spreading COVID-19 from
respiratory droplets from the mouth.
○ Staff person should wash hands or use hand sanitizer before touching the thermometer.
○ Staff are not required to wear gloves for screenings. However, if staff person wears gloves, they must
change them between direct contact with individuals, and must wash hands or use hand sanitizer after
removing gloves.
○ Staff person must clean and sanitize the thermometer using manufacturer’s instructions between each
use.
________
● Example screening tools from previous NCStrongSchools Toolkits.:
○ Symptom Screening Checklist: Elementary School Students (English | Spanish). Designed to be administered to a
person dropping off a young child.
○ Symptom Screening Checklist: Middle and High School Students or Any Person Entering the Building (English |
Spanish). Designed to be administered to any person middle-school-aged or older, including students, staff,
families, or visitors.
○ There is a more narrow set if COVID-19 symptoms (fever, chills, shortness of breath or difficulty breathing, new
cough, new loss of taste and smell) listed on the Screening Flow Chart and the screening checklists. The
symptoms on the broader list include more common issues that may impact children with a routine illness, and may
be affiliated with COVID-19. Excluding students for symptoms on the broader list, therefore, could lead to a large
number of children being excluded from school unnecessarily. (new and updated 9.17.20)
● Example: Parent/Guardian Attestation in the NCDHHS Toolkit.
Considerations for Operationalizing
1. Ensure engagement and coordination with school nursing staff.
2. Consult the Staffing Healthcare in Schools During COVID-19 document.
3. Provide guidance for parents/families on screening protocol in preparation of students for the screening process.
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4. Provide guidance for parents/families for use of attestation process for transportation.
5. Create a screening plan that includes entrances, personnel needed, time limits, and handing off of symptom positive
students, and re-calibration of thermometers per manufacturer requirements.
6. Create a screening process for staff upon arrival (single entrance).
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HANDLING SUSPECTED, PRESUMPTIVE, OR CONFIRMED POSITIVE CASES OF COVID-19
(updated 3.26.21)
For step-by-step instructions for school personnel, review the Reference Guide for Suspected, Presumptive, or
Confirmed Cases of COVID-19 (K-12).
For K-12 COVID testing guidance for K-12 students and staff, and information for public schools to order free COVID
tests for their communities, review the K-12 COVID-19 Antigen Testing Interim Guidance.
Applies to all Reopening Plan A and Plan B.
PLAN A PLAN B
NCDHHS Requirements: (several updates 3.26.21)
Post signage at the main entrance requesting that people who have been symptomatic with fever and/or cough not
enter. Examples of signage such as Know Your Ws/Stop if You Have Symptoms flyers (English - Color, Black & White;
Spanish - Color, Black & White).
Educate staff, students and their families about the signs and symptoms of COVID-19, when they should stay home and
when they can return to school.
Establish a dedicated space for symptomatic individuals that will not be used for other purposes.
○ Immediately isolate symptomatic individuals to the designated area at the school, and send them home to
continue isolating.
○ Ensure symptomatic student remains under visual supervision of a staff member who is at least 6 feet away.
The supervising adult should wear a cloth face covering or a procedure mask.
○ Require the symptomatic person to wear a cloth face covering or a procedure mask while waiting to leave
the facility.
○ Cloth face coverings should not be placed on:
■ Anyone who has trouble breathing or is unconscious.
■ Anyone who is incapacitated or otherwise unable to remove the face covering without assistance.
■ Anyone who cannot tolerate a cloth face covering due to developmental, medical or behavioral health
needs.
Require school nurses or delegated school staff who provide direct patient care to wear appropriate Personal Protective
Equipment (PPE) and perform hand hygiene after removing PPE.Refer to the StrongSchoolsNC Infection Control and
PPE Guidance (K-12) for more information.
Have a plan for how to transport an ill student or staff member home or to medical care.
Implement cleaning and disinfecting procedures following CDC guidelines.
Utilize NCDHHS and the CDC quarantine guidance.
● Quarantine refers to an individual who has been a close contact (within 6 feet for at least 15 minutes
cumulatively over a 24-hour period) of someone who is positive with COVID-19.
● CDC continues to recommend quarantine for 14 days after last exposure. However, as of December 2, 2020,
the CDC has offered options to reduce the duration of quarantine in either of the following two scenarios:
○ 10 days of quarantine have been completed and no symptoms have been reported during daily monitoring;
○ 7 days of quarantine have been completed, no symptoms have been reported during daily monitoring, and
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the individual has received results of a negative antigen or PCR/molecular test on a test taken no earlier
than day 5 of quarantine.
● If quarantine is discontinued before day 14, the individual must continue to monitor symptoms and
strictly adhere to all non- pharmaceutical interventions (e.g. wear a mask, practice physical
distancing) through 14 days after the date of last exposure.
● Follow the recommendations of your local public health department if someone at your schools must
quarantine. Local public health authorities make the final decisions about how long quarantine should last in
the communities they serve, based on local conditions and needs.
Report to local health authorities any suspected or confirmed COVID-19 cases among children and staff (as required by
NCGS § 130A-136).
Implement the approved school Contact Tracing Plan, OR, If directed by Local Health Department, school
administrators coordinate with health officials to provide contact information for or notify close contacts of a suspected or
confirmed COVID-19 case among staff, students, and families while maintaining confidentiality in accordance with
FERPA, NCGS § 130A-143, and all other state and federal laws.
Provide remote learning options for students unable to be at school due to illness or exposure.
Adhere to the following criteria for allowing a student or staff member to return to school:
○ See NCStrongSchools Toolkit for chart page 15.
○ (Updated 3.26.21)
NCDHHS Recommendations for Plan A and B:
Refer individuals to diagnostic testing who have symptoms of COVID-19 or disclose recent known close contact to a
person with COVID-19
Incorporate a screening testing strategy in one or more of the following approaches:
● Screening testing for K-12 staff (adults) on a regular, routine basis (e.g., weekly)
● Screening testing for student athletes, coaches and support staff on a regular, routine basis (e.g., weekly) and /
or within 48 hours prior to tournaments
● Holiday or Break testing for students, their families, and staff within 48 prior to return to school. Note: NCDHHS
recommends advising students, families and staff not to travel over holidays and breaks.
● Special event testing for students, staff and attendees within 48 hours prior to the event. Note: NCDHHS
advises against holding prom and other special events unless prevention measures (e.g. physical distancing,
mask use) can be maintained.
Do not require an individual who is fully vaccinated (at least 2 weeks after getting their second dose in a 2-dose series
or one-dose of a single-dose series) to be excluded from school if they have had no symptoms from when they were
exposed to someone with COVID-19.
Establish and enforce sick policies to prevent the spread of disease, including:
● Enforcing staff staying home if sick.
● Encouraging liberal use of sick leave policy.
Establish and encourage liberal use of sick days for students and discontinue attendance- dependent awards and
ratings.
Develop plans for backfilling positions of employees on sick leave and consider cross- training to allow for changes of
staff duties.
Considerations for Operationalizing
● Maximize the use of the school nurse in managing the process for managing symptom-positive students and staff for
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support in quarantine, recovery and return to school.
● Consider one person to monitor and track symptom-positive cases in students and staff. Create a process for tracking
those quarantined at home to assure safe return to school. See this optional Tracking Template as a possible tool to
use. (7.21.20)
● Provide education on protocols for removing symptom-positive individuals to parents, families, students, and staff.
● Support COVID-19 efforts as related to school population (may manage process at the school level if one nurse per
school):
○ Organize and train school-level COVID-19 designated contacts if nurse is assigned to multiple schools.
○ Organize and train designated staff for symptom screening or identification.
○ Implement/oversee school-level procedure for symptom positive students and staff.
○ Train designated staff for management and referral of symptom-positive students in absence of nurse.
○ Collaborate with the local health department (LHD) in assuring notification for positive cases in school and contact
tracing.
○ Collaborate with LHD for vaccine administration opportunities (flu, required vaccines, etc.)
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COMMUNICATION AND COMBATING MISINFORMATION
Help ensure that the information staff, students, families are getting is coming directly from reliable sources. Use
resources from a trusted resource like the CDC and NCDHHS to promote behaviors to prevent the spread of
COVID-19.
NCDHHS FAQ document
Applies to all Reopening Plans
PLAN A PLAN B PLAN C
NCDHHS Requirements:
Disseminate COVID-19 information and combat misinformation through multiple channels to staff, students and
families. Ensure that families are able to access communication channels to appropriate staff at the school with
questions and concerns.
● Some reliable sources include: NC DHHS COVID-19 Webpage, Know Your Ws: Wear, Wait, Wash, NC DHHS
COVID-19 Latest Updates, NC DHHS COVID-19 Materials & Resources, and the additional resources listed in the
public health toolkit.
Put up signs, posters, and flyers at main entrances and in key areas throughout school buildings and facilities such as
those found on the Social Media Toolkit for COVID-19 to remind students and staff to use face coverings, wash hands,
and stay six feet apart whenever possible (Wear, Wait, Wash).
● Know Your W's signs are available in English and Spanish.
● Teach students who cannot yet read what the signs’ language and symbols mean.
NCDHHS Recommendations
Make reliable, age-appropriate, and culturally responsive information available to students, families, and staff about
COVID-19 prevention and mitigation strategies, using methods such as sharing resources through social media,
newsletters that include videos, hosting online webinars, or distributing printed materials like FAQs.
Share regular announcements on reducing the spread of COVID-19 on PA systems.
Include messages and updates about stopping the spread of COVID-19 in routine communications with staff, students
and families, such as in newsletters, emails, and online.
Involve students’ families in outreach by utilizing the PTA or other local groups/organizations to support disseminating
important information on COVID-19.
Considerations for Operationalizing
Disseminate COVID-19 information and combat misinformation through multiple channels to staff, students and
families. Ensure that families are able to access communication channels to appropriate staff at the school with
questions and concerns.
● NC DHHS COVID-19 Webpage
● CDC
Ensure communication channels to streamline consistent COVID-19 related communication for all staff, students, and
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families in an age-appropriate manner.
● Consider multiple channels, e.g., email, website, announcements, social media, etc.
● Place posters in high-traffic areas.
● Use videos to convey practices, e.g., hand-washing, distancing guidelines, etc.
● Make materials available in multiple languages of your community.
● Ensure communications appropriate to students and families with disabilities.
● Include feedback loops from stakeholders to inform communications.
○ CDC Posters, Factsheets, and Videos and Communications
Incorporate COVID-19 Specific Guidance Into NC Essential Standards for Healthful Living (K-12).
● Healthful Living Standards and Resources.
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EMPLOYEE HEALTH, SAFETY & SUPPORT
Maintaining employee health is a critical component of a PSU’s Reopening Plan. A comprehensive plan for monitoring
and preventing COVID-19 exposure will help ensure that PSUs have an adequate workforce to support student learning,
as well as minimizing employee anxiety and loss of work days.
The Employee Health, Safety and Support section is focused on procedures and policies that support employee health
and safety with the reopening of schools during COVID-19. The Equal Employment Opportunity Commission (EEOC) has
issued guidance for employers related to COVID-19, Pandemic Preparedness in the Workplace and the Americans with
Disabilities Act and What You Should Know About COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws.
It is recommended that PSUs refer to this guidance in developing procedures for identifying employees who might be
exposed to COVID-19 while maintaining employee’s rights under the Americans with Disabilities Act (ADA). It is important
to note that education leaders should consult with their local board attorney during the development of any new
procedures or policies.
Note: Plans A and B are often merged since the action steps are the same for employees when requiring minimal or
moderate physical distancing.
Reopening Plans: Employee Health, Safety & Support
PHYSICAL DISTANCING AND MINIMIZING EXPOSURE (3.26.21 all new in this section)
Physical distancing means keeping space between yourself and other people outside of your household,
and is a key tool to decrease the spread of COVID-19. The following guidance reflects the latest CDC
recommendations that physical distancing be maximized to the greatest extent possible for students and
staff in K-12 settings.
The CDC recommends a minimum of three feet of distance between K-12 students in communities with low,
moderate, and substantial levels of transmission. In areas of high community transmission, the CDC
recommends a minimum of three feet physical distance for elementary school students and middle and high
school students, if cohorting is possible. In areas of high community transmission, the CDC recommends
that middle and high school students be six feet apart, if cohorting is not possible.
At least six feet of distance is recommended between adults (teachers and staff) and between adults and
students, as well as whenever masks cannot be worn, such as when eating, in common areas, and during a
higher-risk activity (such as singing, shouting, band, or sports and exercise.)
Note: The CDC has removed recommendations for physical barriers (e.g., plexiglass), as of 3/19/2021.
PLAN A PLAN B PLAN C
NCDHHS Requirements: NCDHHS Requirements: NCDHHS Requirements:
● Provide physical distancing floor/seating Adhere to all requirements outlined Follow all physical
markings in waiting and reception areas. in Plan A AND: distancing requirements for
anyone entering the
● Mark 6 feet of spacing to remind students and Ensure that atleast 6 feet distance can building.
staff to always stay 6 feet apart in lines and at be maintained when people will be
other times when they may congregate. stationary (e.g. when seated in
classrooms, waiting in lines, in
● Mark 6 feet of spacing to remind teachers and
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staff to stay apart at times when they may restrooms and locker rooms, in
congregate, such as during staff meetings, cafeterias, other indoor school settings
planning periods, lunch, recess, in teacher where people congregate.) For some
lounges and break rooms. (updated 7.15.20) schools, this may mean limiting the
total number of students, teachers,
● Provide marks on the floors of restrooms and
staff, and visitors within a school
locker rooms to indicate proper physical
building at any one time to ensure that
distancing.
six feet distance can be maintained
● Limit nonessential visitors and activities (updated 7.15.20/2.2.21/3.24.21)
involving external groups or organizations.
● Ensure at least 6 feet between
● Have teachers and staff monitor arrival and teachers and staff when they
dismissal to discourage congregating and congregate, such as during staff
ensure students go straight from the vehicle to meetings, planning periods, lunch,
their classrooms and vice-versa. (updated recess, in teacher lounges, and
7.15.20) break rooms. (updated 7.15.20)
● Discontinue the use of any self-service food or ● Ensure at least 6 feet physical
beverage distribution in the cafeteria (e.g. distancing in any outdoor setting
meals and snacks served at schools should be when students, teachers, staff and
individually wrapped or served directly to visitors are stationary (e.g., waiting
students; milk or juice may be available in line for transportation, sitting in a
separately and should also be served directly group.) (updated 7.15.20)
to students). As always, ensure the safety of
● Arrange furniture or block off seats,
children with food allergies. (updated 7.15.20)
such as desks, chairs, or other
● Mark 6 feet of spacing to remind school seating in classrooms, break rooms,
nutrition staff to stay 6 feet apart throughout reception areas, and cafeterias, so
food distribution. (updated 7.15.20) that students, teachers, staff and
visitors are separated from one
● Choose physical education activities that limit another by at least 6 feet. (updated
the use of shared equipment, and any close 7.15.20)
contact between students during those
activities is limited and brief. (updated 7.15.20) ● Provide frequent reminders for
students, teachers, staff, and visitors
● Discontinue in-person activities that involve to stay at least 6 feet apart from one
bringing together large groups of people or another. (updated 7.15.20)
activities that do not allow for physical
distancing (assemblies, performances, field
trips, etc) (updated 7.15.20)
NCDHHS Recommendations for Plan A and Plan B (3.26.21)
● (Plan A only) Maintain at least 3 feet of distance between students in classrooms to the
greatest extent possible (e.g., desks spaced 3 feet apart).
● (Plan A only) Maintain at least 6 feet of distance between adult staff and students to the
greatest extent possible (e.g., teacher delivers classroom instruction from at least 6 feet
away). •
● (Plan A only) Maintain at least 6 feet of spacing between people when masks cannot be
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 44
worn (e.g., when eating).
● Minimize opportunities for sustained exposure (15 minutes or more within 6 feet
distance) between students, teachers, staff and visitors in areas they may congregate,
such as in waiting and reception areas, when in line, during transitions, or while waiting
for transportation.
● Minimize opportunities for sustained exposure (15 minutes or more within 6 feet
distance) between teachers and staff during staff meetings, planning periods, lunch,
recess, in teacher lounges, and break rooms and other areas teachers and staff may
congregate.
● Provide frequent reminders for students, teachers, and staff to stay at least 6 feet apart
from one another when feasible.
● Place physical barriers such as plexiglass for protection at reception desks and similar
areas.
● Arrange furniture, such as desks or seating in classrooms, break rooms, and reception
areas, so that students, teachers, staff and visitors are separated from one another by
at least 6 feet when feasible. If it is not possible to arrange seating 6 feet apart, consider
having all students, teachers, staff and visitors sit facing the same direction (i.e., all
sitting on the same side of a table) or using barriers between people.
● Designate hallways as one-way, posting directional reminders on the walls and/or floor.
● Designate entrance and exit doors for classrooms and restrooms to reduce the chance
that people meet fact to face.
● Keep students and teachers in small cohort groups that stay together as much as
possible during the day, and from day to day. Limit mixing between cohort groups as
much as possible (e.g., during recess, lunch in the cafeteria, arrival and dismissal, etc.)
This is especially important for elementary schools that choose to operate under Plan A.
(12.18.20)
● Follow the recommendations outlined in the Interim guidance for Administrators and
Participants of Youth, College & Amateur Sports Programs.
● Refer to the recommendations outlined in “Requirements and Recommendations for
Recess, Specials, and General Activities.” (12.18.20)
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CLOTH FACE COVERINGS
There is growing evidence that wearing face coverings help reduce the spread of COVID-19, especially for those who are
sick but may not know it. Cloth face coverings are not surgical masks, respirators (“N-95”), or other medical personal
protective equipment (PPE). Recent studies on types of face coverings suggest that multi-layered cotton face coverings
provide good coverage to keep droplets from spreading when we speak, sneeze, or cough. Individuals should be
reminded frequently not to touch the face covering and to wash their hands. (Updated 9.17.20)
PLAN A PLAN B PLAN C
NCDHHS Requirements:
Ensure that all students from Kindergarten through 12th grade and all teachers, staff, and adult visitors wear face
coverings unless the person (or family member, for a student) states that an exception applies, is eating, or is engaged in
strenuous physical activity. Cloth face coverings must be worn by all students from Kindergarten through 12th grade and
all teachers, staff and adult visitors on buses or other school transportation vehicles, inside school buildings, and
anywhere on school grounds, including outside. (updated 7.14.20 and 7.24.20)
As stated in Executive Order No. 180 on November 23, ensure that face coverings are worn by all workers, teachers,
guests, other adults and children age five (5) or older. In all public and nonpublic schools, all workers, teachers, guests,
other adults and children five (5) years or older must wear face coverings when indoors, at all times, unless an exception
applies, and when outdoors and within six (6) feet of another person, unless exception applies. (12.18.20)
● Examples of where and when masks are required include: Students over age 5 and a teacher are together
inside a classroom whether or not they are 6 feet apart; Students over age 5 are in P.E. class indoors whether or
not they are 6 feet apart; A student is 5 years-old and enrolled in preschool; Students over age 5 and playing
basketball in the gym as a part of an after-school program; Student track athletes are waiting at the starting line
to begin a race and are not 6 feet apart. These examples are not an exhaustive list.
● Examples of where and when masks are not required include: Students are outside for recess consistently
maintaining 6 feet of physical distancing at all times; A teacher holds class outdoors with all individuals
consistently maintaining 6 feet of physical distancing at all times; Students are participating in an outdoor P.E.
class with all individuals consistently maintaining 6 feet of physical distancing at all times; A student is 4
years-old and enrolled in preschool; Student track athletes are running in a race and are consistently maintaining
6 feet of physical distancing at all times; A teacher is alone in their classroom with the door closed. These
examples are not an exhaustive list.
As outlined in Executive Order No. 163, face coverings are not required to be worn by an individual who:
(new and updated 9.17.20)
● Shound not wear a face covering due to any medical or behaviorial condition or disability (including, but not
limited to, any person who has trouble breathing, or is unconscious or incapacitated, or is otherwise unable to put
on or remove the face covering without assistance);
● Is under five (5) years of age;
● Is actively eating or drinking;
● Is strenuously exercising;
● Is seeking to communicate with someone who is hearing-impaired in a way that requires the mouth to be visible;
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● Is giving a speech for a broadcast or to an audience;
● Is working at home or in a personal vehicle;
● Is temporarily removing his or her face covering to secure government or medical services or for identification
purposes;
● Would be at risk from wearing a face covering at work, as determined by local, state or federal regulations or
workplace safety guidelines;
● Has found that his or her face viewing is impeding visibility to operate equipment or a vehicle; or
● Is a child whose parent, guardian, or responsible person has been unable to place the Face Covering safely on
the child’s face.
Share guidance and information with staff, students, and families on the proper use, wearing, removal, and cleaning of
cloth face coverings such as CDC’s guidance on wearing and removing cloth face masks and CDC’s use of cloth face
coverings. Visit NCDHHS COVID-19 response site for more information about face coverings, and to access sign
templates that are available in English and Spanish. (12.18.20)
NCDHHS Recommendations:
Provide cloth face coverings for staff, other adults and students. Ask them to properly launder cloth face coverings using
hot water and a high heat dryer between uses. For more information on how schools can order cloth face coverings for
their staff and students, refer to StrongSchoolsNC Infection Control and PPE Guidance (K-12)
Provide disposable face coverings for staff, visitors or students who do not have a cloth face covering when they arrive at
school.
Consider building in time throughout the school day when students, teachers and staff can take short breaks from
wearing cloth face coverings at times and in settings where risk for transmission is lower. (e.g. outside, when air
circulation is increased by opening windows and when people are consistently 6 feet apart).
Considerations for Operationalizing
1. Send information home to parents on proper use of face coverings.
2. Provide educational sessions for students and staff on the appropriate use of face coverings.
3. Normalize the use of face coverings through communication and by example.
4. Demonstrate and provide guidance on wearing face coverings at faculty meetings.
5. Post signage on the proper use of face coverings throughout the building.
6. Identify resources for purchasing face coverings.
7. Consider a plan for addressing bullying related to face coverings.
8. Develop a process for face covering removal when not in use to minimize cross-contamination (i.e., lunch).
9. Consider face covering disposal sites for students and staff.
10. Consider making face coverings available for those who choose to wear a face covering but may not have access.
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11. Consider the needs of hearing impaired students. Consider face coverings with transparent mouth window.
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MONITORING FOR SYMPTOMS
MONITORING FOR SYMPTOMS (clarified 3.26.21)
There are new recommendations and requirements incorporated into this section and throughout this guidance in alignment
with the CDC.
The presence of any of the symptoms below generally suggests a student, teacher, or staff member has an infectious
illness and should not attend school, regardless of whether the illness is COVID-19. For students, staff, and teachers with
chronic conditions, symptom presence should represent a change from their typical health status to warrant exclusion from
school.
Occurrence of any of the symptoms below, which are newly updated in alignment with the CDC, while a student, teacher,
or staff member is at school suggests the person may be referred for diagnostic COVID-19 testing.
• Fever (temperature of 100.4 degrees Fahrenheit or higher)
• Sore throat
• Cough (for people with chronic cough due to allergies or asthma, a change in their cough from baseline) • Difficulty
breathing (for people with asthma, a change from their baseline breathing)
• New loss of taste or smell
• Diarrhea or vomiting
• New onset of severe headache, especially with a fever More information on how to monitor for symptoms is available
from the CDC.
More information on how to monitor for symptoms is available from the CDC.
For step-by-step instructions for school personnel on criteria for returning to school, review the Reference Guide for
Suspected, Presumptive, or Confirmed Cases of COVID-19 (K-12).
PLAN A PLAN B
NCDHHS Requirements:
All schools in Plan A and Plan B are required to: (updated 3.26.21)
Enforce that staff and students must disclose and stay at home/go home if:
● They have tested positive for COVID-19, until they meet criteria for return. •
● They have recently had close contact with a person with COVID-19, until they meet criteria for return. •
● They are showing COVID-19 symptoms, until they meet criteria for return.
NCDHHS Recommendations: (updated 3.26.21)
Have families conduct home-based symptom screening for students, following typical school policies to keep children at home
when ill and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive Cases of COVID-19 section of this
toolkit;
Recommend that families refer children to diagnostic testing who exhibit symptoms of COVID-19.
NCDHHS does not recommend daily COVID-19 symptom screening for all students at school entry;
Schools should follow their typical procedures for exclusion as they would for any type of illness if a child is symptomatic at
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school, and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive Cases of COVID-19 section of this
toolkit.
Refer individuals to diagnostic testing who exhibit symptoms of COVID-19 at school.
Consider conducting daily COVID-19 symptom and temperature screening and exclusion of any adults entering the building,
including teachers, staff, and other visitors.
If symptom and temperature screening is conducted for adults:
○ Refer to the example screening form provided in this toolkit.
○ Symptom screening may be provided at the school entrance, prior to arrival at school, or upon
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance Published June 8, 2020; Updated March 24,
2021 14 boarding school transportation.
○ Individuals waiting to be screened should stand six feet apart from each other. Use tape or other markers on
the floor for spacing.
○ The staff person conducting symptom screening and taking temperatures must wear a cloth face covering and
must stay six feet apart unless taking temperature.
○ Fever is determined by a measured temperature of 100.4 °F or greater.
○ Use a touchless thermometer if one is available.
○ If not available, use a tympanic (ear), digital axillary (under the arm), or temporal (forehead/temple)
thermometer. Use disposable thermometer covers that are changed between individuals.
○ Do not take temperatures orally (under the tongue) because of the risk of spreading COVID-19 from
respiratory droplets from the mouth.
○ Staff person should wash hands or use hand sanitizer before touching the thermometer.
○ Staff are not required to wear gloves for screenings. However, if staff person wears gloves, they must change
them between direct contact with individuals, and must wash hands or use hand sanitizer after removing
gloves.
○ Staff person must clean and sanitize the thermometer using manufacturer’s instructions between each use.
Considerations for Operationalizing
Conduct regular screening for symptoms to help reduce exposure. Provide staff members with a symptom guide from
NCDHHS: NCDHHS Symptom Fliers.
● If a staff member develops symptoms while at school, develop a clear process for staff to immediately notify his or her
supervisor (or school health designee), remain isolated and return home at the direction of the employer or local health
department official.
● Provide temperature screenings as part of daily “report-to-work” routine.
Please consult the NCDHHS Tool Kit located here NCDHHS Toolkit
Develop a self-monitoring checklist for exposure to COVID 19. Several examples are provided in the DHHS toolkit referenced
above.
Discuss symptoms and safety via a staff meeting (in small groups or virtually). Use charts provided in the toolkit.
● Create a plan or flowchart with local health authorities to determine when employees may return to work if they have been
diagnosed with COVID-19
● For resources related to informing employees about best practices related to COVID-19, please see NCDHHS Guidance for
K-12 Public Schools or the NCDHHS Materials and Resources page.
● Provide opportunities for school staff to become familiar with protocols from the NCDHHS Reference Guide for Suspected,
Presumptive, or Confirmed Cases of COVID-19 (K-12)
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PROTECTING VULNERABLE POPULATIONS (clarified 3.26.21)
Everyone is at risk for getting COVID-19 if they are exposed to the virus, but some people are more likely than others to
become severely ill. Read more information from the CDC. People at increased risk include anyone who:
• Is 65 years of age or older
• Lives in a nursing home or long-term care facility
• Is pregnant
• Is a smoker (current or former, defined as having smoked at least 100 cigarettes in their lifetime)
• Has one or more of the following conditions:
● Asthma (moderate to severe)
● Cancer
● Cerebrovascular disease or history of stroke
● Chronic kidney disease
● Chronic Obstructive Pulmonary Disease (COPD)
● Cystic fibrosis
● Dementia or other neurologic condition
● Diabetes type 1 or 2
● Down Syndrome
● A heart condition such as heart failure, coronary artery disease, cardiomyopathy
● Hypertension or high blood pressure
● Liver disease, including hepatitis
● Pulmonary fibrosis
● Immunocompromised state (weakened immune system) from: immune deficiencies, HIV, taking chronic
steroids or other immune weakening medicines, history of solid organ blood or bone marrow transplant
● Overweight or obesity
● Pregnancy
● Sickle cell disease (not including sickle cell trait) or thalassemia
● Smoking (current or former, defined as having smoked at least 100 cigarettes in their lifetime)
The Equal Employment Opportunity Commission (EEOC) has issued guidance for employers related to COVID-19,
Pandemic Preparedness in the Workplace and the Americans with Disabilities Act. Refer to this guidance in developing
procedures for identifying employees who might be exposed to COVID-19 while maintaining employee’s rights under
the Americans with Disabilities Act (ADA).
Additionally, EEOC has issued a special communication to accompany this document in the FAQ style to assist
employers, What You Should Know About COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws.
For more information on who may be in a vulnerable population, refer to the CDC site entitled People Who Need to
Take Extra Precautions. This information provides strategies for specific medical conditions.
PLAN A PLAN B PLAN C
NCDHHS Requirement Remote Learning only
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Create a process for staff to self-identify as high-risk for severe illness due to
COVID-19 and have a plan in place to address requests for alternative work
arrangements or re-assignments.
NCDHHS Recommendation
Enable teachers and staff who self-identify as high-risk from COVID-19 to
minimize face-to-face contact and to allow them to maintain distance of 6 feet
from others, modify job responsibilities that minimize exposure risk or to
telework if possible. (updated 7.15.2, 12.18.20)
Teachers and staff who have close contact with students who cannot wear a
face covering due to a medical or behavioral condition or disability may
consider wearing a face shield in addition to their cloth face covering. In these
situations, the use of a face shield and a cloth face covering together may
provide further protection. (12.18.20)
Considerations for Operationalizing
● Develop a process that provides clear guidelines for employees to notify
supervisors if they self-identify as high risk and are requesting
considerations of reasonable accommodation.
● Develop policy around requirements for medical documentation following an
employee’s self-identification of high risk status; such a policy would require
uniform application for all employees of the PSU.
● Develop protocols for reporting COVID-19 exposure/symptoms that
preserve staff privacy and minimize stigma.
● Establish guidelines on how long employees remain out of work once the
employee has met the criteria for illness.
● Refer to the CDC’s guidelines for self-isolation in developing self-isolation
plans – CDC Isolation Guidelines.
● Require a note from a medical professional as a condition of returning to
work following isolation due to COVID-19 symptoms or exposure; such a
policy would require uniform application for all employees of the PSU.
● Follow all guidelines under Plan A as well as ● Identify mandatory employees who
these additional considerations: will be required to report to the
school setting.
● Develop a decision matrix for how employees
will be assigned to either face-to-face or remote ● Develop a decision matrix for how
learning assignments during Blended Learning. employees will be assigned to either
mandatory or non-mandatory status.
● Consider an employee’s high-risk status in the
decision matrix and consult with the local board ● Consider an employee’s high-risk
attorney to review the process and approve. status in the decision matrix and
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● Communicate the criteria for the decision matrix consult with the board attorney to
clearly to all employees. review the process and approve.
● Communicate clearly the criteria for
the decision matrix to all employees.
PLAN A PLAN B PLAN C
Considerations for Operationalizing
● Establish and publish local leave and return-to-work policies in consultation with the local board of education and
board attorney.
● Publish these new policies and hold webinars to answer questions related to leave.
● Publish an FAQ based on the questions and comments raised in the webinar with employees. Prominently display
FAQ on PSU website.
● Develop cleaning protocols informed by NCDHHS guidelines for all
employees in their workspaces and throughout the building (e.g.,
employee/student restrooms, common lounge areas, individual and shared
classrooms, office supply areas, copy machines, etc.). If employees share
computers or other supplies, create graphics to illustrate the appropriate
cleaning protocols that must occur before entering or using a shared
workspace.
● Develop a questionnaire to assist in determining ● Meet with a board attorney and
which employees will be assigned on-site and develop a decision matrix for
remote working placements. The questionnaire determining which employees will be
may include high-risk status (a general designated as “mandatory
indication of any of the listed items, not specific employees”.
factors), access to reliable broadband, specific
● Develop an FAQ to fully
training and/or skill with remote instruction,
communicate how the determination
access to required software/hardware, etc. Vet
of mandatory employee status was
all items on the questionnaire with the EEOC
determined.
guidance provided above and board attorney.
● Publish these new policies and hold
● Meet with the local board attorney and develop
webinars to answer questions
a decision matrix for determining who will work
related to leave.
remotely and who will be required to be at the
school. ● Publish an FAQ based on the
questions and comments raised in
the webinar with employees.
Prominently display FAQ on PSU
website.
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EMPLOYEE COPING AND RESILIENCE
Provide opportunities for employees to cope with stress and anxiety during this challenging time, whether they are
isolated and teaching remotely or in a traditional environment with additional health and safety concerns.
PLAN A PLAN B PLAN C
NCDHHS Requirement
Provide teachers, staff, families, and students (if age-appropriate) with information on how to access resources for
mental health and wellness (e.g., 211 and Hope4NC Helpline 1-855-587-3463)
NCDHHS Recommendations (updated 7.17.20)
● Increase capacity to deliver social support services by increasing number of on-site social workers.
● Encourage teachers, staff, students and families to talk with people they trust about their concerns about COVID-19
and how they are feeling.
● Promote teachers, staff, students and families eating healthy, exercising, getting sleep and finding time to unwind.
● Encourage teachers, staff and students to take breaks from watching, reading, or listening to news stories about
COVID-19, including social media if they are feeling overwhelmed or distressed.
Considerations for Operationalizing
● Ensure that EAP services can meet increased demand and/or provide access to free services as identified by the
NCDHHS - NCDHHS Wellness Resources
● Make demonstrating safety and hygiene protocols a required component of faculty, department, and PLC meetings.
● Partner with other institutions in the community to promote factual communication and cooperation in responding to
COVID-19.
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Other Critical Reference Information:
Hiring Process Considerations for Summer and Fall 2020
The Equal Employment Opportunity Commission (EEOC) has issued guidance for employers related to COVID-19,
Pandemic Preparedness in the Workplace and the Americans with Disabilities Act and What You Should Know About
COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws. Refer to this guidance in developing procedures
for hiring while respecting prospective employee’s rights under the Americans with Disabilities Act (ADA). The EEOC
provides guidance for employers on pre-employment screening and other onboarding issues related to the COVID-19
pandemic.
It is recommended that PSUs consult with their board attorney on local policy related to recruitment and selection of
personnel.
PLAN A PLAN B PLAN C
NCDPI Recommendations
● Encourage the use of virtual interviewing processes for potential new hires.
● Conduct pre-service health checks for current employees who will be returning to work after the March 2020 school
closures.
● Consider data privacy of new employees and use secure file transfer protocols when requesting documents with
personally identifiable information (PII) from prospective employees. Email is not a secure form of document transfer.
● Revisit health/safety protocols with new hires before those new hires report to orientation and/or job assignments.
Considerations for Operationalizing
● Develop guidance documents for hosting interviews via webinar or another online platform. If virtual interviewing is
not possible, create a protocol for performing an in-person interview that meets NCDHHS guidelines for physical
distancing.
● Meet with the local board attorney to determine policy changes that may be necessary for recruitment and selection
of personnel.
● Work with background check vendors to ensure that the vendors are using NCDHHS approved safety protocols when
interacting with potential hires.
● Encourage employees to maintain sensible physical distancing practices between the time of job offer and reporting
to work. Ask new hires to complete another health attestation form before reporting to job location.
● Consult with local board attorney and IT Department to ensure that secure file transfer protocols meet standards for
ensuring employee privacy and protection against breach of data.
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EMPLOYEE LEAVE
The North Carolina Public Schools Benefits and Employment Policy Manual governs the use of employee leave in
PSUs and several provisions below apply to school reopening in the fall. In some specific cases, the federal Families First
Coronavirus Response Act (FFCRA) may supersede the state policy manual.
Families First Coronavirus Response Act (FFCRA) - PSUs are encouraged to communicate the regulations of this
federal program to their employees. For employees who meet the requirements for accessing the FFCRA leave, this
federal leave can preserve an employee’s accrued leave balance (state) should the employee be required to leave work
due to COVID-19. PSUs are encouraged to work with the Financial and Business Services Office of NCDPI to understand
how this federal leave is coded. FFCRA leave allows for up to two-thirds pay for employees who request leave for
COVID-19 related child-care closures. This leave may be supplemented with an employee’s accrued sick leave as
appropriate. PSUs are encouraged to review local leave policies to ensure that employees may use hours of sick leave
(as opposed to half or full days) to ensure that employees are not required to use more sick leave than necessary to
maintain full salary while using FFCRA leave. PSUs might also consider allowing employees to convert annual leave to
sick leave (where necessary) to maintain full salary while using FFCRA leave.
Sick Leave (Section 4.1) - Employees, or their immediate family members, who are experiencing an illness (COVID-19
or other) may use sick leave during the time of illness. PSUs are encouraged to set policy guidelines on when (i.e., after
how many days of illness) an employee is required to provide medical documentation. Anxiety related to working during a
pandemic does not qualify as an acceptable use of sick leave except where accompanied by documentation by a medical
professional. Employees who have potentially been exposed to COVID-19 and are asymptomatic may use sick leave if
approved for self-isolation by the PSU.
Annual Vacation Leave (Section 3.1.3) - Employees who qualify for sick leave, but do not have sufficient sick leave to
cover the term of the illness, may elect to use annual vacation leave during an approved illness.
Extended Sick Leave (Section 4.2) - Eligible employees who are out for an approved illness who do not have sufficient
sick leave/annual leave to cover the term of the illness, may request extended sick leave upon the approval of the PSU.
Employees do not need to exhaust unused required annual leave days when determining eligibility for extended sick
leave. PSUs are required to apply the required substitute deduction ($50) for employees using extended sick leave.
Voluntary Shared Leave (Section 4.3) - an employee may qualify for (and use) voluntary shared leave if the employee’s
request is approved by the superintendent (or comparable head of the PSU) for COVID-19 related absences. All other
requirements for use of this leave (as outlined in Section 4.3) must be followed by the PSU.
FMLA (Section 8.2) - While FMLA is not a form of leave, a PSU has the right to designate an employee’s absence due to
a COVID-19-related absence as an FMLA-qualifying event.
Contagious Disease (Section 9.4.1) - Employees who are under orders of the director of a county health department to
leave the work environment, the local superintendent shall: a) reassign the employ to a safe work environment (as agreed
to by the director of the county health department, or b) place the employee on leave with pay for the period of time as
indicated by the director of the health department. The leave provisions under Section 9.4.1 can only be initiated by the
director of the health department, not the PSU. PSUs are encouraged to establish a formal point of contact with their local
health departments in order to make a formal determination of the need for an employee to leave work due to possible
COVID-19 exposure.
COVID-19 Emergency Leave (Section 9.4.2) - the provisions of this section expire on June 15, 2020 and cannot be used
by PSUs or their employees unless SBE policy, legislative action or executive order indicates otherwise.
Considerations for Employee Leave:
● Develop a guide in order to communicate the FFCRA and state policy information regarding leave. Specifically,
employees should be notified that the emergency leave from the original school closures (March 10, 2020) is no
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longer available.
● Develop forms or processes, if needed, to request leave, voluntary shared leave and/or FMLA.
● Assign a district-level employee as the point of contact for schools to determine what types of leave are available to
employees under a specific set of circumstances. The district-level employee should be the point of contact with
NCDPI on questions of employee leave and eligibility during the 2020-2021 school year.
Note: This Employee Leave Guidance was drafted according to the current NC State Board of Education (NC
SBE) policies. Leave policies may be amended by the NC SBE in response to COVID-19 conditions before or
during the 2020-21 school year.
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SOCIAL EMOTIONAL LEARNING AND STUDENT MENTAL HEALTH
It is important to understand that nearly one in five North Carolina students have at least one emotional, behavioral or
developmental disability (Splett, 2014). Moreover, the trauma experienced by students during the COVID-19 outbreak has
the potential to exacerbate this already significant issue. Therefore, it is critical that school leaders carefully consider
allocation of resources to prevent and respond to Social-Emotional Learning (SEL) and student mental health issues
during the reopening of NC’s public schools.
Critical Factors for Effective Implementation:
● Use existing teaming structures (e.g., MTSS Teams, Crisis Response Teams, etc.) to carry out this work. New work
teams do not need to be developed and mobilized.
● Make professional development opportunities accessible to the appropriate school staff. Simply providing documents
without training and job-embedded follow up leads to little, if any, behavioral change among students and staff.
Ongoing training and coaching will be provided by NCDPI in a regional teaming structure to support the practices and
strategies below.
● Refer to existing resources to begin planning and implementing how to best support students with SEL and mental
health. A list of accessible key products is located here.
These Social Emotional Learning and Student Mental Health strategies and practices are intended for PSU leadership to
meet the social-emotional needs of students during phases of school closure, remote learning, and re-opening. A more
thorough treatment of these strategies and practices is available at the North Carolina Social Emotional Learning
COVID-19 Practice Guide.
This complete practice guide is located at: https://sites.google.com/dpi.nc.gov/ncdpiselremotelearning
From the NC SEL COVID-19 Practice Guide
Recommendation to Support SEL and Student Mental Health
● Conduct a needs assessment
● Engage in resource mapping
● Formalize a protocol for student triage/risk assessment when needed
● Formalize and explicitly teach behavioral expectations for public health and remote learning
● Provide ongoing adult self-care and support
● Develop supports for re-entry in brick-and-mortar buildings
To the extent possible, the strategies and practices contained below are intentionally aligned to the public health
requirements and recommendations and are evidence-based and trauma informed.
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Supporting Student Mental Health
COPING AND RESILIENCE
The outbreak of COVID-19 can be stressful for many. Fear and anxiety about a disease can be overwhelming and cause
strong emotions in adults and children. Schools can play an important role in helping students and staff cope and build
resilience to support the well-being of the school community.
The same requirement applies to all three Reopening Plans.
PLAN A PLAN B PLAN C
NCDHHS Requirement
Provide teachers, staff, families, and students (if age-appropriate) with information on how to access resources for mental
health and wellness (e.g. 211 and Hope4NC Helpline 1-855-587-3463).
NCDHHS Recommendations (updated 7.17.20)
● Increase capacity to deliver social support services by increasing number of on-site social workers.
● Encourage teachers, staff, students and families to talk with people they trust about their concerns about
COVID-19 and how they are feeling.
● Promote teachers, staff, students and families eating healthy, exercising, getting sleep and finding time to unwind.
● Encourage teachers, staff and students to take breaks from watching, reading, or listening to news stories about
COVID-19, including social media if they are feeling overwhelmed or distressed.
Considerations for Operationalizing Considerations for Operationalizing
Needs Assessment Leverage all Specialized Instructional Support Personnel (SISP)
Complete a Needs Assessment to assess
Maximize PSU capacity by having SISP:
community, family, school, and student needs
during COVID-19 school closures. A needs ● Train other staff on student and family check-ins
assessment is the foundation for any school
response/service array and is a continuous ● Train staff on indicators of mental health
process to ensure the relevance and
● Train staff on universal coping and resiliency skills
effectiveness of the services for the duration of
the effort. Maslow’s hierarchy of needs is a good ● Train staff on suicide risk assessment
guiding structure to use as teams gather data,
● Provide therapy and teletherapy, when appropriately licensed and
thinking first through the basic physiological and
safety needs such as food, shelter, clothing, credentialed
employment, and medical care, including mental Communicate with Staff, Students, and Families Concerning the
wellness. Importance of Social-Emotional Well-Being and Mental Health
Resource Mapping
● To promote and model self care, implement the SEL 3 Signature
Engage in Resource Mapping which is “a Practices with staff and students
system-building process historically utilized by
communities, organizations, schools, and ● Develop systematic communication with families concerning the
service centers to align resources, strategies, status of key scheduling changes through a formal and regularly
and outcomes available" (Crane & Mooney, scheduled communication protocol
2005).
● Share vetted self-care resources with staff and students
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Formalize a Process for Student and Staff Develop, Teach, and Model Behavioral Expectations for Each
Risk Assessment Reopening Plan
● Develop and train staff on a process for ● If a school already has a behavior matrix for the brick-and-mortar
student and staff risk assessment. A sample setting, students will benefit from the use of consistent language
plan can be found here (credit: Rockingham across the physical and online settings. Within the matrix, specific
County Schools). online activities or software applications can be used as the setting.
Specific directions for creating a behavior matrix for remote learning
● Formalize the risk assessment that will be
can be found here.
used. Key points for the development of a risk
protocol can be found here. ● For student safety measures, it should never be assumed that
students have a common understanding of the expectation.
● Formalize internal response or referral
Operationally defining and explicitly teaching them, not simply
process when students are identified as at
posting, will allow students the opportunity to reach a common
risk.
understanding. Examples of teaching behaviors can be found here.
● Develop a written signed Memorandum of
● Implement core SEL practices. Strategies for implementing core
Agreement with an outside mental health
SEL practices can be found here.
provider before a referral form is completed.
An example MOA can be found here. ● Consider the use of student perception surveys to obtain a better
understanding of students’ sense of health and well-being at school.
● Schedule standing team meetings on the
An example of a student perception survey can be found here.
calendar for crisis responders to meet and
problem solve systemic and individual
concerns. Guidance for structuring these
meetings can be found here (credit: Cleveland
County Schools).
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 62
OPERATIONS: Facilities
North Carolina school facilities first closed in March 2020 through the remainder of the 2019-20 school year to curb the
spread of COVID-19. As we prepare to transition back into the learning environment for the 2020-21 academic year,
school facilities need to be clean and safe for students and educators with a physical setting that is appropriate and
adequate for learning. PSU actions will provide a safe, healthy environment and advance positive impacts for both
employees and students within the school facility.
Guiding Questions to Consider:
● What should we do to prepare our facilities to be safe and clean from COVID-19?
● What training do we need to provide training for our custodians as they prepare to clean our facilities to be safe from
the COVID-19?
● What checklists do we need to create to ensure all areas are cleaned at the set intervals?
● Can we contract with a professional cleaning company or service to clean our school buildings?
● Are there additional funding sources available to support our cleanup efforts?
● How will PSUs coordinate supplies, cleaning protocols and other safety measures considering COVID-19?
FACILITIES PLAN A PLAN B and PLAN C
WATER AND When reopening a building after it has been closed for a long period of time, it is important to
VENTILATION keep in mind that reduced use of water and ventilation systems can pose their own health
SYSTEMS hazards. There is an increased risk for Legionella and other bacteria that come from stagnant or
standing water.
\
NCDHHS Recommendations:
Take steps to ensure that all water systems and features (e.g., sink faucets, drinking fountains)
NCDHHS are safe to use after a prolonged facility shutdown by following CDC’S Guidance for Reopening
recommendations Buildings After Prolonged Shutdown or Reduced Operation to minimize the risk of diseases
are for all three associated with water.
Reopening Plans
Ensure ventilation systems operate properly and increase circulation of outdoor air as much as
possible by opening windows and doors, using fans, or other methods. Do not open windows
and doors if they pose a safety or health risk to people using the facility.
Consider ventilation system upgrades or improvements and other steps to increase the delivery
of clean air and dilute potential contaminants in the school. Obtain consultation from
experienced Heating, Ventilation Air Conditioning (HVAC) professionals when considering
changes to HVAC systems and equipment. Some of the recommendations below are based on
the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
Guidance for Building Operations During the COVID-19 Pandemic. Review additional ASHRAE
guidelines for schools and universities for further information on ventilation recommendations for
different types of buildings and building readiness for occupancy. Not all steps are applicable for
all scenarios. (12.18.20)
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 63
Improvement steps may include some or all of the following activities: (12.18.20)
● Increase outdoor air ventilation, using caution in highly polluted areas.
● When weather conditions allow, increase fresh outdoor air by opening windows and doors. Do
not open windows and doors if doing so poses a safety or health risk (e.g., risk of falling,
triggering asthma symptoms) to children using the facility.
● Use fans to increase the effectiveness of open windows. Position fans securely and carefully
in or near windows so as not to induce potentially contaminated airflow directly from one
person over another (strategic window fan placement in exhaust mode can help draw fresh air
into room via other open windows and doors without generating strong room air currents).
● Decrease occupancy in areas where outdoor ventilation cannot be increased.
● Ensure ventilation systems operate properly and provide acceptable indoor air quality for the
current occupancy level for each space.
● Increase total airflow supply to occupied spaces, when possible.
● Disable demand-controlled ventilation (DCV) controls that reduce air supply based on
occupancy or temperature during occupied hours.
● Further open minimum outdoor air dampers to reduce or eliminate HVAC air recirculation. In
mild weather, this will not affect thermal comfort or humidity. However, this may be difficult to
do in cold, hot, or humid weather.
Improve central air filtration: (12.18.20)
● Increase air filtration to as high as possible without significantly diminishing design airflow.
● Inspect filter housing and racks to ensure appropriate filter fit and check for ways to minimize
filter bypass.
● Check filters to ensure they are within service life and appropriately installed.
● Consider running the HVAC system at maximum outside airflow for 2 hours before and after
the school is occupied.
● Ensure restroom exhaust fans are functional and operating at full capacity when the school is
occupied.
● Inspect and maintain local exhaust ventilation in areas such as restrooms, kitchens, cooking
areas, etc.
● Use portable high-efficiency particulate air (HEPA) fan/filtration systems to help enhance air
cleaning (especially in higher risk areas such as the nurse’s office and special education
classrooms.
● Generate clean-to-less-clean air movement by re-evaluating the positioning of supply and
exhaust air diffusers and/or dampers (especially in higher risk areas such as the nurse’s
office).
● Consider using ultraviolet germicidal irradiation (UVGI) as a supplement to help inactivate
SARS-CoV-2, especially if options for increasing room ventilation are limited.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 64
● Ventilation considerations are also important on school buses
Discontinue use of drinking directly from water fountains, post signs requesting water fountains
be used for bottle filling stations only. (7.23.20)
Provide cups or alternative procedures to minimize use of water fountains.
Note: The ventilation intervention considerations listed above come with a range of initial costs
and operating costs which, along with risk assessment parameters such as community
incidence rates, face mask compliance expectations and classroom density, may affect
considerations for which interventions are implemented. Acquisition cost estimates (per room)
for the listed ventilation interventions range from $0.00 (opening a window; inspecting and
maintain local exhaust ventilation; disabling DCV controls; or repositioning outdoor air dampers)
to <$100 (using fans to increase effectiveness of open windows; or repositioning supply/ exhaust
diffusers to create directional airflow) to approx. $500 (adding portable HEPA fan/filter systems
to approx. $1500 (adding upper room UVGI). (12.18.20)
Considerations for Operationalizing
Provide bottled water or allow students and staff to bring water bottles or containers from home,
especially at the beginning of the year.
Ensure students do not share water bottles.
FACILITIES PLAN A PLAN B
Classroom Size NCDHHS Requirements: NCDHHS Requirements:
and Space
● Teach and reinforce handwashing with soap Under Plan B only, schools are required to
and water for at least 20 seconds and/or the adhere to all requirements already outlined,
safe use of hand sanitizer that contains at AND:
Plan C is not least 60% alcohol by staff and older children.
● Limit the total number of students, teachers,
addressed
because buildings ● Allow time between classroom activities for staff and visitors within a school building to
would be closed; proper cleaning and disinfection of high-touch the extent necessary to ensure that 6 feet
however, if staff surfaces Limit sharing of personal items and distance can be maintained when people will
are present, supplies in the classroom such as writing be stationary (e.g., when seated in
needs will have to classrooms, waiting in lines, in restrooms and
utensils.
be addressed. locker rooms, in cafeteria, other indoor school
● Keep students' personal items separate and settings where people congregate.) (7.20.20)
in individually labeled cubbies, containers, or
lockers. ● Ensure at least 6 feet between teachers and
staff when they congregate, such as during
● Limit use of classroom material to small staff meetings, planning periods, lunch,
groups and disinfect between uses or provide recess, in teacher lounges, and break rooms.
adequate supplies to assign for individual (7.20.20)
student use.
● Arrange furniture or block off seats, such as
● Arrange furniture, such as desks or seating in desks, chairs, or other seating in classrooms,
classrooms, break rooms, and reception break rooms, reception areas, and cafeterias,
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 65
areas, so that students, teachers, staff and so that students, teachers, staff and visitors
visitors are separated from one another by at are separated from one another by at least 6
least 6 feet when feasible. If it is not possible feet. (7.20.20)
to arrange seating 6 feet apart, consider
● Provide frequent reminders for students,
having all students, teachers, staff and
teachers, staff and visitors to stay at least 6
visitors sit facing the same direction (i.e., all
feet apart from one another. (7.20.20)
sitting on the same side of a table), or using
barriers between people. (7.20.20)
● Provide adequate supplies to support healthy
hygiene behaviors (e.g., soap, hand sanitizer
with at least 60% alcohol for safe use by staff
and older children, paper towels, and
tissues). Refer to the StrongSchoolsNC
Infection Control and PPE Guidance (K-12)
(https://files.nc.gov/covid/documents/guidanc
e/education/Strong-Schools-NC-FAQs.pdf)
for recommended quantities of infection
control supplies and ordering information.
(7.20.20)
● Increase monitoring to ensure adherence
among students and staff.
Supervise use of hand sanitizer by
students.
Ensure that children with skin reactions
and contraindications to hand sanitizer
use soap and water.
Reinforce handwashing during key times
such as: Before, during, and after
preparing food; Before eating food; After
using the toilet; After blowing your nose,
coughing, or sneezing; After touching
objects with bare hands which have been
handled by other individuals. (7.20.20)
● Limit sharing of personal items and supplies
in the classroom such as writing utensils.
(7.20.20)
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 66
NCDHHS Recommendations:
● Install physical barriers, such as sneeze guards and partitions, particularly in areas where it is
difficult for individuals to remain at least six feet apart (i.e., reception desks).
● Provide physical guides, such as tape on floors or sidewalks and signs on walls, to ensure that
staff and children remain at least 6 feet apart in lines and at other times (i.e., guides for creating
“one way routes” in hallways).
● Turn desks to face the same direction (rather than facing each other), or have students sit on
only one side of tables, spaced apart.
● Avoid shared use of soft or other items that cannot be easily cleaned and disinfected, (e.g.,
stuffed toys, clay). (7.20.20)
● Consider the unique needs of music programming (e.g., band, orchestra) where there may be
an increased risk of transmission. Incorporate protocols such as disinfection of shared
equipment, ensuring at least 6 feet between participants, and hand hygiene. Limit or avoid the
playing of woodwind and brass instruments due to increased risk of respiratory droplets, and
inability to wear a cloth face covering while playing. (7.20.20)
● Consider other group activities, such as singing (e.g., choir, glee club, acapella groups, musical
theatre) with the potential to generate increased respiratory droplets should be avoided.
(7.20.20)
Considerations for Operationalizing (7.20.20):
● Do not use larger playground equipment that cannot be disinfected between uses until physical
distancing requirements can be eased.
● Close communal-use shared spaces such as cafeterias and playgrounds with shared
playground equipment if possible; otherwise, stagger use and clean and disinfect between use.
● Add physical barriers, such as plastic flexible screens, between bathroom sinks, especially when
they cannot be at least 6 feet apart.
● Reconfigure seating arrangements to allow for physical space
● Avoid interaction with other classrooms.
● Modified layouts should consider preschool center-based designs into consideration, where
appropriate.
FACILITIES PLAN A PLAN B
Signage NCDHHS Requirements:
Plan C is not ● Post signage at the main entrance requesting that people who have been symptomatic with
addressed fever and/or cough not enter. Examples of signage such as Know Your Ws/Stop if You Have
because buildings Symptoms flyers (English - Color, Black & White; Spanish - Color, Black & White).
would be closed;
● Put up signs, posters and flyers at the main entrances and in key areas throughout school
however, if staff
are present, buildings and facilities such as those found on the Social Media Toolkit for COVID-19
(https://www.cdc.gov/coronavirus/2019-ncov/communication/social-media-toolkit.html ) to remind
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 67
needs will have to students and staff to wear face coverings, wash hands and stay 6 feet apart whenever possible
be addressed. (Wear, Wait, Wash).
o Know Your W’s signs are available in English and Spanish.
o Teach students who cannot yet read what the signs’ language and symbols mean.
● Educate students, families, teachers, and staff about the signs and symptoms of COVID-19,
when they should stay home and when they can return to school. (7.20.20)
● Establish a dedicated space for symptomatic individuals that will not be used for other purposes.
(7.20.20)
Considerations for Operationalizing
● Do not cover any existing required signage and safety instructions.
● Ensure signage is consistent within all schools and among LEAs.
● Post signage in classrooms, hallways and entrances to communicate how to stop the spread.
COVID-19 symptoms, preventative measures (including staying home when sick), good hygiene,
and school/district specific protocols.
● Post signs in highly visible locations (i.e., school entrances, restrooms) that promote everyday
protective measures and describe how to stop the spread of germs, such as by properly
washing hands and properly wearing a cloth face covering.
● Find free CDC print and digital resources on CDC’s communication resources main page.
● Consider feeder schools when developing messaging, so that students are seeing the same
messaging across families.
● Consider the home language of students and families when posting signs and sending
messages.
● Consider ADA signage requirements. The Americans with Disabilities Act (ADA) mandates
certain characteristics of signs that designate permanent rooms or spaces and signs that
provide directions or information.
FACILITIES PLAN A PLAN B
Cleaning, NCDHHS Requirements:
Disinfecting, &
Sanitizing ● Establish a schedule to perform ongoing and routine environmental cleaning and disinfection
Buildings and (https://www.cdc.gov/coronavirus/2019-ncov/community/reopen-guidance.html) and
Facilities (https://www.cdc.gov/flu/school/cleaning.htm) of high-touch areas (e.g., door handles, stair rails,
faucet handles, toilet handles, playground equipment, drinking fountains, light switches, desks,
tables, chairs, kitchen countertops, cafeteria and service tables, carts and trays) with EPA
Plan C is not approved disinfectant for SARS-CoV-2 (the virus that causes COVID-19) Use EPA approved
addressed disinfectant effective vs. SARS-CoV-2), and increase frequency of disinfection during
because buildings high-density times and disinfect all shared objects (e.g., gym or physical education equipment,
would be closed; art supplies, toys, games) between use.
however, if staff
are present,
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 68
needs will have to o Paper-based materials, such as books and loose-leaf paper, are not considered high-risk for
be addressed. COVID-19 transmission, and do not need additional cleaning or disinfection procedures.
● Ensure safe and correct use and storage of cleaning and disinfection products, including
securely storing and using products away from children, and allowing for adequate ventilation
when staff use such products.
● Provide adequate supplies to support healthy hygiene behaviors (e.g., soap, hand sanitizer with
at least 60% alcohol for safe use by staff and older children, paper towels, and tissues). Refer to
the StrongSchoolsNC Infection Control and PPE Guidance (K-12)
(https://files.nc.gov/covid/documents/guidance/education/Strong-Schools-NC-FAQs.pdf) for
recommended quantities of infection control supplies and ordering information. (7.20.20)
● Provide hand sanitizer (with at least 60% alcohol) at every building entrance and exit, in the
cafeteria, and in every classroom, for safe use by staff and older students. (7.20.20)
● Systematically and frequently check and refill hand sanitizers. (7.20.20)
● Encourage staff and students to cough and sneeze into their elbows, or to cover with a tissue.
Used tissues should be thrown in the trash and hands washed immediately with soap and water
for at least 20 seconds. (7.20.20)
● Incorporate frequent handwashing and sanitation breaks into classroom activity. (7.20.20)
● Allow time between activities for proper cleaning and disinfection of high-touch services.
(7.20.20)
NCDHHS Recommendation:
● Comply with NCDHHS Guidance on the Safe Application of Disinfectants (7.20.20)
● Avoid shared use of soft or other items that cannot be easily cleaned and disinfected, (e.g.,
stuffed toys, clays).
Considerations for Operationalizing:
● Emphasize the importance of cleaning surfaces well
● High-touch surfaces such as doorknobs and handrails are the highest touch items within the
school facility should be cleaned/disinfected routinely.
● Consider cleaning/disinfecting all high-touch surfaces:
o At least once per day
o Between classes if time is available
o After the school day
● Conduct deep cleaning of schools prior to students/staff returning; schedule periodic cleanings
during weekends (or alternate days if students will attend on A/B schedules).
● Determine roles in cleaning the facilities.
● Monitor the process; have an accountability system to determine whether the
cleaning/disinfecting schedule is being followed.
● Control entrance and exits to buildings.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 69
● Consider providing touchless entry to buildings where possible.
● Consider designating limited entrance points without prohibiting access for students and staff
with disabilities.
● Post and communicate changes to building entrance procedures prior to students returning as
much as possible.
● Many application methods are available: (7.20.20)
o Assure chemicals are used according to label instructions.
o Assure proper ventilation and protective equipment for those applying.
o Consider mirroring and making use of the technology the schools are using for facilities.
● Use of aerosols is discouraged due to the presence of flammable propellants and aerosolized
compounds (additional precautions and equipment required).
● Products should be stored securely away from students and adults – authorized personnel only.
● Cleaning/disinfecting should not be performed with children in the classroom or other spaces..
● Consider having professional janitorial staff perform most processes.
● Provide written instructions and training on proper use of all cleaning supplies and equipment.
● Isolate and deep clean impacted classrooms and spaces.
FACILITIES PLAN A PLAN B
Social Distancing See Social Distancing tables above in either the Student or Employee
sections of the guidebook for NCDHHS Requirements and
Plan C is not addressed because buildings Recommendations and Considerations for Operationalizing.
would be closed; however, if staff are
present, needs will have to be addressed.
FACILITIES PLAN A PLAN B
Safety Drills Considerations for Operationalizing:
Safety drills should be performed in conjunction with physical distancing to mitigate the spread of
Plan C is not infectious diseases within reason. Consider the following:
addressed
● Drills should test the capacity of all involved in emergency response, highlighting building-level
because buildings
would be closed; cooperation between schools, police and first responders.
however, if staff ● Drills should be treated as real emergencies, with full and serious participation from all
are present,
participants, including administrators, teachers, students and first responders.
needs will have to
be addressed.
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 70
● Drills should be practiced frequently, in a realistic manner, such as during lunch, recess or when
the school principal is away from the building. Drills shouldn’t be scheduled based on when it is
most convenient or least disruptive.
● Debriefings should be held after every drill to further enhance response skills. Debriefings can be
held with teachers and students in classrooms or in all-staff and faculty meetings.
● Drills should be thoroughly evaluated and input should be collected from various drill
participants. Mistakes or inconsistencies during drills are learning opportunities and can help
improve future response. Many safety experts say the most important part of any drill is the
discussion and updated action plan that follows.
● Drills should have associated communication plans that include long-term follow-up to support
sustainability and progression. Plans should cover all drill types, identify specific objectives and
goals for each drill, include logistics and available resources and ensure compliance with state
and/or district regulations.
FACILITIES PLAN A PLAN B
Use of School NCDHHS Requirements:
Building or
Facilities ● Limit nonessential visitors and activities involving external groups or organizations.
● Limit the total number of students, teachers, staff and visitors within a school building to the
Plan C is not extent necessary to ensure that 6 feet distance can be maintained when people will be
addressed stationary (e.g., when seated in classrooms, waiting in lines, in restrooms and locker rooms, in
because buildings cafeteria, other indoor school settings where people congregate). (7.20.20)
would be closed;
however, if staff NCDHHS Recommendations:
are present,
● Minimize opportunities for sustained exposure (15 minutes or more within 6 feet distance)
needs will have to
be addressed. between students, teachers, staff and visitors in areas they may congregate, such as in waiting
and reception areas, when in line, during transitions, or while waiting for transportation. (7.20.20)
● Place physical barriers such as plexiglass for protection at reception desks and similar areas.
(7.20.20)
● Arrange furniture or block off seats, such as desks, chairs, or other seating in classrooms, break
rooms, reception areas, and cafeterias, so that students, teachers, staff, and visitors are
separated from one another by at least 6 feet. (7.20.20)
● Follow the recommendations outlined in Interim Guidance for Administrators and Participants of
Youth, College & Amateur Sports Programs. https://covid19.ncdhhs.gov/guidance. (7.20.20)
● Provide disposable face coverings for staff, visitors, or students who do not have a cloth face
covering. (7.20.20)
Considerations for Operationalizing:
● Consider ceasing all activities involving outside groups/organizations until an evaluation is made
to adjust
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 71
● Leverage virtual tools and platforms wherever possible to conduct essential business and keep
in-person reporting to an absolute minimum during school closures
● Consider adapting local policies to limit or halt the use of facilities for non-education related
activities (ie renting of facilities after hours and on the weekends) in order to reduce the possible
spread of COVID-19 and to allow opportunities for thorough cleaning of the facilities during the
evening and weekends.
● Review all Facilities Use Agreements to determine if and how they utilized.
● Establish a protocol for visitors: calling the front office before entering, screening visitors,
requesting use of face coverings/masks, etc.
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OPERATIONS: School Nutrition
GUIDANCE FOCUS: School Nutrition
Over 60% of students in NC’s public schools are economically disadvantaged. For these students, nutritious meals at
school are not simply conveniences, they are critical safety nets to support physical, mental, social, and emotional health
and well-being. All students should have access to school meals and adequate time to consume them. District and school
officials are encouraged to collaborate with the school nutrition director and staff to determine which meal options best
meet the nutritional needs of students in an environment that promotes optimal physical distancing and personal hygiene
practices as a means of supporting optimal academic success. Since the beginning of the pandemic, the number of food
insecure households has increased from 11.7% in February 2020 to 24% in May 2020. The need to provide nutritious
meals for students has never been greater. (updated 7.17.20)
To prepare for the reopening of schools, it is suggested the school nutrition director form an advisory committee to discuss
possible reopening scenarios that support the various instructional strategies that will be implemented within the district or
school. The advisory team could consider discussions around the School Nutrition Thought Starters to develop
strategies for opening and transitioning through potential plans during the 2020-21 school year. The advisory team should
communicate continuously with district/school officials about the feasibility of various meal service options including best
practices and the challenges associated with each type of meal service. School nutrition programs must comply with
existing federal regulations, policies, and/or approved waivers issued by the USDA at the time of plan implementation.
SCHOOL
NUTRITION PLAN A PLAN B PLAN C
Meal Service NCDHHS Requirements: NCDHHS Requirements: Ideas for
Options Operationalizing:
● Comply with NCDHHS ● Comply with NCDHHS
StrongSchoolsNC: Public StrongSchoolsNC: Public Health Toolkit ● Operationalize the
Health Toolkit (K-12) (K-12) requirements for physical Summer Nutrition
requirements for physical distancing and minimizing exposure. Programs with federal
distancing and minimizing waivers to allow
exposure. ○ Mark 6 feet of spacing to remind non-congregate meal
school nutrition staff to stay 6 feet service; meals
apart throughout food distribution. available for all at no
Ideas for Operationalizing: ○ Limit the total number of students, cost.
teachers, staff and visitors within the ● Prepare meals in
● Gradually transition from cafeteria to the extent necessary to
recommendations in Plan schools and make
ensure that 6 feet distance can be available for pick-up
B to cafeteria-style meal maintained when people will be
service based on (grab-and-go or
stationary. curbside) by
requirements (at the time)
for physical distancing and ○ Arrange furniture or block off seats,
parents/students.
other personal hygiene such as chairs, tables or other seating ● Deliver meals to
practices. in the cafeteria so students, teachers, students by yellow
staff and visitors are separated from school buses or other
● Offer various meal service one another by at least 6 feet.
options as needed to vehicles available to
promote physical ○ Provide signage and frequent
the district/school.
distancing, including reminders in the cafeteria for students, ● Use yellow school
satellite kiosks, food carts, teachers, staff and visitors to stay at buses as nutrition hubs
grab-and-go meals, least 6 feet apart from one another. within the community
classroom meals, etc. to (parked in areas
○ (updated 7.17.20)
convenient for
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 73
provide meals to as many Ideas for Operationalizing: homeless families, low
students as possible. income housing
● Consider boxed or bagged meals for communities or other
● Allow adequate time for students upon initial reopening of school areas, as needed).
students to wash and to allow students time and experiences
sanitize hands before and needed to adjust to physical distancing ● Operationalize
after meals. and personal hygiene practices at community
school. organizations to serve
● Extend and/or stagger as Summer Nutrition
meal times to promote ● Allow students to pre-order meals and a Program sponsors to
physical distancing, while la carte items at least one day in support additional meal
ensuring adequate time for advance to support students’ food service sites for
students to consume their choices and avoid food waste. food-insecure
meals. children/students.
● Allow adequate time for students to
wash and sanitize hands before and ● Schools designated as
after meals. meal preparation/
● Offer meals in the cafeteria based on
distribution sites in
physical distancing measures which economically
include: distressed
communities (or other
○ Clearly marked 6 feet of spacing on areas as needed to
floors to promote physical distancing support meals to
in: hallways leading to dining rooms; food-insecure
in serving lines, and in lines to exit the vulnerable children and
dining room students).
○ Spaced seating (using outside seating
where possible); ensure at least 6 feet
distancing in outdoor setting when
students, teachers, staff and visitors
are stationary.
○ Use of disposable trays, plates and
utensils
○ No self-service or sharing of food or
other items
○ Longer meal periods to allow for
delayed meal service due to physical
distancing
○ Cleaning/disinfecting of tables/chairs
or other contact surfaces before,
during (as needed) and after meal
service.
● Prepare boxed/bagged meals as
alternatives (as needed for unique
situations) and for home-bound students
as needed or required in the IEP or 504
Plan.
● Continuously monitor meal service
options to determine where
modifications may be needed to support
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 74
student/staff acceptance, student/staff
well-being and promote meal
participation.
SCHOOL
NUTRITION PLAN A PLAN B PLAN C
Considerations for Operationalizing Considerations for
Operationalizing
● Plan multiple menus to accommodate meals in the classroom, meals
served in hallways, meals-to-go (when operating Plan A and Plan B ● For efficiency, consider
attendance models) or other academic models. shelf-stable,
individually wrapped or
● Place food and supply orders as quickly as possible to ensure an frozen meals delivered
adequate supply of products that meet the district’s/school’s meal to students for multiple
service options. days (prior approval
● Encourage the district to provide bottled water to students since water
from the local health
fountain use may be limited. department required).
● Develop written materials for families to help them understand new meal
service models and to combat misinformation as required in the
NCDHHS StrongSchoolsNC: Public Health Toolkit (K-12).
Meal ● Implement a system of meal counting and claiming that is consistent ● Implement a system of
Counting and with federal regulations at the Point of Service based on the type of meal counting and
Claiming meal service provided; touchless Point of Service options are claiming at the Point of
recommended (scanned, verbal, etc.). Service based on the
type of meal service
● Modify student meal charge policies as needed to reflect current provided (grab-and-go,
practices. curbside pick up,
delivery by yellow
school buses or other
vehicles).
Staffing Comply with NCDHHS StrongSchoolsNC: Public Health Toolkit (K-12) for ● Determine staffing
requirements: needs based on
specific criteria,
Protecting Vulnerable Populations including but not
○ NCDHHS requires creating a process for staff to self-identify as
limited to location,
high-risk from COVID-19 and have a plan in place to address start/end times, duties
requests for alternative work arrangements or work re-assignments. and
back-up/substitutes.
■ NCDHHS recommends that schools enable staff who self-identify as ● Modify HR
high risk from COVID-19 to minimize face-to-face contact and to policies/procedures to
allow them to maintain a distance of 6 feet from others, modify job reflect actual practices
responsibilities that minimize exposure risk or to telework, if when work
possible. requirements change
to reflect new work
● Practice physical distancing and minimizing exposure throughout the
plans/approaches.
work processes and while on the school campus.
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● Provide continuous training for staff in physical distancing, proper
hygiene, proper use of PPE and other practices to protect students, staff
and others.
● Continuously monitor staff safety and well-being as required in the
StrongSchoolsNC
● Handle suspected, presumptive or confirmed positive cases of COVID
19 in a manner that is consistent with the StrongSchoolsNC guidance ;
a person can return to school following normal school policies, if they
receive confirmation of an alternative diagnosis from a health care
provider that would explain the COVID-19-like symptom(s), once there
is no fever without the use of fever-reducing medicines and they have
felt well for 24 hours.
● Notify local health authorities of confirmed COVID-19 cases among
staff (as required by NCGS 130A-136).
● Ensure staff and adult visitors wear face coverings when they are or
may be within 6 feet of another person, unless the person (of family
member, for a student) states that an exception applies, is eating or is
engaged in strenuous
● (updated 7.17.20)
Cleaning and ● Follow NCDHHS StrongSchoolsNC: Public Health Toolkit (K-12) for ● Conduct routine
Disinfecting cleaning and hygiene. cleaning and
disinfecting of kitchen,
● Conduct routine cleaning and disinfecting of dining rooms, including dining rooms and other
tables, chairs and other high-touch surfaces between and/or throughout high-touch surfaces
meal service; follow DPI-approved HACCP during meal
procedureshttps://childnutrition.ncpublicschools.gov/information-resourc preparation,
es/haccp-food-safety distribution and
● Ensure all non-disposable food preparation and service items are
delivery.
minimally handled and washed with hot water and soap or in a
dishwasher or use disposable as frequently as possible. (7.17.20)
● Provide adequate waste receptacles (size and number) to allow for easy
discard of disposable trays, food containers, utensils and other items.
● Increase frequency of waste disposal and recycling, as needed, to
support the use of disposable products.
● Ensure all practices are consistent with Food Code, HACCP, OSHA,
and other regulatory authorities.
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OPERATIONS: Transportation
Student Transportation supports student access to the educational environment at school. Without it, many students will
be unable to attend school. However, as we’ve seen this spring, in an emergency, school transportation can also adapt to
provide other logistical support to students including internet access, nutritional support and materials distribution and
collection.
As a logistical operation, the primary issues determining a course forward are the constraints placed upon PSU
transportation departments such as: ride times, school start and dismissal times, the age range of the students
transported together, funding available, and now, potentially, physical distancing and cleaning requirements. PSUs must
make different considerations depending on the situation in their district.
Considerations to include:
● Volume of ridership
● Modification(s) of vehicle
● Preparing buses (disinfectants/signage/social measures/student accomodations)
● Reserve/substitute driver roster
● Pre-board screening
● Air-flow
TRANSPORTATION
Local education leaders and schools should follow the guidelines below for their transportation vehicles (e.g., buses,
vans).
It is recommended that a school operating under Plan A utilize a more restrictive Plan B approach for school
transportation.
PLAN A PLAN B
NCDHHS Requirements: NCDHHS Requirements:
● Ensure that all students from ages 5 years and older, and all Adhere to all requirements outlined in Plan
teachers, staff and adult visitors wear face coverings when they are A and: (6.30.20)
on a bus or other transportation vehicle, unless the person (or family ● No more than one passenger may be
member, for a student) states that an exception applies. (updated seated per school bus bench seat with the
7.14.20, 7.24.20, 12.18.20) exception that members of the same
● Clean and disinfect transportation vehicles regularly. Children must
household may share a seat. (10.21.20)
not be present when a vehicle is being cleaned ● No more than two students may be seated
● Ensure safe and correct use and storage of cleaning and disinfection
in a non-bus vehicle unless all students in
products, including storing products securely away from children and the vehicle are members of the same
adequate ventilation when staff use such products household. (10.21.20)
● Clean and disinfect frequently touched surfaces in the vehicle (eg,
surfaces in the driver’s cockpit, hard seats, arm rests, door handles,
seat belt buckles, light and air controls, doors and windows, and
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grab handles) prior to morning routes and prior to afternoon routes
● Keep doors and windows open when cleaning the vehicle and
between trips to let the vehicles thoroughly air out
● Clean, sanitize, and disinfect equipment including items such as car
seats and seat belts, wheelchairs, walkers, and adaptive equipment
being transported to schools
● Follow the symptom screening protocol outlined in the Monitoring for
Symptoms section for any person entering a school transportation
vehicle, which could be using the option of a parent/guardian
attestation Individuals must stay home and not board transportation
if they are experiencing symptoms of COVID-19 or have been
exposed to someone positive for COVID-19.
○ Note: Upon arrival at school, students do not need to be
rescreened if screening was followed prior to entry into the vehicle.
However, as noted above, if a parent/guardian provided an
attestation only, students do need to be screened upon arrival at
school. (updated 3.26.21)
● Create a plan for getting sick students home safely if they are not
allowed to board the vehicle.
● Enforce that if an individual becomes sick during the day, they must
not use group transportation to return home and must follow
protocols outlined above.
● If a driver becomes sick during the day, they must follow protocols
outlined above and must not return to drive students.
● Provide hand sanitizer (with at least 60% alcohol) to support healthy
hygiene behaviors on all school transportation vehicles for safe use
by staff and older children.
○ Hand sanitizer should only remain on school transportation while
the vehicles are in use.
○ Systematically and frequently check and refill hand sanitizers.
NCDHHS Recommendations (7.20.20):
Create distance between children on school buses (for example seat children one child per row, skip rows), when
possible.(updated 3.26.21)
Allow for 6 feet of physical distancing between students, and between students and the driver, while seated on vehicles
if feasible (e.g., by utilizing larger vehicles with more seats, by increasing frequency of routes to reduce occupancy, one
rider per seat in every other row). (7.23.20)
Consider keeping windows open while the vehicle is in motion to help reduce spread of the virus by increasing air
circulation, if appropriate and safe.
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Refer to the Monitoring for Symptoms section of this toolkit for recommendations regarding screening for COVID19
symptoms for adults. (updated 3.26.21)
TRANSPORTATION PLAN A PLAN B PLAN C
Considerations Considerations Considerations
Initial Information ● Survey parents to project student attendance in each N/A
and First Steps Plan; identify the probable student attendees, their Remote Learning Only
scheduled attendance days, if not every day, and
transportation needs, at least one month before the
start of school; Finalize two weeks prior to the start of
school.
● Encourage walking, biking, and carpooling when
appropriate.
● Consider allowing students from the same household to
be seated together on the school bus
● Create a pathway for parents who need student
transportation to find carpool options in lieu of school bus
transportation
● Consider student transportation flexibility restrictions
o Consider enforcing no-transport zones to the legislated
maximum of 1.5 miles
o Consider limiting all planned alternate stop locations
that which lead to different AM and PM bus
assignments
o Strongly consider not allowing students to alter bus
assignments temporarily (such as allowing riding home
with a friend)
Health ● Comply with requirements established by the NCDHHS ● Only pre-screened staff
Pre-Screening of NCDHHS StrongSchools NC: Public Health Toolkit (K-12) should be allowed on board
Students Before for monitoring students for symptoms and attestation
Boarding a School materials.
Bus
● Consult with the local board attorney to advise on the
refusal of boarding and maintenance of confidentiality of
the student/parents in this process.
Considerations for Operationalizing
● Adopt a policy on what will be done if a child does not
provide the attestation and/or pass the screening process;
the policy may vary by age.
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● Consider an additional adult (attendant) to screen/monitor
students as recommended by NCDHHS. Investigate if
volunteers may be used to assist.
● Choreograph procedures with written instructions for
drivers, attendants, parents, and students. Include a
seating chart in these plans for tracking and to support
contact tracing, if necessary. The longer students are
outside of the bus, the greater the risk from other motorists.
● Add extra time to the route to accommodate.
● Provide enhanced PPE for the person screening /
accepting attestations.
TRANSPORTATION PLAN A PLAN B PLAN C
Considerations Considerations Considerations
Staffing Assess Operational Continuity Risk ● Use buses for emergency
purposes such as
● Identify drivers, attendants, and substitute drivers who are
transporting meals or
considered high-risk for severe illness due to COVID-19 as distributing school resources
described in Protecting Vulnerable Populations per or making wifi available to
NCDHHS StrongSchools NC: Public Health Toolkit (K-12) students in various
guidance. communities.
● Identify all staff that have school bus driver certificates
(including teachers) which could be deployed to drive
buses in the event a large portion of drivers become
unavailable simultaneously.
● NCDHHS Requirement: Monitor staff for symptoms as
required by the NCDHHS NCDHHS StrongSchools NC:
Public Health Toolkit (K-12)
● Consult the local Human Resources Department for
guidance regarding the ability to require staff with
school bus driver certifications to drive, if necessary.
● Expect that the quantity of school buses and school bus
drivers is likely limited to prior year levels; expansion will be
difficult.
● Behind the wheel training will likely present a logistical
bottleneck to acquiring certified school bus drivers due to
physical distancing requirements
School Bus ● By SBE policy TRAN-005 any modification to school buses ● Seats may be removed to
Modification or addition of equipment must be approved by DPI accommodate nutrition
distribution purposes if
o Plexiglass installation likely would violate Federal Motor
desired
Vehicle Safety Standards and introduce a significant risk
of injury or death in a collision.
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● Use only modifications approved by the Original Equipment
Manufacturer (OEM) and DPI
Preparing Buses ● Post appropriate signage: CDC Signs Link (may not cover ● Install available WiFi
existing required signage and safety instructions). Equipment
● Mark seating areas to indicate where students should sit if ● Post any required school
attempting to social distance to any degree. nutrition signage
● Consider posting appropriate
signage: CDC Signs Link
● Do not cover any existing
required signage and safety
instructions
TRANSPORTATION PLAN A PLAN B PLAN C
Considerations Considerations Considerations
School Bus NCDHHS Requirement: Comply with required cleaning and hygiene guidance established by
Cleaning/ the NCDHHS NCDHHS StrongSchools NC: Public Health Toolkit (K-12)
Disinfecting and
Hygiene o Avoid scented products.
Requirements
o Use of aerosols is discouraged due to increased risk to staff and students. A school bus
may not operate with any aerosol or unlabeled liquid container on board.
Considerations
● Determine a method for issuing personal quantities of hand sanitizer to staff or staff and
students to comply with NCDHHS requirements.
● It is not recommended that school bus drivers be responsible for dispensing any chemicals to
children or for monitoring proper use.
● Consider having professional janitorial staff perform most cleaning/disinfecting processes.
● If transportation staff must perform cleaning/disinfecting processes, provide written
instructions as well as training on proper use of all chemicals and equipment.
Driver and Considerations
Attendant Training
● Driver/Attendant Training on newly developed practices and policies:
and Protection
Considerations o New policies related to transportation due to COVID-19 response
o Enforcement of health and safety rules due to COVID-19
o Leave policies and required actions upon contact with a person who tests positive for
COVID-19
● Clear written instructions on, at minimum:
o Daily Self-Screening or District Health Screening
o Expected personal hygiene practices
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o Additional duties such as cleaning
● Consider providing school bus drivers with personal quantities of hand sanitizer.
o Should not be stored in the vehicle except while in use.
o Should not dispense chemicals to children
● Cloth Face Coverings or Medical-Grade Protection (in certain circumstances)
o Must not impact or restrict the driver’s movement or impair the driver’s vision in any way
o Should be encouraged where medically appropriate for the driver
o Consider requiring, where medically appropriate, when loading and unloading
● Face Shields
o Must not impact or restrict the driver’s movement or impair the driver’s vision in any way
o Consider requiring when loading and unloading
● Gloves
o Not recommended for general use by NCDHHS and CDC
o May be needed for disinfecting and other special situations such as body fluid cleanup
o May be needed if performing screening
o Provide training specific to glove use, removal, and hygiene
EC Student Considerations
Additional
● Consult the EC Department early in the planning process.
Considerations
in the planning process.
● Make decisions based on each students’ unique needs.
● Consider issues with contract transportation of multiple
children to ensure safety.
o Define clear rules for any contractor
o Consider increased use of parent contracts
● If close-contact is necessary
o Consider enhanced PPE needed and requirements for
use to protect staff and students
▪ Enhanced PPE may be needed for needed for staff or
staff and students depending on the nature of the
disability
● Consult with district nurses about any procedural changes
for students with specific medical needs
● Consider mirroring how the school intends to handle each
student
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Education of Considerations ● Provide procedures,
Parents and requirements, and locations
● Inform parents of all new policies regarding student
Students for use of WiFi.
transportation.
● Provide procedures and
● Provide training materials on school district processes for
requirements for receipt of
proper loading and unloading in the morning and afternoon. nutrition services or
● Provide school bus physical distancing training to students. instructional materials.
● Advise parents and students on proper bus stop etiquette.
o Include physical distancing guidance for the bus stop
Other Considerations ● Adults should maintain
Considerations to appropriate distance if
● Load students from back to front when possible and not
Support Social multiple are present on the
Distancing on outweighed by other considerations such as age. bus for any purpose.
School Buses ● Unload students from front to back.
● Use physical distancing to to
● Consider multiple bus runs to the same school. the maximum extent possible
at meal and materials
o Consider wider arrival and departure times distributions.
o Support these efforts with earlier screening and longer ● Wear appropriate PPE for the
in-classroom supervision level of close contact at
distribution sites.
● Provide bus tags for children to support safe and efficient
departure boarding in the afternoon.
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COMMUNICATION
One of the fastest ways to win (or lose) the trust of stakeholders is measured by the effectiveness of the district’s or
school’s communications system. Developing and sharing a clear process helps district and school leaders
thoughtfully and proactively design systems and processes that can be deployed easily when needed.
When considering the impact of communications efforts it is important to remember that communication is only
deemed effective when information is delivered, received, and as a result, understood by all stakeholders.
Here are a few important factors to consider in the development of comprehensive and effective communications
strategy.
Identify Stakeholders
Consulting a wide variety of stakeholders is critical for the development and effective communication of quality Remote
Instruction Plans. An important first step towards meaningful engagement is to identify your stakeholder groups. Do
stakeholder groups ensure every voice represented? If yes, great! If not, this is a great opportunity to expand your
engagement efforts.
Examine Engagement Structures
Once you know you have identified all of the right groups, the next step is ensuring mechanisms are in place to share and
receive information. Critically review the systems and structures in place to interact with these various stakeholder
groups. For example, do you have an active district-level advisory board? School-based PTA/PTOs? Teacher and student
advisory councils? Community councils? Grandparents/retirees? How would these groups typically share and receive
information from your district/school? Do they understand these systems? Are the details of how and when these groups
convene readily available? If you wanted to enlist feedback from all parents in your district/school, what survey tool would
you use? How would you distribute this information?
Review Internal Communication Processes & Activate Ambassadors
It is important to remember that every employee in your district/school is an ambassador. All should be empowered to
respond to questions, correct misinformation and direct people to resources. In order to be good ambassadors, they
must have access to pertinent information. Effective internal communication is the foundation of healthy organizations. If
it is important for stakeholders to know and understand, it is important for all staff to know and understand it FIRST. It is
imperative that all staff understand the Remote Instruction Plan specifics and the tools to be used to communicate these
plans. What systems of internal communication does your system currently employ? Email is a great starting point;
however, it must be a communicated expectation that staff read information from the district/school. It is also important to
communicate with staff that they are ambassadors and the importance of this role in building public trust.
Identify Key Communicators
Key communicators are those external stakeholders who have access to accurate information about what is happening
in your district/schools. These individuals are often trusted sources of information who have access to broad audiences.
Key communicators should be recruited as such and made fully aware of important information.
Communicate HOW You Communicate
Seek input from your advisors about the communications strategies they prefer. What do existing metrics about your
engagement efforts tell you about where people are most likely to go for information (ex: website, social media, all-call
system, text, etc.). It is absolutely critical that you routinely communicate your communications plan. Helping your
stakeholders know how, when and where to find information reduces frustration and builds confidence. Maintain their
confidence by keeping content fresh and updated. Develop a process and identify specific individuals responsible for
reviewing and updating website and social media content. Reviewing content and providing feedback is a great task for a
trusted key communicator. Consult with your district Public Information Officer or Communications Coordinator to explore
other avenues to communicate to your stakeholder groups.
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Seek & Apply Feedback
This will help to continue what works and tweak or abandon what did not. When seeking feedback, keep it simple. You
may find it useful to use the same questions with each stakeholder group for easy cross-reference. Focus groups, in
person or virtual, are also good strategies to gather feedback. As a rule, it is always helpful to define how feedback will be
used to avoid unnecessary conflict. If you are seeking feedback in an advisory capacity rather than for a democratic
process, state that. Once you have gathered feedback, it is important to acknowledge what was received and what, if any
action will result.
COMMUNICATING & COMBATING MISINFORMATION
Help ensure the information that staff, students and their families receive is coming directly from reliable resources.
Use resources from a trusted source like the CDC and NC DHHS to promote behaviors that prevent the spread of
COVID-19.
PLAN A PLAN B PLAN C
NCDHHS Requirements:
Disseminate COVID-19 information and combat misinformation through multiple channels to staff, students and
families. Ensure that families are able to access communication channels to appropriate staff at the school with
questions and concerns.
● Some reliable sources include: NC DHHS COVID-19 Webpage, Know Your Ws: Wear, Wait, Wash, NC DHHS
COVID-19 Latest Updates, NC DHHS COVID-19 Materials & Resources, and the additional resources listed at the
end of this guidance document.
NCDHHS Requirement
Put up signs, posters, and flyers at main entrances and in key areas
throughout school buildings and facilities such as those found on the Social
Media Toolkit for COVID-19 to remind students and staff to wear face
coverings, wash hands, and stay 6 feet apart whenever possible (Wear, Wait,
Wash).
● Know Your W's signs are available in English and Spanish.
● Teach students who cannot yet read what the signs’ language and symbols
mean.
Considerations for Operationalizing
Regardless of which Reopening Plan (A-B-C) schools are operating within, the following tools and strategies will help
build understanding:
Websites
Districts and schools should consider a designated place on their site’s homepage for all COVID-19 information, school
operations information, and other critical information. Maintain up-to-date content to build confidence in this resource.
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Social Media
Use components from the Public Health and Social Media Toolkit to create a comprehensive district or school-wide
social media campaign. Focus on one key component a day or for multiple days. A relevant photograph or video serve
as a great hook for social media posts. Update content frequently to build confidence in this resource.
Video
(Plans A-B) Quick videos (3 minutes or less) are a good way to illustrate procedures students and staff will be required
to follow as they enter buses or school buildings. Videos are a great way to engage and educate students, parents and
stakeholders.
Testimonials from students and staff about their experiences give external stakeholders a glance behind the school
walls. These videos can be powerful tools to build confidence in districts and schools.
Phone Alert/Text Systems
Many districts and schools have access to a phone alert/text system. This is often the quickest and most effective way
to connect with students, families and staff. Ensure parents know how to update their contact information to make sure
they do not miss important messages. Develop an expectation as to when this system is used and communicate when
parents can expect to receive “routine” information (for example, a Sunday afternoon call). Limit the use of these
systems outside of the communicated “routine use” to matters of utmost importance. This will help ensure families
actually listen to the calls or read the text alerts. Monitor metrics to see what the connectivity rates are and set
incremental goals to improve that connectivity.
Remember... communicate HOW you will communicate with families during this important time and take into
consideration how different audiences and families communication needs vary.
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STUDENT LEARNING
STUDENT LEARNING: Instructional Planning
As public health needs change, it is important for all public schools to be prepared for student learning for each of the
required plans. In preparing for School Year 2020-2021, PSUs will need to consider support for students and teachers
based on the Student Learning Instructional Plan being implemented. The charts below outlines considerations for the
following plans:
Plan A: Minimal Social Distancing
Plan B: Moderate Social Distancing
Plan C: Remote Learning, only
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PLAN A: MINIMAL SOCIAL DISTANCING
The focus in Plan A is to prepare for moving to Plan B or Plan C while traditional instruction is occurring.
PLAN A Description Considerations
Traditional Students on ● Consider weekly checklists with clear instructions that can be followed
Instruction with campus with on-or off-site.
Preparation for traditional
Blended instruction adapted ● Create standards-aligned lessons that work toward mastery of the learning
Learning, Online to prepare for targets for instruction in a traditional classroom, adhering to health and
Learning, and transition from safety recommendations.
Offline Options traditional learning ● Design the lessons with the possibility of shifting to Blended Learning,
to remote learning. online learning and offline remote learning.
● Identify assessment tools to determine student learning readiness.
● Explore and determine appropriate extended learning strategies that are
effective for local usage.
● Conduct curriculum mapping to infuse critical standards not addressed or
mastered from the previous year.
● Provide practice on-site for potential platforms and resources students will
use when they are off-site.
● Include how to submit work, where to view teacher feedback and guidance
and practice with downloading materials to be available in an offline
format.
● Model technical troubleshooting skills during on-site instruction.
● Assess the professional learning needs of your teachers and staff
regarding the effective use of the remote instruction and the PSU
resources that will be used.
● Establish how you will communicate effectively with stakeholders.
● Provide resources for students to create evidence of their knowledge in a
variety of formats to demonstrate mastery.
● Create customized learning pathways, where learning goals and objectives
are linked to explicit directions for completion.
● Begin professional development of all teachers, students, parents, and
community partners in preparation to transition to Plan B and Plan C.
Plan A Benefits and Challenges
● Provides opportunities for students, teachers and parents to practice preparation for remote instructions and blended
learning in a face-to-face instruction environment
● Provides opportunities for districts to prepare instructional materials
● Challenges due to lack of consistency in digital content and instructional materials
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PLAN B: MODERATE SOCIAL DISTANCING
Plan B: Implements a Blended Learning Model whereas students transition between on-campus and remote instruction
depending on the specific schedule and needs.
Guiding Principles for Blended Learning for All
Blended learning...
● combines classroom learning with online learning, in which students influence the time, pace and place of their
learning.
● is accessible by all students for which the learning is intended, using a variety of offline and online strategies;
● is responsive to diverse learning groups;
● addresses the curricular and instructional needs, aligned to standards;
● considers the whole child and home learning environment;
● adapts to the limitations and variances of the local context.
The Blended Learning plan implemented should be the model that is most appropriate for student grade, subject, and
based on calendar structure, schedules and unforeseen events. With each plan, consider the following criteria to develop
an effective deployment plan:
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PLAN B
Instructional Planning
Moderate Social Distancing
Blended Learning for All
When implementing each plan, identify the best BL plan to meet district/school/grade level needs pending calendar
structure, traditional and remote learning days.
Station Flex Rotation: Live Distance Online Driver: Face-to-Face Online Lab:
Rotation: Online instruction Instruction: Entire course is Driver: Courses are
Students move is primary and Videostream online with Online learning is taught online,
on a fixed supplemented by classrooms that teacher check-in case by case as typically on
schedule support for small are on-site to points a supplement to campus and
between groups, tutoring, students who the curriculum supervised by
face-to-face and interventions may be unable to based on adult
online instruction attend physically. readiness
Considerations
Communication: Review Remote Instruction Plan Guidance to ensure targets are being met to provide quality
off-site instruction to include regular check-ins with students on a daily/weekly/set intervals.
● Find secure ways to connect virtually with parents, synchronously or asynchronously, to deepen
the relationship with students and families.
● Communicate with families in a consistent format and time.
● Help parents develop a flexible learning schedule when at home, and a dedicated space for
schoolwork.
● Provide regular check-in or office hours for students.
● Set office hours and information sessions to accommodate for parents’ work schedules.
● Help parents with strategies to balance screen time; physical exercise, art and music expression,
and social connections.
● Ensure that communication with families takes into account families with disabilities and other
potential language barriers (i.e. ELs).
● Increase the efficiency of class time/whole group communicating with live lessons.
Instructional ● Establish clear routines, processes for aligned deployment in each plan (teacher expectations,
Planning: student expectations, parent support).
● Clearly define and communicate the BL plans with all staff.
● Determine options for training and supporting substitute teachers when regular teachers are ill or
unable to support teaching from a remote setting.
● Determine professional development needs for teacher leaders and administrators in regards to
coaching, monitoring and supporting teachers with virtual lesson plans, delivery, assessment,
and communication with parents.
● Create Professional Development for staff (prior to implementing blended/remote instruction).
You may consider using Miller’s How to Teach Remote or other MOOCs.
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● Identify programs/resources to manage Blended Learning at each grade level.
● Identify instruction delivery method: Weekly checklists, Choice Boards, Playlists, Pathways,
Project-based learning, etc.
● Consider using Project-Based Learning as an instructional approach that allows students to work
both in an online learning system and offline on the project portion of the Project-Based Learning
unit.
● Create lessons that are pre-recorded and engaging.
● Allow for student voice and choice
● Refer to and utilize the Quality Review Tools for Digital Learning Resources for purchased or
locally developed digital content.
● Consider how to effectively manage computers/devices to ensure each student has an available,
operable device at school and at home; provide technical support for maintenance and upkeep of
the computer/device if issued from the PSU.
● Establish explicit directions for each activity.
● Focus on quality over quantity – the purpose is not to create busy work, but rather to ensure that
students are working toward mastery of the learning target.
● Create varying cognitive activity levels and label each.
● Label amount of time for each activity.
● All activities should be measurable.
● Establish PLC meeting times for planning, creating, PD, data collection, reflection, etc.
● Establish virtual vs. face-to-face time limits (be mindful of age and other individual limitations).
● Create process and training for lesson delivery, assignment collection, feedback, data collection,
and response to instruction.
● Plan for teacher supports to provide feedback and support for teachers in a virtual setting.
● Determine options for training and supporting substitute teachers when regular teachers are ill or
unable to support teaching from a remote setting.
● Identify lessons for Core Curriculum vs. Remediation/Enrichment supports.
● Identify clear, measurable and aligned learning objectives.
● Consider engaging programs and high quality lessons rather than online worksheets (Revised
Blooms, DOK, SAMR, etc.).
● Differentiate PD based on the fact that some districts, schools, staff are further along than others.
● Consider an orientation to focus around building relationships, teaching/learning processes and
social-emotional learning activities/support.
● Create a process for all teachers to review IEPs and 504s for the students they serve as they
plan differentiated lessons to address all learners.
● Balance collaborative and independent opportunities for students with teacher led instructions,
interactive lessons, flipped classroom modules, project based activities, etc.
● Provide balanced opportunities for students to participate in asynchronous and synchronous
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instruction and learning activities.
● Identify what grade levels/students/courses can be self-paced, module based and/or guided for
appropriate supports.
● Determine modifications needed for teachers with limited connectivity capability.
● Consider using the most qualified and expert teachers for certain content areas and remote best
practices to develop the course (s) and then share with other teachers for their own use.
(7.24.20)
Parent/Family: ● Clearly define and communicate the BL plans with all stakeholders.
● Communicate BL plans and processes with parents and community to increase support and
relationships.
● Offer support sessions in virtual family nights.
● Provide initial practice sessions with parents/guardians.
● Share routines, processes and expectations focused on how to support the student.
● Teach families how to check internet speed.
Student: ● Clearly define and communicate expectations, with a document that students can reference
easily for a reminder of those expectations.
● Provide a video overview/tutorial or engaging activity (scavenger hunt) for navigating the online
resources and how to submit work.
● Determine modifications needed for teachers with limited connectivity capability.
● Provide equity through Parallel Instructional Plans for Offline Options for students with limited
connectivity.
○ Download options.
○ Allow phone-in access.
○ Print instructional packets.
○ Telephone texting services.
○ Apps to provide messaging, links, pictures, videos, and upload assignments.
Plan B Benefits and Challenges
● Blended learning provides flexibility.
● Blended learning increases the opportunity for personalization and relationship building for students and families.
● Digital tools and online resources need to be reliable, easy to use and up-to-date.
● Not every educator is prepared to transition to Blended Learning due to professional learning needs.
● Not every school/district has enough devices and/or internet access to deploy to all students.
● Preparation timeline to plan and provide PD.
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● May need to consider stipends.
● Access to broadband connectivity is limited in many areas.
● Funding provided at this time is limited and non-recurring to keep equipment/devices updated.
● Personalized professional learning for staff that prepares all to be effective in delivering Blended Learning.
● Various staff levels of comfort with technology.
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PLAN C: REMOTE LEARNING ONLY
Plan C provides guidance for remote instruction for all learners. Remote learning is defined as learning that takes place
outside the traditional school setting using various media and formats, such as but not limited to: video conference,
telephone conference, print material, online material, or Learning Management Systems (LMS).
PLAN C Description Considerations
Remote All participate in ● Provide clear communication to students and families to share online
Instruction Only remote instruction learning participation expectations, remote classroom materials access
K-12 only. and set protocols to communicate with teachers, to include set office
hours and opportunities to collaborate with educators and other students.
● Review Remote Instruction Plan Guidance to ensure targets are being
met to provide quality off-site instruction to include regular check-ins with
students on a daily/weekly/set intervals.
● Establish clear teacher expectations to support remote learning.
Consider including daily check-ins with students.
● Will your plan include direct interaction with students, asynchronous
engagement, PLCs, and/or preparation?
● Determine modifications needed for teachers with limited connectivity
capability.
● Consider following regular school schedules to avoid meeting conflicts for
staff and students.
● Develop roles and responsibilities that support students’ educational,
emotional, health, and safety needs for all instructional staff.
● Provide equity through Parallel Instructional Plans for Offline Options for
students with limited connectivity.
○ Download options.
○ Allow phone-in access.
○ Print instructional packets.
○ Telephone texting services.
○ Apps to provide messaging, links, pictures, videos, and upload
assignments
● Screen-sharing video programs to provide short video tutorials for
parents or students.
● Instructional videos to DVD for at-home viewing.
● Digital files home loaded onto a loaner device or a USB drive.
● All considerations in Plan A and B.
● Consider using the most qualified and expert teachers for certain content
areas and remote best practices to develop the course (s) and then
share with other teachers for their own use. (7.24.20)
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Plan C Benefits and Challenges
● Not every school/district has received Blended Learning PD.
● Not every school/district has enough devices and/or internet access to deploy with fidelity.
● Staff summer timeline and required PD to prepare well in advance.
● District flexible funding priorities may be under-resourced as they balance BL needs with operational needs (devices,
programs, etc).
● Broadband space and speed.
● Funding provided at this time is limited and non-recurring to keep equipment/devices updated.
● Avoid one-size fits all PD practices that allow for complacency for those further along in Blended Learning.
● Various staff levels of comfort with technology.
Student Learning Resources Document
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ACADEMIC IMPLICATIONS RELATED TO NCDHHS REQUIREMENTS
As the 2020-2021 school year nears, Standards, Curriculum, and Instruction provides the following information regarding
NCDHHS Requirements, NCDHHS Recommendations, and Considerations for Operationalizing. This is developing
information and will be updated, as appropriate. Please be sure to revisit this section periodically.
NOTE: Follow general guidelines for mitigating spread of COVID-19 as presented in the Lighting Our Way Forward
guidebook.
LABORATORY SPACES
NCDHHS Requirements
● Follow general guidelines for mitigating spread of COVID-19 as presented in the Lighting Our Way Forward guidebook
(OPERATIONS: Facilities, pg. 47).
● All science laboratory spaces should adhere to the NCDHHS requirements for classroom size and space to decrease
the spread of COVID-19.
● Choose activities that limit the use of shared equipment, and any close contact between students during those
activities is limited and brief.
● Discontinue in-person activities that involve bringing together large groups of people or activities that do not allow for
physical distancing (assemblies, performances, field trips, etc).
● According to StrongSchoolsNC Public Health Toolkit (K-12), there are no recommendations for additional cleaning or
disinfection procedures for paper-based materials, such as books and loose-leaf paper, because these types of
materials are not considered high-risk for COVID-19 transmission.
Considerations for Operationalizing
● All laboratory equipment and personal protective equipment, such as goggles, should be cleaned and disinfected per
manufacturer guidelines.
● During laboratory investigations involving chemicals, all OSHA Hazard Communication Safety Data Sheets (SDSs)
formerly known as Material Safety Data Sheets (MSDS) must be clearly visible and readily available.
● For additional information on science laboratory safety, visit the Laboratory Safety page of the NCDPI Science Google
Site
ARTS EDUCATION
NCDHHS Requirements
● Choose activities that limit the use of shared equipment, and any close contact between students during those
activities is limited and brief.
● Discontinue in-person activities that involve bringing together large groups of people or activities that do not allow for
physical distancing (assemblies, performances, field trips, etc).
NCDHHS Recommendations
● Consider the unique needs of music programming (e.g. band, orchestra) where there may be an increased risk of
transmission. Incorporate protocols such as disinfection of shared equipment, ensuring at least 6 feet between
participants, and hand hygiene. Limit or avoid the playing of woodwind and brass instruments due to increased risk of
respiratory droplets, and inability to wear a cloth face covering while playing.
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● Other group activities, such as singing (e.g. choir, glee club, a capella groups, musical theatre) with the potential to
generate increased respiratory droplets should be avoided.
Considerations for Operationalizing
● Please reference this comprehensive guide created by the North Carolina Arts Education Leadership Coalition (ALEC)
for discipline specific recommendations:
Recommendations for Arts Education as North Carolina Reopens Schools
PRINT BOOKS AND PAPER MATERIALS
NCDHHS Requirements
According to StrongSchoolsNC Public Health Toolkit (K-12), paper-based materials, such as books and loose-leaf paper,
are not considered high-risk for COVID-19 transmission, and do not need additional cleaning or disinfection procedures
(p.7).
PHYSICAL EDUCATION CLASSES AND EQUIPMENT
NCDHHS Requirements
It is required that schools choose physical education activities that limit the use of shared equipment, and any close
contact between students during those activities is limited and brief.
NCDHHS Recommendations
Hold physical education classes whenever possible.
Considerations for Operationalizing
● Mark gym spaces 6 feet apart.
● On days students will participate in Physical Education, have students come to school dressed in clothes appropriate
for physical education.
● Microphone and speaker or other amplifying devices may be needed when instructing students due to the teacher
wearing a mask.
● Focus more on individual pursuits or skills rather than traditional team sports or activities.
● Use joint guidance from SHAPE America and the CDC for re-entry considerations.
○ https://www.shapeamerica.org/advocacy/Reentry/K-12_School_Re-entry_Considerations.aspx
○ https://www.shapeamerica.org/uploads/pdfs/2020/reentry/K-12_School_Reentry_Teaching_Strategies_Workbook_FI
NAL.pdf
○ https://www.cdc.gov/coronavirus/2019-ncov/community/pdf/Reopening_America_Guidance.pdf
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REMOTE LEARNING RESOURCES and ELECTRONIC EQUIPMENT
This listing of Remote Learning Resources is provided as a starting point for reference. These should not be considered
specific endorsements or requirements from NCDPI. PSUs should select the resources most appropriate for their
students, families, and individual local situations. See a full list of resources on the NCDPI Remote Learning Resources
website.
RESOURCES FOR ELEMENTARY GRADES
ELA MATH SCIENCE SOCIAL STUDIES
● #GoOpenNC ● #GoOpenNC ● #GoOpenNC ● #GoOpenNC
● Schoolnet ● Schoolnet ● Schoolnet ● Schoolnet
● NCWiseOwl ● Imagine Math ● NCWiseOwl ● NCWiseOwl
● Amplify Reading ● Discovery Education ● Discovery Education ● Discovery Education
● Audible ● Free Math ● PHeT Interactive ● DocsTeach
Simulations
● CommonLit ● GeoGebra ● EDSitement
● Explore Learning Gizmos
● Elementari ● Mangahigh ● Where on Google Earth is
● National Geographic Kids Carmen San Diego?
● Epic Reading ● PhET Math
● Newsela ● Kids Discover
● Learning A-Z ● Prodigy
● NOVA ● National Council for the
● Letterland ● SAS Curriculum
Social Studies
Pathways ● Lawrence Hall of Science
● Newsela
● Newsela
● Zearn ● Mystery Science
● PebbleGo by Capstone
● SAS Curriculum
● BrainPOP
● PenPal Pathways
● CK-12
● ReadWorks ● Seterra
● PBS Learning Media
● SAS Curriculum ● Studies Weekly
Pathways ● SAS Curriculum
● Teaching Tolerance
Pathways
● Scholastic Digital
Solutions ● Science A-Z
● Vooks
RESOURCES FOR MIDDLE GRADES
ELA MATH SCIENCE SOCIAL STUDIES
● #GoOpenNC ● #GoOpenNC ● #GoOpenNC ● #GoOpenNC
● Schoolnet ● Schoolnet ● Schoolnet ● Schoolnet
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● NCWiseOwl ● Imagine Math ● NCWiseOwl ● NCWiseOwl
● Audible ● Discovery Education ● Discovery Education ● Discovery Education
● CommonLit ● Free Math ● PHeT Interactive ● DocsTeach
Simulations
● Elementari ● GeoGebra ● EDSitement
● Explore Learning Gizmos
● Epic Reading ● Mangahigh ● Where on Google Earth is
● National Geographic Kids Carmen San Diego?
● Newsela ● Mathalicious
● Newsela ● iCivics
● PenPal ● PhET Math
● NOVA ● Kids Discover
● ReadWorks ● Prodigy
● BrainPOP ● National Council for the
● SAS Curriculum ● SAS Curriculum
Social Studies
Pathways Pathways ● CK-12
● Newsela
● Scholastic Digital ● Virtual Nerd ● PBS Learning Media
Solutions ● NY Times Social Studies
● SAS Curriculum
Skills
Pathways
● SAS Curriculum
● Plasma Games
Pathways
● Seterra
● Teaching Tolerance
● Zoom In
RESOURCES FOR HIGH GRADES
ELA MATH SCIENCE SOCIAL STUDIES
● #GoOpenNC ● #GoOpenNC ● #GoOpenNC ● #GoOpenNC
● Schoolnet ● Schoolnet ● Schoolnet ● Schoolnet
● NCWiseOwl ● Imagine Math ● NCWiseOwl ● NCWiseOwl
● Audible ● Discovery Education ● Discovery Education ● Discovery Education
● CommonLit ● CanFigureIt Geometry ● PHeT Interactive ● DocsTeach
Simulations
● Elementari ● Desmos Graphing ● EDSitement
Calculator ● Explore Learning Gizmos
● Newsela ● iCivics
● Free Math ● Newsela
● PenPal ● National Council for the
● GeoGebra ● NOVA Social Studies
● ReadWorks
● Mangahigh ● BrainPOP ● Newsela
● SAS Curriculum
● NY Times Social Studies
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Pathways ● Mathalicious ● CK-12 Skills
● Scholastic Digital ● PhET Math ● PBS Learning Media ● SAS Curriculum
Solutions Pathways
● SAS Curriculum ● SAS Curriculum
Pathways Pathways ● Seterra
● Virtual Nerd ● Plasma Games ● Teaching Tolerance
● Zoom In
SUPPLEMENTAL RESOURCES
● Learning.com
● Age of Learning
● Boardmaker
● BreakoutEDU
● Code.Org
● Conjugemos
● Google Applied Digital Skills
● Google Arts & Culture
● iCompute
● Kahoot!
● RockAlingua
● SmartMusic
● SHAPE America
● OPEN Phys Ed
● President's Council on Sports, Fitness, and Nutrition
● KidsHealth from Nemours
● Physical Activity from the CDC
ELECTRONIC DEVICES
FOR REMOTE FOR 1:1 SCHOOL USE FOR SHARED SCHOOL OTHER HOME DEVICES
INSTRUCTION USE
● Laptop (Chrome / Mac / ● Laptop (Chrome / Mac / ● Avoid devices with ● Traditional telephones can
Windows) or tablet (iPad / Windows) or tablet (iPad / crevices that are difficult enable communication
Android) Android) to sanitize; stick to tablets between teachers and
or other devices that can students and even allow
quickly be cleaned
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● Headphones / earbuds ● Headphones / earbuds between students. access to classes.
● Optionally, webcams ● Hotspots for checkout, ● Televisions can still
provided they are provide free access to
● Hotspots for students
sanitized between over-the-air educational
without connectivity
students. programming.
● USB flash drives for
students without
connectivity
● Consider virtualized
environments in the cloud
for specialized
applications used in CTE
courses, etc.
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STUDENT LEARNING: Determining Student Learning Needs
Overall Considerations:
● Students will have been exposed to a variety of remote learning approaches over the last several months. There may
have been very different approaches by teachers within a grade level or team even in the same school.
● Students will have responded very differently within the remote learning environment; ie. some students may have been
very engaged and continued participating in all learning activities assigned by the teacher(s), while others may not have
been engaged at all throughout the period of extended school closure due to factors beyond their control due to access
of devices or home context.
● Students may have different social and/or emotional needs as a result of the extended school closures. These needs
may influence their response to instruction and will need to be considered when designing instructional activities and
formative assessment practices and tools.
Guiding Questions:
1. How will teachers balance formatively assessing students to identify what they know and are able to do with the need
to provide grade level instruction?
2. How will instruction meet the needs of students who need additional support for the assigned grade-level content
standards while also meeting the needs of students who need extended-learning opportunities?
3. What support will there be for teachers (at the classroom level) to develop or select formative assessments that are
appropriate and support teacher understanding of the resulting data to determine current student needs?
4. Which teachers will participate in the NCDPI’s Standards, Curriculum, and Instruction division’s summer training on
formative assessment? Will there be other supports for formative assessment? How will those attending share with
others?
5. How will a locally-developed curriculum map be adapted for Plan A, Plan B, and Plan C?
6. What resources and tools are available/accessible to determine a student’s learning needs? From classroom level,
school and district?
7. How will users (teachers, principals and district leaders) of any formative data clearly know the purpose and
appropriate uses of such data?
8. How will instructional priorities be communicated to parents, and how will formative data be shared and communicated
with parents?
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Determining Student Learning Needs
Use various strategies throughout the beginning of the year and throughout the school year to see where students may
have strengths/weaknesses and may need extra support or scaffolding to learn current grade-level content or may need
additional opportunities to extend learning. Resources could include Schoolnet, Back to School Resources, locally
provided student-level tools, and other formative assessment strategies.
It is important to recognize the limitations of any individual tool for any determination. Some tools may not be
diagnostic, may not fully measure all of the content standards, may only measure the assessed content standards, and
may not be available for all grade levels and content areas.
Determine student learning needs through a variety of ways and throughout the academic year to best support growth
and achievement.
PLAN A PLAN B PLAN C
This scenario allows a traditional This scenario extends the window of This scenario requires tools that are
back-to-school review during the time needed for back-to-school accessible at home.
initial return to school. All students are formative assessment and learning
present at the same time to engage in activities. With not all students SchoolNet, Passport for Learning and
formative assessment and learning present at school at the same time, the Math Sets will be available at
activities. access to these tools at home may home, but there will need to be
reduce the amount of time required available technical support.
Likewise, throughout the school year, overall.
instruction occurs on the same Remote access to these tools is
trajectory as is typical. Throughout the school year, the dependent on the students having
instructional timeline may need to be access to the internet and a compatible
revised based on students’ device. This becomes a critical factor if
instructional time on-site and off-site. instruction is remote for all students
throughout the school year.
RESOURCES
Schoolnet - Instructional Improvement System as part of the Home Base suite of applications, provides ways to assess
student learning in the classroom or at home. More than 100,000 North Carolina standards-aligned assessment items are
available for educators to build assessments. Rich data analytics with pre-formatted reports can be generated for the
teacher to personalize instruction and identify skill gaps. Schoolnet online assessments provide accommodations for
students who need read-aloud and extended-time supports as well as color contrast and line reader masking.
● Schoolnet NCDPI Google Site
● Schoolnet Webinar Archive
● Schoolnet Self-Paced Course for Educators
● Schoolnet in a Blended Learning Classroom
Back to School Resources - Ready-made tools (reading and mathematics in grades 4-8, NC Math 1, and NC Math 2)
that teachers can use to obtain formative data to help guide classroom instruction.These resources align to part of the NC
Standard Course of Study and were not developed to be diagnostic but are intended to be used to inform instruction
needs.
Formative Assessment Professional Development provided by the Standards, Curriculum and Instruction Division in
Summer 2020.
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STUDENT LEARNING: Other: Athletics, Before and After-School Programming, and
Extracurricular Activities
ATHLETICS
High School:
On June 8, 2020, NC High School Athletic Association (NCHSAA) released updated guidance. NCHSAA utilizes a phased
approach for high school athletes and is intended to help school administrators, coaches, parents, students and
communities operationalize a gradual reopening of high school athletic activities. Please note that only the first phase has
been determined by the NCHSAA; they will update when public health needs are clear.
See below for links to NCHSAA information.
● Cover Memo NCHSAA Reopening Sports/Activities: Summer Guidance
● NCHSAA Reopening Sports/Activities: Summer Guidance
● Initial Screening Questions
● NCHSAA COVID-19 Athlete/Coach Staff Daily Monitoring Form
Middle School:
NCDPI strongly recommends that PSUs follow the NCHSAA guidance for Middle School Athletics as well.
BEFORE AND AFTER SCHOOL PROGRAMMING
In order to support families, it is important to maintain before- and after-school programs, as much as possible. These
programs not only provide a service for working families to have students in safe locations, they also provide enriching
opportunities for students to grow and develop. Before- and after-School programming will follow the same NCDHHS
guidance as the regular school day. All requirements and recommendations will still apply.
While moving between Reopening Plans, consider how before- and after-School Programming may continue effectively,
especially during Plan A and Plan B. Work to respond to student and family needs during this particularly challenging
year.
EXTRACURRICULAR ACTIVITIES
In order to support the whole child and develop a student’s passions and interests, it is important to consider maintaining
extracurricular activities during the various reopening plans, as much as possible. Activities and events will follow the
same NCDHHS guidance as the regular school day. All requirements and recommendations will still apply.
While moving though the Reopening Plans, consider how extracurricular activities may continue effectively, especially
during Plan B and Plan C. Some clubs and programs may move virtually. Work to respond to student needs for access
and availability of resources to participate in activities.
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RESOURCES
C DHHS:
North Carolina COVID-19
Considerations for Schools
Cleaning and Disinfecting Your FacilityCDC:
Reopening GuidanceCDC:
Coping with StressEPA:
Disinfectants for Use Against SARS-CoV-2FDA:
Food Safety and the Coronavirus Disease 2019 (COVID-19)HHS/OSHA:
Guidance on Preparing Workplaces for COVID-19DHS:
Guidance on the Essential Critical Infrastructure Workforce
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ACKNOWLEDGEMENTS
Acknowledgements
The North Carolina Department of Public Instruction and State Board of Education gratefully acknowledge the
collaborative expertise and creativity of district and school leaders, community partners, national organizations, and
state leadership for the collaboration that inspired the creation of the Lighting Our Way Forward: North Carolina's
Guidebook on Reopening K-12 Public Schools and Lighting Our Way Forward: Summary Document.
The North Carolina Department of Public Instruction sincerely thanks the leadership of the Governor’s Task Force, the
Superintendent’s Task Force, the North Carolina School Superintendents Association Executive Advisory and
Reopening Committees, and the North Carolina Department of Health and Human Services whose expertise and
experience has been and will continue to be invaluable to the evolution of this guidance.
Thank you to the numerous stakeholders who provided thoughtful and honest feedback so that NCDPI may best
support the return of all students, staff, and families for fall 2020.
*Many work group leads/members served in an advisory capacity to other workgroups.
Work Groups NCDPI Work Group Leads Work Group Membership
Core Leadership Bev Emory Angel Goodwine Batts
Deputy Superintendent Eliz Colbert
Ellen Essick
David Stegall Tara Galloway
Deputy Superintendent Jeremy Gibbs
Chloe Gossage
Mary Hemphill
Lynn Harvey
Matt Hoskins
Tammy Howard
Angie Mullennix
Sneha Shah-Coltrane
Jessica Swencki
Tom Tomberlin
Deanna Townsend-Smith
Robert “Bo” Trumbo
Graham Wilson
Vanessa Wrenn
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Remediation Support Tara Galloway Bridget Bilbro
and Summer Jumpstart Joy Cantey, Literacy Director, Guilford County
Mary Hemphill Ginger Cash
Kristi Day
Elaine Darby
Beth Folger, Deputy Superintendent, Onslow County
Angel Goodwine Batts
Brian Kingsley, Chief Academic Officer,
Charlotte-Mecklenburg
Dave Machado
Sherri Miller, Principal, Wake County
Alessandro Montanari
Lory Morrow, Superintendent, Lincoln County
Donna Murray
Gordon Palmer, Principal, Alexander County
Tonia Parrish
Mary Phillips
Dante Poole, Principal, Moore County
Denise Schulz
Jenni Wilkinson
Chris Triolo
Instructional Planning & Tammy Howard CORE TEAM
Scheduling Ashley Baquero
Angie Mullennix Matthew Cheeseman, Superintendent, Beaufort County
Paula Crawford
Sneha Shah-Coltrane James Frye, Principal, Catawba County
DeShawna Gooch
Vanessa Wrenn Cynthia Martin
Rachel McBroom
Jeff McDaris, Superintendent, Transylvania County
Trey Michael
Patrick Miller, Superintendent, Greene County
Melany Paden
Amy Rhyne
Todd Silberman
Andrew Smith, Chief Strategy Officer, Rowan-Salisbury
Kristi Day, Section Chief, ELA and Languages
Beverly Vance, Section Chief, Math and Science
Jill Barker, Assistant Superintendent, Haywood County
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Akisha Osei Sarfo, Chief Performance Officer, Guilford
County Schools
Maxey Moore, Section Chief, Test Development
Shannon Jordan, Section Chief, Testing Policy and
Operations
INPUT/TASKS TEAM
Beth Cross
Stephanie Cyrus
Rob Dietrich
Burt Jenkins
Bennett Jones, Principal, Johnston County
Nate Kolk-Tomberlin, High School Junior Advisor, SBE
Mariah Morris, Teacher, Moore County
Dreama McCoy
Jennifer Nobles
Latanya Pattillo, Teacher Advisory to the Governor,
Governor’s Office
NCDPI Standards, Curriculum & Instruction Team
NCDPI Advanced Learning & Gifted Education Team
NCDPI Accountability Services Team
NCDPI Digital Teaching & Learning Team
Operations (School Lynn Harvey Erika Berry
Nutrition, Tiffany Byrd, Teacher of the Year, Durham Public Schools
Transportation &
Robert “Bo” Trumbo Jeff Booker, Superintendent, Gaston County
Facilities)
Stephanie Dischiavi
James Ellerbe
Kevin Harrison
Jennifer Hefner, Superintendent, Alexander County
Janet Johnson
David Lipton, DHHS
Kim Lawson
Karl Logan
Joe Maimone
Julie Pittman, No Kid Hungry-Share our Strength
Rebecca Planchard, DHHS
Lauren Richards, COO, Winston Salem/Forsyth County
Schools
Carol Stamper, COO, Charlotte Mecklenburg Schools
William Wright, Superintendent, Hertford County
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Will Ray, Department of Public Safety
State Board Policy & Chloe Gossage Ryan Boyce
Legislation Bo Caldwell, Superintendent, Henderson County
Deanna Townsend-Smith Geoff Coltrane, Education Advisor, Governor’s Office
Scott Elliott, Superintendent, Watauga County
Jeff Hauser
Derrick Jordan, Superintendent, Chatham County
Katherine Joyce, NCASA
Freebird McKinney
Mia Murphy
Alexis Schauss
Eric Snider/Thomas Ziko
Rodney Shotwell, Superintendent, Rockingham County
Catherine Stickney
LaTrisha Townsend
Sherry Thomas
Audrey Altieri
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Student Health, Safety & Ellen Essick Nicole Alfaro
Emotional Needs Barbria Bacon
Angel Goodwine Batts Fran Harris-Burke
Meghan Doyle, Superintendent, Craven County Schools
Matt Hoskins Cynthia Floyd
Nakisha Floyd
Susan Gale Perry, Chief Deputy Secretary, DHHS
Lauren Holahan
Tina Ingram, Safety Director, Durham Public Schools
Anthony Jackson, Superintendent, Vance County
Pachovia Lovett
Lynn Makor
Scott Masington, Safety Director, Henderson County
Ann Nichols
Anne Nixon
Travis Reeves, Superintendent, Surry County
Beth Rice
Osmond Lister
Alisha Shiltz
Sara Newman
Angie Cloninger
Susanne Schmal
Pachovia Lovett
Cynthia Floyd
Lynn Makor
Les Spell
Lisa Taylor
Sherry Thomas
Robert “Bo” Trumbo
Que Tucker, NC High School Athletic Association
Robert Van Dyke
Tabari Wallace, Principal, Craven County
SEL/Crisis Response Contributors
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Employee Safety & Eliz Colbert Arasi Adkins, Asst. Superintendent, Durham Public
Support Schools
Jeremy Gibbs Valerie Bridges, Superintendent, Edgecombe County
John Bryant, Associate Superintendent, Henderson
County Public Schools
Tom Tomberlin
Chris Coby
Kathy Parker
Patricia Hollingsworth, Communications, Durham Public
Schools
Cynthia Martin
Trey Michael
Rebecca Planchard, DHHS
Shirley Prince, NCPAPA
Robert Sox
Jeff Wallace, Superintendent, Davie County
Communications Jessica Swencki Nicole Alfaro
Matt Bristow-Smith, Principal, Edgecombe County
Graham Wilson Eliz Colbert
Elaine Darby
Ken Derksen, Communications Director, Wayne County
Lauren Empson, Forthright Consulting
Jeremy Gibbs
Jeff Hauser
Patricia Hollingsworth, Communications, Durham Public
Schools
Joe Maimone
Freebird McKinney
Mia Murphy
Rebecca Planchard, NCDHHS
Todd Silberman
Deanna Townsend-Smith
Freddie Williamson, Superintendent, Hoke County
Graphics Design Team Jason Scott
Additional Key Carol Stamper, Chief Operating Officer,
Contributors Charlotte-Mecklenburg Public Schools
Jack Hoke, Executive Director, North Carolina State
Superintendent’s Association Executive Board (NCSSA)
Tiffany Byrd, Instructional Coach, Durham Public Schools
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APPENDIX
Exhibit A: Competency-Based Education: A personalized learning approach
Exhibit B: Driver’s Education in time of COVID-19
Exhibit C: Formative Assessment and Back-to-School Resources
Exhibit D: NCDHHS Requirements: for Public Schools, Summary
Exhibit E: Remote Instruction Plan Guidance
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EXHIBIT A: COMPETENCY-BASED EDUCATION
A Personalized Learning Approach
Competency-based learning (CBL) or competency-based education (CBE) involves strategies that provide flexibility in the
way that students demonstrate mastery of learning. A competency-based approach involves personalized learning
opportunities, which may include strategies utilizing online and Blended Learning, dual enrollment, project-based, and
community-based learning, and credit recovery, among others. Competency-based learning is an approach that requires
extensive time and planning in order to implement this approach; however, some PSUs might be better positioned to
adopt this approach in the fall 2020. Therefore, the following guidance could be beneficial:
NCDPI participates in the REL Southeast Competency-based Education Alliance focused on Competency-Based
Education and Personalized Learning. This state-wide group, which includes RTI International, NC Community College
System, UNC System, NCICU, and others, meet regularly to ensure a collaborative workspace to research and develop
best practice to support the implementation of competency-based education in NC. As a first step, this Alliance developed
a definition for use in NC among our partners:
“As a personalized learning approach, CBE provides a flexible and engaging learning environment in which
progression is based on mastery of explicit learning objectives, or competencies, as demonstrated through
evidence of student learning, rather than the time spent in a course/topic.”
With the approval of North Carolina’s Every Student Succeeds Act (ESSA) in 2018, NCDPI committed to the continued
transformation of schools and districts across the state from industrial-age practices to digital-age practices. In the
digital-age classrooms, all students and educators may have access to unique learning experiences based upon
individual needs and aspirations. As such, NCDPI has developed to a framework for Personalized Learning underpinned
by four research-based and student-centered pillars: Learner Profiles, Individualized Learning Paths, Competency-Based
Progression and Flexible Learning Environments (Figure 1).
Figure 1. Personalized Learning in NC: A Working Definition
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Guidelines for Implementing Competency-Based Learning
Competency-based learning takes time to implement. PSUs who have already begun implementation may decide that
competency-based learning is a natural progression for expanded blended and online learning.
● Focuses on student needs through skill mastery.
● Articulates skills that undergird standards.
● Flexes learning path and pace.
● Assures growth for every student when deep understanding is expected
● May address the needs of students of color, English Language Learners (ELs), Exceptional Children (EC), and
Academically and Intellectually Gifted (AIG).
Barriers and Challenges to Competency-Based Learning
● Implementation can require a great amount of thoughtful planning to include, but not limited to the need to:
○ Create policies & procedures to support implementation.
○ Secure or develop resources to assist with curriculum, instruction and assessment needs.
○ Provide professional development for CBL components.
○ Identify competencies/skills needed to master each standard.
○ Develop varied activities aligned to each skill.
○ Utilize data to understand learners, identify gaps and assess progress.
○ Develop a theory of change management and address values, beliefs and mindsets.
○ Communicate and develop shared understanding with all staff, parents, students and the community.
○ Revise grading systems and report cards templates.
○ Engage staff in issues of equity and monitor data.
○ Revisit implementation of plan and make periodic adjustments.
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EXHIBIT B: DRIVER’S EDUCATION, during COVID-19
GUIDANCE FOCUS: Public School Driver Education
Driver Education is a unique program as it has two distinctly different areas where education takes place. Therefore
physical distancing requirements presently in place do not appear to be (easily) compatible with either the classroom or
the in-car phases. Additionally, a restart of the program requires coordination between DPI and DMV.
A priority concern
Driver Education serves non-district enrolled students, charter, private and home schooled students. Districts will need
to consider how these students will factor into their local plan for screening and/or providing alternate learning
opportunities.
PLAN A PLAN B PLAN C
Classroom Phase ● Remote professional
development
● Provide parents and students appropriate information prior to enrollment. (see link)
● Remote Learning Plan
● Provide appropriate PPE for instructors and students as required by NCDHHS
Only.
guidance (see link)
● Contracted Commercial
● Wear appropriate personal protective equipment (PPE) for the level of close contact
schools adhere to DMV
at distribution sites. Temporary Classroom
● Identify staff who are considered high-risk for severe illness due to COVID-19 as Requirement
described in Protecting Vulnerable Populations (see link)
● Train all staff in Requirements as established by the NCDHHS (see link) before
beginning any instructional activities.
● Prescreening requirements will need to be established consistent with other district
classroom guidelines
● Review the Driver Education COVID – 19 safety plan (see link).
● Apply requirements for Cleaning and Hygiene requirements and Monitoring for
Symptoms established by the NCDHHS (see link) to all areas including .
● Adequate space in hallways.
● Ensure room size is considered (classrooms are large enough or class sizes are
small enough).
● Provide spacing when students and staff are in large outdoor spaces.
● Adults should maintain appropriate distance if multiple are present in a setting for any
purpose
● Consider physical distancing to the maximum extent possible at materials
distributions
● Reminder personal hygiene etiquette such as washing your hands often, covering
your mouth when sneezing or coughing, staying at home if you are not feeling well,
etc.
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Driving Phase ● No in-car driving
instruction
● Behind the Wheel Instruction Requirements & Recommendations for PLAN B
(Updated 7.10.20)
● Provide parents and students appropriate information prior to enrollment.
● Prescreening requirements will need to be established consistent with other district
classroom guidelines. (see link)
● Review the Driver Education COVID – 19 safety plan for in-car checklist (see link).
● Provide appropriate PPE for instructors and students as required by NCDHHS
guidance (see link)
● Apply requirements for Cleaning and Hygiene requirements and Monitoring for
Symptoms established by the NCDHHS (see link) to all areas including.
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EXHIBIT C: FORMATIVE ASSESSMENT OVERVIEW
BACK-TO-SCHOOL RESOURCES for FORMATIVE USE
The Instructional Planning and Scheduling Workgroup developed ready-to-use back to school resources that teachers can
use formatively to help guide classroom instruction as well as an overview on Formative Assessment.
Aligned to part of the NC Standard Course of Study for grades 4-8 reading and mathematics, NC Math 1, and NC Math 2,
these resources were not developed to be diagnostic but are intended to be used to inform instruction. In addition to the
newly developed resources, Passport for Learning and Math Sets, the following includes information on released tests
and SchoolNet.
For resources see: https://www.dpi.nc.gov/node/20876
FORMATIVE ASSESSMENT
Overview & Vision
Due to Covid-19 and the increased reliance on remote learning, formative assessment for the 2020-2021 school year is
essential. The North Carolina Department of Public Instruction (NCDPI) understands that as a result of Covid-19, the time
to determine students’ understanding of the content standards is greater now than perhaps ever before and using
formative assessment will support teaching and learning.
Formative assessment is:
● a critical lever to improve student learning;
● a fundamental professional skill for teachers; and
● central to equitable learning.
Critical Factors with Formative Assessment:
● Formative assessment is a process for teachers and students for learning and teaching, not just one assessment tool.
● Formative assessment allows for the teaching and learning of grade-level content standards, including the scaffolding
and extending of instruction for proficiency and mastery.
● An over-reliance on below grade-level formative assessment tools and content may result in increased academic
gaps for students; using grade-level formative assessment tools will support student progress.
● The use of effective formative assessment practices ensures students have equitable access to high expectations for
grade-level content.
● After analysis of standards-based formative assessment data, teachers are able to adapt instruction on-going as
needed for the individual student to meet mastery and beyond.
● Note: No formative assessment data are to be used for rescinding course placement decisions.
How can my LEA/Charter School learn more about formative assessment?
The Standards, Curriculum & Instruction Division will provide a series of virtual summer professional development
opportunities designed to guide teachers toward formatively assessing their students.
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UPCOMING PROFESSIONAL DEVELOPMENT:
English Language Arts (ELA) Summer 2020 Professional Learning
The ELA team will hold a 3-part professional learning series on formative assessment and scaffolding during the first
week of August 2020. This opportunity will be held virtually and will be recorded. Registration information is forthcoming.
Follow-up roundtables will be scheduled by grade band throughout the 20-21 school year.
K-12 Math Summer 2020 Professional Learning
The K-12 Math team will hold a 2-part professional learning series on formative assessment and scaffolding during the
week of July 7, 2020. These sessions will include office hours for district team support following each presentation day.
This opportunity will be held virtually and will be recorded. Registration information is forthcoming.
Communication for the summer offerings will be sent via NCDPI Listservs. Sign up for the Listserves here.
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EXHIBIT D: NCDHHS REQUIREMENTS
NCDHHS recommends that schools, students, and families refer to the StrongSchoolsNC Public Health Toolkit (K-12) for
useful charts and other resources to better review the requirements outlined for health and safety in our schools.
The Toolkit has the most updated requirements for health and safety in our schools. The most recent update is from June
30.
All K-12 NCDHHS guidance and resources can be accessed by clicking here:
https://covid19.ncdhhs.gov/guidance#schools.
NCDHHS FAQ document
StrongSchoolsNC Public Health Toolkit (K-12)
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EXHIBIT E: NCDPI REMOTE INSTRUCTION PLANS
Remote Instruction Plans in Response to COVID-19 Crisis
SPLN-006
Adopted by the State Board of Education, May 21, 2020
Each public school unit (PSU) shall develop a Remote Instruction Plan (RI Plan) for the 2020-2021 school year and shall
submit its Plan to the State Board no later than July 20, 2020 based on Session Law 2020-30, Senate Bill 704.
The RI Plans will provide a framework for delivering quality remote instruction to all students within the public school unit
during the 2020-21 school year. The RI Plans will also provide a foundation for Blended Learning with flexibility and quality
to respond to future COVID-19 disruptions.
Remote Learning Definition:
In NC K-12 public schools, remote learning is defined as learning that takes place outside of the traditional school setting
using various media and formats, such as but not limited to: video conference, telephone conference, print material, online
material, or Learning Management Systems (LMS).
FURTHER NCDPI GUIDANCE BELOW:
The Remote Instruction Plan shall include responses for each of the 15 following components. NCDPI has provided
guidance for each component on the following pages to support each PSU’s development of its remote instruction plan.
REMINDER:
Technical Assistance Tuesdays are available for further professional development.
See NCDPI Remote Learning Information and Resources website for more information
Each PSU must submit the Remote Instruction Plan to NCDPI by July 20, 2020 through the submission directions
provided to each RI Plan contact.
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COMPONENT 1:
Consulting with teachers, administrators and instructional support staff, parents, students, community partners, and other
stakeholders in developing the Plan and effectively communicating the Plan to all involved parties.
GUIDANCE:
Identify Stakeholders
Consulting a wide variety of stakeholders is critical for the development and effective communication of quality remote
instruction plans. An important first step towards meaningful engagement is to identify your stakeholder groups. Do
stakeholder groups ensure every voice represented? If yes, great! If not, this is a great opportunity to expand your
engagement efforts.
Examine Engagement Structures
Once you know you have identified all of the right groups, the next step is ensuring mechanisms are in place to share and
receive information. Critically review the systems and structures in place to interact with these various stakeholder groups.
For example, do you have an active district-level advisory board? School-based PTA/PTOs? Teacher and student
advisory councils? Community councils? Grandparents/retirees? How would these groups typically share and receive
information from your district/school? Do they understand these systems? Are the details of how and when these groups
convene readily available? If you wanted to enlist feedback from all parents in your district/school, what survey tool would
you use? How would you distribute this information?
Review Internal Communication Processes & Activate Ambassadors
It is important to remember that every employee in your district/school is an ambassador. All should be empowered to
respond to questions, correct misinformation, and direct people to the resources they seek. In order to be good
ambassadors, they must have access to pertinent information. Effective Internal communication is the foundation of
healthy organizations. If it is important for stakeholders to know and understand, it is important for all staff to know and
understand it FIRST. It is imperative that all staff understand the remote instruction plan specifics and the tools to be used
to communicate these plans. What systems of internal communication does your system currently employ? Email is a
great starting point; however, it must be a communicated expectation that staff read information from the district/school. It
is also important to communicate with staff that they are ambassadors and the importance of this role in building public
trust.
Identify Key Communicators
Key Communicators are those external stakeholders who have access to accurate information about what is happening in
your district/schools. These individuals are often trusted sources of information who have access to broad audiences. Key
communicators should be recruited as such and made fully aware of important information.
Communicate HOW You Communicate
Seek input from your advisors about the communications strategies they prefer. What do existing metrics about your
engagement efforts tell you about where people are most likely to go for information (ex: website, social media, all-call
system, text, etc.). It is absolutely critical that you routinely communicate your communications plan. Helping your
stakeholders know how, when, and where to find information reduces frustration and builds confidence. Maintain their
confidence by keeping content fresh and updated. Develop a process and identify specific individuals responsible for
reviewing and updating website and social media content. Reviewing content and providing feedback is a great task for a
trusted key communicator. Consult with your district PIO or Communications Coordinator to explore other avenues to
communicate to your stakeholder groups.
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Seek & Apply Feedback
Have you sought feedback on how remote learning went this Spring? This will help to continue what works and tweak or
abandon what didn't. When seeking feedback, keep it simple. You may find it useful to use the same questions with each
stakeholder group for easy cross-reference. Focus groups, in person or virtual, are also good strategies to gather
feedback. As a rule, it is always helpful to define how feedback will be utilized to avoid unnecessary conflict. If you are
seeking feedback in an advisory capacity rather than for a democratic process, state that. Once you have gathered
feedback, it is important to acknowledge what was received and what, if any action will result.
Note:
The most important thing to remember is that communication is only deemed effective when information is delivered,
received, and as a result, all stakeholders have a common understanding.
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COMPONENT 2:
Training for teachers and staff on the effective use of the remote instruction resources utilized by the public school unit
and the process for student submission of completed work; and identifying any learning management system, online
instructional resource, or an offline instructional resources that will be made available to all students in a grade-level
across the public school unit.
GUIDANCE:
Professional learning that builds educators’ capacities to implement quality remote instruction is necessary for teachers
and staff. Personalized, anytime, anywhere training facilitated by formal and informal approaches will support educators
as they deliver quality instruction. Professional learning may focus on educators’ immediate learning needs such as a
PSU’s remote instruction resources, the process for submission of student work, online pedagogy, delivery methods, etc.
Clear communication of these opportunities will assist with staff engagement in professional learning. In addition, identify
any learning management system, online instructional resource, or offline instructional resource that will be made
available to all students in a grade-level across the PSU. Consider providing opportunities for educators to collaborate and
share grade-level resources as they navigate and create lessons to engage students.
Consider choosing the least number of tools possible and make them consistent across classes/schools to lessen the
burden of learning and navigating multiple technologies on all families. It is important to keep platforms and technology
tools consistent and standardized as much as possible. Create and communicate a process for training and supporting
teachers, families, and students in the use of the virtual tools and platforms that have been selected.
Guiding Questions:
● How will your PSU determine the professional learning needs of your teachers and staff regarding the effective use of
the remote instruction PSU resources?
● What formal professional learning opportunities and informal support will be available to meet the needs of your
teachers and staff regarding effective use of the remote instruction PSU resources?
● How will you ensure that your PSU’s teachers and staff are aware of relevant professional learning opportunities?
● What are your PSU’s expectations regarding teachers and staff connecting with students through remote instruction
resources?
● What process will be used in your PSU for submission of student work?
● What learning management system, online instructional resource, or offline instructional resource will be available to
all students in a grade-level across the PSU?
● How will your PSU effectively communicate this with stakeholders?
● How are you simplifying the number of technology tools teachers, students and families need to learn?
● What processes do you have in place to create consistency of technology platforms and tools being used in a grade
level or school?
Resources:
Remote Learning 101
NCDPI DTL: Featured Remote Learning Resources from NC PSUs
Quality Matters: Emergency Remote Instruction Checklist
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NCCat Instructure Catalog
Google for Education - Professional Development Handbook
● Fundamentals Training
● Advanced Training
● Digital Citizenship and Safety Training
● Support English Language Learners Course
● Tools for Diverse Learners Training
● Chromebook Training
● Distance Learning For Educators
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COMPONENT 3:
Defining and clearly communicating staff roles and expectations for remote instruction days, including teacher workdays,
teacher accessibility, and noncertified staff workdays and responsibilities. The Plan may include variances for staff
expectations when remote instruction days are also used as teacher workdays.
GUIDANCE:
To be prepared to implement remote instructional days in the 2020-2021 academic year, public school units are required
to have a clear instructional plan and expectations for employees on how schools will implement the remote learning day.
Public school units (PSUs) are encouraged to consider all staff, both certified and classified, and how their roles and
responsibilities will support students’ educational, emotional, health, and safety needs. PSUs may want to develop
standardized expectations on the length of the workday on remote learning days. PSUs also have the flexibility to
temporarily reassign roles and responsibilities for staff during the remote instructional days.
Component of Plan Considerations
Length of Instructional Day ● PSUs have flexibility in defining the workday.
● PSUs are encouraged to define clearly the length of the workday for staff on a
remote learning day.
● The remote instructional day may be a combination of direct interaction with
students, asynchronous engagement, and/or preparation.
● Consider allowing flexibility for staff to complete required workday hours outside
of conventional school scheduling.
Teacher Work Day ● Schedule remote instructional days as teacher workdays. Teachers may use
accumulated annual leave on these days if they have developed remote
instructional resources for the day.
● Consider developing clear guidelines regarding what constitutes “adequate
instructional resources” and the required amount of notice to use annual leave on
these days.
● Consider requiring points of contact for students whose teachers will be on leave
during remote instructional days.
Administrators In addition to school-based responsibilities, consider how administrators can
support remote learning in their schools by:
● attending synchronous meetings of classrooms;
● reviewing assignments and student work products from those assignments;
● offering support for improved remote learning opportunities;
● monitoring staff expectations.
Instructional Support Personnel ● Develop opportunities for Instructional Support Personnel to sustain the school’s
(e.g., School Counselors, instructional program as articulated by leadership.
Instructional Coaches, School
● Consider how these employees will support the social-emotional needs of
Social Workers, Related Service
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Providers, Program specialists, students and families in a virtual environment.
etc)
● Consider how these employees will adapt their in-person programming to the
offsite programming.
Teachers ● Provide clear expectations for teachers on the components of the remote
instructional day, such as:
○ direct interaction with students,
○ Providing feedback to students,
○ check-in with students,
○ asynchronous engagement,
○ PLCs, and/or
○ instructional preparation.
● Consider following regular school schedules to avoid meeting conflicts for staff
and students.
● Develop roles and responsibilities that support students’ educational, emotional,
health, and safety needs for all instructional staff.
Classified Staff (e.g., custodians, ● Determine which classified staff must report to work (mandatory) and which staff
School Nutrition, Teacher members may work from a remote location (non-mandatory).
Assistants, etc.)
● Regardless of location, develop assignments for remote staff that support the
students’ educational, emotional, health, and safety needs or the operational
needs of the school.
● Should the remote instructional day be due to health concerns, the health status
(i.e., “high-risk” designation) of staff members may be considered in the
determination of mandatory/non-mandatory.
EXAMPLES:
The following examples are illustrative and should not be considered the requirements of any PSU’s plan.
Length of Instructional Day: School staff are expected to be at work or online from 9-4 on remote instructional days.
Schools, with central office approval, may shift or distribute the remote instructional day in ways that best support their
students and staff while maintaining the required number of total hours. Schools shall deliver, at a minimum, 2 hours of
direct interaction with students and 2 hours of asynchronous engagement as part of the instructional day.
Teacher Work Day: Teachers who wish to use annual leave on a remote instructional day (designated as a teacher
workday) must submit their instructional resources for approval one week before the scheduled remote instructional day.
The content must be sufficient to cover the time designated for direct interaction and asynchronous engagement as
prescribed by the central office. Teachers are responsible for designating a point of contact for their students while they
are on annual leave to assist students who have questions or concerns.
Administrators: On remote instructional days, school administrators must create a plan that will cover three main duties
for the remote instructional day. 1) Logistics of remote learning for students - are there any unexpected teacher absences,
hardware or software issues, etc., 2) Management of the physical building - oversee any operations that may be taking
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place in the school building while students are learning remotely, and 3) Monitoring instruction - visiting the school’s virtual
learning spaces and ensuring that remote learning plans are being implemented with fidelity and rigor. Administrators
should provide support, encouragement, and constructive feedback on the virtual environments he/she observes. 4)
Administrators will monitor to ensure teacher expectations are being met during remote instruction days.
Instructional Support Personnel: School counselors may use the virtual environment to convene groups of students as
they would in a face-to-face setting. School social workers can compile attendance data from the remote instructional day
to assess how absent students could be supported in attending future remote instructional days. Instructional coaches
may work with administrators on providing support to teachers in the virtual learning environment with a focus on how
teachers can build on the strengths of the current day to improve future remote learning sessions. Technology Specialists
should create a master schedule of all remote learning activities on the remote learning day. These master plans should
be available to all staff to ensure coverage of all remote learning sessions in the event of an unexpected absence or to
facilitate monitoring by the administrative/coaching staff. Tech specialists could also be on call to all staff engaged in
remote learning to troubleshoot any technology issues that arise. Related Service providers determine the provision of
appropriate virtual service delivery, based on students’ needs and accessibility. AIG program specialists provide direct
services online and offline, check-in weekly with students or groups of students to support social/emotional needs, and
provide instructional feedback for teachers to ensure DEPs are met during remote instructional days.
Teachers: All instructional staff should have a role in the remote instructional day. Schools should consider whether
students will receive instruction in non-core subjects during the course of the remote learning day. If non-core instruction
is not provided, a school should consider how non-core teachers will assist with the remote instructional day. Schools may
consider having “specials” teachers facilitate small group break-out sessions conducting a “reading circle” with groups of
students, providing brief transition breaks (e.g., short exercises to get students moving, a brief discussion about a famous
work of art or artist, learning some useful phrases in a foreign language, etc.), or other educational opportunities.
Classified Staff: Schools must have a plan for ensuring meaningful work for classified staff during the remote
instructional day. Schools should consider using remote instructional days for addressing activities that may be difficult to
complete when students are in session (e.g., maintenance, landscaping, cleaning, etc). If classified staff is permitted to
work remotely, those staff members should be given duties that are comparable (in time) to those who are working
on-site. The remote staff could develop work schedules, assist with record keeping, create supply orders, etc. Schools
should have a plan to identify classified staff who will be designated “mandatory” and “non-mandatory” in the event of a
public health crisis. These plans should include how employees’ relative health risk is factored into the designation
process. Schools should also consider how a modified workday on remote instructional days could impact classified staff’s
compensation and provide strategies for mitigating loss of wages for these employees.
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COMPONENT 4:
Surveying student and teacher home connectivity and providing for remote instruction that is appropriate for teachers and
students with limited connectivity capability, including the opportunity for students to download remote learning materials
in advance when practicable.
GUIDANCE:
Connectivity is critical to instructional success for students and teachers. Lack of broadband access throughout the state
is a major challenge to effective remote instruction. Each PSU will need to survey students and staff to determine the
availability of effective Internet access.
Often, students do not know how to evaluate if they have reliable, effective Internet access as many may not have access
at home or have connectivity that supports remote instruction online tools. Surveying students and teachers at regular
intervals will provide current data to determine how you will account for all students’ access to online and/or equitable
offline instructional materials.
PowerSchool fields may be utilized to record and report connectivity data. All options for accessing remote learning
materials should be widely communicated with all stakeholders in multiple formats and mediums for maximum awareness.
Guiding Questions:
● How has your PSU determined students’ and teachers’ home connectivity capabilities?
● What barriers to access exist in your PSU?
● How will your district ensure equitable access to instruction and learning materials for students with limited
connectivity capability?
● What modifications or non-digital opportunities will be available for teachers and students with limited connectivity
capability?
● How will your PSU effectively communicate this with stakeholders?
Resources:
NCDPI DTL Home Access Survey (Google Form - link makes a copy)
CoSN Sample Out-of-School Connectivity Survey
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COMPONENT 5:
Engaging with community partners on services that parents and students can utilize on remote instruction days, including
community partners willing to provide free broadband access or connectivity for remote instruction and community
partners with child care options, and communicating remote instruction schedules with those partners.
GUIDANCE:
It is important to remember your plan is only effective through a collaborative effort by all
community stakeholders. Reviewing, practicing, and updating the plan on a regular basis is essential to ensuring the
highest level of success when making a swift shift from face to face to remote learning. Each community has unique local
needs as well as varying resources to support those needs. In anticipation of short- and/or long-term disruptions to on-site
instruction as a result of this global pandemic, the following questions should be considered:
● How can you build on community strengths and resources and existing relationships to help students and families
meet their basic needs during this time (e.g., food, clothing, housing, child supervision, medical services, medication,
etc.)?
● How can you work with the community to provide families access to essential resources for distance learning (e.g.,
technology, internet access, educational supplies)?
● Who at your school/district could be designated to lead the coordination of school-community partnerships?
● Is there a school-community partnership already established that can be mobilized to concentrate on the needs of
remote learning?
● How can you establish two-way, ongoing communication to build trust and transparency with community partners?
● What funding sources are available to make sure devices and hotspots are available for all students?
● How will you communicate information about these established community partnerships, the availability of resources,
and how to access these with families and the community, including families who may be difficult to contact through
traditional means?
Partnership Examples:
● Developing alternative means of instructional delivery including TV programs, if a partnership with television stations
is feasible, recorded or streaming live channel of YouTube, podcasts, phones/texting, radio broadcasts, etc.
● Explore partnerships with the private and government sectors and business partners in securing the resources to
provide devices and connectivity. Consider local businesses, community colleges or local Smart Start/Partnership for
Children to set up guest wifi access that does not require a password.
● Building partnerships between schools and higher education institutions to augment the capacity of districts and
school systems to provide adequate professional development to teachers and to families. Perhaps consider learning
opportunities for families on how they might support children’s learning in a remote or Blended Learning environment.
● Building an alliance with a broad audience including community agencies (like the YMCA, Big Brothers/Big Sisters of
America, local Smart Start/Partnership for Children, etc), local government, Chamber of Commerce, health-related
groups (including hospitals/clinics), faith-based organizations, and institutions of higher education.
● Involving all levels of stakeholders including teachers, families, internet service providers, local businesses and
community centers with available connectivity, food banks, and other social services entities.
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● Developing a plan to use school facilities and/or public libraries as community hubs/service centers. Planning should
include building an integrated service center to support families and communities while supporting high-quality
instruction (i.e. tutoring, parking lot wifi zones, other community partners that may have accessible sites).
Resources:
COVID-19 INTERNET SERVICE OFFERINGS
North Carolina Department of Information Technology has compiled a list of new and existing free or affordable service
offerings from vendors across the state.
https://www.ncbroadband.gov/covid19broadband/
NC DEPARTMENT OF HEALTH AND HUMAN SERVICES
Child Care Resources
https://covid19.ncdhhs.gov/guidance#child-care
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COMPONENT 6:
Developing effective design and delivery of remote instruction lessons within professional learning communities.
GUIDANCE:
Effective design and delivery of remote instruction lessons within professional learning communities should be reflective of
the seven instructional design principles:
1.Instructional Time
2.Connection to Families & Students
3.Student Engagement Aligned to Standards
4.Equity, Choice, & Flexibility
5.Feedback on Student Work
6.Collaboration among Students
7.Social & Emotional Learning
The design principles are overarching and applicable to various types of remote learning environments and contexts. The
principles should be applied with the understanding that students and teachers approach remote learning with varying
access to devices and the Internet. The design principles operate in conjunction with one another and can best be
understood through the graphic shown in the figure below.
Establishing and promoting Professional Learning Communities (PLCs) provides opportunities for educators to collaborate
and share resources to create engaging lessons. Consider how your PSU will promote PLCs that foster collaboration for
the development of effective remote instruction lessons, ideas, resources, and activities. PLCs may enable teachers and
staff to deliver remote instruction successfully. Resources such as Home Base applications can be leveraged to support
PLCs.
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High-quality remote instruction is achieved as a result of the collaborative efforts of a professional learning community.
While site-based staff forms the core of a PLC, professional learning communities must expand beyond the school walls
and into online platforms to create a larger learning network for teachers. Online platforms provide connections to
much-needed support, such as:
● Business leaders
● Local City/Town leaders
● Community College/university leaders
● Religious Community, and
● Non-profit organizations.
All members working together at the start of the development of the remote learning plan will ensure each member is
aware of, and has buy-in to, their role in ensuring learning continues during remote learning days.
● How will your PSU leverage PLCs to develop remote learning lessons?
● What PSU delivery platforms, methods, resources, etc. will enable teachers and staff to engage in PLCs?
● What is your PSU’s plan to transition from face to face PLCs to virtual PLCs as needed for remote learning?
● How will your PSU gather information on teacher and staff participation in PLCs?
Resources:
Instructional Design Principles for Remote Learning
Teaching Remotely in Times of Need
NCDPI ELA Choice Boards
Tips and Tools for Teaching Remote Learning
Learning Continuity WebinarsSupporting Teacher Learning & Development During Remote Instruction
Smart brief for discussion
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COMPONENT 7:
Teaching and practicing opportunities for students on accessing and using remote instruction platforms and methods,
including how to locate, complete, and submit assignments; and including regular opportunities for students to use the
platforms and methods during non-remote instruction days to ensure student success during remote instruction.
GUIDANCE:
Students need to practice for successful remote instruction during non-remote instruction school days to ensure student
success. It is important that there are many opportunities on non-remote instruction days to learn and practice protocols
for finding, completing, and submitting assignments and materials using the same platforms students will be expected to
access during remote instruction. NCDPI recommends that each PSU provides clear communication and practice on
resources that are available and supported for remote instruction, including learning management platforms, acceptable
forms of communication, and approved digital tools that may be used by teachers and students.
Guiding Questions:
● What PSU resources are available for remote instruction?
● How will your PSU offer learning opportunities for students on accessing and using remote instruction platforms and
methods, including how to locate, complete, and submit assignments?
○ What is your PSU’s plan to communicate these expectations to stakeholders?
● What teaching and learning guidelines will your PSU make available to teachers regarding remote instruction?
● What is your PSU’s plan to gauge student success on accessing and using remote instruction platforms and methods,
including how to locate, complete, and submit assignments?
○ How will your PSU communicate this to stakeholders?
● How will your PSU leverage blended instruction during non-remote instruction days to ensure student success during
remote instruction?
Resources:
Passport to Canvas: Student Tutorials
Passport to Canvas consists of nine modules of content for students. The modules are designed to teach students
everything they need to know about using Canvas.
Growing with Canvas: Teacher Tutorials
Growing with Canvas has five modules of content for teachers. The modules are designed to teach educators everything
they know about using Canvas.
Be The Hero: District LMS Administrator Tutorials
Be The Hero has five modules of content for district Canvas Administrators.
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COMPONENT 8:
Communicating learning targets to students on each remote instruction day and ensuring that lesson design provides
instructional time, practice, and application components to demonstrate learning; and including a process for monitoring
the quality of remote instruction materials.
GUIDANCE:
Clear learning targets are essential for assessment for the learning of learning. They provide the foundational framework
for all aspects of the learning, teaching, and assessment processes.
What is a clear learning target?
● Designed in student-friendly language “I can...” and “I know...” statements.
● Demonstrate what students will be able to do.
● Consists of concept (noun), skill (verb) and often a specified context so students perceive the information as
interesting and relevant.
● Directly reflect learning goals: Accomplished in a few days at most.
● Specific to what and how: Empowering students to take ownership of their own learning.
Learning targets are best communicated when:
● Posted daily for students to see;
● Discussed with students at the beginning of the lesson;
● Reviewed with students at the end of the lesson and
● Informally assessed to monitor student understanding
Curriculum (What are we teaching?)
● Develop lessons aligned to required standards
● Clearly define and post the learning target and/or expected outcome
● Communicate and post the learning target in student/family-friendly terms
● Select appropriate grade-level materials, resources, and/or platform to support the learning target
● Consider and create aligned lessons to support all learners (ie. IEPs, 504s, DEPs, etc.)
Instruction (How are we delivering?)
● Incorporate modeling opportunities to support various learning styles.
● Consider appropriate instructional models based on the learning target/desired outcome
○ Gradual Release “I do, You do, We do” or Inquiry-Based “You, We do, I do”
● Provide opportunities for student-guided and independent practice with feedback.
● Identify the most appropriate instructional delivery method
○ Teacher-Led, Self-Paced, Choice Menus, Project-Based Lessons, Paper/Pencil
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● Include high-quality differentiated activities and engaging programs to support critical thinking and understanding
(Blooms, DOK, SAMR, etc.)
Deployment (Where/When are we teaching?)
● Establish routines/processes for aligned deployment (staff, student, parent expectations)
● Define the amount of time to be spent teaching the learning target.
● Define the amount of time to complete the assignment.
● Establish suggested virtual time limits (consider age, individual limitations, etc.)
● Balance collaborative and independent opportunities for students
Monitoring/Assessment (How did we do?)
● Pre-assess student knowledge of the learning target
● Determine how students will demonstrate learning (Artifacts, Notes, Organizers, Interactive Lessons/Tools, etc.)
● Determine how to monitor student learning throughout the instructional process
● Assess student learning through various tools and respond to ongoing data.
● Create a clear process for:
○ Lesson Submission (Teacher to School Administrator)
○ Assignment Submission (Student to Teacher)
○ Ongoing Feedback (Administrator to Teacher, Teacher to Student)
○ Response to Instruction (reteach, intervention, etc.)
○ Evaluation Rubrics
○ Data collection
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COMPONENT 9:
Ensuring that remote instructional time, practice, and application components support learning growth that continues
towards mastery of the standard course of study; and including work measurement guidelines appropriate to each grade
level, including deadlines for submission of assignments and methods to assess and grade learning during remote
instruction.
GUIDANCE:
Instructional time, practice, and application components must support learning growth that continues towards mastery of
the standard course of study. This includes work measurement guidelines appropriate to each grade level, including
guidelines for submission of assignments and methods to assess and grade learning during remote learning.
Instructional time expectations in a remote setting will differ from instructional time in a traditional face-to-face setting.
Considerations to student time in virtual meetings or other conferencing systems should be well-planned and appropriate
to the students’ learning while also remaining mindful of the social and emotional connection.
Designing student practice and application components that work toward mastery should also include consideration of
student and teacher access to connectivity and devices. Both online and offline versions of practice should be made
readily available to ensure equity regarding connectivity and devices. Practice toward mastery should include
collaboration among students, as students need social interaction and collaborative opportunities in the remote learning
environment. Collaboration should happen multiple times each week through standards-aligned, yet simple lessons that
can be completed in a manageable amount of time.
Teacher feedback on student work can greatly impact student learning and motivation. Rich teacher feedback is even
more critical in a remote instruction environment. Remote learning should consist of ongoing monitoring and formatively
assessing students to ensure that student learning continues toward mastery of the standard course of study.
Regular and timely feedback through both virtual and non-virtual means, to support varying access to devices and
connectivity, is vital for supporting students in the remote learning environment. Formative assessment options range in
type, structure, length, and other ways.
Examples of Remote Learning Instructional Time:
● Instructional time will vary based on student level and content area.
● Having regular and predictable opportunities to connect will help establish routine.
Examples of Student Practice and Application Components during Remote Learning:
● Student practice and application must be aligned to the standards.
● Engaging students will help maintain student interest and assignment completion.
● Student practice and application should consist of opportunities for students with and without access to devices and
connectivity.
● Student practice and application components should be designed with the understanding that students likely will have
limited adult support and supervision.
● Providing parents with resources to assist with student practice and application components will aid in student growth
toward mastery of the standards.
● Utilizing choice boards and other opportunities for student voice and choice will aid in increased engagement and a
greater flexibility based on students’ access to connectivity and devices.
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Examples of Providing Feedback to Students During Remote Learning (i.e. Formative Assessment):
● Teacher discretion should dictate additional support to students based on formatively assessing the students through
various means, such as--but not limited to--virtual exit slips, yes and no buttons through applications, private chats
applications, and digital tools.
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COMPONENT 10:
Ensuring that students with disabilities have equal access to the remote instruction provided by their public school units
and that remote instruction is provided in a manner consistent with each student's individualized education program (IEP)
or 504 plan. Remote learning day supports shall be considered and included, as appropriate for the student, when an IEP
or 504 plan is initially developed or at any subsequent review or revision of an IEP or 504 plan.
GUIDANCE:
The determination of what is appropriate and possible educational for all students will be influenced by health and safety
considerations, as well as what is possible and appropriate under the current circumstances. It is understood that the
provision of educational services may vary widely from one district to another, and that not all students will have the same
level of access to services, despite the best efforts of school districts.
Special Education and Related Services
Schools must provide FAPE “consistent with the need to protect the health and safety of students with disabilities and
those individuals providing education, specialized instruction, and related services to these students”.[OSEP
Supplemental Fact Sheet-March 21, 20203] “However, federal disability law provides flexibility in determining how to meet
the needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this
time of unprecedented national emergency”. [OSEP Supplemental Fact Sheet, March 21, 2020]
The provision of FAPE may “include, as appropriate, special education and related services provided through distance
instruction provided virtually, online or telephonically”.
Students with disabilities (SWD) are general education students first. SWD must be provided equal access to the same
educational opportunities provided to non-disabled peers. (OSEP Q and A, Q A- 1, March 12, 2020) Additionally, SWD
should have access to their specially designed instruction and related services outlined in their IEP “to the greatest extent
possible”.[OSEP FAQ, March 12, 20204]
Carefully consider the following:
● It will be important that EC teachers collaborate with General Education teachers to provide accessibility to
grade-level remote learning opportunities and provide accommodations/modifications as appropriate based on the
student’s unique needs and circumstances.
● The EC teacher/service provider is expected to make every reasonable effort to communicate and collaborate with the
parents regarding the student’s accommodations/modifications and the provision of special education and related
services.
● The EC Division strongly recommends a log of remote learning provided or offered be kept by all EC service
providers.
● The date, time (beginning and end), mode of instruction (video conference, telephone conference, print material,
online material, or learning management systems, etc.), IEP goals addressed and progress monitoring data are
important elements to include in the log.
It is understood that even when districts act in good faith to provide all students with meaningful access, the very nature of
the student’s disability or other circumstances may impede their ability to meaningfully access their specially designed
instruction during times of remote learning.
If the LEA believes that it may not be possible to provide the IEP and related services as stated in the IEP, communication
and collaboration with the parent is critical and should be documented.
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Resources:
US Department of Education Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and
Secondary Schools While Serving Children with Disabilities, March 21,2020.
US Department of Education Questions and Answers on Providing Services to Children with Disabilities During the
Coronavirus Disease 2019 Outbreak, March 12, 2020.
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COMPONENT 11:
Tracking and reporting attendance on remote instruction days, including protocols for determining attendance, the
reporting system to be used, and how attendance procedures will be communicated to parents before remote instruction
begins.
GUIDANCE:
Attendance in a remote instruction environment is designed to keep students engaged, ensure they are on pace, and to
offer academic and emotional support. Unlike attendance in a building where students are marked for being physically
present, in remote learning the students home environment and connectivity limitations will impact how and when
students complete assignments. Maintaining communication with students and their families and finding an efficient way
to do so is more important to maintain a successful learning environment. Consider setting up virtual office hours and
reaching out to families by phone or email, teachers may consider using various technology tools for routine check-ins.
Guiding Questions:
● How will I communicate remote attendance procedures to students, parents, teachers, support services, related
services, etc.?
● How will we monitor to ensure attendance protocols are being followed?
How do I track and report attendance on remote instruction days?
Attendance in a remote instruction environment is designed to keep students engaged, ensure they are on pace, and to
offer academic and emotional support. Daily attendance must be taken in PowerSchool on Remote Learning Days.
A student is considered present for daily attendance during a remote learning day:
● If a student completes their daily assignments, either online or offline;
and/or
● If a student has a daily check-in, a two-way communication, with the appropriate
teacher(s):
○ In grades K-5, homeroom teacher
○ In all other grade levels, each course teacher as scheduled
All PSUs must capture the daily attendance of students, whether they are engaged with learning on-site or off-site. As a
result, four new school calendar types are available for the 2020-21 school year.
Calendar Day Types: New Blended Instruction Day Calendar Type
Four new Calendar Day Types are available to track attendance on remote instructional days for Plan B, Plan C or
Senate Bill 704 Remote Instruction Days:
1. Remote Instruction Day: This Calendar Day Type describes instructional days when students and teachers will be
working remotely, not on the physical campus.
2. Remote Instruction Day / Teacher Work Day: This Calendar Day Type describes instructional days when students
will be working remotely and teachers will be working as an official teacher workday or use leave.
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3. Remote Instruction Day / State of Emergency: This Calendar Day Type describes instructional days when
students and teachers will be working remotely because North Carolina has declared a state of emergency
necessitating the closure of school buildings.
4. Blended Instruction Day: This calendar day type describes a school day that utilizes blended learning, which is
very common in Plan B. A blended instruction day is to be used when students receive instruction on-site and
off-site.
All of the above calendar day types address different remote learning scenarios and need to be listed as in-session school
days.
On teacher workdays in which students are home and not participating in remote learning, the calendar type will be listed
as a non-session day, e.g., Teacher Workday.
Updated Attendance Codes for Student Information System
In a blended instructional day, PSUs may have students who are present both on-site and off-site. For example, a school
may have a track of students attending on Mondays and Tuesdays onsite and Wednesdays and Thursdays off-site. As a
result, the following has been updated to better capture the physical location of students during this school year.
Current “Present” Code will change to “Present-On-Site”
The prior current present code by default is “Present” in PowerSchool. This code will now display “Present- On-Site”.
A student in PowerSchool is considered “Present- On-Site” until school personnel change the attendance of a student.
New Additional Present Code: “Present-Off-Site” The new present code is 1R- “Present-Off-Site”.
● This new code in PowerSchool is to be used for any student who is receiving instruction off-site.
● A student who is considered present off-site aligns to the information shared in Component 11 of the Remote Instruction
Plans. See the Attendance Process Reminder below.
● A student must be manually changed in PowerSchool. This is not completed by default or automatically.
● It is important that this be accurately reflected in PowerSchool, to ensure the safety of students and provide an accurate
attendance on-site and off-site.
● There are no changes to the absent codes. Absence codes remain the same.
Attendance Process Reminder:
Notes:
● A student by default is “Present-On-Site”. If the student is off-site, the PSU will change that indicator to
“Present-Off-Site”. If the student is absent, the PSU will change that indicator to the appropriate absent code.
● A student is considered absent if he/she has not completed the assignments and/or did not have a teacher contact in
whatever form that is. Simply not logging in virtually is not a sufficient reason for considering a student absent.
● A teacher who has a face-to-face interaction, e.g., virtual meeting or phone interaction, with a student on that current
day may mark a student “present- off-site.”
● A teacher may change a student’s attendance based on evidence of student engagement that is collected after the
current day due to the completion of work that is turned in at a later date.
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● Even if a school is completely virtual, attendance must be taken each day of the school year regardless of instructional
delivery.
How do I communicate attendance procedures to students/families?
It is a local decision on how to communicate the attendance procedures to students and parents/families before remote
instruction begins.
Considerations for communication:
● Include information in Back-to-School/Orientation resources
● Include information in weekly principal calls
● Have every teacher add to Beginning of the Year class information
● Remind parents/students when a student is not in attendance with this information
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COMPONENT 12:
Providing online and offline contact options for students to communicate with teachers or staff for remote instruction days
that are not used as teacher workdays.
GUIDANCE:
To ensure optimal student engagement in remote learning, PSUs are encouraged to incorporate reliable communications
tools as well as processes and protocols that are widely communicated and available for students to seek timely
assistance during remote instruction.
Examples:
● Designate a primary technical assistance contact for student/parent questions.
● Develop communications protocols for students to seek assistance from individual teachers during remote learning.
○ Examples include:
■ Live online ‘office hours’;
■ Live offline ‘office hours’ via phone;
■ Designated chat room times online;
■ Email communication with assurance of timely response;
■ Designated phone call times for students who do not have online access; School and individual teacher usage of
phone messaging systems.
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COMPONENT 13:
Providing technology support for students experiencing technical difficulties on remote instruction days.
GUIDANCE:
Successful remote instruction must include technical support for students experiencing technical difficulty away from
school. Students cannot be successful with remote instruction if they are unable to access the content, login, need
connectivity support, or access to online resources. Through remote technical support most software or user error related
issues can be resolved. Reliable remote technical support provides students a safety net to continue instruction.
Methods of providing effective technology support remotely, include:
● Phone or email help desks/hot lines
● Online chat portals
● Remote support with screen sharing
● Ticketing systems with communicated resolution expectation times
Options for hardware support of school-provided devices may include centralized repair centers that offer either
immediate repairs or loaner device swaps where feasible. Consider a ticketing system that will allow the IT staff to easily
keep track of all requests for remote technology support. Further, ensure IT staff are well-versed not only in the remote
support tools and methods selected by the PSU but also in communications and customer service. Students and families
who receive effective and courteous technical support when needed are more likely to experience success with remote
instruction.
Guiding Questions:
● How will your PSU provide online and/or offline technology support for students experiencing technical difficulties on
remote instruction days?
● What is your PSU’s communication plan to ensure that stakeholders are aware of technology support that is available
on remote instruction days?
● How will your PSU provide training to build IT staff’s capacity to provide effective and courteous technology support on
remote instruction days?
● How will your PSU safely manage device repairs or replacements during periods of remote instruction?
Resources:
How IT Staff Provide Tech Support During Remote Learning
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COMPONENT 14:
Responding to how the needs of English learners, Academically and/or Intellectually Gifted learners and students who
have been identified and are served under the McKinney-Vento Act as homeless will be met during remote instruction
during remote instruction.
GUIDANCE:
English Learners (ELs):
"Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974
(EEOA), public schools must ensure that EL students can participate meaningfully and equally in educational
programs. EL programs must be reasonably calculated to enable EL students to attain English proficiency and
meaningful participation in the standard educational program comparable to their never-EL peers.
Guiding Questions:
1. How are the unique needs of ELs being addressed/met during remote learning days?
2. How has the LIEP been adapted for remote learning?
3. How are ESL teachers being included in the planning and delivery of remote instruction?
4. How are you ensuring that parents receive communications (written and oral) in a language they can access?
Resources:
● The U.S. Department of Education's Office of English Language Acquisition (OELA)
● USED Tool Kits: Newcomers and English Learners
● Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak (May 18, 2020)
● ELD Google Site: Resources for ELs During Remote Learning
● NCDPI EL identification during school closure
● Providing English Learners Equal Access to Curricular and Extracurricular Programs, EL ToolKit, Chapter 4.
Academically and/or Intellectually Gifted Learners
Based on General Statute § 115C-150.5, each local board of education has established a plan which outlines the different
types of services provided in a variety of settings to meet the diverse needs of identified academically or intellectually
gifted students.
In keeping with this charge, as schools have shifted to remote learning across the state, NCDPI encourages all PSUs to
continue efforts to differentiate instruction with learning opportunities to enrich, extend, and accelerate the NC Standard
Course of Study for AIG and advanced learners and to find ways to support their social and emotional learning needs
during this time.
NCDPI also encourages PSUs to consider the continuum of services available in the official Local AIG Plan and
determine ways in which these services can be delivered effectively via remote learning means.
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Guiding Questions:
● How is the PSU continuing to identify students who demonstrate a need for gifted programming, during remote
learning?
● How will your service delivery options be provided remotely?
● For the upcoming year, how will the DEP be revised to include potential remote learning opportunities and
expectations? If not the DEP, how will you communicate clearly the expectations for AIG learners and personnel?
● How has the AIG staff (personnel) been included in the planning for remote learning at each grade level?
● How will communication with students and families continue through a variety of modes described in the local AIG Plan?
Examples:
● Meet with students through online or offline platforms for services, enrichment, extension, and acceleration.
● Establish minimum expectations for AIG staff (personnel) to conduct weekly check-ins with students and parents.
● Work with classroom teachers to provide extension and acceleration opportunities (via online learning management
system and paper and pencil packets for those who need print materials).
● Continue differentiated instruction and courses, ensuring advanced learning opportunities are provided.
● Utilize the NCDPI Advanced Learning Labs with students K-12 through the AIG staff (personnel) or other classroom
teachers through online platforms and/or sending home in packets or other offline strategies.
Resources:
NCDPI Remote Learning Resources in partnership with Duke TIP and NCAGT
NC AIG Program Standards
NCAGT Teaching Online: Best Practices, Technology, and Tools
NAGC Parenting Tip Sheet
HOMELESS CHILDREN & YOUTH GUIDANCE
Services for Homeless students as defined by the McKinney-Vento Act may be provided through programs on school
grounds or at other facilities (e.g., shelters and nonprofit community social service centers). To the maximum extent
practical, services shall be provided through programs and mechanisms that integrate children and youth experiencing
homelessness with their housed peers. Activities undertaken must not isolate or stigmatize homeless children and youth.
Authorized Activities in the Law:
● Tutoring, supplemental instruction, and enriched educational services
● Professional development and other activities for educators and pupil services personnel that are designed to heighten
the understanding and sensitivity of homeless children and youth
● Expedited evaluations or referral services for medical, dental, mental, and other health services
● Assistance to defray the excess cost of transportation
● Services and assistance to attract, engage, and retain homeless children and youths, and unaccompanied youths, in
public school programs
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● Before- and after-school, mentoring, and summer programs in which a teacher or other qualified individual provides
tutoring, homework assistance, and supervision of educational activities.
● The payment of fees and other costs associated with tracking, obtaining, and transferring records necessary to enroll
homeless children and youths in school
● Education and training to the parents of homeless children and youths about the rights of and resources
● Coordination between schools and agencies providing services to homeless children and youths.
● Pupil services (including violence prevention counseling) and referrals for such services.
● Activities to address the particular needs of homeless children and youths that may arise from domestic violence.
● The adaptation of space and purchase of supplies for any non-school facilities
● School supplies, including those supplies to be distributed at shelters or temporary housing facilities
● Extraordinary or emergency assistance needed to enable homeless children and youths to attend school
How can my PSU respond to homeless students during the pandemic?
● Tutoring online or at a safe location before school, after school, weekends, or during summer break
● Access to summer educational programs and supplemental afterschool programs
● Purchasing educational technology hardware, software, and connectivity devices
● Educational resources for remote learning
● Mental health services and supports including Trauma-Informed training
● Establishing or adapting space for homeless education staff
● Outreach activities and for the delivery of services to homeless students
● Paying for the homeless liaison in part or in full
Questions to Consider:
● Does the expense meet the intent of the law and be categorized as one of the authorized activities?
● Does the expense cover services that apply only to the homeless education program and its efficiency?
● Is the expense reasonable in proportion to the rest of the program budget and the amount spent per student?
● Is the expense for supplemental services?
● Could this service be obtained from another source?
● Have you consulted with your homeless liaison and reviewed the program needs assessment?
Related Resources:
● NC Homeless Education Program (NCHEP) https://hepnc.uncg.edu/
● National Center for Homeless Education (NCHE) https://nche.ed.gov/
● The Law & Non-Regulatory Guidance https://www2.ed.gov/programs/homeless/legislation.html
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● State Coordinator for the Education of Homeless Children and Youth, Lisa Phillips @ lephilli@uncg.edu or call
336-315-7491
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COMPONENT 15:
Describing the limitations that exist for implementation of quality remote learning based on each public school unit’s local
context.
GUIDANCE:
Variances between PSUs create many challenges. While many PSUs have resources that help them to prepare faster for
remote instruction, others have limitations that create barriers to effective blended and remote learning.
All PSUs are encouraged to describe the limitations that they are navigating to implement quality remote instruction to
share the context of your PSU.
Limitations may include:
● Broadband Connectivity
● Devices
● Professional Development
● Instructional resources/Digital Content
● Qualified teachers, licensed
● Transportation
● Child Care
● School Nutrition
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OPTIONAL COMPONENTS:
In the RI Plans, public school units are also encouraged to consider adding information regarding:
● Providing students and parents/families with remote learning strategies and behaviors to support success; and
● Impact on other existing programs, such as Transition to Kindergarten and Career and College Promise.
GUIDANCE:
Remote Learning Strategies and Behaviors to Support Success:
NCDPI encourages each PSU to clarify the behavioral expectations to support student and family success across a
variety of remote instructional settings. It is critical to Develop, Teach and Model Behavior Expectations for Remote
Learning. Consider defining standards for student engagement, the agreed upon acknowledgement system, appropriate
responses to problem behavior and other procedures used with all students.
Resources:
● NCDPI SEL/Crisis Response Recommendation #5: Develop, Teach and Model Behavior Expectations for Remote
Learning
● NCDPI SEL Resource:
● NCDPI MTSS Resource: Positive Acknowledgement System
● Creating a PBIS Behavior Teaching Matrix for Remote Learning
● CASEL: SEL 3 Signature Practices Playbook
Transition to Kindergarten:
Questions to consider for students transitioning into kindergarten during COVID19:
1. Do you have a process for families to register students for kindergarten and upload required documentation digitally
(ex. Kindergarten Health Assessment form, immunization records, student and family information forms, proof of
residency, etc.)? Can this be done digitally following digital security protocols to protect Personally Identifiable
Information (PII)?
2. For families who have limited access to technology and/or internet connectivity, do you have a plan for creating a
staggered schedule for in-person registration following safety guidelines and procedures for schools?
3. How will kindergarten staff connect with individual incoming kindergarten students and their families to promote a
smoother transition and positive relationships? Will this occur virtually using a video conferencing tool so that the
children, their families, and kindergarten staff can see each other? How will kindergarten staff plan for continued
interactions, individual and class communication, and parent-teacher conferences during remote learning?
4. How will kindergarten staff inform families of the standards for kindergarten and most importantly, provide support
for families as they support their child’s instruction in the home?
5. How will you include typical transition activities into the district’s remote learning plan (i.e. staggered entry, meet the
teacher, classroom/school tours, etc.)? Think about how these could be accomplished virtually while making them
as welcoming as possible, particularly for families who have not experienced kindergarten entry with an older child.
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6. How will your schools conduct a Kindergarten Orientation with social-distancing in mind? Will there be a plan to host
a virtual orientation? Will there be a plan to schedule an in-person Kindergarten Orientation following safety
guidelines and procedures for schools for families with limited access to technology and broadband internet?
7. How will schools provide and review the Kindergarten Orientation print materials and forms to be completed by
families if schools are closed at the beginning of the year? How will families return the forms once they have
completed them? Can this be done digitally following digital security protocols to protect Personally Identifiable
Information (PII)?
8. Does your communication plan to inform families and the community of new processes for kindergarten registration
and transition activities such as Kindergarten Orientation include other child-serving agencies such as Head Start,
NCPK, the local Smart Start/ Partnership for Children, your local health department, and the local HHS? Does your
communication plan include various modes of communication such as the use of robocalls and email to families
with children already in the school system, public service announcements, fliers in the windows of community stores
and in doctors’ offices, etc?
9. How might you work with local child-serving organizations to identify and locate rising kindergarteners and their
families to begin making early contacts prior to the school year (email or phone)?
10. How might you work with your local NCPK contract administrator to review the list of rising NCPK students provided
by the NC Department of Health and Human Services to reach out to families who the NCPK providers have lost
contact with during the COVID-19 crisis?
11. Have you considered the virtual tools and platforms that are available for use by teachers and students for remote
learning? Consider choosing the least number of tools possible and make them consistent across schools to lessen
the burden of learning and juggling new technology on all families.
12. Have you created and communicated a process for training and supporting families and students in the use of the
virtual tools and platforms that have been selected?
Career and College Promise:
PSUs are strongly encouraged to develop and/or modify a Memoranda of Understanding (MOU) with the college partner
to clarify all CCP opportunities, policies, and procedures, in relation to potential COVID-19 disruptions in learning.
Questions to consider for COVID-19:
● With the possibilities of needing to be flexible with Blended Learning, how will that occur with your college?
● How will CCP process for enrollment, communication, and implementation work during remote learning times for the
2020-21 school year?
● Is there a clear process for transitioning students in and out of school buildings? College buildings? How will
requirements for K-12 schools impact the college and vice versa?
● How will there be an extra focus on social/emotional support for CCP students during this time, especially when they
are in two different learning settings?
● What are the impacts for students who fail CCP courses, including courses used to satisfy high school graduation
requirements? possible impacts on college admissions and financial aid?
● Are there needs to revisit course offerings to ensure success during this time of COVID-19?
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The RI Plan will be written following NCDPI guidelines and submitted by July 20, 2020 using the template and process
shared with all public school units on June 5, 2020.
In addition, public school units shall submit feedback to NCDPI to support completion of any further reporting
requirements so that NCDPI can submit the legislatively required report to the NC General Assembly/Joint Legislative
Education Committee by September 15, 2020.
The report will include:
● Identifying all offline and online resources by PSU
● PSUs who only used offline resources
● The number and percentage of PSUs that did and did not provide a plan addressing each item
● A copy of each Remote Instruction Plan
Note: The development of the SPLN-006 policy took into consideration feedback provided by Superintendents, Charter
School Leaders, Superintendents Remote Learning Taskforce, CAO Advisory Group, CTE Steering Committee and
internal NCDPI Directors.
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EXHIBIT F: Reopening Guidance
Specialized Instructional Support Personnel
Specialized Instructional Support Personnel (SISP) are a critical part of each school to address barriers via a team
approach, particularly as they relate to the physical and mental health of our students. COVID-19 has created an even
greater need for SISP to collaborate as teams to help meet the collective needs of students. School counselors, school
nurses, school psychologists, and school social workers each have unique and important roles to play in supporting
students. Because of the unique nature of each of the Specialized Instructional Support Personnel, if any are not present
as part of an integrated team providing a continuum of services, students may not receive the support that they need to be
successful. Schools without sufficient staffing of each of these roles should seek the use of additional local, state and
federal funding to improve staffing. To assist with that planning, you may want to reference the NCDPI SISP Overview
document and this example district planning tool.
The SISP should function in an integrated, team approach within schools. Each role is equally important and
interdependent with the other roles, with the shared goal of supporting the needs of the whole child. Realizing that
COVID-19 has impacted communities differently, SISP will need to tailor service delivery based on the needs of the
school community. Collaboration with the entire school staff and community to ensure that students’ academic, physical,
social, emotional, and mental health needs are addressed is the ultimate goal of this team, especially during this
pandemic.
Upon returning to school this fall all SISP teams should collaborate to:
● Discuss the known risk factors and the impact of COVID-19 on students and staff (known illness, deaths, financial
hardships, changes in family dynamics, incarcerations, etc.) to be proactive in planning service delivery and prioritize
needs of the most vulnerable students
● Leverage all community resources and supports that provide services related to mental health and enrichment or that
have spaces that could be used if needed (libraries, recreation centers, etc.) and provide parents, students & staff with
information on how to access resources for mental health & wellness.
● Coordinate responses (about safety, grief, mental health, hardships, etc.) within and across schools and the community,
ie. provide scripts for teachers and other staff to read to students to ensure consistent communication from a trusted
and familiar adult, while also working to combat misinformation.
● Communicate protocols, plans, and changes in service delivery with parents and stakeholders
● Secure resources and plan restorative supports and professional learning offerings for teachers around COVID-19 and
trauma, equity and implicit bias, social emotional learning , self-care and crisis management, inclusion and appropriate
use of digital and online learning tools and systems, health & safety, and Culturally Responsive Education.
● Be conscientious of one's own personal self-care and physical and mental health.
Unique roles and responsibilities of each SISP are outlined below and categorized by Plan A (minimum physical
distancing), Plan B (moderate physical distancing), and Plan C (remote learning only).
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School Counselor
Note that these recommendations are to be utilized in conjunction with the NC Professional School Counselor
Standards and the ASCA National Model.
Plan A Plan B Plan C
Program Focus and Planning and Indirect Services:
● Identify what school and student needs may require personal skill enrichment (ex. trauma response, anxiety, grief and
loss, suicidal ideation, mindfulness, etc.; see additional resources below under General.)
● Collaborate on resource mapping and protocols for addressing student needs.
● Familiarize yourself with your district’s plan for reentry and meeting the requirements of NCDHHS StrongSchoolsNC:
Public Health Toolkit (K-12) and related NCDPI guidance.
Consult and collaborate with administration and other SISP on needs assessments; effective communication with staff
on addressing emotional needs of students and staff; effective means of communicating new behavioral expectations to
students (including remote); and (for middle and high school) protocol for enrollment of students in appropriate
courses/individual student course scheduling. Clear understanding of safety measures helps reinforce psychological
safety, which is critical to overall safety. You may want to consider collaborating to create transition supports such as a
school video that families can watch in advance of returning to school to better inform students and parents on what to
expect in the new school year (new protocols, new guidelines, etc.)
Create a general school counseling program re-entry action plan and Create a general school counseling program
calendar based on school and student needs, including, but not limited re-entry action plan and calendar based on
to, determining if classroom guidance and small group counseling will school and student needs, including, but not
be safely possible and how services will be provided to both virtual limited to, determining best methods for
and in-person students. Plan how individual counseling will be made delivering individual and group services
available safely in consideration of physical distancing. This may remotely.
require altering furniture placement and removal of items that may not
be conducive to preventing the spread of viruses such as bean bag
chairs.
Identify students new to the school and plan extra transitioning support and parent/guardian engagement.
Identify students who may have lost a family member or if there has been a loss of a student or staff member and what
level of grief counseling may be needed.
Collaborate with other SISP to create and deliver professional development for staff regarding typical childhood
reactions to stress and trauma including providing guidance on supporting student emotional needs and recognizing
and referring students with heightened needs.
If under Plan C, plan virtual training and tools. If under Plan A or B, plan face-to-face or virtual training and tools, as
appropriate.
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Collaborate with teachers to identify students and the school social Collaborate with teachers to identify and the
worker to locate students who do not show up for the new school year. school social worker to locate students you
and other staff are unable to make contact to
begin the new school year.
Identify appropriate intensive mental health therapeutic service providers available (MOAs) and district protocol for
referrals (can be done as part of resource mapping and protocols).
Schedule check-ins with staff for consultations regarding both student and staff needs, especially in consideration of
signs of stress, anxiety, trauma, depression, abuse or neglect and need for related intervention. Support teacher use of
check-ins. Provide resources and accept student referrals as appropriate. Refer medical needs to the school nurse and
other needs to resources as appropriate.
Schedule student observations for students identified as possibly Schedule virtual check ins with students
continuing to struggle to adjust to the new school year. For students identified as possibly continuing to struggle to
attending remotely, schedule virtual check ins and/or collaborate with adjust to the new school year.
the school social worker as appropriate.
Engage with parents/guardians to address student needs and help remove barriers to learning, virtually via phone or
internet or also potentially face to face if in Plan A or B.
Prepare for how you will compensate for not being able to read facial cues due to facial masks.
Direct Services:
Deliver appropriate grief response services for student, staff or student family member deaths.
(National Center for School Crisis Bereavement Supporting Grieving Students in Schools)
Co-facilitate classroom meetings with other SISP and teachers to Co-facilitate remote classroom meetings
allow students to collectively process their experience. If your school focused on emotional check-ins to allow
does not have the capacity to do this, provide a guidance document to students to collectively process their
teachers regarding how to facilitate classroom meetings to their level experience.
of comfort and expertise.
Deliver appropriate classroom social emotional skill-building lessons Deliver appropriate remote social emotional
and other lessons identified as needs in school needs assessments skill-building lessons and other lessons
and planning if classroom guidance is deemed safely possible while identified as needs in needs assessment and
practicing appropriate physical distancing and other health guidelines planning. Co-plan or share with teachers how
(preferably co-presented with the classroom teacher). Co-plan or they might integrate social emotional learning
share with teachers how they might also integrate social emotional into other curricula.
learning into other curricula.
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Provide solution-focused small group Provide solution-focused School counselor provision of small group
counseling to students with small group counseling to counseling on sensitive topics is not advised
heightened emotional needs or students with heightened with virtual/remote options. School counselors
growing mental health concerns while emotional needs or growing may be able to provide solution-focused
engaging in appropriate physical mental health concerns if it is virtual/remote small group counseling to
distancing and other health deemed safe to do so within students on topics not considered highly
guidelines. moderate physical distancing sensitive in consideration of limitations to
and other health guidelines. confidentiality and counseling in virtual
settings and in compliance with local
guidelines.
Provide solution-focused individual counseling to students with Provide solution-focused virtual/remote
heightened emotional needs or growing mental health concerns while counseling to students with heightened
engaging in appropriate physical distancing and other health emotional needs or growing mental health
guidelines. Depending on the level of needs, you may need to concerns in consideration of limitations to
collaborate with your school social worker and school psychologist to confidentiality and counseling in virtual
address emotional and mental health needs. Per your school protocol, settings and in compliance with local
refer students with more intense counseling needs to therapeutic guidelines. Per your school protocol, refer
service providers or other needs to appropriate services. students with more intense counseling needs
to therapeutic service providers or other
needs to appropriate services.
Implement Check-in/Check-out progress monitoring with students identified in need of such support and monitoring.
If in Plan A or B, check in in person. If in Plan C, check in virtually/remotely.
High School and Middle School Counselors as appropriate - Meet with High School and Middle School Counselors as
students in small groups or individually to provide career and course appropriate - Schedule and conduct individual
advising to assist in enrolling/scheduling students into appropriate virtual/remote student career and course
courses while being conscientious to follow appropriate physical advising to assist in enrolling/ scheduling
distancing which may require altering office furniture placement. students into appropriate courses per local
guidance.
General:
Continue to follow NC Professional School Counselor Standards and the ASCA National Model while incorporating
needs and guidance related to COVID-19.
Continue to utilize the Resources Related to School Counseling During COVID-19 document to support your work.
The NCDPI Social Emotional Learning and Crisis Response Practice Guide available for district and school leadership
includes resources for supporting the social-emotional needs of staff and students during school closures and in
planning for school reentry. This resource has been hyperlinked in several areas above and includes recommendation
steps which districts and school personnel can use to align strategic implementation.
For more details on reentry considerations and strategies, see the School Reentry Considerations: Supporting Student
Social and Emotional Learning and Mental and Behavioral Health Amidst COVID-19 guide created collaboratively by
ASCA and NASP.
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Registered Nurse (RN) School Nurse
NC Board of Nursing Licensed. Nursing Practice is regulated by the NC Board of Nursing under the Nurse
Practice Act. §§ 90-158 through 90-171.18: Recodified as §§ 90-171.19 through 90-171.47.
Recommended standard of one RN school nurse per school (larger schools may require additional RN or nurse
extender)
Plan A Plan B Plan C
● School level COVID-19 designated ● School level COVID-19 designated ● School level COVID-19
contact when one nurse per school. contact when one nurse per school. designated contact when
Coordinates with individual school Coordinates with individual school one nurse per school.
designated contacts when covering designated contacts when covering Coordinates with individual
multiple schools. multiple schools. school designated contacts
when covering multiple
● Member of school/district COVID-19 ● Member of school/district COVID-19
schools.
planning team providing support for planning team providing support for
resources and local implementation of resources and local implementation of ● Member of school/district
recommendations and requirements. recommendations and requirements. COVID-19 planning team
providing support for
● Assist with determining and ordering ● Assist with determining and ordering
resources and local
school level PPE needs based on school level PPE needs based on
implementation of
recommendations. Provide training in recommendations. Provide training in
recommendations and
PPE use as needed, consistent with PPE use as needed, consistent with
requirements
guidance. guidance.
● Maintain Plan A and B
● Address health needs of vulnerable ● Address health needs of vulnerable
activities that keep the
students in collaboration with parents students in collaboration with parents
school prepared for
and providers as included in IHPs, IEPs, and providers as included in IHPs, IEPs,
students to return to the
and 504 plans. Develop IHPs, train staff and 504 plans. Develop IHPs, train staff
building.
and provide regular oversight. and provide regular oversight.
● Review healthcare and
● Identify and establish relationships with ● Identify and establish relationships with
PPE supply needs and
communicable disease staff person at communicable disease staff person at
restock.
local health department (LHD). local health department (LHD).
● Maintain contact with
● Manage process for monitoring symptom ● Manage process for monitoring
families of children with
positive students and staff for support in symptom positive students and staff for
special healthcare needs
quarantine, recovery and return to support in quarantine, recovery and
to assure access to care
school. return to school.
and management of
● Support COVID-19 efforts as related to ● Support COVID-19 efforts as related to chronic conditions in out of
school population (may manage process school population (may manage school time.
at the school level if one nurse per process at the school level if one nurse
● Address health needs of
school): per school):
vulnerable students in
○ Organize and train school level ○ Organize and train school level collaboration with parents
COVID-19 designated contacts if COVID-19 designated contacts if and providers as included
nurse assigned to multiple schools. nurse assigned to multiple schools. in IHPs, IEPs, and 504
plans in preparation for
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○ Organize and train designated staff for ○ Organize and train designated staff return to school. Develop
symptom screening or identification. for symptom screening or IHPs.
identification.
○ Implement/oversee school level ● Review and strengthen
procedure for symptom positive ○ Implement/oversee school level COVID-19 related
students and staff. procedure for symptom positive protocols and processes
students and staff. that are implemented when
○ Train designated staff for management
school buildings are
and referral of symptom positive ○ Train designated staff for
occupied.
students in absence of nurse. management and referral of symptom
positive students in absence of nurse. ● Collaborate with local
○ Collaborate with local health
health department (LHD) in
department (LHD) in assuring ○ Collaborate with local health
support of contact tracing
notification for positive cases in school department (LHD) in assuring
within the chool population.
and contact tracing. notification for positive cases in
school and contact tracing. ● Collaborate with student
○ Collaborate with LHD for vaccine
support staff related to
administration opportunities (flu, ○ Collaborate with LHD for vaccine
identified SEL and mental
required vaccines, etc.) administration opportunities (flu,
health needs in students.
required vaccines, etc.)
● Collaborate with student support staff
related to identified SEL and mental ● Collaborate with student support staff
health needs in students. related to identified SEL and mental
health needs in students.
For more information on the role of the NC school nurse please see the NC School Health Program Manual.
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School Psychologist
Plan A Plan B Plan C
System Level Services: Planning/Teaming
At the district and/or building level, support effective data analysis and application of decision rules resulting from needs
assessment and/or screening data, in alignment with Recommendation #1, NCDPI SEL and Crisis Response Practice
Guide and other relevant state and national resources.
SEE ALSO from NASP
Considerations for Academic Assessments and Interventions Upon Return to School
The Pandemic’s Impact on Academic Instruction and Student Progress
Considerations for Academic Screening Upon Return to School
In alignment with Recommendation #2, NCDPI SEL and Crisis Response Practice Guide, support effective resource
mapping of SISP providers through clear identification of roles and appropriate matching of providers to minimize
redundancy in services.
Through the SISP teaming structure/PLC, plan for, and engage in ongoing self-care support with job alike staff, in
alignment with Recommendation #6, NCDPI SEL and Crisis Response Practice Guide.
In coordination with relevant specialized staff (special education staff, school nurses, general education teachers,
curriculum specialists), plan for and implement effective support for students with disabilities across all Plans (A, B, C).
Focus areas include:
● Considerations and protections for immune-compromised/high-risk students
● Differentiation of instructional materials (core and IEP related) to ensure equitable access
● Development of simple/efficient communication tools to maintain regular updates to parents/caregivers
In collaboration with SISP team/PLC, create a shared virtual telehealth repository that contains locally vetted/approved
procedures, best practices, protocols for implementing services to students in a virtual environment.
Identify/address training needs Apply (as needed): Apply:
for:
● Use of FERPA compliant virtual platforms ● Use of FERPA compliant virtual
● Use of FERPA compliant virtual platforms
● Etiquette/expectations for virtual learning
platforms
and telehealth sessions ● Etiquette/expectations for virtual
● Etiquette/expectations for virtual learning and telehealth sessions
learning and telehealth sessions
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Student Level Services: Surveillance, Assessment and Intervention
Through the SISP teaming structure/PLC, implement strategic check-ins that align with Recommendation #3, NCDPI
SEL and Crisis Response Practice Guide for monitoring of student support and needs.
● Align targeted check-ins with students and families across all plans (A, B, C)
● Identify student needs and match services/support to appropriate provider(s) (school counselor, school social worker,
school psychologist, school-based mental health provider, school nurse, etc.)
● Generate referrals to community providers, as needed
Through locally established Crisis Response teaming structure, support implementation of student triage/risk
assessment when needed, in alignment with Recommendation #4, NCDPI SEL and Crisis Response Practice Guide.
Evaluation services: Evaluation services: Evaluation services:
● Utilize evaluation tracking log to ● Plan and schedule any permissible ● Utilize organizational framework
identify students and commence in-person testing that may apply, OR, to identify/complete as many
face-to-face evaluation components of the evaluation
● Utilize organizational framework to
components to move open initial that can be done virtually.
complete as many components of the
evaluations/reevaluations to
evaluation that can be done virtually. ○ Communicate evaluation plans
completion.
with parent(s)/caregiver(s)
○ Communicate evaluation plans with
● Work with school/IEP teams and
parent(s)/caregiver(s) ● Generate evaluation report
parents/caregivers to confirm
sections for areas completed
timeline extensions (if ● If applicable, adjust individual testing to
applicable) and plans for mitigate health risk in alignment with ● (As applicable)
evaluation(s). requirements of NC DHHS
○ Have placeholders for
StrongSchoolsNC: Public Health Toolkit
● Coordinate across providers; if in-person sections that are on
(K-12)
cases will be transferred to a hold until school reopens, OR,
receiving psychologist, ensure ● Generate evaluation report sections for
that the receiving psychologist ○ Write evaluation report
areas completed
has the necessary information addendum when schools
(e.g., elem. to middle, middle to ● (As applicable) reopen
high, other cases of student
○ have placeholders in reports for SEE:
transfer).
in-person sections that are on hold until Technical Assistance webinar and
● If applicable, adjust individual school reopens, OR, companion slides
testing to mitigate health risk in
○ write evaluation report addendum when
alignment with requirements of
schools reopen
NC DHHS StrongSchoolsNC:
Public Health Toolkit (K-12) ● If applicable, coordinate with IEP teams,
hold evaluation results/instructional
● In coordination with IEP teams,
planning meetings in a timely manner to
hold evaluation results/
mitigate further service delays.
instructional planning meetings
in a timely manner to mitigate SEE:
further service delays. Technical Assistance webinar and
companion slides
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Behavioral health services: Behavioral health services: Behavioral health services:
● Establish/implement (in-person) ● Establish/implement (in-person and/or ● Establish/implement (remote)
continuation plan for: remote) continuation plan for: continuation plan for (already
established students):
○ small group ○ small group counseling/intervention
counseling/intervention sessions ○ small group
sessions counseling/intervention
○ individualized counseling/intervention
sessions*
○ individualized sessions
counseling/intervention ○ individualized
● Include in the continuation plan, any
sessions counseling/intervention
adjustments to student (group and/or
sessions *
● Include in the continuation plan, individual) progress monitoring schedules.
any adjustments to student ● *As appropriate, based on
(group and/or individual) practitioner competencies and
progress monitoring schedules. other ethical considerations
related to virtual service delivery
● Include in the continuation plan,
any adjustments to student
(group and/or individual)
progress monitoring schedules.
SEE:
Virtual Related Services: Guidance
for Providers in NC Public Schools
Discipline Specific Guidance for
School Psychologists on
Telehealth in NC Public Schools
Related Resources:
NC School Psychology COVID-19 and Telehealth Resources webpage - curated national and state resources
related to effective provision of school psychological services during COVID-19, SEL and Crisis Response, remote
learning resources, and equitable access to instruction for students with disabilities.
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School Social Worker
Plan A Plan B Plan C
Host listening circles within small group Assess the level of stress for staff that Schedule check-ins with staff
professional learning communities to are doing blended learning environments that are doing all virtual teaching
eliminate barriers to staff wellness. and create a space unique for them to to offer resilience supports
debrief challenges in a safe space. and/or self-care resources-
virtual listening circle.
● Collaborate with school counselors to create professional development activities Communicate reopening status
for faculty and student re-entry with a focus on mental health and safety needs intentionally to students and
and tailor classroom activities related to what students did during the confinement families who were identified
period. at-risk or who have become
at-risk since school closures -
● Help assess student work for indicators/signs of abuse, neglect, or depression,
assess basic needs & safety -
grief & loss. - Additional grief & loss resource
include resources for LEA
● Reference this Practice Guide for more resources and planning support. hotlines, mental health, food
sources, abuse/neglect,
homlessness, etc.
● Consult with the school nurse regarding students without medical coverage or Encourage parents new to NC
other health needs and refer appropriately. and/or new to kindergarten to
adhere to the laws around
● Continue to address barriers to compliance with school health policies.
immunizations and health
assessments and provide
resources.
● Observe students to help identify ● Provide teachers with student wellbeing check in materials / Check-Ins
interventions that match student that can be used to indicate barriers to wellness, such as a Google form
needs. check in
● Watch for signs of trauma, depression, ● Establish regular informal check-ins with students especially in times of
aggression, anxiety, or virtual learning, this allows prevention services to continue and establishes
disengagement. a system to determine how to provide effective intervention services as
needed.
● Conduct appropriate assessments
and referrals. A Social Work Guide to Telehealth in North Carolina
Telehealth - NASW
Be the expert on mental health resources by reaching out to agencies to ensure procedures and capacity limits.
Reference guidance on attendance and accountability is forthcoming.
Reference guidance on safety and home visits.
Reference School Social Work Updates - COVID-19.
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EXHIBIT G: AIG Program Guidance
NC’s Guidance for Adapting AIG Programming to Remote Learning
The North Carolina Department of Public Instruction (NCDPI) and the Division of Advanced Learning and Gifted
Education (DALGE) are committed to supporting NC’s public schools and educators in their efforts to create and deliver
successful outcomes in a remote learning environment. Whether instruction happens in schools or via remote learning,
meeting the needs of Academically or Intellectually Gifted (AIG) learners needs to happen all day, every day. To do so,
many policies and practices must be kept in mind when adapting AIG programming to remote learning. The State Board
of Education and NCDPI, in consultation with the North Carolina Department of Health and Human Services, have
developed Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools in response to the
COVID-19 public health crisis. Lighting Our Way Forward provides a detailed framework for things to consider when
reopening schools.
Considerations for AIG learners While Reopening Public Schools
1. How can the guiding principles for reopening schools be applied specifically for AIG learners?
2. How will being in Plan A, Plan B, or Plan C affect the instruction and programming for AIG learners across the
grade levels? How will your district respond to the students’ academic and social and emotional needs?
3. Which of the critical factors for reopening plans may have unique application or relevance for AIG learners?
Background of Gifted Education
N.C.G.S. § 115C-150.5-.8 (Article 9B) provides a state definition of giftedness and outlines expectations around
identification and delivery of appropriate services for gifted learners. As a result of Article 9B, each local board of
education is mandated to establish a plan which outlines the different types of services provided in a variety of settings to
meet the diverse needs of identified academically or intellectually gifted students. Additionally, the NC AIG Program
Standards have been developed to serve as a statewide framework and guide Local Education Agencies (LEAs) to
develop, coordinate, and implement thoughtful and comprehensive AIG programs. Given NC’s strong foundation, it is
important to consider the following guiding principles when adapting AIG programming to meet the needs of AIG learners
all day, every day, even in a remote learning environment.
Guiding Principles for Adapting AIG Programming to Remote Learning
1. Different contexts, same expectations
The end goal and expectations for delivery of appropriate services for AIG learners remains the same whether
students are served in school buildings or via remote learning. How will you keep this in mind when developing your
plans, actions, and assessments for success in a remote learning environment? How will you work within each
school and across the district to continue services and meet the needs of AIG learners?
2. Different paths, same destination
Given that remote learning will likely be associated with different actions to accomplish AIG goals, the time and
responsibility for making these goals succeed may shift. Who may need to spend more time or get involved with the
AIG program who may not have been previously, within the school? What different resources will you need to ensure
AIG learners’ needs can best be met?
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3. Preparation for success
Given that remote learning will likely require staff to either do things they’ve never done before or have done only
sparingly, what new types of professional development will they need to be successful? How will existing
professional development opportunities be adjusted to also include addressing the needs of AIG learners?
4. Continued flexibility
Article 9B grants LEAs flexibility in what LEAs do and how they do it. How will this flexibility to match local context
and need be leveraged in a remote learning context and within your Reopening Plans? Adapt your AIG services
depending on each local Reopening Plan. Be clear in your Remote Instruction Plan: Component 14 with how you will
be flexible and adapt to meet the needs of your AIG learners, through identification and service.
Strategic Actions to Adapt AIG Programming to Remote Learning
Intentional planning for specific, responsive actions will enable you to adapt your district/school’s AIG programming to
continue to thrive in a remote learning environment.
1. Continue to Implement Local AIG Plan
○ The actions, programs, and services provided by each LEA should all coordinate to help accomplish the LEA goal
of serving AIG students all day, every day. What does “all day, every day” look like in a remote learning
environment?
○ How does a remote learning context change what needs to be done to accomplish this goal?
2. Teach Students
○ How can you consistently promote student learning, growth, and achievement for AIG students?
○ How can you make sure that students are engaged and developing understanding and not just being kept busy?
3. Maintain Focus on Equity and Excellence
○ How will a remote learning context affect what you have been doing to promote equity and excellence?
○ What new challenges will arise with remote learning and what are actions you can take to mitigate these
challenges?
○ How can the talents of students whose potential has not yet been realized, be developed and recognized?
4. Communicate
○ How has the AIG staff (personnel) been included in the planning for remote learning at each grade level?
○ How have other staff been included and informed about planning for remote learning for AIG students?
○ How will communication with students and families continue through a variety of modes described in the Local AIG
Plan?
5. Reimagine Support
○ Who within the AIG team and within the larger LEA team and community will need to be recruited to help
accomplish remote learning goals?
○ Who will need to be more strongly supported to accomplish their work in a remote learning context?
○ How can collaboration be facilitated for stakeholders to support each other?
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Final Thoughts for Adapting AIG Programming to Remote Learning
As we seek to meet the advanced learning needs of students all day, every day, we must take action to ensure all aspects
of AIG programming are considered. By considering the core purpose of our work and being flexible to adapt to various
contexts, schools will help all students reach their full potential, even in a remote learning environment.
Remember Student Needs. How will you respond to the academic, intellectual, social, and emotional needs of AIG
students in each Reopening Plan? Consider both overall programming and individual needs that may arise in each
learning situation.
Adapt AIG Programming to the Context. How will you adapt AIG programming for each Reopening Plan as we continue
to respond to the public health needs of COVID-19?
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EXHIBIT H: Exceptional Children Guidance 7.20.20
Exceptional Children Updated Guidance for Reopening Schools
Purpose
On Tuesday, July 14, 2020, Governor Cooper announced that school buildings would re-open using the guidelines for
Plan B. However, Phase 2 (Safer at Home) requirements are still in effect for the next three weeks. Under Phase 2,
school buildings are closed.
As public schools prepare to re-open it is important that the EC Division (ECD) provide updated guidance regarding the
provision of a free appropriate public education to children with disabilities. Guidance, issued prior to this document,
was offered as a result of the sudden school closures that occurred nationally and was expressly intended to assist
local education agencies (LEAs) in adapting to communication provided by the federal government, state government
and the NC Department of Public Instruction during the crisis experienced in the Spring of the 2019-2020 SY.
At this time, the ECD has the opportunity to provide more clarity about how to move forward with re-opening and the
implementation of individualized education programs (IEPs). Therefore, guidance issued by the ECD specifically
addressing issues in the Spring of the 2019-2020 SY should not be generalized to the beginning of the 2020-2021 SY
even though some circumstances may be similar.
Key Points
Federal Regulations and State Policies – No changes
● Child Find – The initial referral, evaluation, and placement process must occur within 90 days.
● Part C to Part B Transition – Evaluation, eligibility determination and an appropriate Individualized Education Program
are to be implemented by a child’s 3rd birthday.
● IEPs – review must occur at least annually; and, should take place when there is a lack of progress toward meeting
the IEP goals and lack of progress in the general curriculum, if appropriate; if there was a reevaluation or if
information provided by the parents requires a review. See 34 CFR 300.324(b).
Individualized Education Programs (IEPs)
The following citations are from the IDEA regulations.
Key Points
● §300.323 IEPs must be in effect at the beginning of the school year.
● §300.324 Development, review and revision of the IEP.
○ The development and annual review of an IEP must be conducted at an IEP Team meeting and the IEP Team may
revise the IEP between annual review dates. (34 CFR 300.324(a) and (b))
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○ Agreement. In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a
child with a disability and the public agency may agree not to convene and IEP Team meeting for the purposes of
making those changes, and instead may develop a written document to amend or modify the child’s current IEP.
300.324(a)(4)
■ (ii) If changes are made, the public agency must ensure that the child’s IEP Team is informed of those changes.
○ Amendments. Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as
provided in paragraph (a)(4), by amending the IEP rather than redrafting the entire IEP. Upon request, a parent
must be provided with a revised copy of the IEP with the amendments incorporated. 300.324(a)(6)
● §300.328 Alternative means of IEP meeting participation are permitted.
○ The parent of a child with a disability may agree to use alternative means of meeting participation, such as video
conferences and conference calls.
As indicated in the current guidance from the Office of Special Education Programs, it is expected that the
implementation of a child’s IEP may look different during the time of school closures and re-opening. It is important that
the IEP accurately reflect the special education and related services that the child is being provided for the upcoming
school year.
The current re-opening plan for NC public schools is Plan B: Moderate Social Distancing. However, school districts may
choose a more restrictive re-opening plan (Plan C: Remote Learning) and parents may choose remote learning instead
of in-person instruction for their child.
Initial or Annual Review IEPs
At the initial or annual review of the IEP, the IEP Team should develop the IEP based on the child’s unique needs and in
light of the child’s current circumstances, including a parent’s choice to enroll their child in the LEA but select the remote
learning option rather than in-person instruction.
Therefore, any new initial or annual IEPs should consider the child’s present level of academic achievement and
functional performance, appropriate goals; supplemental services and supports; special education and related services to
enable the child to attain their goals and make progress in the general curriculum according to the district’s re-opening
plan and/or a parent’s choice to enroll their child in the LEA but select the remote learning option rather than in-person
instruction at the time the IEP is developed.
Addendum IEPs
It is likely that Plan B and Plan C Re-Opening requirements and a parent’s choice to select the remote learning option
rather than in-person instruction for their child will impact the implementation of a child’s current IEP in some way. On the
next page, you will find a few scenarios to help identify circumstances for which the IEP will need to be revised
(addendum) and the options available to support the IEP Team in adapting to those circumstances in an efficient manner.
These scenarios are not intended to cover all the variables possible when individualized decisions must be considered;
rather, the intent is to provide a framework for reasonable decision-making.
In every scenario it is vital to clearly communicate with the parents to inform them that depending on potential changes in
the pandemic and guidance from the North Carolina Department of Health and Human Services, the Governor and the
State Board, their child’s IEP or the delivery of IEP services may be impacted.
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Addendum
Scenario Notes
IEP Meeting Amendment without IEP Meeting
The only change to service An IEP meeting is not required because the IEP can be delivered as written. All that has
delivery is the “location”. changed is the location of where services will be provided.
(School building vs.
Remote)
The only change to service This is an option, but an This is an option, but parent
delivery will be the addendum is required. agreement (for not having an IEP
frequency of services as a meeting) and an addendum are
result of change to a school required.
schedule for all students.
This is
(A/B schedule, A/B considered a
schedule + remote learning, revision to
etc.) the IEP;
therefore an
The delivery of services in The IEP Team should meet to This is not an option because the addendum is
the IEP or the IEP itself will discuss a review/revision to the IEP Team must determine the needed.
be substantively different IEP in order to ensure FAPE is appropriate offer of FAPE given the
than originally planned being delivered according to the child’s unique circumstances.
during Plan B or Plan C. child’s unique circumstances.
(goals, accommodations,
services and supports, etc.)
Special Education and Related Services
Key Points
● An analysis of a student’s current performance must be considered in light of progress documented at the time of
school closures (March 13, 2020), progress documented during remote learning including parental input (Spring
2020), and progress data gathered upon return to school (Fall 2020).
● Present levels of academic achievement and functional performance should be updated based on the analysis of
these data.
● Students may require:
○ Additional or more intensive services, referred to as compensatory services in the OSEP Q&A document2, the IEP
team determines is required for the student to receive FAPE based on the child’s PLAAFP as a result of a lack of
progress, if any, during school closures and remote learning.
○ Different specially designed instruction (accessing technology, etc.) and related services (parent training) based on
the student’s unique needs in light of the district’s re-opening plan and/or a parent’s choice to enroll their child in the
LEA but select the remote learning option rather than in-person instruction.
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Evaluations
Key Points
● LEAs should provide communication to families in the initial evaluation/reevaluation process about when face-to-face
evaluations may be conducted.
● LEAs may conduct evaluations virtually, if doing so does not compromise the validity of the assessment results.
○ The Early Childhood Technical Assistance Center (ECTA) has released guidance on potential assessments for
remote administration. Norm-Referenced Assessment Tools for Children Birth to Age Five Years with Potential for
Remote Administration for Eligibility Determination can be found here:
https://ectacenter.org/~pdfs/events/Assessment_Tool_Table.pdf
● LEAs may not make unilateral decisions regarding stopping the initial evaluation timeline or unilateral decisions
regarding whether or not initial referrals will be accepted or rejected during the time of school closure and re-opening.
Each of these decisions shall be individualized, determined within the context of an IEP Team meeting and
documented through the use of the Prior Written Notice.
● In cases where there is sufficient existing data to determine eligibility and develop the IEP, the IEP Team should do so
in order to address the student’s unique needs in a timely fashion. If the evaluations needed solely for programming
purposes can be conducted safely, then the IEP Team is encouraged to do so.
● LEAs may conduct face-to-face evaluations according to Plan B for the re-opening of schools, with consideration
given to DHHS guidance3, re-opening resources from NCDPI4 and in alignment with the local re-opening plan.
○ Part C to Part B Evaluations
■ If the location in which the evaluation is to be conducted is a:
● Non-school community site – DHHS Childcare Center Guidelines should be followed
● School-based LEA site – DHHS Strong Schools NC Public Health Toolkit should be followed
● Childcare center - DHHS Childcare Center Guidelines should be followed
● Non-School LEA site - DHHS Childcare Center Guidelines should be followed
● Eligibility determinations must be made using multiple sources of data. While it is understood that the school closures
will require a more careful analysis when ruling out a “lack of appropriate instruction”, IEP Teams should consider the
instruction provided to the student prior to school closures and the student’s response documented at the time of
referral; the instruction provided during school closures and the student’s response; and the child’s performance on
all the required screenings and evaluations for the suspected disability(ies). Furthermore, parent interviews may play
a critical role in documenting a student’s response to instruction during remote learning.
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Resources
The EC Directors’ padlet will continue to be updated as new information/guidance is developed. However, the
organization of the padlet will reflect the collection of resources and guidance provided prior to July 1, 2020, that applies
to the school closures of the Spring of 2020, and the guidance and resources that are being provided from July 1, 2020,
going forward for the re-opening of schools in the Fall of 2020. Additionally, a new FAQ will be started to address the
guidance for the 2020-2021 school year.
The following information is provided from resources developed by the National Center of Systemic Improvement, the
official technical assistance center of the Office of Special Education Programs (OSEP).
Virtual IEP Meetings
● Tip Sheet
● Infographic: Participating in Virtual Meetings
● Sample Virtual IEP Meeting Agenda
Evidence-Based and Promising Practices to Support Continuity of Learning
● Practices and Resources to Support Parents and Families
● Practices and Resources to Support Teachers
● Practices and Resources to Support Related Service Providers
Important Websites
● National Center on Systemic Improvement
● Early Childhood Technical Assistance Center
● IDEAs that Work
● Office of Special Education and Rehabilitative Services
● U.S. Department of Education
Lighting Our Way Forward: North Carolina’s Guidebook for Reopening Public Schools | 171
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2021
SESSION LAW 2021-4
SENATE BILL 220
AN ACT TO PROVIDE ACCESS TO IN-PERSON LEARNING FOR STUDENTS IN
GRADES KINDERGARTEN THROUGH TWELVE.
The General Assembly of North Carolina enacts:
SECTION 1. All local school administrative units shall provide in-person instruction
to students in grades kindergarten through 12 enrolled in that unit in accordance with this act for
the remainder of the scheduled 2020-2021 school year, beginning no later than the first
instructional day scheduled in the adopted school calendar that occurs 21 days following the
effective date of this act.
SECTION 2. In providing for in-person instruction for the remainder of the
2020-2021 school year, local school administrative units shall comply with the following:
(1) Local school administrative units shall comply with all requirements of the
StrongSchoolsNC Public Health Toolkit (K-12) (Toolkit), as that guidance
existed on March 4, 2021, for implementation of Plan A (Minimal Social
Distancing) and Plan B (Six Feet Social Distancing) that are applicable to the
Plan of reopening, as follows:
a. Grades kindergarten through five. – Local boards of education shall
provide in-person instruction under Plan A (Minimal Social
Distancing) to all students enrolled in grades kindergarten through
five.
b. Grades six through 12. –
1. Local boards of education shall provide in-person instruction
under either Plan A (Minimal Social Distancing), Plan B (Six
Feet Social Distancing), or both, to all students enrolled in
grades six through 12. The decision of which Plan to offer is
solely within the discretion of the local board of education,
except that a local board shall provide the option to participate
in Plan A instruction, at the discretion of the student's parent
or guardian, for the following students enrolled in that unit:
I. Any student with an individualized education program,
as defined in G.S. 115C-106.3(8).
II. Any student with a section 504 (29 U.S.C. § 794) plan.
2. Local boards of education that offer Plan A to students enrolled
in grades six through 12 shall, before beginning Plan A
instruction, notify the Department of Health and Human
Services and describe the unit's plan for moving to Plan A. A
local board which operates under Plan A shall partner with the
ABC Science Collaborative of the School of Medicine at Duke
University (ABC Collaborative) to allow the ABC
Collaborative to collect and analyze data from those units for
students in Plan A in grades six through 12. A local board shall
*S220-v-4*
both engage in robust contact tracing and report on requested
information in the form specified by the ABC Collaborative.
c. Grades kindergarten through 12 remote option. – Local boards of
education shall continue to provide remote instruction options for all
students to elect to participate in, at the discretion of the parent or
guardian.
d. Local boards of education may revise the existing school calendar for
the 2020-2021 school year to reschedule teacher workdays to be used
to prepare for a return to Plan A instruction prior to the date that
in-person instruction for students is required by Section 1 of this act.
(2) Local boards of education shall have the authority to make day-to-day
decisions concerning whether shifting individual schools or individual
classrooms that are providing in-person instruction to remote instruction is
necessary due to COVID-19 exposures that result in insufficient school
personnel or required student quarantines. A local board of education shall
report any shift by a school or classroom from in-person to remote instruction
to the Department of Public Instruction within 72 hours of the shift.
SECTION 3.(a) Within federal funds available, the Department of Public Instruction
shall contract with Duke University for the ABC Science Collaborative of the School of Medicine
at Duke University (ABC Collaborative) to provide data collation, analysis, and interpretation of
COVID-19-related metrics of student, teacher, and staff safety for local school administrative
units providing in-person instruction under Plan A for middle and high school students. The
contract shall allocate five hundred thousand dollars ($500,000) to Duke University for these
services. The contract shall require the ABC Collaborative to engage in close monitoring of
infection data through assessing within-school transmission rates based on contact tracing and
confirmatory testing with partner local school administrative units to evaluate the fidelity and
adherence to mitigation strategies which enable in-person instruction, as provided in the
StrongSchoolsNC Public Health Toolkit (K-12). The contract shall require the ABC
Collaborative to request only de-identified, aggregate data from partnering units. The contract
shall require the ABC Collaborative to report on its findings to the Joint Legislative Education
Oversight Committee, the Senate Education/Higher Education Committee, the House Education
K-12 Committee, the Department of Public Instruction, the State Board of Education, the
Department of Health and Human Services, and the Office of the Governor as follows:
(1) Interim analysis. – An interim analysis of aggregate data for all partnering
units shall be submitted no later than the last calendar day of March, April,
and May of 2021.
(2) Final analysis. – A final analysis of both aggregate and individual partnering
local school administrative unit data shall be submitted no later than June 30,
2021.
SECTION 3.(b) The Department of Public Instruction shall execute the contract
with Duke University required by this act no later than the fifteenth day after this act becomes
law, and shall disburse the funds allocated by the contract to Duke University within five days
of execution of the contract. The contract the Department of Public Instruction enters into shall
terminate no later than September 15, 2021. The contract required by this act shall not be subject
to Article 3 or Article 8 of Chapter 143 of the General Statutes, or any other provision of law
relating to initial purchase and contract requirements in completing the contract.
SECTION 3.(c) If House Bill 196, 2021 Regular Session, becomes law, Section 5A
of S.L. 2021-1, as amended by House Bill 196, 2021 Regular Session, is amended by adding a
new subdivision to read:
"(4a) $500,000 to contract with Duke University for the ABC Collaborative of the
School of Medicine at Duke University to provide for data collation, analysis,
Page 2 Session Law 2021-4 Senate Bill 220
and interpretation of COVID-19-related metrics of student, teacher, and staff
safety in partnering local school administrative units providing in-person
instruction under Plan A for middle and high school students."
SECTION 4. The Governor is authorized and empowered to order the closure of a
local school administrative unit during the remainder of the 2020-2021 school year only as
follows:
(1) The Governor may order, by executive order, an individual local school
administrative unit to close to full-time in-person instruction and provide
hybrid or remote learning options, or to otherwise close, restrict, or reduce
operations within schools of that unit when necessary to protect the health and
safety of students and employees in that unit.
(2) For any order issued as provided in subdivision (1) of this section, the
Governor shall provide reasons specific to that local school administrative unit
for requiring closure, restriction, or reduction in the operation of those
schools. The Governor may require such actions for any reason deemed
necessary by the Governor.
(3) The Governor shall not order a statewide closure, restriction, or reduction of
the operation of schools in a single executive order.
(4) The Governor shall not use the authority granted in Article 1A of Chapter
166A of the General Statutes, or any other provision of law other than the
authority granted by this section, to direct the statewide closure, restriction, or
reduction of the operation of schools during the 2020-2021 school year.
SECTION 5. For the purposes of this act, in-person instruction includes all of the
following components:
(1) Is offered to the student in person by a teacher of record on a local school
administrative unit campus. Continued enrollment in a North Carolina Virtual
Public School course or other e-learning course offering or use of prerecorded
learning materials integrated in instruction that occurs on a local school
administrative unit campus shall be considered to meet this requirement.
(2) Meal service.
(3) Transportation services to the campus where the student is assigned.
SECTION 6. This act is effective when it becomes law.
In the General Assembly read three times and ratified this the 11th day of March, 2021.
s/ Mark Robinson
President of the Senate
s/ Tim Moore
Speaker of the House of Representatives
s/ Roy Cooper
Governor
Approved 5:22 p.m. this 11th day of March, 2021
Senate Bill 220 Session Law 2021-4 Page 3
t
INTERIM GUIDANCE
Published June 30, 2020 • Updated July 9, 2021
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 1
What’s Inside
CURRENT PUBLIC HEALTH GUIDANCE ................................................................................................................................................ 3
WHAT DO WE KNOW ABOUT COVID-19?...........................................................................................................................................4
WHAT’S THE PLAN? ........................................................................................................................................................................... 6
COMPARISON OF REQUIREMENTS FOR PLANS A AND B ....................................................................................................................6
REQUIREMENTS AND RECOMMENDATIONS ......................................................................................................................................7
PHYSICAL DISTANCING AND MINIMIZING EXPOSURE .......................................................................................................................................... 7
CLOTH FACE COVERINGS .............................................................................................................................................................................. 9
COPING AND RESILIENCE ............................................................................................................................................................................ 10
PROTECTING VULNERABLE POPULATIONS ...................................................................................................................................................... 11
CLEANING AND HYGIENE ............................................................................................................................................................................ 12
MONITORING FOR SYMPTOMS .................................................................................................................................................................... 12
HANDLING SUSPECTED, PRESUMPTIVE, OR CONFIRMED POSITIVE CASES OF COVID-19 ......................................................................................... 14
COMMUNICATION AND COMBATING MISINFORMATION ................................................................................................................................... 17
WATER AND VENTILATION SYSTEMS ............................................................................................................................................................. 17
TRANSPORTATION ..................................................................................................................................................................................... 19
ADDITIONAL CONSIDERATIONS .................................................................................................................................................................... 20
RESOURCES.............................................................................................................................................................................................. 21
OPTIONAL DAILY SYMPTOM SCREENING CHECKLIST FOR ADULTS ................................................................................................... 22
RETURNING FROM EXCLUSION FLOW CHART .................................................................................................................................. 24
GLOSSARY ....................................................................................................................................................................................... 25
Available Online:
• Reference Guide for Suspected, Presumptive, or Confirmed Cases of COVID-19 (K-12)
• Infection Control and PPE Guidance (K-12)
• K-12 COVID-19 Antigen Testing Interim Guidance
• Contact Tracing Procedures for K-12 Schools
Have questions about this guidance?
Find your answer in our StrongSchoolsNC FAQ!
(English | Spanish)
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 2
Current Public Health Guidance
In order to secure the safety and protection of children and their families across the state, Governor Cooper, in
collaboration with the NC State Board of Education (NCSBE) and the NC Department of Public Instruction (NCDPI),
closed public school buildings for in-person instruction through Executive Order No. 117 on March 14, 2020. The school
closures were extended through the rest of the 2019-2020 school year via Executive Orders Nos 120 and 138. In the
same Executive Orders, Governor Cooper also established an Education and Nutrition Working Group to develop a plan
to ensure that children and families were supported while schools were closed. Since then, the NC Department of Health
and Human Services (NCDHHS) has worked closely with NCDPI and NCSBE to meet the nutritional, educational, and
child care needs of students during school closure, and to plan for safely reopening schools for the 2020-2021 school
year.
On February 2, 2021, Governor Cooper, joined by NCSBE Chairman Eric Davis, NCDPI Superintendent Catherine Truitt,
and NCDHHS Secretary Mandy Cohen, called on schools across the state to reopen to in-person instruction to all
students. This call to action recognized ongoing research, including a study released in North Carolina in January, that
has shown that school settings have low rates of transmission, even with high rates of community transmission, when
strong preventive measures are in place. Since this announcement, the state has seen continued improvement in COVID-
19 metrics and trends that indicated a decline in rates of new cases in many communities. On February 12th, the Centers
for Disease Control released an operational strategy for K – 12 schools, noting, “It is critical for schools to open as safely
and as soon as possible, and remain open, to achieve the benefits of in-person learning and key support services.” The
CDC’s updated operational guidance for schools aligns strongly with the health and safety requirements North Carolina
has emphasized throughout the pandemic: “This operational strategy presents a pathway to reopen schools and help
them remain open through consistent use of mitigation strategies, especially universal and correct use of masks and
physical distancing.”
Recognizing the growing harms to children who are out of school and relying solely on remote instruction, including
negative impacts on academic and mental health and food insecurity, the StrongSchools Toolkit, the NCDHHS-required
COVID-19 guidance for all NC public school units, including traditional public schools and charter schools, was updated
on March 3 and on March 23, 2021 to clarify the following expectations:
Kindergarten – 12th Grade Students: Schools should return to in-person instruction to the fullest extent possible
up to five days per week while following all public health protocols in the StrongSchoolsNC Toolkit. School must
provide in-person learning to students in grades K-12 under the physical distancing requirements for either Plan A
(Minimal Physical Distancing) or Plan B (Six Feet Physical Distancing).
Remote Learning Option: Schools must create a process for students and/or their families, teachers, and staff to
self-identify as high-risk from COVID-19 and have a plan in place to address requests for alternative learning
arrangements or work re-assignments. Schools must implement remote or other learning options for students
whose families decide the student needs to remain at home because the student and/or their family member(s)
are at high-risk from COVID-19. All other students must be offered in-person instruction as outlined above.
Operational Flexibility and Planning for Different Scenarios: Schools have flexibility in how they choose to
operationally implement the public health requirements in this toolkit. Further, school leaders should continue to maintain
plans for three different potential scenarios, depending on what restrictions are deemed necessary by state public health
leaders at any time in the school year to control the spread of the disease.
Minimal Physical Distancing (Plan A): All public health requirements in this toolkit, except the Six Feet Physical
Distancing Requirements on page 8.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 3
Six Feet Physical Distancing (Plan B): All public health requirements in this toolkit.
Full Remote Learning (Plan C): Required by Session Law 2020-3. Most of the requirements in this guidance
would not apply, as students and staff would not be gathering together in groups on school grounds.
How Should this Toolkit be Used?
Families and students should use this guidance to understand what health practices will be in place when students
return to school. All public schools will be required to follow certain health practices noted as “required.” Many schools
may also choose to implement some or all of the recommended practices.
Local education leaders are required to use this guidance to understand what health practices they must meet, and to
develop detailed district and school plans for how to implement all required health practices described in this toolkit. The
Public Health Toolkit should be used in combination with operational guidance provided by NCDPI, which includes strategies
to implement the health guidance in schools and to address other non-health areas for reopening planning, including
scheduling supports, how to approach instructional practice, and providing staff training.
What Do We Know About COVID-19?
COVID-19 is mostly spread by respiratory droplets released when people talk, cough, or sneeze. The virus may spread to
hands from a contaminated surface and then to the nose or mouth, causing infection. That is why personal prevention
practices (such as wearing face coverings, handwashing and staying home when sick) and environmental cleaning are
important practices covered in this Health Guidance.
Any scenario in which many people gather together poses a risk for COVID-19 transmission. While children generally
experience milder symptoms with COVID-19 than adults, and, to date, have not been found to contribute substantially to
the spread of the virus, transmission from even those with mild or no apparent symptoms remains a risk. We are learning
more every day about COVID-19 in school settings and are using that data and research to make our school guidance
and approach better.
Symptoms may appear 2-14 days after exposure to the virus. People with these symptoms may have COVID-19:
• Fever or chills
• Cough
• Shortness of breath or difficulty breathing
• Headache
• New loss of taste or smell
• Sore throat
• Diarrhea or vomiting
This list is not all possible symptoms. Other more general symptoms have been reported, including fatigue, muscle or
body aches, congestion or runny nose. Children, adolescents, and adults with the virus that causes COVID-19 may
experience any, all or none of these symptoms.
Fortunately, there are many actions that school and district administrators can take to help lower the risk of
COVID-19 exposure and spread during school sessions and activities. With infection prevention measures in
place, increasing evidence suggests low rates of COVID-19 transmission in primary and secondary school
settings, even among those with high rates of community transmission.
• There is little evidence that schools have contributed to increased rates of community transmission;
countries that have reopened their schools did not see large rises in infection at a population level.
• Overall, studies in the US and internationally have demonstrated limited disease transmission from
child-to-child and very limited to no transmission from child-to-adult in the in-person school setting.
• North Carolina’s ABC Science Collaborative found rates of secondary transmission during in-person
school instruction significantly less than the surrounding communities and no cases of student to staff
transmission.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 4
COVID-19 Vaccines and Schools
On February 10th, 2021, Governor Cooper announced that K-12 and child care teachers and staff would be prioritized for
eligibility as the state moved into vaccinations for Group 3 Essential Workers.
Immunization against COVID-19 is one of the best measures available to protect staff from COVID-19 illness. School
administrators can encourage staff to be immunized and take action to support efforts through the use of StrongSchoolsNC
Vaccine Operational Guidance for Schools. Even when more staff are vaccinated, schools must continue prevention measures,
especially as vaccines are not yet authorized forfor students of all ages.
Local communities should determine how best to address school staff with COVID-like symptoms or exposure before they are
fully immunized. Due to individual responses to COVID-19 vaccines and timing of possible exposures, it may be difficult to
determine when someone who is in process of vaccination is exhibiting symptoms of COVID-19 infection versus vaccine side
effects. In these situations, isolation and quarantine procedures should be based on consultation with the school nurse, local
health department and/or health care provider.
More information may be found at Frequently Asked Questions about COVID-19 Vaccinations and NCDHHS Interim
Guidance for Individuals Who Have Been Vaccinated Against COVID-19.
Click to learn more about the latest
research on COVID-19, children, and
schools. (English | Spanish)
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 5
What’s the Plan?
Comparison of Requirements for Plans A and B
Plan A Plan B
Requirements
In-Person Instruction Available in Both Plan A and B
Provided 5-days/week to the fullest extent possible while still meeting StrongSchoolsNC public health protocols
Physical Distancing Protocols to Minimize Exposure – Keeping physical
space between and among children and especially among adults
Six Feet Physical Distancing Protocols – Maintaining six feet of physical
distance between people especially when stationary or congregating for increased
layer of protection
Cloth Face Coverings – Consistent use of face coverings for all students, staff
and visitors
Protecting Vulnerable Populations – People with certain conditions are at
higher-risk than others to become severely ill if exposed to COVID-19
Coping and Resilience – Schools can play an important role in helping students and
staff cope with fear and anxiety cause by the effects of the pandemic
Cleaning and Hygiene – Washing hands with soap for 20 seconds or using hand
sanitizer reduces the spread of disease
Monitoring for Symptoms – Ongoing self-monitoring for symptoms such as
fever, cough or shortness of breath can help reduce exposure
Handling Suspected, Presumptive or Confirmed Cases of COVID-19 –
Taking appropriate steps to address suspected, presumptive or confirmed cases of
COVID-19 is critical to containing spread of COVID-19 both in and outside of school
Communication and Combatting Misinformation – Staff, students and families
need ongoing, reliable information to promote behaviors that prevent the spread of
COVID-19
Transportation – School buses/vehicles must take similar key steps to protect against
the spread of COVID-19 including adhering to consistent use of face coverings,
addressing physical distancing and following cleaning and hygiene protocols
Remote Learning Option Available
Schools must create a process for students and/or their families, teachers, and staff to self-identify as high-risk
from COVID-19 and have a plan in place to address requests for alternative learning arrangements or work re-
assignments.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 6
Requirements and Recommendations
Practices that are required must be implemented by all North Carolina public school units. These practices are essential
baseline actions in order to minimize risk of exposure to COVID-19 for students, staff, and families across North Carolina.
They are intended to be a minimum. Practices that are recommended are additional strategies that schools may choose
to use to minimize spread of COVID-19. All recommended practices will not be possible in all settings and should be
tailored to each school/LEA as appropriate.
Physical Distancing and Minimizing
Exposure
Physical distancing means keeping space between yourself and other people outside of your household,
and is a key tool to decrease the spread of COVID-19. The following guidance reflects the latest CDC
recommendations that physical distancing be maximized to the greatest extent possible for students and
staff in K-12 settings. Plan A still has no requirements of a minimum amount of physical distance, and Plan
B still requires a minimum of six feet of physical distancing at all times. However, there are new
recommendations added under Plan A, only, to reflect the updated considerations from the CDC.
The CDC recommends a minimum of three feet of distance between K-12 students in communities with low,
moderate, and substantial levels of transmission. In areas of high community transmission, the CDC
recommends a minimum of three feet physical distance for elementary school students and middle and high
school students, if cohorting is possible. In areas of high community transmission, the CDC recommends
that middle and high school students be six feet apart, if cohorting is not possible.
At least six feet of distance is recommended between adults (teachers and staff) and between adults and
students, as well as whenever masks cannot be worn, such as when eating, in common areas, and during a
higher-risk activity (such as singing, shouting, band, or sports and exercise.)
Note: The CDC has removed recommendations for physical barriers (e.g., plexiglass), as of 3/19/2021.
All schools in Plan A and Plan B are required to:
Provide physical distancing floor/seating markings in waiting and reception areas.
Mark 6 feet of spacing to remind students to stay 6 feet apart in lines and at other times when they may congregate.
Mark 6 feet of spacing to remind teachers and staff to stay 6 feet apart at times when they may congregate,
such as during staff meetings, planning periods, lunch, recess, in teacher lounges, and break rooms.
Provide marks on the floors of restrooms and locker rooms to indicate proper physical distancing.
Limit nonessential visitors and activities involving external groups or organizations.
Have teachers and staff monitor arrival and dismissal to discourage congregating and ensure students go straight
from a vehicle to their classrooms and vice-versa.
Mark 6 feet of spacing to remind school nutrition staff to stay 6 feet apart throughout food distribution.
Choose physical education activities to assure that any close contact between students during those activities
is limited and brief.
Discontinue in-person activities that involve bringing together large groups of people or activities that do not allow
for physical distancing (assemblies, performances, field trips, etc.)
Six Feet Physical Distancing Requirements (Plan B only): Schools are required to adhere to all
requirements already outlined, AND:
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 7
Ensure that at least 6 feet distance can be maintained when people will be stationary (e.g., when seated in
classrooms, waiting in lines, in restrooms and locker rooms, in cafeterias other indoor school settings where people
congregate.) For some schools, this may mean limiting the total number of students, teachers, staff, and visitors
within a school building at any one time to ensure that six feet distance can be maintained.
Ensure at least 6 feet between teachers and staff when they congregate, such as during staff meetings,
planning periods, lunch, recess, in teacher lounges, and break rooms.
Ensure at least 6 feet physical distancing in any outdoor setting when students, teachers, staff, and visitors are
stationary (e.g., waiting in line for transportation, sitting in a group.)
Arrange furniture or block off seats, such as desks, chairs, or other seating in classrooms, break rooms,
reception areas, and cafeterias, so that students, teachers, staff, and visitors are separated from one another
by at least 6 feet.
Provide frequent reminders for students, teachers, staff, and visitors to stay at least 6 feet apart from one another.
Follow the additional physical distancing requirements in the Transportation section.
It is recommended that all schools in Plan A and Plan B:
• (Plan A only) Maintain at least 3 feet of distance between students in classrooms to the greatest extent
possible (e.g., desks spaced 3 feet apart).
• (Plan A only) Maintain at least 6 feet of distance between adult staff and students to the greatest extent
possible (e.g., teacher delivers classroom instruction from at least 6 feet away).
• (Plan A only) Maintain at least 6 feet of spacing between people when masks cannot be worn (e.g., when
eating).
• Keep students and teachers in small cohort groups that stay together as much as possible during the day,
and from day to day. Limit mixing between cohort groups as much as possible (e.g., during recess, lunch in
the cafeteria, arrival and dismissal).
• Minimize opportunities for sustained exposure (15 minutes or more, cumulative over a 24 hour period, within 6 feet
distance) between students, teachers, staff, and visitors in areas they may congregate, such as in waiting and
reception areas, when in line, during transitions, or while waiting for transportation.
• Minimize opportunities for sustained exposure (15 minutes or more, cumulative over a 24 hour period, within 6
feet distance) between teachers and staff during staff meetings, planning periods, lunch, recess, in teacher
lounges, and break rooms and other areas teachers and staff may congregate.
• Provide frequent reminders for students, teachers, and staff to stay at least 6 feet apart from one another
when feasible.
• Arrange furniture, such as desks or seating in classrooms, break rooms, and reception areas, so that students,
teachers, staff, and visitors are separated from one another by at least 6 feet when feasible. If it is not possible to
arrange seating 6 feet apart, consider having all students, teachers, staff and visitors sit facing the same direction
(i.e., all sitting on the same side of a table), or using barriers between people.
• Designate hallways as one-way, posting directional reminders on the walls and/or floor.
• Designate entrance and exit doors for classrooms and restrooms to reduce the chance that people meet
face to face.
• Follow the recommendations outlined in Interim Guidance for Administrators and Participants of Youth,
College & Amateur Sports Programs
• .Follow the recommendations outlined in Requirements and Recommendations for Recess, Specials, and
General Activities.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 8
Cloth Face Coverings
Wearing face coverings can help reduce the spread of
COVID-19, especially for those who are sick but may not know
it. Cloth face coverings are not procedure masks, respirators Check out more information on cloth
(“N-95”), or other medical personal protective equipment. face coverings, including how to order
Recent studies on types of face coverings suggest that multi- them, in the StrongSchoolsNC Infection
layered, well fitted, cotton face coverings that cover the nose Control and PPE Guidance (K-12)
and mouth provide good coverage to keep droplets from
spreading when we speak, sneeze, or cough. Individuals
should be reminded frequently not to touch their face covering
and to wash their hands.
All schools in Plan A and Plan B are required to:
Ensure that face coverings are worn by all workers, teachers, guests, other adults and children age five (5) or
older. In all public and nonpublic schools, all workers, teachers, guests, other adults and children five (5) years or
older must wear face coverings when indoors, at all times, unless an exception applies.
• Examples of where and when masks are required include: Students over age 5 and a teacher are
together inside a classroom whether or not they are 6 feet apart; Students over age 5 are in P.E.
class indoors whether or not they are 6 feet apart; A student is 5 years-old and enrolled in
preschool; Students over age 5 are playing basketball in the gym as a part of an after-school
program; These examples are not an exhaustive list.
• Examples of where and when masks are not required include: Students are outside for recess ; A
teacher holds class outdoors; Students are participating in an outdoor P.E. class; A student is 4
years-old and enrolled in preschool; A teacher is alone in their classroom with the door closed.
These examples are not an exhaustive list.
As outlined in Executive Order No. 163, face coverings are not required to be worn by an individual who:
• Should not wear a face covering due to any medical or behavioral condition or disability (including, but not
limited to, any person who has trouble breathing, or is unconscious or incapacitated, or is otherwise unable to
put on or remove the face covering without assistance);
• Is under five (5) years of age;
• Is actively eating or drinking;
• Is seeking to communicate with someone who is hearing-impaired in a way that requires the mouth to be visible;
• Is giving a speech for a broadcast or to an audience;
• Is working at home or is in a personal vehicle;
• Is temporarily removing his or her face covering to secure government or medical services or for
identification purposes;
• Would be at risk from wearing a face covering at work, as determined by local, state, or federal
regulations or workplace safety guidelines;
• Has found that his or her face covering is impeding visibility to operate equipment or a vehicle; or
• Is a child whose parent, guardian, or responsible person has been unable to place the Face
Covering safely on the child’s face.
Share guidance and information with teachers, staff, students, and families on the proper use, wearing,
removal, and cleaning of cloth face coverings, such as CDC’s guidance on wearing and removing cloth
face masks and CDC’s use of cloth face coverings. Visit NCDHHS’ COVID-19 response site for more
information about face coverings, and to access sign templates that are available in English and Spanish.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 9
It is recommended that all schools in Plan A and Plan B:
• Have individuals who are not fully vaccinated wear face coverings outdoors when they cannot maintain at
least 6ft social distancing from others. It is strongly recommended that all individuals (both vaccinated and
unvaccinated) wear face coverings in crowded, dense outdoor areas and in outdoor situations in which social
distancing is difficult or not possible.
• Provide cloth face coverings for staff, other adults, and students. Ask them (and families, if applicable) to
properly launder cloth face coverings using hot water and a high heat dryer between uses.
• Provide disposable face coverings for staff, visitors, or students who do not have a cloth face covering when
they arrive at school.
• Schools may choose to build in time for brief moments when individuals can take short breaks from wearing cloth
face coverings at times and in settings where risk for transmission is lower (e.g., outside, when air circulation is
increased by opening windows, and when people are consistently 6 feet apart).
• Consider the particular needs of younger children for whom it may be difficult to wear a face covering properly for
an extended period of time, such as children ages 2, 3 and 4, (for whom cloth face coverings are recommended,
but not required). School staff can prioritize having younger children wear face coverings at times when it is
difficult for children to maintain distance from others (e.g., during pick- up or drop-off, when standing in line).
• Staff should provide positive reminders and support why it is important to wear cloth face coverings,
and how to properly wear them.
Coping and Resilience
The COVID-19 outbreak is incredibly stressful. Fear and anxiety about the disease can be overwhelming and
cause strong emotions in adults and children. Schools can play an important role in helping students and
staff cope and build resilience to support the well-being of the school community.
All schools in Plan A, Plan B and Plan C are required to:
Provide teachers, staff, families, and students (if age-appropriate) with information on how to access resources
for mental health and wellness (e.g., 211 and Hope4NC Helpline 1-855-587-3463)
It is recommended that all schools Plan A, Plan B and Plan C:
• Increase capacity to deliver social support services by increasing number of on-site social workers.
• Encourage teachers, staff, students, and families to talk with people they trust about their concerns about
COVID-19 and how they are feeling.
• Promote teachers, staff, students, and families eating healthy, exercising, getting sleep, and finding
time to unwind.
• Encourage teachers, staff and students to take breaks from watching, reading, or listening to news stories
about COVID-19, including social media, if they are feeling overwhelmed or distressed.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 10
Protecting Vulnerable Populations
Everyone is at risk for getting COVID-19 if they are exposed to the virus, but some people are more likely than others
to become severely ill. Read more information from the CDC. People at increased risk include anyone who:
• Is 65 years of age or older
• Lives in a nursing home or long-term care facility
• Is pregnant
• Is a smoker (current or former, defined as having smoked at least 100 cigarettes in their lifetime)
• Has one or more of the following conditions:
o Asthma (moderate to severe) o Immunocompromised state
o Cancer (weakened immune system) from:
immune deficiencies, HIV, taking
o Cerebrovascular disease or history of stroke chronic steroids or other immune
o Chronic kidney disease weakening medicines, history of solid
o Chronic Obstructive Pulmonary Disease (COPD) organ blood or bone marrow
transplant
o Cystic fibrosis
o Overweight or obesity
o Dementia or other neurologic condition
o Sickle cell disease (not including
o Diabetes type 1 or 2 sickle cell trait) or thalassemia
o Down Syndrome
o A heart condition such as heart failure,
coronary artery disease, cardiomyopathy
o Hypertension or high blood pressure
o Liver disease, including hepatitis
o Pulmonary fibrosis
All schools in Plan A and Plan B are required to:
Systematically review all current plans (e.g., Individual Healthcare Plans, Individualized Education Plans or 504
plans) for accommodating students with special healthcare needs and update their care plans as needed to
decrease their risk for exposure to COVID-19.
Create a process for students and/or their families, teachers, and staff to self-identify as high-risk from COVID-19
and have a plan in place to address requests for alternative learning arrangements or work re-assignments.
Implement remote or other learning options for the subset of students whose families decide the student needs to
remain at home because the student and/or their family member(s) are at high-risk from COVID-19.
It is recommended that all schools in Plan A and Plan B:
• Enable teachers and staff who self-identify as high-risk from COVID-19 to minimize face-to-face contact and to
allow them to maintain a distance of 6 feet from others, modify job responsibilities that minimize exposure risk, or
to telework if possible.
• Teachers and staff who have close contact with students who cannot wear a face covering due to a medical or
behavioral condition or disability may consider wearing a face shield in addition to their cloth face covering. In
these situations, the use of a face shield and a cloth face covering together may provide further protection.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 11
Cleaning and Hygiene
Washing hands with soap and water for 20 seconds or using hand sanitizer reduces the spread of disease.
All schools in Plan A and Plan B are required to:
Provide adequate supplies to support healthy hygiene behaviors (e.g., soap, hand sanitizer with at least 60%
alcohol for safe use by staff and older children, paper towels, and tissues). Refer to the StrongSchoolsNC
Infection Control and PPE Guidance (K-12) for recommended quantities of infection control supplies and
ordering information.
Teach and reinforce handwashing with soap and water for at least 20 seconds and/or the safe use of hand
sanitizer that contains at least 60% alcohol by staff and older children.
Increase monitoring to ensure adherence among students and staff.
• Supervise use of hand sanitizer by students.
• Ensure that children with skin reactions and contraindications to hand sanitizer use soap and water.
• Reinforce handwashing during key times such as: Before, during, and after preparing food; Before eating
food; After using the toilet; After blowing your nose, coughing, or sneezing; After touching objects with bare
hands which have been handled by other individuals.
Provide hand sanitizer (with at least 60% alcohol) at every building entrance and exit, in the cafeteria, and in
every classroom, for safe use by staff and older students.
Systematically and frequently check and refill hand sanitizers.
Encourage staff and students to cough and sneeze into their elbows, or to cover with a tissue. Used tissues
should be thrown in the trash and hands washed immediately with soap and water for at least 20 seconds.
Incorporate frequent handwashing and sanitation breaks into classroom activity.
Clean surfaces once a day, prioritizing high-touch surfaces. If there has been a sick person or someone who
tested positive for COVID-19 within the last 24 hours, clean and disinfect the space using an EPA approved
disinfectant for SARS-CoV-2 (the virus that causes COVID-19).Ensure safe and correct use and storage of
cleaning and disinfection products, including securely storing and using products away from children, and
allowing for adequate ventilation when staff use such products.
Keep students’ personal items separate and in individually labeled cubbies, containers or lockers.
It is recommended that all schools in Plan A and Plan B:
Monitoring for Symptoms
There are new recommendations and requirements incorporated into this section and throughout
this guidance in alignment with the CDC. The presence of any of the symptoms below generally suggests
a student, teacher, or staff member has an infectious illness and should not attend school, regardless of
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 12
whether the illness is COVID-19. For students, staff, and teachers with chronic conditions, symptom
presence should represent a change from their typical health status to warrant exclusion from school.
Occurrence of any of the symptoms below, updated in alignment with the CDC, while a student, teacher,
or staff member is at school suggests the person may be referred for diagnostic COVID-19 testing.
• Fever (temperature of 100.4 degrees Fahrenheit or higher)
• Sore throat
• Cough (for people with chronic cough due to allergies or asthma, a change in their cough from baseline)
• Difficulty breathing (for people with asthma, a change from their baseline breathing)
• New loss of taste or smell
• Diarrhea or vomiting
• New onset of severe headache, especially with a fever
More information on how to monitor for symptoms is available from the CDC.
For step-by-step instructions for school personnel on criteria for returning to school, review the Reference
Guide for Suspected, Presumptive, or Confirmed Cases of COVID-19 (K-12).
All schools in Plan A and Plan B are required to:
Enforce that staff and students must disclose and stay at home/go home if:
• They have tested positive for COVID-19, until they meet criteria for return.
• They have recently had close contact with a person with COVID-19, until they meet criteria for return.
• They are showing COVID-19 symptoms, until they meet criteria for return.
It is recommended that all schools in Plan A and Plan B:
• Have families conduct home-based symptom screening for students, following typical school policies to keep
children at home when ill and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive
Cases of COVID-19 section of this toolkit; Recommend that families refer children to diagnostic testing who
exhibit symptoms of COVID-19.
• NCDHHS does not recommend daily COVID-19 symptom screening for all students at school entry; Schools
should follow their typical procedures for exclusion as they would for any type of illness if a child is
symptomatic at school, and in alignment with the Handling Suspected, Presumptive, or Confirmed Positive
Cases of COVID-19 section of this toolkit.
• Refer individuals to diagnostic testing who exhibit symptoms of COVID-19 at school.
• Consider conducting daily COVID-19 symptom and temperature screening and exclusion of any adults
entering the building, including teachers, staff, and other visitors.
• If symptom and temperature screening is conducted for adults:
– Refer to the example screening form provided in this toolkit.
– Symptom screening may be provided at the school entrance, prior to arrival at school, or upon
boarding school transportation.
– Individuals waiting to be screened should stand six feet apart from each other. Use tape or other
markers on the floor for spacing.
– The staff person conducting symptom screening and taking temperatures must wear a cloth face
covering and must stay six feet apart unless taking temperature.
– Fever is determined by a measured temperature of 100.4 °F or greater.
– Use a touchless thermometer if one is available.
– If not available, use a tympanic (ear), digital axillary (under the arm), or temporal (forehead/temple)
thermometer. Use disposable thermometer covers that are changed between individuals.
– Do not take temperatures orally (under the tongue) because of the risk of spreading COVID-19 from
respiratory droplets from the mouth.
– Staff person should wash hands or use hand sanitizer before touching the thermometer.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 13
– Staff are not required to wear gloves for screenings. However, if staff person wears gloves, they must
change them between direct contact with different individuals, and must wash hands or use hand
sanitizer after removing gloves.
– Staff person must clean and sanitize the thermometer using manufacturer’s instructions between each
use.
Handling Suspected, Presumptive, or
Confirmed Positive Cases of COVID-19
The section provides an overview for handling those in school with symptoms or diagnosis of COVID-19, For
step-by-step instructions for school personnel please refer to the Reference Guide for Suspected,
Presumptive, or Confirmed Cases of COVID-19 (K-12).
For K-12 COVID testing guidance for K-12 students and staff, and information for public schools to order free
COVID tests for their communities, review the K-12 COVID-19 Antigen Testing Interim Guidance.
All schools are required to:
Post signage at the main entrance requesting that people who have been symptomatic with fever and/or cough not
enter. Examples of signage such as Know Your Ws/Stop if You Have Symptoms flyers (English: Color, Black &
White; Spanish: Color, Black & White).
Educate students, families, teachers, and staff about the signs and symptoms of COVID-19, when they should
stay home, and when they can return to school.
Establish a dedicated space for symptomatic individuals who become ill during the school day or disclose
that they have tested positive for COVID that will not be used for other purposes.
• Immediately isolate symptomatic individuals to the designated area at the school, and send them home to
continue isolating.
• Ensure symptomatic student remains under visual supervision of a staff member who is at least 6 feet away.
The supervising adult should wear a cloth face covering or a procedure mask.
• Require the symptomatic person to wear a cloth face covering or a procedure mask while waiting to leave the
facility.
• Cloth face coverings should not be placed on:
– Anyone who has trouble breathing or is unconscious.
– Anyone who is incapacitated or otherwise unable to remove the face covering without assistance.
– Anyone who cannot tolerate a cloth face covering due to developmental, medical or behavioral
health needs.
Require school nurses or delegated school staff who provide direct patient care to wear appropriate Personal
Protective Equipment (PPE) and perform hand hygiene after removing PPE. Refer to the StrongSchoolsNC
Infection Control and PPE Guidance (K-12) for more information.
Have a plan for how to transport an ill student or staff member home or to medical care.
Implement cleaning and disinfecting procedures following CDC guidelines.
Utilize NCDHHS and the CDC quarantine guidance.
• Quarantine refers to an individual who has been a close contact (within 6 feet for at least 15 minutes
cumulatively over a 24-hour period) of someone who is determined positive with COVID-19 either
through testing or symptom consistent diagnosis.
• CDC continues to recommend quarantine for 14 days after last exposure. However, as of December 2, 2020,
the CDC has offered options to reduce the duration of quarantine in either of the following two scenarios:
– 10 days of quarantine have been completed and no symptoms have been reported during
daily at home monitoring;
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– 7 days of quarantine have been completed, no symptoms have been reported during daily
at home monitoring, and the individual has received results of a negative antigen or
PCR/molecular test on a test taken no earlier than day 5 of quarantine.
• If quarantine is discontinued before day 14, the individual must continue to monitor symptoms
and strictly adhere to all non- pharmaceutical interventions (e.g. wear a mask, practice physical
distancing) through 14 days after the date of last exposure.
• Follow the recommendations of your local public health department if someone at your schools
must quarantine. Local public health authorities make the final decisions about how long
quarantine should last in the communities they serve, based on local conditions and needs.
Report to local health authorities any suspected or confirmed COVID-19 cases among children and staff
(as required by NCGS § 130A-136).
Implement the approved school Contact Tracing Plan, OR, If directed by Local Health Department, school
administrators coordinate with health officials to provide contact information for or notify close contacts of a suspected or
confirmed COVID-19 case among staff, students, and families while maintaining confidentiality in accordance with
FERPA, NCGS § 130A-143, and all other state and federal laws.
Provide remote learning options for students unable to be at school due to illness or exposure.
Adhere to the following criteria for allowing a student or staff member to return to school:
Exclusion
Scenario Criteria to return to school
Category
If the person takes a repeat PCR/molecular test performed in a
laboratory within 24 – 48 hours of their positive antigen test,
and that PCR/molecular test is negative: the positive antigen
test can be considered a false positive and the person can
immediately return to school; OR
Person has tested positive with an antigen test but does
Diagnosis not have symptoms of COVID-19 and is not known to be If the person does not take a repeat PCR/molecular test,
a close contact to someone diagnosed with COVID-19 or takes one within 24 – 48 hours and it is also positive,
the person can return to school 10 days after the first
positive test, as long as they did not develop symptoms.
The person is not required to have documentation of a
negative test in order to return to school.
Person has tested positive with a PCR/molecular test Person can return to school 10 days after their positive
Diagnosis
but the person does not have symptoms. test.
Person can return to school when
• It has been 10 days since the first day of symptoms;
AND
• It has been at least 24 hours since the person had a
Person has symptoms of COVID-19 and has tested
Symptoms fever (without using fever reducing medicine); AND
positive with an antigen test or PCR/molecular test
• Other symptoms of COVID-19 are improving.
The person is not required to have documentation of a
negative test in order to return to school.
Person can return to school when
Person has symptoms of COVID-19 but has not been
• It has been 10 days since the first day of symptoms;
tested for COVID-19 nor has visited a health care
AND
Symptoms provider. Therefore, the person who has symptoms is
• It has been at least 24 hours since the person had a
presumed positive for COVID-19 due to the presence of a
fever (without using fever reducing medicine); AND
clinically compatible illness in the absence of testing.
• Other symptoms of COVID-19 are improving.
Person has symptoms of COVID-19 but has visited a health
Person can return to school when:
care provider and received a negative PCR/molecular test
• It has been at least 24 hours since the person had a
and/or an alternate diagnosis that would explain the
fever (without using fever reducing medicine); AND
symptoms of a temperature of 100.4 degrees Fahrenheit or
Symptoms • They have felt well for at least 24 hours.
higher, sore throat, cough (for people with chronic cough due
to allergies or asthma, a change in their cough from
Note: The health care provider is not required to detail the
baseline), difficulty breathing (for people with asthma, a
specifics of the alternate diagnosis.
change from their baseline breathing), new loss of taste or
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 15
smell, diarrhea or vomiting, or new onset of severe
headache, especially with a fever.
Person can return to school after completing up to 14
days of quarantine. The 14 days of quarantine begin after
the last known close contact with the COVID-19 positive
individual. Alternatively the person may complete a 10-
day quarantine if the person is not presenting
symptoms of COVID-19 after daily at-home monitoring,
or they may complete 7 days of quarantine if they
report no symptoms during daily at-home monitoring,
and the individual has received results of a negative
antigen or PCR/molecular test on a test taken no
earlier than day 5 of quarantine.
Follow the recommendations of your local public health
department if someone at your schools must quarantine.
Local public health authorities make the final decisions
Person has been in close contact with someone with a
Exposure about how long quarantine should last in the communities
confirmed case of COVID-19.
they serve, based on local conditions and needs.
If quarantine is discontinued before day 14, the
individual must continue to monitor symptoms and
strictly adhere to all non-pharmaceutical interventions
(e.g. wear a mask, practice social distancing) through 14
days after the date of last exposure.
Note: NCDHHS recommends that schools not require an
individual who is fully vaccinated (at least 2 weeks after
getting their second dose in a 2-dose series or one-dose
of a single-dose series) to quarantine if they have had no
symptoms after being a close contact to someone with
COVID-19, and they do not live in a congregate setting
(such as a shelter).
It is recommended that all schools in Plan A and Plan B:
• Refer individuals to diagnostic testing who have symptoms of COVID-19 or disclose recent known close contact
to a person with COVID-19
• Incorporate a screening testing strategy in one or more of the following approaches:
– Screening testing for K-12 staff (adults) on a regular, routine basis (e.g., weekly)
– Screening testing for student athletes, coaches and support staff on a regular, routine basis (e.g., weekly)
and / or within 48 hours prior to tournaments
– Holiday or Break testing for students, their families, and staff within 48 prior to return to school. Note:
NCDHHS recommends advising students, families and staff not to travel over holidays and breaks.
– Special event testing for students, staff and attendees within 48 hours prior to the event. Note: NCDHHS
advises against holding prom and other special events unless prevention measures (e.g. physical
distancing, mask use) can be maintained.
• Do not require an individual who is fully vaccinated (at least 2 weeks after getting their second dose in a 2-dose
series or one-dose of a single-dose series) to be excluded from school if they have had no symptoms from when
they were exposed to someone with COVID-19.
• Establish and enforce sick policies to prevent the spread of disease, including:
– Enforcing staff staying home if sick.
– Encouraging liberal use of sick leave policy.
• Establish and encourage liberal use of sick days for students and discontinue attendance- dependent
awards and ratings.
• Develop plans for backfilling positions of employees on sick leave and consider cross- training to allow
for changes of staff duties.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 16
Communication and
Combating Misinformation
Help ensure that the information staff, students, and their families are getting is coming directly from reliable
resources. Use resources from a trusted source like the CDC and NCDHHS to promote behaviors that prevent
the spread of COVID-19.
All schools in Plan A, Plan B, and Plan C are required to:
Disseminate COVID-19 information and combat misinformation through multiple channels to students, families,
teachers, and staff. Ensure that families are able to access communication channels to appropriate staff at the
school with questions and concerns.
• Some reliable sources include: NCDHHS COVID-19 Webpage; Know Your Ws: Wear, Wait, Wash;
NCDHHS COVID-19 Latest Updates; NCDHHS COVID-19 Materials & Resources, and the additional
resources included in this public health toolkit.
Post signs, posters, and flyers, such as those found on the Social Media Toolkit for COVID-19 , at main
entrances and in key areas throughout school buildings and facilities to remind students and staff to use face
coverings, wash hands, and stay six feet apart whenever possible (Wear, Wait, Wash).
• Know Your W’s signs are available in English and Spanish.
• Teach students who cannot yet read what the signs’ language and symbols mean.
It is recommended that all schools in Plan A, Plan B, and Plan C:
• Make reliable, age-appropriate, and culturally responsive information available to students, families, teachers, and staff
about COVID-19 prevention and mitigation strategies, using methods such as sharing resources through social media,
newsletters that include videos, hosting online webinars, or distributing printed materials like FAQs.
• Share regular announcements on reducing the spread of COVID-19 on PA systems.
• Include messages and updates about stopping the spread of COVID-19 in routine communications
with students, families, teachers, and staff, such as in newsletters, emails, and online.
Involve students’ families in outreach by utilizing the PTA or other local groups/organizations to
support disseminating important information on COVID-19.
Water and Ventilation Systems
When reopening a building after it has been closed for a long period of time, it is important to keep in mind that
reduced use of water and ventilation systems can pose their own health hazards. There is an increased risk for
Legionella and other bacteria that come from stagnant or standing water.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 17
It is recommended that all schools in Plan A, Plan B, and Plan C:
• Take steps to ensure that all water systems and features (e.g., sink faucets, drinking fountains) are safe to use
after a prolonged facility shutdown by following the CDC’s Guidance for Reopening Buildings After Prolonged
Shutdown or Reduced Operation and the CDC’s Ventilation in Schools and Childcare Programs to minimize the
risk of diseases associated with water.
• Ensure ventilation systems operate properly and increase circulation of outdoor air as much as possible by
opening windows and doors, using fans, or other methods. Do not open windows and doors if they pose a safety
or health risk to people using the facility.
• Consider ventilation system upgrades or improvements and other steps to increase the delivery of clean air and dilute
potential contaminants in the school. Obtain consultation from experienced Heating, Ventilation and Air Conditioning
(HVAC) professionals when considering changes to HVAC systems and equipment. Some of the recommendations
below are based on the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
Guidance for Building Operations During the COVID-19 Pandemic. Review additional ASHRAE guidelines for schools
and universities for further information on ventilation recommendations for different types of buildings and building
readiness for occupancy. Not all steps are applicable for all scenarios.
• Improvement steps may include some or all of the following activities:
– Increase outdoor air ventilation, using caution in highly polluted areas.
– When weather conditions allow, increase fresh outdoor air by opening windows and doors. Do not open
windows and doors if doing so poses a safety or health risk (e.g., risk of falling, triggering asthma
symptoms) to children using the facility.
– Use fans to increase the effectiveness of open windows. Position fans securely and carefully in or near
windows so as not to induce potentially contaminated airflow directly from one person over another
(strategic window fan placement in exhaust mode can help draw fresh air into room via other open windows
and doors without generating strong room air currents).
– Decrease occupancy in areas where outdoor ventilation cannot be increased.
– Ensure ventilation systems operate properly and provide acceptable indoor air quality for the current occupancy
level for each space.
– Increase total airflow supply to occupied spaces, when possible.
– Disable demand-controlled ventilation (DCV) controls that reduce air supply based on occupancy or
temperature during occupied hours.
– Further open minimum outdoor air dampers to reduce or eliminate HVAC air recirculation. In mild weather,
this will not affect thermal comfort or humidity. However, this may be difficult to do in cold, hot, or humid
weather.
• Improve central air filtration:
– Increase air filtration to as high as possible without significantly diminishing design airflow.
– Inspect filter housing and racks to ensure appropriate filter fit and check for ways to minimize filter bypass
– Check filters to ensure they are within service life and appropriately installed.
– Consider running the HVAC system at maximum outside airflow for 2 hours before and after the school
is occupied.
– Ensure restroom exhaust fans are functional and operating at full capacity when the school is occupied.
– Inspect and maintain local exhaust ventilation in areas such as restrooms, kitchens, cooking areas, etc.
– Use portable high-efficiency particulate air (HEPA) fan/filtration systems to help enhance air cleaning
(especially in higher risk areas such as nurse’s office and special education classrooms).
– Generate clean-to-less-clean air movement by re-evaluating the positioning of supply and exhaust air
diffusers and/or dampers (especially in higher risk areas such as the nurse’s office).
– Consider using ultraviolet germicidal irradiation (UVGI) as a supplement to help inactivate SARS-CoV-2,
especially if options for increasing room ventilation are limited.
– Ventilation considerations are also important on school buses.
• Discontinue use of drinking directly from water fountains. Post signs requesting water fountains be used for bottle
filling stations only.
• Provide cups or alternative procedures to minimize use of water fountains.
Note:Public
StrongSchoolsNC: The Health
ventilation intervention
Toolkit (K-12) considerations
Interim Guidance listedJune
• Published above come
8, 2020; with aJuly
Updated range of initial costs and
9, 2021 18
operating costs which, along with risk assessment parameters such as community incidence rates,
face mask compliance expectations and classroom density, may affect considerations for which
interventions are implemented. Acquisition cost estimates (per room) for the listed ventilation
Transportation
Local education leaders and schools should follow the guidelines below for their transportation vehicles
(e.g., buses, vans). It is recommended that a school operating under Plan A utilize a more restrictive Plan B
approach for school transportation.
All schools in Plan A and B are required to:
Ensure that all students ages 5 years and older, and all teachers, staff, and adult visitors wear face coverings when they are
on a bus or other transportation vehicle, unless the person (or family member, for a student) states that an exception applies.
transportation vehicles regularly. Children must not be present when a vehicle is being cleaned.
Ensure safe and correct use and storage of cleaning and disinfection products, including storing products
securely away from children and adequate ventilation when staff use such products.
Clean frequently touched surfaces in the vehicle (e.g., surfaces in the driver’s cockpit, hard seats, arm rests, door
handles, seat belt buckles, light and air controls, doors and windows, and grab handles) prior to morning routes
and prior to afternoon routes.
Keep doors and windows open when cleaning the vehicle and between trips to let the vehicles thoroughly air out.
Clean equipment including items such as car seats and seat belts, wheelchairs, walkers, and adaptive
equipment being transported to schools.
Create a plan for getting sick students home safely if they are not allowed to board the vehicle.
Enforce that if an individual becomes sick during the day, they must not use group transportation to
return home and must follow protocols outlined above.
If a driver becomes sick during the day, they must follow protocols outlined above and must not return to
drive students.
Provide hand sanitizer (with at least 60% alcohol) to support healthy hygiene behaviors on all school
transportation vehicles for safe use by staff and older children.
• Hand sanitizer should only remain on school transportation while the vehicles are in use.
• Systematically and frequently check and refill hand sanitizers.
Under Plan B only, schools are required to adhere to all requirements already outlined, AND:
No more than one passenger may be seated per school bus bench seat, with the exception that members
of the same household may share a seat.
No more than two students may be seated in a non-bus vehicle unless all students in the vehicle are
members of the same household.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 19
It is recommended that all schools in Plan A and Plan B and Local Education Agencies:
• Create distance between children on school buses (for example seat children one child per row, skip rows), when
possible.
• Allow for 6 feet of physical distancing between students and the driver, while seated on vehicles if feasible (e.g.,
by utilizing larger vehicles with more seats, by increasing frequency of routes to reduce occupancy, one rider per
seat in every other row).
• Consider keeping windows open while the vehicle is in motion to help reduce spread of the virus by increasing air
circulation, if appropriate and safe.
• Refer to the Monitoring for Symptoms section of this toolkit for recommendations regarding screening for COVID-
19 symptoms for adults.
Additional Considerations
It is recommended that all schools Plan A, Plan B, and Plan C:
• Designate a single staff member to be the COVID-19 point of contact for the school in collaboration with district
school nurses. Ensure that staff, students, and families know how to contact that individual. If students are old
enough, consider a student counterpart for this role to be a source of information for students, thereby supporting
student ownership and responsibility for creating a safe and healthy campus.
• Increase capacity to deliver health services by increasing the number of on-site school nurses.
• Conduct ongoing regular training among all staff on updated health and safety protocols.
• Partner with other institutions in the community to promote communication and cooperation in responding
to COVID-19.
• Encourage staff and community members to be immunized against COVID-19 and take action to support
efforts through the use of StrongSchoolsNC Vaccine Operational Guidance for Schools
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 20
Resources
• NCDHHS: North Carolina COVID-19
Still have questions?
• NCDHHS: StrongSchoolsNC Infection Control and
For Families
PPE Guidance (K-12)
• For questions specific to your child’s
• NCDHHS: StrongSchoolsNC Reference Guide for
school, such as scheduling, operations,
Suspected, Presumptive, or Confirmed Cases of
COVID-19 (K-12) remote learning options, and specific
procedures, reach out to your local school
• NCDHHS: StrongSchoolsNC Public Health Toolkit (K-12) leaders, such as your school’s principal.
Frequently Asked Questions (English | Spanish)
• For questions about your child’s school’s
• NCDHHS: K-12 COVID Antigen Testing Interim adherence to public health guidance,
Guidance contact your local school board, your
• NCDHHS: Quarantine Guidance for the General school district leadership (superintendent),
Community or the NC State Board of Education.
• CDC: Considerations for Schools
• CDC: Cleaning and Disinfecting Your Facility For Local Education Leaders and Local
• CDC: Reopening Guidance Health Departments
• CDC: Coping with Stress • For questions about NCDHHS statewide
• EPA: Disinfectants for Use Against SARS-CoV-2 guidance related to reopening NC’s public
schools not covered in this FAQ document,
• FDA: Food Safety and the Coronavirus Disease 2019 email StrongSchoolsNC@dhhs.nc.gov.
(COVID-19)
• The NCDHHS Division of Public Health
Epidemiologist is on call and available to
assist 24/7 (919-733-3419).
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 21
OPTIONAL DAILY SYMPTOM SCREENING
CHECKLIST FOR ADULTS
THIS DAILY SYMPTOM SCREENING CHECKLIST IS NO LONGER REQUIRED OR RECOMMENDED
FOR STUDENTS IN NC K-12 SCHOOLS.
Upon entry to school, the screener may ask the questions below directly to the individual. If the answer
is “yes” to any of the questions below, that individual should be excluded from school, and should
be referred for diagnostic COVID-19 testing.
For more detailed steps on how to respond to a “yes” on any of the questions below, screeners and school leaders
should refer to the Reference Guide for Suspected, Presumptive, or Confirmed Cases of COVID-19.
1. Ask: Have you been diagnosed with COVID-19 since you were last at school?
Yes
No
• If No, move on to Question 2.
If Yes, say and ask: You cannot go to school.
2. Ask: Have you had any of the following symptoms since you were last at school?
Fever (temperature of 100.4 degrees Fahrenheit or higher)
Sore throat
Difficulty breathing (for people with asthma, a change from their baseline breathing)
Cough (for people with chronic cough due to allergies or asthma, a change in their cough from baseline)
New loss of taste or smell
Diarrhea or vomiting
New onset of severe headache
• If No, move on to Question 3.
If Yes to at least one symptom on this list, say: You cannot go to school.
3. Ask: Have you had close contact (been within 6 feet of someone diagnosed with COVID-19 for a cumulative
total of 15 minutes over a 24-hour period) in the last 14 days?
Yes
No
• If No, move on to Question 4.
• If Yes, say: You cannot go to school.
4. Ask: Has any health department staff or a health care provider been in contact with you and advised you to
quarantine?
Yes
No
• If No, say: You may go to school.
• If Yes, say: You cannot go to school.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 22
OPCIONAL LISTA DE VERIFICACIÓN DIARIA
PARA EVALUACIÓN DE SÍNTOMAS PARA
ADULTOS
ESTA LISTA DE VERIFICACIÓN DE EVALUACIÓN DIARIA DE SÍNTOMAS YA NO SE REQUIERE POR
ESTUDIENTES EN LAS ESCUELAS K-12 DE NC.
Al ingresar a la escuela, el evaluador puede hacer las siguientes preguntas directamente a la persona. Si la
respuesta es “sí” por cualquiera de las preguntas siguientes, esa persona debe ser excluida de la escuela, y
debe estar referida para la prueba de diagnóstico de COVID-19
Para ver pasos más detalles sobre cómo responder a un “sí” en cualquiera de las preguntas
siguientes, los examinadores y los líderes escolares deben consultar la Guía de Referencia
para Casos Sospechosos, Presuntivos o Confirmados de COVID-19 (inglés).
1. Pregunte: ¿Le han diagnosticado COVID-19 desde la última vez que fue en la escuela?
Sí
No
• Si no, pase a la pregunta 2.
• En caso afirmativo, diga y pregunte: No puede ir a la escuela.
2. Pregunte: ¿Ha tenido alguno de los siguientes síntomas desde la última vez que fue en la escuela?
Fiebre (temperatura de 100.4 grados Fahrenheit o más)
Dolor de garganta
Dificultad para respirar (para personas con asma, un cambio de su respiración inicial)
Tos (para personas con tos crónica debido a alergias o asma, un cambio en su tos desde el inicio)
Nueva pérdida del gusto u olfato
Diarrea o vómitos
Nueva aparición de dolor de cabeza severo
• Si no, pase a la pregunta 3.
• En caso afirmativo a al menos un síntoma en esta lista, diga: No puede ir a la escuela.
3. Pregunte: ¿Ha tenido contacto cercano (a menos de 6 pies de alguien diagnosticado con el COVID-19
durante un total acumulado de 15 minutos durante un período de 24 horas) en los últimos 14 días?
Sí
No
• Si no, pase a la pregunta 4.
• En caso afirmativo, diga: No puede ir a la escuela.
4. Pregunte: ¿Algún personal del departamento de salud o un proveedor de atención médica ha estado en
contacto con usted y le aconsejó que se ponga en cuarentena?
Sí
No
• Si No, diga: Puede ir a la escuela.
• En caso afirmativo, diga: No puede ir a la escuela
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 23
Returning from Exclusion Flow Chart
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated July 9, 2021 24
Glossary
Antigen Test: Rapid antigen tests, which detect protein influenza, or flu. The coronavirus that causes COVID-
on the surface of the virus, are less sensitive and less 19 is officially called SARS-CoV-2, which stands for
specific than a PCR/molecular test. This means they severe acute respiratory syndrome coronavirus 2.
miss some infections that would be detected by a
PCR/molecular test, and they may be positive in COVID-19: The name of the illness caused by the
someone who does not actually have the infection. coronavirus SARS-CoV-2. COVID-19 stands for
However, they can be performed without having to send “coronavirus disease 2019.”
the sample to a laboratory and results come back quickly
(e.g., approximately 15 minutes). For this test, a sample Exclusion: An individual is not allowed to attend
may be collected through a nasal swab, and the test can school in person in order to isolate because they are,
be conducted inside a doctor’s office, or even at a or are presumed to be, COVID-positive, or to
school that meets the right set of requirements. quarantine to ensure they do not expose others if
they may become COVID-positive.
Asymptomatic: Not showing any symptoms (signs of
disease or illness). Some people without any symptoms Exposure: Being within 6 feet of someone
still have and can spread the coronavirus. They’re diagnosed with COVID-19 for a cumulative total of 15
asymptomatic, but contagious. minutes or more, over a 24-hour period.
Close Contact: Someone who was within 6 feet of an Incubation Period: The time it takes for someone with
infected person for a cumulative total of 15 minutes or an infection to start showing symptoms. For COVID-19,
more over a 24-hour period starting from 2 days symptoms appear 2-14 days after infection.
before symptoms began (or, for asymptomatic
individuals, 2 days prior to test specimen collection date) Isolation: When someone tests positive for
until the time the individual is isolated. COVID-19 or is presumed to be positive, they
separate (isolate) themselves from others for a
Cluster: Five or more positive COVID-19 cases in a minimum of 10 days to make sure they do not
setting within 14 days of one another, that have an spread the virus. This is not the same thing as
epidemiological linkage between them (e.g., presumed quarantining, which is for someone who is NOT
COVID-19 transmission within a school classroom.) known to be positive with COVID, but has had a
Note: An “outbreak” is a specific term used for a close contact.
congregate living setting, such as a nursing home,
when there are two or more cases connected to each Local Health Department: An administrative or service
other. A cluster and an outbreak are not the same unit of local or state government concerned with health
thing. and carrying out some responsibility for the health of a
jurisdiction smaller than the state.
Cohort: A group of non-overlapping children,
teachers and staff who are designated to follow PCR Testing: Polymerase chain reaction (PCR)/
identical schedules. Keeping clear and distinct molecular tests detect the virus’s genetic material. This
schedules helps with contract tracing, should it be test is the “gold standard” for detecting the virus that
necessary. causes COVID-19 and typically requires a sample being
sent to a laboratory. For this test, it is most common that
Communicable: Similar in meaning as “contagious.” samples are collected through a nasal or throat swab.
Used to describe diseases that can be spread or
transmitted from one person to another. Pandemic: When a new disease spreads to many
countries around the world.
Community Spread: The spread of an illness within a
location, like a neighborhood or town. During community Physical Distancing: Also called social distancing. It
spread, there’s no clear source of contact or infection. means consistently putting space between yourself and
other people. The goal is to slow down how fast an
Confirmed Case: Someone tested and confirmed to infection spreads. The CDC recommends keeping at
have COVID-19. least three feet between students, and six feet between
adults. Physical distancing also includes avoiding crowds
Coronavirus: A family of related viruses. Many of and groups in public.
them cause respiratory illnesses. Coronaviruses
cause COVID-19, SARS, MERS, and some strains of
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated March 24, 2021 25
PPE: PPE Stands for personal protective equipment. This Social Distancing: Also called physical distancing. It
includes masks, face shields, gloves, gowns and other means consistently putting space between yourself and
coverings that help prevent the spread of infection. other people. The goal is to slow down how fast an
infection spreads. The CDC recommends keeping at
Presumptive Positive Case: A person who has least six feet between you and others around you in
COVID-19 symptoms but has not been confirmed public. Social distancing also includes avoiding crowds
positive by a health care provider or through a and groups in public.
PCR/molecular test.
Symptomatic: When a person shows signs of illness.
Quarantine: Quarantine refers to the time spent away For COVID-19, that includes new cough, fever,
from other people by an individual who has been in close shortness of breath, or new loss of taste or smell.
contact (within 6 feet for at least 15 minutes cumulatively
over a 24-hour period) with someone who is positive with Testing: Testing is used to diagnose cases of COVID-
COVID-19. A person exposed to COVID-19 may 19. Anyone with COVID-19 symptoms, those who have
quarantine for up to 14 days - the incubation period of the been around others with symptoms or others who have
virus. This is not the same thing as isolation, which is for tested positively, and high-risk members of the
someone who is known to be positive with COVID-19. population should consider testing for COVID-19. The
most common tests are the molecular PCR test and the
Symptom Screening: A series of basic questions about antigen test, both of which seek to determine whether or
a person’s health condition and recent potential exposure to not a person currently is infected with COVID-19. The
someone who has had COVID-19. This is not the same NCDHHS hosts testing sites regularly throughout the
thing as a COVID-19 test. Symptom screenings are optional state.
for NC K-12 schools.
StrongSchoolsNC: Public Health Toolkit (K-12) Interim Guidance • Published June 8, 2020; Updated March 24, 2021 26
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