Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on submitted assignments, assessments, discussions, etc.
• Assignments are likely fewer in number than with face-to-face instruction and feedback must increase
• Tools: written, auditory, recorded, Google Meets, shared docs, using the “chat” feature as an exit ticket

Instructional and/or Practice Time

• Elementary: 2 hours per day (instruction plus assignments total); 20 minutes of home reading is still highly recommended
• Junior High: 30 min/class/day (instruction plus assignments total)
• High School: 45 min/class/day (instruction plus assignments total)
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

Essential Learning Targets are on an LMS (instruction, assignments, assessments)

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs several times per week (encourage documentation)
• Tools: Email, phone, MyStudent, LMS, surveys and Google Forms

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Modified grading scales may be in effect as students complete online learning
• Consider using online engagement as part of grade determinations as appropriate
• Elementary may not issue report cards

Collaboration

• Student-student
  • Google Meets and/or discussion threads
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (using modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include Important and Supporting Standards from grade-level Core when possible
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
• Tools: written, auditory, recorded, in person, Google Meets

Instructional and/or Practice Time

• Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
• Junior High: class period plus 15-30 min/class/day
• High School: class period plus 40-60 min/class/day
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs at least weekly
• Tools: Email, phone, MyStudent, LMS

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Modified grading scales may be in effect as students complete online learning
• Consider using online engagement as part of grade determinations as appropriate

Collaboration

• Student-student
  • Class discussion, silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (may need modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Note: Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t yet have.

Core Instruction

• Focus on Essential Standards from grade-level Core and scaffold as needed
  • K-6 English Language Arts
  • K-6 Math
  • 7-12 English Language Arts
  • 7-12 Math
  • Other subjects are currently being completed. Feel free to use the Essential Learning Targets/GVC created by your PLCs.
• Include Important and Supporting Standards from grade-level Core as appropriate
• Include tiered extensions and remediation

Recognizing and Completing Unfinished Learning

Understand:

• Study the Essential Learning Targets for upcoming instruction.
• Identify critical, prerequisite skills and understandings students need to access grade-level content

Diagnose:

• Determine student understanding of prerequisites based on diagnostic or formative data
• Consider if gaps exist for the entire class or a small group.

Take Action:

• Entire class: plan to build needed scaffolds into upcoming lessons; make necessary adjustments to pacing to allow for additional lessons
• Small group: plan differentiated instruction or coordinate to address gaps within intervention periods

It is more important to help students catch up on thinking skills than facts.

Feedback to Students

• Continuous, personalized, learning-centered feedback throughout the learning cycle that moves the learning forward
• Based on observed and/or submitted assignments, assessments, class discussions, performances, etc.
• Feedback is not limited only to assignments
• Tools: written, auditory, recorded, in person

Instructional and/or Practice Time

• Elementary: ELA (2 hours), Math (100 minutes), Science (30 minutes); 20 minutes of home reading is still highly recommended
• Junior High: class period plus 15-30 min/class/day
• High School: class period plus 40-60 min/class/day
• For students receiving special education services, service minutes will be determined by the student’s IEP team.

Digital Content

• Teachers have Essential Learning Targets on a common LMS per school following the district-created style guide (instruction, assignments, assessments)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Assessment

• Assessment FOR instructional feedback and design; frequent, actionable and tied to specific curriculum
• Diagnostic assessments provided within the first two weeks of school to identify unfinished learning
• Formative and classroom assessments (with timely results) follow frequently to provide data that will inform instruction and intervention practices
• Use items and tasks that support deeper thinking
• Tools: Canvas, state platforms, observations, performances, Edulastic, Forms, paper-and-pencil, Reading Inventory, DRP, CBMs, ALEKS, Preschool DOT

Student and Family Communication

• Occurs frequently
• Tools: Parent-Teacher conferences, family nights, back-to-school night, email, phone, MyStudent

Grading

Based on clear demonstration of proficiency by students with multiple data points

• Grading occurs as in pre-COVID-19 settings

Collaboration

• Student-student
  • Silent discussion, turn-and-talk (perhaps with white boards), online discussions, etc.
• Teacher-teacher
  • Consider cross or integrated curriculum to make it possible to deliver additional content that may be necessary to address unfinished learning
  • Use team approaches and shared resources
  • Continue PLCs (may need modified format)

Suggested Reading:

• Addressing Unfinished Learning in the Context of Grade-Level Work
• Carpe Diem: Evolving Education After COVID-19
• Learning Acceleration Guide - Planning for Acceleration in the 2020-2021 School Year
• Five Essential Features of Assessment for Learning
• Remote Learning Provides an Opportunity to rethink Assessment (and Learning)
• The Looming Coronavirus Achievement Gap: What Schools Can Do
• Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps
• Re-Entry and Beyond: COVID-19 Implications and Considerations for Pre-K-12 School Districts

Instructional Delivery

• All teachers are on a common LMS per school, providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families

Instructional Delivery

• All teachers are on a common LMS per school providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families

Instructional Delivery

• All teachers are on a common Learning Management System (“LMS”) per school providing a consistent experience for parents and students
  • Each school follows a style guide (district-created guide, personalized at the school)
• Ensure there are increased options for supporting students and parents who choose to participate in home-based learning.
  • Teachers may choose to use instructional tools such as: Google Meet, the conference option in Canvas, or streamed and/or recorded instructional videos.
  • Consistent time should be scheduled during which students and parents can ask for help via direct communication and support.

Instructional Support

• Live EdTech support will be provided via Google Meet on a bi-weekly basis at a scheduled time (sessions recorded and will be available for all WSD teachers)
• Additional support/training will be available by request

Network/Filters

• BARK responses go to home as well as school during the school day
• Increase iBoss nodes for additional Elementary devices at home
• Wireless Access Points placed outside will provide WiFi access to students in areas such as parking lots or near the building if needed.

Student Devices

Secondary

• All secondary students have access to a mobile device they can take home

Elementary

• Ascend schools identify what students need a device at home and set up a school-specific way to issue those devices (devices will be sent home base on need)
• Non-Ascend schools will evaluate which students/families need a device; unassigned devices from Ascend schools will be distributed to non-Ascend school students/families

Classrooms

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Possible modified schedule: A/B Day, shortened schedule, half day, flexible learning model, etc.
• Prioritize classes that need to meet in person at the school
• Prioritize students needing to attend to those who require technology assistance and/or access to the internet, testing, tutoring, disability and special needs, ELL, and homeless, etc.

Transitions/Common Areas

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Students follow strict traffic patterns
• Congregating before, during, and after school prohibited
• Possible staggered bell schedule to limit number of students in hallways

Entry and Exit Points/Parent/Guest/Volunteer Access to School

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Parents/guests/volunteers discouraged from entering the building
• If entering is necessary, call office prior to entering
• Symptom check required

Transportation

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Limited number of students in attendance at school with limited numbers on buses

Restrooms

All Moderate and Enhanced Precautions followed

Cafeterias

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Limited number of students in the lunchroom
• Consider Grab and Go Lunches

Recess/Playgrounds/P.E. Classes

All Moderate and Enhanced Precautions followed

Additional Recommendations:

Due to limited social distancing PE classes may have to be taken online

• Access to all playground equipment, sporting goods, etc. prohibited

Large Group Gatherings: Assemblies/Performances/Dances, etc.

• Group gatherings no permitted

Unique Courses with Higher Risk of Spread - (Choir, Band, Orchestra, Drama, CTE, Fine Arts, etc.)

All Moderate and Enhanced Precautions followed

Special Education, Related Services, or School Counseling

All Moderate and Enhanced Precautions followed

Pre-Schools/Day Cares

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• May be limited to those with disabilities and special needs

After-School Programs

• After-school programs suspended

Athletics

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Follow USBOE and UHSAA guidelines. Athletics could be cancelled or rescheduled
• If athletics are allowed, attendance will be limited to attendance recommendations by the Weber/Morgan health department and consistent with the limitations of the venue

Driver’s Education

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Virtual theory instruction
• Single student per car on driver’s education range allowed
• Driving with students not permitted

 Back-to-School Nights/Parent Teacher Conferences

• Virtual Back-to-School and Parent Teacher Conference Appointments

Graduation

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Virtual graduations replace traditional graduations
• Walk-through graduation allowed to recognize graduates if physical distancing can be made
• Walk-through graduation by appointment
• Face coverings required
• Attendance limited to close family

Classrooms

All Moderate Precautions followed (with the additional requirements and recommendations below)

Additional Recommendations:

• Limit partner and group work to maintain physical distancing
• Students facing the front of the room

Transitions/Common Areas

All Moderate Precautions followed

Additional Recommendations:

• Congregating prohibited
• No access to lockers during pass time
• Students follow hallway traffic patterns

Entry and Exit Points/Parent/Guest/Volunteer Access to School

All Moderate Precautions followed

Additional Recommendations:

• Visitors limited to student-centered functions, student check-out, counselor and administrator visits, etc.

Transportation

All Moderate Precautions followed

Restrooms

All Moderate Precautions followed

Cafeterias

All Moderate Precautions followed

Additional Recommendations:

• Consider installation of protective table barriers
• Consider grab-n-go lunches

Large Group Gatherings: Assemblies/Performances/Dances, etc.

All Moderate Precautions followed

Additional Recommendations:

• Group gatherings are organized with health and safety principles and requirements from the Weber/Morgan health department to mitigate risks
• Assemblies discouraged
• Attendance may be limited to family members, officers, and cheerleaders with no admission for the general public and student body
• Dances are not permitted

Unique Courses with Higher Risk of Spread - (Choir, Band, Orchestra, Drama, CTE, Fine Arts etc.)

All Moderate Precautions followed

Recess/Playgrounds/P.E. Classes

All Moderate Precautions followed

Additional Recommendations:

• Playground equipment off limits
• Supervised walking and other games/activities that provide adequate physical distancing
• Locker rooms off limits
• No dressing for P.E.

Special Education, Related Services, or School Counseling

All Moderate Precautions followed

Pre-Schools/Day Cares

All Moderate Precautions followed

Additional Recommendations:

• Possible limited schedule: shortened schedule, half day
• Possibly prioritize students needing to attend to those with special needs and learning disabilities

After-School Programs

All Moderate Precautions followed

Athletics

All Moderate Precautions followed

Additional Recommendations:

• Group gatherings are organized with health and safety principles and requirements from the Weber/Morgan health department to mitigate risks
• Attendance may be limited to family members, officers, and cheerleaders with no admission for the general public and student body
• Limited access to locker rooms
• No concessions
• Restroom areas marked for physical distancing

Driver Education

All Moderate Precautions followed

Back-to-School Nights/Parent Teacher Conferences

All Moderate Precautions followed

Additional Recommendations:

• Virtual Back-to-School and Parent Teacher Conference Appointments

Graduation

All Moderate Precautions followed

Additional Recommendations:

• Group gatherings are organized with health and safety principles and requirements from the Weber/Morgan health department to mitigate risks
• Multiple traditional graduations may be held in order to accommodate all graduates
• Face coverings required for graduates, faculty, and attendees

While there is always an inherent risk of contracting an illness when individuals interact with each other, the following requirements and recommendations can help mitigate the spread of COVID-19 and other illnesses.  

Classrooms

Additional Recommendations:

• Maximize space between desks and tables (acknowledging that 6 feet of distance between desks is not feasible for most Utah classrooms)
• Move nonessential furniture and equipment out of classrooms to increase distancing
• Consider seating students facing forward if practical
• Assign seats to support contact tracing
• Consider temporary closure of computer lab if students are able to access the content outside the lab
• Establish exit and entrance procedures for the classroom 
• When bringing multiple classes together, consider using other spaces inside or outside of the building

Transitions/Common Areas

Additional Recommendations:

• Prop doors open to reduce touch
• Place signs or markings in halls showing efficient traffic patterns  
• Encourage students to use a backpack instead of frequent locker use
• Minimize and monitor congregation of students
• Consider staggered transitions to minimize interactions between multiple groups 
• Consider extended pass times

Entry and Exit Points/Parent/Guest/Volunteer Access to School

Additional Recommendations:

• Consider protocols for visitors, including sign-in and sign-out, locations being visited, calling the front office before entering, use of face coverings, etc. 
• Post signage encouraging physical distancing

Transportation

Additional Recommendations:

• Students should not be refused transportation for failure to wear a face covering (provide disposable face coverings in case a student forgets to bring their own)

Restrooms

Additional Recommendations:

• Look at minimizing the number of individuals in a restroom
• Face coverings required while in restrooms
• If students are grouped by the same hallway/floor/grade level, designate restroom for each cohort
• Consider floor markings to encourage physical distancing

Cafeterias

Additional Recommendations:

• Expanded cafeteria area with options such as inside and outside seating where possible
• Consider staggering lunch hours to reduce the number of students at one time
• Consider decreasing lunch times 

Large Group Gatherings: Assemblies/Performances/Dances, etc.

Additional Recommendations:

• Consider limiting and/or canceling nonessential assemblies, dances, etc. or reschedule as virtual gatherings
• Consider broadcasting assemblies into the classroom 
• If a large gathering is held, appropriate physical distancing and face coverings required
• Create alternate plans for whole staff gatherings/trainings as virtual meetings

Unique Courses with Higher Risk of Spread - (Choir, Band, Orchestra, Drama, CTE, Fine Arts, etc.)

Additional Recommendations:

• Use larger spaces if possible (auditoriums, cafeterias, stages, outdoors, etc.)
• Reduce durations spent face-to-face with other students
• Look at ways to increase airflow and ventilation 

Recess/Playgrounds/P.E. Classes

Additional Recommendations:

• Limit activities to those that do not require physical contact
• Use available spaces to increase physical distancing between students

Special Education, Related Services, or School Counseling

Additional Recommendations:

• Follow District's Special Education guidelines

Pre-Schools/Day Cares

Additional Recommendations:

• Seating arrangements to provide for physical distancing as appropriate based on individual and instructional needs  

After-School Programs

Additional Recommendations:

• Encourage usage of large spaces in the building or outdoors when possible
• Maintain reasonable physical distancing
• No private or for-profit groups in the building (school and/or city sponsored groups only)

Athletics 

Additional Recommendations:

• Follow all current recommendations and requirements of the UHSAA for both high school and junior high school athletics (temperature monitoring, hand washing, etc.)
• Students and general public take reasonable precautions to maintain physical distancing
• Concessions - allowed following recommended guidelines by the health department
• Limit concession stand sales to pre-packaged beverages and food
• Cash payments discouraged
• Restrooms available with signage encouraging physical distancing

Driver Education (Guidelines established by State Driver Ed Program)

Back-to-School Nights/Parent Teacher Conferences

Additional Recommendations:

• Students and Parents may meet with their teachers in the teachers’ classrooms
• Consider scheduled appointments in person or virtual
• Students and parents take reasonable precautions to maintain physical distancing

Graduation

Additional Recommendations:

• Traditional graduation can be held with precautions encouraged, including required face coverings
   

1. All symptomatic children and employees should stay home from school, and will be sent home if exhibiting any symptoms.
2. Designate the school nurse as the contact person to be responsible for responding to COVID19 concerns.
3. Follow any other standards promulgated by the Centers for Disease Control and Prevention (CDC), the Utah Department of Health, and local health department.

Classrooms

All Moderate and Enhanced Precautions followed (with the additional requirements and recommendations below)

Additional Recommendations:

• Students have a modified schedule: A/B Day, shortened schedule, half day, flexible learning model, etc.
• No partner or work unless physical distancing can be maintained
• Have the same group of children stay with the same staff all day in elementary
• Students and staff are encouraged to follow strict hygiene standards, including:
  • Wash hands when:  arriving at and leaving school; after playing outside; after having close contact with others; after using shared surfaces; before and after using restroom; after blowing nose, coughing, and sneezing; and before and after eating
• Turn desks to face the same direction rather than facing each other
• No drinking fountain access-students bring their own water bottles

Transitions

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Physical distancing required
• Congregating before, during school, during lunch and after school--prohibited
• Students following strict hallway traffic patterns
• Students not to use lockers during pass time
• Possible staggered bell schedule for students to limit number of students in hallways
• No drinking fountain access-students bring their own water bottles

Entry and Exit Points/Parent, Guest and Volunteer Access to School

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Parents/guests/volunteers discouraged from entering schools

Transportation

All Moderate and Enhanced Precautions followed

WSD Requirement

• Student temperature check upon boarding

Additional Recommendations:

• Limited number of students in attendance at school with limited number of students on buses
• Reasonable physical distancing maintained
• Students wash hands after riding bus and entering classroom

Restrooms

All Moderate and Enhanced Precautions followed

WSD Requirement

• Class schedules for restroom visits

Cafeteria

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Limit number of students in the building/cafeteria
• Consider Grab-and-Go Lunches

Large Group Gatherings (Assemblies, Performances, Dances)

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Assemblies and performances prohibited

Unique Courses with Higher Risk of Spread (Choir, Band, Orchestra, Drama, CTE, Fine Arts, etc.)

All Moderate and Enhanced Precautions followed

Recess, Playground and P. E. Classes

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Access to ALL playground equipment, sporting goods, etc., prohibited

Special Education, Related Services, or School Counseling

All Moderate and Enhanced Precautions followed

Additional Areas of Concern

Preschool/ Day Care

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Limited number of students per classroom 
• Limited supervised usage of play areas with no students on the playground equipment 

After-School Programs

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• After-school programs may be prohibited
• If programs are in session, all students and teachers wearing face coverings or shields

Athletics

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Athletics may be suspended by the UHSAA
• If athletics are allowed, attendance will be limited to attendance recommendations by the  Weber/Morgan health department and consistent with the limitations of the venue
• Junior High School athletics follow same requirements as the UHSAA guidelines

Driver’s Education

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Virtual theory instruction only
• Single student per car on driver’s education range allowed

Back-to-School Nights/Parent Teacher Conferences

All Moderate and Enhanced Precautions followed

Graduation

All Moderate and Enhanced Precautions followed

Additional Recommendations:

• Walk-through graduation allowed if physical distancing can be maintained
• Face coverings required for graduates
• Attendance limited to close family--face coverings required

Resources

•  Health Office

  • Health office procedures to include isolation area for students suspected of having COVID19 (see Care for Student in Health Office Infographic)

   Parent Guidelines

  • Information for parents regarding signs and symptoms of COVID19, and when to keep their child home (see Parent Infographic)