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Home My WebLink About9.1 Appendix A to Special Board 21 July 2020 Appendix B to Report 20-065 -' i4 �qk' . 1/ Communications/ ementary Consultation • School `r Operations L._, � L� OTTAWA-CARLETON 1,11CTD1,1-«HOOL BOARD Continuity of Learning RETURN TO Secondary (Mar—Aug 2020) School SCHOOL PLAN • s ii Learning i (Sept 2020) `. Childcare/EDP Staffing &HR Considerations Transportation ` e ........... `�� Flnnnv '[pye of Cari �(S IRca. U�o f�0 Vv �& �n��s �RNTo OTTAWA—CARLETON . �o k Y Ltd) k 0010 a LL- �l DISTRICT SCHOOL BOARD ` �L illy"�' x a Returning to School September 2020 Resume regular school operations as quickly, safely and sustainably as possible. C__,1 O7TAWA-CA BOARD Q 1-#) ,� i Board The Board has expressed a strong preference to have all students return to full-time instruction, including Extended Day Program, five days a week, with enhanced leaning and hygiene in September 2020, recognizing: • shumanright hil n' ri c de gttoeducatin;o , • the need to develop high-level plans as required by the Ministry of Education and Board guiding principles; • importance of seeking creative solutions informed by research and best practices in other jurisdictions; • Cost estimates associated with the plans for return to school in September in the staff recommended budget; • review of capital spending and need for regular financial reports to the Board on costs and recoveries related to pandemic; • Regular updates on return to school plans and implementation be provided to the Board at COW; „of Irmo s Goware of Car isoc.al AesPo OTTAWA-CARLETON b ` .R�!!R` 6 SCHOOL PLAN h� �� 1+ �� . :, DISTRICT SCHOOL BOARD : . ... •�(G 1/4 . .; i Week of July 20 - Pre-registration survey; Meeting with Board of Trustees to present plans for submission to Ministry Week of July 27 - Meeting with Ministry of Education to review reopening plans Week of August 4 - Expect final Ministry direction on reopening; active communication Weeks of August 10th -24th- Operational guidelines finalized; implementation begins L c of"n+„e o Gtwc o c;,y goc:W ACy OTTAWA CARLETON HOOL PLAN `4, . _ �� 1+ DISTRICT SCHOOL BOARD 4.. olic(G r ; u � ing Principles ni0.- 11211- ,-s.iP ik .di • Be Affordable, Collaborate Internally Ensure Equity Prioritize Health Adaptable, Flexible and Externally of Access and Safety and Sustainable 0 lir° ilikil) AIM i III Prioritize Full-time Provide Quality Support Wellbeing of Supportive of Learning at School Instruction Students and Staff Family Needs f fnnu s o Go�nuc ofCar�gB soc.al Re.„_...., G o t`� v�° 2 dy,.%6P OTTAWA CARLETO N r��b . . .IM�!!R`�� 0no ---- ---1l DISTRICT SCHOOL BOARD : h 'IM '{St. ;� 7 Ministry Up • School Boards required to plan for full return; hybrid model; and learn at home (Approach to Reopening Schools for the 2020-21 School Year); • More recently, province has suggested preference for 5 days/week; • Ministry/school board teleconferences the week of July 27t" . Boards to use School Board Self- Assessment Checklist to inform presentation; • Final Ministry guidance on reopening - early August; . u e of fnnu s u GoNVIIC Cnrq 00,1 BeePo OTTAWA—CARLETON b "� .R�!i �� , - RETURN YO .' ee k ~�i SCHOOL PLAN �� 1+ � . :, � DISTRICT SCHOOL BOARD bttciwa Messaauu Public Health • September start with students in school 5 days/week, with option for home schooling for those who decide not to participate in in-person • Consider safety practices, cohorting and/or stratifying school activities by age group • Work with OPH to prioritize prevention and control measures that enable in-person school five days a week. • Establish rapid response standards to address transmission in a school setting. ffnnus Gonuc ofC+rq goc.W APo SCYQON P TLOA N 1 OTTAWA CARLETO NCi) ✓—` DISTRICT SCHOOL BOARD "WO Collaborative Planning • Local Field Office • Program and Learning • CODE/Ministry • Learning Support Services Meetings • Equity& Indigenous • Chairs Meetings with Education Minister • Business& Learning Ministry of School and Technology Central -arly Learning/EDP Education Departments hool Administrators U • Community Partners Federations • Elementary •Ottawa Public Health Teachers Federation •Ottawa Catholic •Ontario Secondary School Board School Teachers Federation •CEPEO teachers and �•CECCE education workers) ." ¢nf fnnoe nuc ofCar/a 4 8oc'W A2Po ror RN11 To OTTAWA CARLETO NLLb wm � 0eo "' L��l DISTRICT SCHOOL BOARD h giga(G `` .. Community Engag Parent Surrey Staff Student urvey Survey Media Social Continuity Board of Media of Trustees Eirnails Learning Tabte Ottawa Public Health OSTA Other School Districts _ , flnnuu tuc of[er ASS IRpy, RN TO _ OTTAWA CARLETON 0 ® DISTRICT SCHOOL BOARD . f irdi a"w•;..ti.51 • Planning for successful, healthy and safe return to workplace for employees; • Open and regular communication to answer questions, build awareness and confidence; • Planning includes : • Respect for collective agreements; • Some continued work from home options; • Staff accommodations • Family considerations • Self assessments • Managing employee illness and leave enffnnuso GntcofCargB goc.W ApyPo SHQOON —` OTTAWA-CARLETON b Atel6✓ I DISTRICT SCHOOL BOARD h4 ol�(G /vr ' tear Calendar - I11 • Board approved changes; :W pp g • Ministry confirmation to come; • 3 PA Days — Aug 31, September 1 & 2; • First day of school — September 3rd; ��enf Imo. Go�t�cofCar�gB �goc.W ApyPo OTTAWA-CARLETON N RETURN TO 1 '.;1LLRE 1 t' k SCHQOL PLAN . { �� ✓—` DISTRICT SCHOOL BOARD "WO . r� ;' esuItr • In July, online surveys were distributed to OCDSB staff, students (Grade 7 -12), and parents/guardians; • The surveys collected feedback on Learn At Home and the potential return to school in September; • Over 25,000 people participated in these surveys and reported on their experiences in remote learning, concerns about mental health and well- being, need for more family support and learning, and feelings about returning to school; JCnrmUeU GQ1Pl1'c Of Car;qB ro IR • OTTAWA—CARLETON 2��b 4-#).,1LLRE , ✓—`� DISTRICT SCHOOL BOARD h4.. 01=0 . ,:Z:' Survey Highlights from Students (grades 7-12) and Parents/Guardians (IC-12 Biggest Barrier What Worked Best Most Important for during Learn At for Students Return to School Home Students; Students: Students: Lack of rribtivatiOn Provision of Clarity in lessons/materials expectations Parents/Guardians: Parents/Guardians: Parents/Guardians: Lack of lime/ability Live conversations Ability to work& to support with educator/class Safety practices --t flnnuu V��t'uc of[er ASS IRpy, N, PQ. J To OTTAWA CARLETO N .'�!1�=:° 000 " L��1 DISTRICT SCHOOL BOARD h f 1=0- �'` Survey Highlights from Staff • Feelings about Staying Connected Most Important for Returning to Work and Informed Return to Rehoof More than two- thirds are only Clarity half say the Clarity in OMB is doing "somewhat" or "not expectations at all" comfortable very well sa Re. A vS 0 A RN To 1 OTTAWA-CARLETON `b =" f 060 DISTRICT SCHOOL BOARD • qur.0 Survey Biggest Barrier Most Important during Learn At Home for Return to School/Work Students(gr.7-12): Students(gr.7-12): 1)Lack of motivation 1)Clarity in expectations 2)Stress/anxiety 2)Getting used to in-person interactions with teachers and 3)Limited social contact with peers again peers/educators 3)Safety practies Parents/Guardians(K-12): Parents/Guardians(K-12): 1)Lack of time/ability for parents 1)School day which supports to provide additional support ability to work 2)Access to technology 2)Safety practices 3)Lack of motivation 3)Learning needs Educators(K-12): Staff(Educators&Non-Educators): 1)Lack of time/ability for parents 1)Clarity in expectations to provide additional support 2)Lack of motivation 2)Ability to maintain a safe distance from others 3)Limited social contacts with peers/educators 3)Access to PPE J _ ••y Genf fn°os G,......, olvcorCn+i4 nn.W AeePo 1` v` o G , � 2 pgy�6PC • RN To OTTAWA CARLETONLLb (skltd) = 0.= k� 060 DISTRICT SCHOOL BOARD IMO f Planning for Three Scenarios RETURN TO MODIFIED OR AT-HOME SCHOOL — HYBRID RE- LEARNING OPENING 5 DAYS with routine based on with ongoing enhanced smaller class sizes, enhanced remote public health co althortiernative ng and or delivery. protocols week delivery; and FINAL DIRECTION ON THE MODEL FOR IMPLEMENTATION IS EXPECTED TO COME FROM THE MINISTRY OF EDUCATION IN CONSULTATION WITH HEALTH AUTHORITIES nits n ers an n • Cohorts refers to groups of students; used to assist in planning and contact tracing; • Cohort size could be based on class size or another number; • Cohort sizes will vary by model; • In a full return, cohorts A and B attend school 5 days a week. In a hybrid model, cohorts A and B alternate attending school in person . • In both models, Cohort C refers to students opting for remote learning e of fnnu s o GoNlAr Car�� goc.W ReePo % OTTAWA-CARLETON N r�� . . ` .IMF!!t 6 . r. RETURN TO 1 '.;1LLRE �� t' � k SCHQOL PLAN . { � ✓—` DISTRICT SCHOOL BOARD h 01=0 . r� to Learn At days/week To achieve the full return of students to school, as a community we must make school a priority and continue to follow safety guidelines in order to keep the community spread of COVID- 19 as low as possible. The safe operation of schools will require some adaptations to regular practice particularly in the context of supporting social distancing, cohorting, and contract tracing. enffnnuso GntcoI(argB goc.WBPo OTTAWA-CARLETON N . r. RETURN TO 1 ✓—` DISTRICT SCHOOL BOARD h 01=0 . r�. :" - -- : -� g to Learn At days/week Full School Day 5 Days per Week, Face-to- Face with Enhanced Public Health Protocols and Full Class Sizes stIgnIN O7TAWA-CARLETON 1.-o) ��f�g. _ L1J DISTRICT SCHOOL BOARD � s!c ?",i turning Learn At nol - 5 • Number of educator contacts will be limited . • Physical distancing - assumes a reduction in requirements from 2m . • Enhanced daily cleaning protocols in place . • Cohort Tracing and contact tracing in place • Enhanced public health protocols ��enffnnuso Gn�t�cofCar�gB �goc.W ApyPo w.w, sE Y �� pgy �6PC OTTAWA CARLETO N r�� . . .R�!!R`�� OORNTO 1 '.;1LLRE �� 1 t' k w� SCHQOL PLAN . { .. � ��: ✓—` DISTRICT SCHOOL BOARD h '9=0 turning Learn At onl - 5 " ayslw' • School day routines & practices will be different. • School building layout will influence implementation scenarios; expect variance by school . • School space may be repurposed . • The length and structure of the school day will be as close to a full-day as possible . • Optimize outdoor spaces for learning. enffnnuso GntcofCargB goc.W ApyPo OTTAWA CARLETO N r�� 4-#)'.;1LLRE w SCHQOL PLAN,._ { � ✓—` DISTRICT SCHOOL BOARD h 01=0 . r�. :" turning Learn At no - a s wt • Kindergarten classes will be cohorted into smaller groups with dedicated resources for their use. • Students from kindergarten to grade 8 will remain in their homerooms for learning and will not rotate between classes. • Grades 9-12 will complete 4* courses per semester, format could be adjusted . ( Non-semestered 8) . enffnnuso GntcofCargB goc.W ApyPo OTTAWA-CARLETON N . r. RETURN TO 1 ✓—` DISTRICT SCHOOL BOARD h 01=0 . r�. :" ! el • Students attend school 5 days out of 10. • One cohort (A) attends school on Mondays/Tuesdays and every second Wednesday. • The other cohort ( B) would attend school Thursday and Friday and alternate Wednesdays • Teachers providing remote learning on non- classroom days (synchronous/ asynchronous learning) . enffnnuso GntcoI(argB goc.WBPo OTTAWA CARLETO N . r. RETURN TO 1 '.;1LLRE SCHQOL PLAN : { �� ✓—` DISTRICT SCHOOL BOARD h4 olic(G . r� ;' nor' l Model * Adapted School DayModel • p • 3 Days Face -to - Face, 2 Days Remote one week; • 2 Days Face -to - Face 3 Days � Remote other week; , f I..s u Go1nuc ofCar�gB goc.W ApyPo , . OTTAWA—CARLETON N b k' `� .R�!!RN�� RETURN TO 1 LLLAE t' � SCHQOL PLAN { :::. - DISTRICT SCHOOL BOARD h4 "WO +` r4 ;' iressing Et Hybrid Modf ' • Within a hybrid model, there would be a focus on some learners attending 5 days a week: • Supports for most vulnerable students through differentiated delivery models. • Special Education classes will operate as a cohort, where possible . • English Literacy Development Class (ELD) classes at for English Language Learners. �enffnnus Gnt�cofCargB goc.W ApyPo OTTAWA CARLETONCi) RE SCHOOL OL PLAN Z —` DISTRICT SCHOOL BOARD 01=0 .%,:Z:' Remote ' earnin • Any parent/guardian can chose remote learning for 2020-2021 school year; • Fully remote students (cohort C) will be assigned to a classroom/course to allow connection with online learning with teacher and peers; • Collaborative group tasks can take place between cohorts A, B, and C; enffnnuso GntcofCargB goc.W ApyPo OTTAWA CARLETO N . r. RETURN TO 1 SCHOOL PLAN,._ { �� ✓-` DISTRICT SCHOOL BOARD h4 olic(G . r� ;' ■ ::. :.■ Remote ' earnin • Focus on overall curriculum expectations; • Goole Classroom or VIE as online learning pplatform ; • Synchronous and asynchronous learning daily, access to office hours; • Difference from Learn at Home is that assessment & evaluation are ongoing, daily schedules are provided and some synchronous learning required . enffnnuso GntcofCargB goc.W ApyPo w.w, sE . G , pgy 6PC OTTAWA CARLETO N r�� 4-#)'.;1LLRE t' � k ✓—` DISTRICT SCHOOL BOARD h 01=0 . .J Remote Learning I_� I Synchronous learning in multi - cohort environment has some challenges in terms of instructional demands, equity of access, technical infrastructure and bandwidth for both provider and users . RETURN TO 1y1yy O7TAWA-CARLETON 4-#)L1J DISTRICT SCHOOL BOARD � s!c ",i Confirmation i pe r id. o+ • Parents/guardians will be asked to confirm whether their child will returning to school in-person in September or will learn remotely; • Recognize how challenging this decision is for parents with current information; • Recommend this occurs after Ministry confirmation of model for September; • Online registration distributed after August 4th and returned within 7- 10 days; • Align with OSTA data collection if possible . J cn(iuoso G,tycoIC+rq gor+IR OTTAWA CARLETO N r�� 4-#)'.;1LLRE w SCHQOL PLAN,._ { � ✓—` DISTRICT SCHOOL BOARD h 01=0 .\. :J Health & Protocols orIlt)411tC' (:*#.70 For For For People Buildings Activities Comprehensive Health & Safety Strategy Ai .11 G,:....,, ',ncc n{Innuua'o, o‘t uc afCnr<. nt Snrial R,,p ," 11 IF OTTAWA CARLETO N -4: li) ,� f _ 000 DISTRICT SCHOOL BOARD h 'e k>� IeaIth ty • Awareness Campaign • Daily Self-Assessment #COVIDWise Protocol for staff a n d t#a'�aPubl""eal#".`a'C �'I° 'se students Wear a mask • Physical Distancing ; `. Isolate yourself when you're sick • Hand Washing Stay two metres apart • Hand Sanitizer Stations from others • Respiratory Etiquette __ Exercise proper hand Imo hygiene • Ma . s/Face Coverings '7enffnnuso Gn�t�cofCar.gB �goc.W ApyPo • OTTAWA-CARLETON 2��b "j✓ �� '"�� 5�� i�- RET=c,), .,1LLRE {�p I Saf k «» ;SCHOOL PLAN,. L___ ___J� . � ' ` r.,.. ✓ DISTRICT SCHOOL BOARD . . .h .. "WO . yr . rfx' aithy & S Buildings • Daily Cleaning Clean frequently touched surfaces twice per day • High Touch Surfaces • In addition to routine cleaning,surfaces that have frequent contact with hands should be cleaned and disinfected twice per day and when visibly dirty. • Examples include doorknobs,elevator buttons, light switches,toilet handles,counters, Designated Entry hand rails,touch screen surfaces and keypads. • • In addition to routine cleaning,check with your organization for any specific protocols for cleaning for COVID-19. • Traffic Flow • Directional e Si naFl [ , 4 Signage 121 • Building Ventilation ofinnus o Go�nuc ofCar�q� goc.WRe„. w.w,• sE . �� pgy �6PC RETURN To OTTAWA CARLETO N r�� . . .IM�!! t SCHOOL PLAN . { .. ✓—` DISTRICT SCHOOL BOARD h vino . � ealthy Safe Ac • Entry signage requiring self-screening prior to building access; • Consider staggered entry/exit; • Establish parent pick up/drop off protocols; • Limit visitors to schools to essential visitors; • No food sharing or gathering for meals; • No assemblies or any other group gatherings; • Limit field trips, extracurriculars; P:174gSrTTRIICI"ftti RETURN TO � � 1'✓c SCHQOL k " OL ;' al • Shields installed in school offices; • Restricted room uses where required; • Redistribution of space; • Adoption of other spaces; • Rearrangement of desks; • Reduction of non-essential furniture, toys, and supplies to facilitate cleaning; ��.of Im0. GoW,.r ICar q goc.WAPo w.w, sE � . G � , OTTAWA-CARLETON N r�� . . � . r. RETURN TO 1 '.;1LLRE �� t' � k SCHQOL PLAN,. { �� ✓-`i DISTRICT SCHOOL BOARD h ' =0 .\r� 1 abIe , I : '‘a • Adjusted routines for daily activities; • Staggered entry/exit; • Curricular modifications; e of fnnuso Go�nucofCar�q� goc.W Aesi . / '�9 R'pg+, �QPC OTTAWA-CARLETON N . . .IM�!! �� RETURN TO '.;1LLRE �� vac k SCHQOL PLAN ✓—` 1 DISTRICT SCHOOL BOARD "W(G r� II ocoIs SCREENING 6. Jill 1 All students & staff MANAGE SYMPTOMS undergo screening Testing for symptoms CONTAIN OUTBREAK recommended for prior to leaving for persons with OPH is school/work symptoms MONITOR ABSENCES developing a Entry screening for Protocol to be Rapid Response all individuals Track student and developed with Protocol to staff absenteeism entering the OPH for managing support schools pp and notify OPH in building illness which Anyone with presents during the event of large OPH manages increases in symptoms will be school day directed to return contact tracing absenteeism home and notifications u ffnnos o�t,rcofC+r�4 �Soc.W ApyPo 4110 - • OTTAWA-CARLETON t 6.RD h4 `` ..� � ' Spe ° Education • Supports for students with special education needs begin with summer transition program to ensure a seamless transition back to school; • Program supports highest needs students as per Ministry directive and funding; • Continuity of mental health supports in place to support students on existing caseloads; enffnnuso GntcofCargB goc.W ApyPo . OTTAWA CARLETO N r�� 4-#)RETURN T 1 '.;1LLRE SCHQOL PLAN : { �� ✓—` DISTRICT SCHOOL BOARD h4 01=0 .%r�. ;" Spc - - Edif tion • Students with special education needs in the regular classroom will attend with their cohort and receive support as per their IEP; • Many specialized program classes have classes have smaller class size caps which supports smaller cohort sizes; • School teams will work collaboratively with families to understand the needs and identify gaps faced by students and develop personalized programs to support them . ��enffnnuso GntcoI(argB goc.WBPo G , O OTTAWA—CARLETON N r�� . r. RETURN TO 1 '.;1LLRE SCHQOL PLAN,: { �� .. � ��: ✓—` DISTRICT SCHOOL BOARD h4 olic(G . r� ;' Sper Edu • Additional short-term Educational Assistant support may be provided to support student transitions in specific circumstances; • In a hybrid model, students with special education needs will be prioritized to attend full-time; • Some circumstances/student needs may require a differentiated approach; enffnnuso GntcofCargB goc.WBPo OTTAWA CARLETO N r�� 4-#)'.;1LLRE SCHOOL PLAN,._ { � ✓—` DISTRICT SCHOOL BOARD h 01=0 . r�. :" Mental ea I t h Supports p po Take Care of Your Mental Health, too ! Step 1 Step 3 Step 5 OM Try to unplug from media You are not alone. Take care of your tilirlielliP CA— and find a balance, body. Stay active. la 0 - , A Step 2 Step 4 i PhysicaI distancing We know this isn't easy. �''JJ does not mean being • #I#SkTof�to#Bebk I1 11 alone. ", ".. � 1 i ror.•- .nf..... „tyrcofCsr� „„...alR�,pe . , ,u`NTp OTTAWA-CARLETON . '`� ,,w�ls� ,Tie . ice_' 11 ' � d'® '' L DISTRICT SCHOOL BOARD hie f � ' 4 Y , • F� a"w';..ti.51 Mental ea Supports • Returning to school will require time to address students' social and emotional needs . • All staff have a role to play in supporting students' mental health and well- being. • Support for students at transition points ( returning to school, attending a new school, entering Grade 9 ) . ��enffnnuso Gnt�cofCargB goc.W ApyPo G , O OTTAWA CARLETO N r�� . �r. RETURN TO 1 '.;1LLRE w� SCHQOL PLAN,: { � .. � ��: ✓—` DISTRICT SCHOOL BOARD h4 olic(G . r� ;' ental H Supp ' i4c • For those students who require additional support, a blended model with both in-person and virtual supports, including: • Social emotional support groups • Clinical intervention • Crisis response • Provide professional learning to staff to help staff identify student needs & implement appropriate strategies based on student specific needs. enffnnuso GntcofCargB goc.W ApyPo OTTAWA CARLETO N r�� 4-#)RETURN T 1 '.;1LLRE SCHQOL PLAN : { �� ✓—` DISTRICT SCHOOL BOARD h4 01=0 .%r�. ;" V V V mSCHOOL BUST • Collaboration with OSTA and OCSB; • OSTA will survey families about needs/plans for use and finalize plans; • Encourage sustainable transportation alternatives such as active transportation; • Support families based on need; • Provision of services to students with special needs a particular focus; • Possibility for disruptions/delays at start; u cM'iuo s o Gonu'c oICarq gor+IR OTTAWA CARLETO N r�� 4-#)RETURN T 1 '.;1LLRE SCHQOL PLAN : { �� ✓—` DISTRICT SCHOOL BOARD h4 01=0 .%r�. ;" OaP F nolc% ra ‘ u • Chromebooks - 11,000 distributed between March and June; 5000 ordered and received for September, additional 5000 included in draft budget; • Mobile hotspots — 1200 distributed and another 500 for distribution; • Redistribution of some devices/wifi may be necessary; • BYOD - students welcome to bring own device wherever possible; • Bandwith demand is an issue for district and families; enffnnuso GntcofCar/08 goc.W ApyPo ' G O RN TO OTTAWA-CARLETON LL bt Yliti k _,,, �.p, DISTRICT SCHOOL BOA[ZD ra .� " • Currently only provincial direction is for community childcare . • Modelling is based on those directives, but school based directives for extended day and childcare are expected . .of Im0. GoW,.r ICar q goc.WAPo OTTAWA-CARLETON N r-4' . r. RETURN TO 1 '. 1LLRE w SCHQOL PLAN,._ ✓-`i DISTRICT SCHOOL BOARD h ' =0 .\� 1 Full Return (without Cohort) • Provide Extended Day Program based on family demands and operational capacity; • Enhanced cleaning protocol ; • Extended Day Programs offered by Third - Party Providers in our schools follow the same Ministry requirements as District operated EDPs . enffnnuso GntcofCargB goc.W ApyPo . OTTAWA-CARLETON N r�� 4-#)"REURN1 '.;1LLRE t' k SCHQOL PLAN { �� -` DISTRICT SCHOOL BOARD h4 '9=0 � ' Full Return (with cohort groupings) • Creation of welcoming and caring environments for children while encouraging physical distancing; • Increased demand for space/classrooms to accommodate physical distancing; • Increased demands for staffing in order to accommodate new procedures; ,__ u<e nffwusu Go9u'cofCnrq �goe+W Re.Po .d" p9P 'Zpdv. '6i OTTAWA—CARLETON 2b "j✓ �� '"��5 . r. RETURN TO 1 .,1LLRE {�p I S� "«», SCHQOL PLAN,: { ✓—`� DISTRICT SCHOOL BOARD h4.. ol�(G . vrx' Full Return (with cohort groupings) • Enhanced cleaning protocols; • No self-serve or sharing of food at snack times; and • Modification of the current e- registration platform to support flexible attendance and prioritization of access to care based on the recommended list from the Ministry. ,__ u<e nffwusu Go9u'cofCnrq goe+W Re.Po OTTAWA CARLETO N r�� . . .IM!!R` �. �r. RETURN TO 1 '.;1LLRE �� t' k w� SCHQOL PLAN,: { ✓-` DISTRICT SCHOOL BOARD h4 olic(G . r� ;' Hybrid Model • Demand for care & operator capacity to deliver care under the new guidelines are unknown . • Classroom cohorts will mix for EDP; • Establishment of screening processes and enhanced cleaning protocols; • It will not be possible to offer full-day care on the days that a child is not in school; and • Modification of the current e-registration platform . enffnnuso GntcofCar/08 goc.W ApyPo OTTAWA—CARLETON 2b "j✓ '" 5 . r. RETURN TO 1 ✓—`� DISTRICT SCHOOL BOARD h .. 01=0 nizational cIines • Currently developing comprehensive School Operations Resource Guide; • Principal planning for back to school readiness; • Planning underway for comprehensive PA Day training and school readiness; • Staffing timelines and assignments/re-assignments; • Notification to families about student class assignments; .of Im0. GoW,.r ICar q goc.WAPo OTTAWA-CARLETON N . r. RETURN TO 1 ✓—` DISTRICT SCHOOL BOARD h 01=0 .\r�. :" cial " • Targeted Ministry funding to OCDSB for Covid response as per budget documents; • Support for Students Fund may offset some incremental costs, but was intended to fulfill existing needs not pandemic response needs; • Need for additional provincial funding increases or provision of supplies to offset local costs; • Complex increased staffing demands; unclear authority to increase, lack of funding sources, availability of qualified staff. enffnnuso GntcofCargB goc.W ApyPo OTTAWA—CARLETON 2b "j✓ '"�� 5 . r. RETURN TO 1 ✓—`� DISTRICT SCHOOL BOARD h .. 01=0 . yr:. rfx' Financial Health & Saf; STAFF! I' * ! 0 Q O 00 1 1‹,,, EZI ort 17 SCHOOL OPEN 2_ ANI III ' 6 I c:!) 1 61,) ... Personal Custodial & Additional Permit Protective Cleaning Technology Revenue Equipment Supplies Special Loss Education Professional International Health and Student Fees Safety Staff Development Communications Supports �..,.e, `. G°�nrc of lnnuuy o, „o„nuc ,,,,,,,,, 1.4.;;; • 41 To OTTAWA-CARLETON -:tip ' '. ` ., m o®o • I��l DISTRICT SCHOOL BOARD f• �i , . i 'wa,s.ti:"a1F Resources and Referene ' s • Access our 10 page list of research , resources and reference material at the following link : Research, Resources and References :� ., ��enf fnnuso Go�nucofCar�q� �goc.W BeePo ye' �� Od�PC OTTAWA CARLETON b 4-#.) `C �RETURN TO � . LLLAE I Smf� + . ✓—` DISTRICT SCHOOL BOARD .h4.. gig(G