Lowell Public School Committee CANCELLED Special Meeting Agenda

Date: November 12, 2020 Time: 5:30PM Location: City Council Chamber, 375 Merrimack Street, 2nd Floor, Lowell, MA 01852

1. SALUTE TO FLAG

2. ROLL CALL

3. SPECIAL ORDER OF BUSINESS 3.1. Communication Remote Participation:

Members of the public may view the meeting via LTC and those wishing to speak regarding a specific agenda item shall register to speak in advance of the meeting by sending email to the Superintendent indicating the agenda item, your phone number and email address so we can provide a zoom link to access the meeting. Email address is [email protected] if no access to email you may contact us at 978-674-4324. All requests must submitted it before 3:00 PM on the day of meeting.

4. PERMISSION TO ENTER 4.1. Permission To Enter: November 12, 2020

Documents:

PERMISSION TO ENTER - NOVEMBER 12, 2020 (1).PDF

5. REPORTS OF THE SUPERINTENDENT 5.1. Discussion On School Re-Opening Phase 2:

Options for Expanding In-Person Learning When Health Data Supports Physically Being in Buildings.

Documents:

SCHOOL RE-OPENING PHASE 2_ OPTIONS FOR EXPANDING IN-PERSON LEARNING.PDF

6. NEW BUSINESS 6.1. Facilities Subcommittee Recommendation On Policy For Returning 25% To In-Person Learning And/Or Other Instructional Models/Percentages.

Documents:

SHIFTING INSTRUCTIONAL MODELS.PDF MASS. DESE COMMISSIONER SCHOOLS IN RED ZONES.PDF DESE EMAIL 22OCT2020.PDF BAKER INSTRUCTS SCHOOLS TO REOPEN CLASSROOMS, EVEN IN COMMUNITIES WITH SURGING COVID-19 CASES - THE BOSTON GLOBE.PDF

7. ADJOURNMENT

Lowell Public Schools • 155 Merrimack Street • Lowell, MA 01852 • P: 978.674.4324 • http://www.lowell.k12.ma.us/ Lowell Public School Committee CANCELLED Special Meeting Agenda

Date: November 12, 2020 Time: 5:30PM Location: City Council Chamber, 375 Merrimack Street, 2nd Floor, Lowell, MA 01852

1. SALUTE TO FLAG

2. ROLL CALL

3. SPECIAL ORDER OF BUSINESS 3.1. Communication Remote Participation:

4. PERMISSION TO ENTER 4.1. Permission To Enter: November 12, 2020

Documents:

PERMISSION TO ENTER - NOVEMBER 12, 2020 (1).PDF

5. REPORTS OF THE SUPERINTENDENT 5.1. Discussion On School Re-Opening Phase 2:

Options for Expanding In-Person Learning When Health Data Supports Physically Being in Buildings.

Documents:

SCHOOL RE-OPENING PHASE 2_ OPTIONS FOR EXPANDING IN-PERSON LEARNING.PDF

6. NEW BUSINESS 6.1. Facilities Subcommittee Recommendation On Policy For Returning 25% To In-Person Learning And/Or Other Instructional Models/Percentages.

Documents:

7. ADJOURNMENT

Lowell Public Schools • 155 Merrimack Street • Lowell, MA 01852 • P: 978.674.4324 • http://www.lowell.k12.ma.us/ Office of Finance and Operations Phone: (978) 674-4325 LOWELL PUBLIC SCHOOLS 155 Merrimack Street Fax: (978) 937-7620

Lowell, MA 01852 E-mail:[email protected] `

PERMISSION TO ENTER

To: Joel D. Boyd, Superintendent of Schools

From: Billie Jo Turner, Assistant Superintendent for Finance and Business

Date: November 6, 2020

Subject: Permission to Enter – November 12, 2020 School Committee Meeting

CURRICULUM ASSOCIATES $ 48,561.50 153 Rangeway Road North Billerica, MA 01862

To amend the existing contract to provide special education students with assessments and direct teaching in the areas of math, writing and reading. The I-Ready toolbox provides teachers in sub separate classrooms with the ability to modify and provide direct instruction to students with disabilities and individual education plans.

Funding provided by the SPED IDEA Grant______School Re-Opening Phase 2: Options for Expanding In-Person Learning When Health Data Supports Physically Being in Buildings

Presentation to the Lowell School Committee November 12, 2020 Agenda

1. Guiding Principles 2. Consultation with Local Health Experts 3. Summary of Re-Opening Phase 1 Model 4. Lessons Learned from Phase 1 5. Instructional Models Implemented in Other Districts 6. Updated Information on Health and Safety Since Adoption of Phase 1 Plan 7. Challenges and Opportunities of Each Instructional Model for Phase 2 8. Next Steps Guiding Principles **Page 7 of School Re-Opening Plan, Adopted 8/5/20

1. Our decisions will be guided by the latest health data and input from public health experts. We will be monitoring the rate of positive cases here in Lowell and statewide.

2. We will maximize options for families and offer a remote learning option, as well as an in-person option as long as health data continue to support physically being in our buildings.

3. We make a commitment to equity, with the belief that a public education is a fundamental civil right. Families and students who have historically been underserved have had a voice in the planning process and will have their needs met. Consultation with Health Experts

11/2 SC policy recommendation Lowell COVID-19 positivity rate and incidence status

Average Daily Incidence Rate per 100,000 Percent Positivity Rate

August 12, 2020 2.24 green Lowell - August 12, 2020 - Percent Positivity (Last 14 days) 1.18

August 19, 2020 2.9 green

Lowell - August 19, 2020 - Percent Positivity (Last 14 days) 1.34

Three weeks of case rate data will be August 26, 2020 2.4 green

Lowell - August 26, 2020 - Percent Positivity (Last 14 days) 1.18

September 2, 2020 4.2 yellow

Lowell - September 2, 2020 - Percent Positivity (Last 14 days) 1.5

reviewed as well as the community-wide September 9, 2020 5.9 yellow

Lowell - September 9, 2020 - Percent Positivity (Last 14 days) 1.74

September 16, 2020 6.4 yellow

spread to determine when the District Lowell - September 16, 2020 - Percent Positivity (Last 14 days) 1.98 September 23, 2020 7.9 yellow

should first go back to 25% or greater September 30, 2020 10.9 red Lowell - September 23, 2020 - Percent Positivity (Last 14 days) 2.24 October 7, 2020 16.3 red Lowell - September 30, 2020 - Percent Positivity (Last 14 days) 2.71

October 14, 2020 16.4 red in-person learning, after consultation Lowell - October 7, 2020 - Percent Positivity (Last 14 days) 3.57

October 22, 2020 13.3 red

Lowell - October 14, 2020 - Percent Positivity (Last 14 days) 3.29

October 29, 2020 17.6 red

with the Health Department and/or Lowell - October 22, 2020 - Percent Positivity (Last 14 days) 2.89

November 5, 2020 Board of Health Lowell - October 29, 2020 - Percent Positivity (Last 14 days) 3.95

Lowell - November 5,, 2020 - Percent Positivity (Last 14 days)

*Local health data must improve for more students to physically be in buildings beyond the <500 students enrolled in substantially separate special education programming

**A full return to phase 1, approx. 25% in-person capacity is planned (when supported by the local health data) prior to implementation of phase 2 expansion Lowell Public Schools COVID-19 Data (9/1/20 - 11/10/20)

COVID # Quarantined #Quarantined Positive (DESE) school related non-school related Staff: 7 37 17 Students: 7 77 6 Other: 2 4 0

Total: 16 118 23 Summary of Re-Opening Phase 1 Model

● An option for families of either full-time, remote learning or full-time, in-person learning to start the school year. ○ Approximately 25% in-person and 75% remote learners district-wide with specific enrollment proportions varying by grade level and campus ○ Over 3,000 full-time, in-person seats available based on a prioritized lottery-based enrollment system ● In-person class sizes based of six feet of distancing among all students at all times. ● Teachers and students both provided with the option to apply for an in-person position/seat with neither teachers nor students compelled to be in-person by policy ● Policy adjustments to kindergarten assignments and transportation access to minimize bus riders and further mitigate viral spread. ● Classroom use limited to only those with working windows and air purifiers ● Remote and In-person student schedules that mirrored one another to allow for maximum continuity when shifting among models based on health protocols

Summary of Re-Opening Phase 1 Model

● An option for families of either full-time, remote learning or full-time, in-person learning to start the school year. ○ Approximately 25% in-person and 75% remote learners district-wide with specific enrollment proportions varying by grade level and campus ○ Over 3,000 full-time, in-person seats available based on a prioritized lottery-based enrollment system ● In-person class sizes based of six feet of distancing among all students at all times. “Following the strictest safety ● Teachers andprotocols students both basedprovided with on the guidance option to apply for an in-person position/seat with neither teachers nor students compelled to be in-personfrom by policy the most reputable experts” ● Policy adjustments to kindergarten assignments and transportation access to minimize bus riders and further mitigate viral spread. ● Classroom use limited to only those with working windows and air purifiers ● Remote and In-person student schedules that mirrored one another to allow for maximum continuity when shifting among models based on health protocols

Summary of Re-Opening Phase 1 Model

● An option for families of either full-time, remote learning or full-time, in-person learning to start the school year. As the time away from school○ Approximately 25% in-person and 75% remote learners district-wide with specific enrollment proportions varying by grade level and campus extends, the concerns raised○ Over 3,000 full-time, in-person seats available based on a prioritized lottery-based enrollment most notably by the Americansystem Academy of Pediatrics● ofIn-person the class“Following sizes based of the six feet strictest of distancing safety among all students at social and psychologicalall times. ● Teachers and students both provided with the option to apply for an well-being of remote learners protocols based on guidance in-person position/seat with neither teachers nor students compelled to be due to isolation and lack of in-personfrom by policy the most reputable experts” access to in-school ● servicesPolicy adjustments to kindergarten assignments and transportation access continue to increaseto minimize in bus riders and further mitigate viral spread. severity ● Classroom use limited to only those with working windows and air purifiers The health● Remote and and safetyIn-person ofstudent both schedules in-person that mirrored and one remote another to allow for maximum continuity when shifting among models based on health learnersprotocols must continue to be balanced and weighed equitably in all phase 2 decisions Lessons Learned from Phase 1

● Students learn best in school. ● Consistent models (remote, hybrid, in-person) are essential for our students, families, and staff and changes to models can create significant staffing challenges, particularly at the middle and high school levels. ● Student attendance is difficult to monitor and maintain in a full remote situation. ● Medical guidance and our own experiences with students and families suggest that we need in-person settings to improve mental health and social emotional learning (American Academy of Pediatrics). ● Pre-literacy skill gaps for our youngest learners are difficult to teach remotely. ● Validity and reliability of assessment data isn’t as strong remotely. ● Many of the instructional strategies and techniques that we know are most effective and engaging are difficult to employ remotely. Instructional Models Implemented in Other Districts

MASSACHUSETTS LARGE URBANS GEORGIA Lawrence District-wide full remote since the start of the school year

Worcester District-wide full remote since the start of the school year

Brockton District-wide full remote since the start of the school year

NEIGHBORING SMALLER DISTRICTS

CALIFORNIA Chelmsford Wednesdays all remote for all Monday/Tuesday Cohort and Thursday/Friday Cohort In person days- in school for 4 hours, times vary based on grade level 70% hybrid, 30% full remote

Haverhill Wednesdays all remote for all Monday/Tuesday Cohort and Thursday/Friday Cohort Special Education Cohort goes 4 days (not Wednesdays) In person days - in school full school day (including lunch) Teacher is teaching live for both in person students and at home students

Methuen Wednesdays all remote for all K-4 & Grade 9 are Hybrid (Monday/Tuesday or Thursday/Friday) All remote at Middle now, expected to begin Nov. 2nd - grades 5, 8, 12 to return and 2 weeks later, 6, 7, 10, 11 for hybrid model Teacher is teaching live for both in person students and at home students 30% chose full remote

Instructional Models Implemented in Other Districts Most MAMASSACHUSETTS districts are implementing LARGE URBANS a hybrid model with GEORGIA teachersLawrence teaching both remote learners and in-person District-wide full remote since the start of the school year learners simultaneously. While this model was not includedWorcester in our phase 1 design, simultaneous teaching will District-wide full remote since the start of the school year

need Brockton to be reconsidered as part of phase 2 in order to expandDistrict-wide in-person full remote opportunities since the start of the school without year disrupting class rosters and student-teacher relationships NEIGHBORING SMALLER DISTRICTS

CALIFORNIA Chelmsford Wednesdays all remote for all Monday/Tuesday Cohort and Thursday/Friday Cohort In person days- in school for 4 hours, times vary based on grade level 70% hybrid, 30% full remote

Updated Information on Health and Safety since Adoption of Phase 1 Plan 1. Schools have not been found to be a cause of widespread transmission 1.1. “Closing schools in the spring was a bad idea.” -Governor Charlie Baker, 11/2/2020 2. Social distancing standards ranging between 3 and 6 feet have been used by schools in MA and across the country and the variation in distance has not been found to affect viral spread among students or staff (DESE conference call, 11/2/20) 3. DESE no longer recommends remote learning as a result of risk status on the Commonwealth’s COVID-19 dashboard (DESE e-mail communication, 10/22/20) 4. Increases in COVID-19 transmission in MA since schools reopened in September have resulted largely from social gatherings in which individuals did not adhere to risk mitigation protocols (11/2/20 Governor Baker Press Conference) 5. American Academy of Pediatrics continues to “strongly advocate...that all policy considerations...should start with a goal of having students physically present in school” (AAP school re-opening guidance) Updated Information on Health and Safety since Adoption of Phase 1 Plan 1. Schools have not been found to be a cause of widespread transmission 1.1. “Closing schools in the spring was a bad idea.” -Governor Charlie Baker, 11/2/2020 2. Social distancing standards ranging between 3 and 6 feet have been used by schools in MA and across the country and the variation in distance has not been found to affect viral spread among students or staff (DESE conference call, 11/2/20) 3. DESE no longer recommends remote learning as a result of risk status on the Commonwealth’s COVID-19 dashboard (DESE e-mail communication, 10/22/20) 4. Increases in COVID-19 transmission in MA since schools reopened in September have resulted largely from social gatherings in which individuals did not adhere to risk mitigation protocols (11/2/20 Governor Baker Press Conference) 5. American Academy of Pediatrics continues to “strongly advocate...that all policy considerations...should start with a goal of having students physically present in school” (AAP school re-opening guidance) Capacity Examples at Elementary Schools JIM

School 1

Challenges and Opportunities of Each Instructional Model for Phase 2 Full In-Person (expand full-time seats beyond the 25% phase 1 capacity limit)

Opportunities Challenges

Instruction ● Full use of instructional strategies and techniques ● In-person substitutes/coverage for staff with medical exemptions ● Valid and reliable data collection ● No sharing of resources and materials (Students need to return items loaned out at ● Materials are fully available the beginning of the year.) ● Closer connection between staff and students ● Scheduling students to minimize the need to travel between classes/buildings ● More traditional class sizes ● Keeping everyone social distanced and compliant with wearing masks and social distancing ● Re-rostering of students in order to level classroom enrollments ● Challenge to safely and efficiently provide breakfast/h lunch to students ● High school rostering and staff constraints may limit the viability of increased full-time seats at Lowell High School as it could cause significant disruption to student course schedules and could jeopardize pathways to graduation

Operations ● Return to typical operational structures (rosters, class ● Social distancing standards (i.e. 6 feet) would most likely need to be assignments, schedules) re-assessed due to space constraints ● Cleaning Schedules ● Access to transportation while adhering to social distancing requirements ● Teachers have adapted and are successful with remote ● Using rooms without windows with air purifiers learning ● Social distancing requirements for meals and mask breaks ● Limitations with technology and access for families ● Still issues with access to technology and reliable Wifi. Still concerns about cyber security

Family ● Attendance is objective and not internet-dependent. ● Orienting families to health protocols Engagement ● Meals are more easily available ● Two-way communication regarding health ● Engage in remote/virtual - can be flexible with times and ways to connect ● Students High School Scheduling Considerations

● Various college/career pathways with specific electives ● Wide variation in student schedules, (early college, AP, college prep, ELL, SWDs, repeater sections) especially in grades 10-12 ● Dual enrollment/advanced courses ● Latin Lyceum ● Teacher certifications

High school scheduling is unique and has multiple variables that must be carefully weighed within the context of the COVID models. Challenges and Opportunities of Each Instructional Model for Phase 2 Full Remote (continuation of phase 1, maintaining only 25% in-person capacity limit)

Opportunities Challenges

Operations ● Easier to maintain cleaning schedules ● Reliability of internet and technology at home ● Students/teachers have adapted and some are ● Access to technology, reliable Wifi, still concerns successful with remote learning about cyber security

Family Engagement ● Health and safety concerns are met ● Attendance throughout the day is harder to verify and ● Communication systems (Smore, REMIND, track Class Dojo, Blackboard calls and emails, ● Meals must be picked up Talking Points) ● Orienting families with technology and instructional platforms Challenges and Opportunities of Each Instructional Model for Phase 2 Full Remote (continuation of phase 1, maintaining only 25% in-person capacity limit)

Opportunities Challenges

Instruction ● Expansive use of technology to incorporate into ● Implementing differentiated, effective strategies with our regular practice students, especially early childhood ● Develop independence in learning ● Ongoing PD needs regarding instructional platforms for staff The Governor opined and DESE affirmed● Validity on 11/6/20 or reliability that…. of student data ● Student access to essential materials 1. Districts must work towards● Isolation, continuously Zoom Fatigue, 7 increasing period day (hs), ensuring in-person opportunities if healthengagement data in allows remote settings.Students in-person not engaging learning, and and the difficulty of reaching out to them in a virtual setting. 2. Students cannot be assigned to full-time remote learning Operations ● Easierunless to maintain it cleaning is their schedules choice due ● to Reliability family of health internet and concerns technology at or home ● Students/teachersrequired have by adapted prevailing and some health are ● conditionsAccess to technology, in the reliable school Wifi, still or concerns successful with remote learning about cyber security community Family Engagement ● Health and safety concerns are met. ● Attendance throughout the day is harder to verify and ● Communication systems (Smore, REMIND, track. Class Dojo, Blackboard calls and emails, ● Meals must be picked up. Talking Points) ● Orienting families with technology and instructional platforms Challenges and Opportunities of Each Instructional Model for Phase 2 Hybrid/Alternating Cohorts (establish a part-time, in-person cohort in addition to the phase 1 full-time, in-person cohort) Opportunities Challenges

Instruction ● Every student has the opportunity to have some ● PD around flipped classrooms in-person time every week ● Staffing challenges to maintain both in-person and remote ● Flipped classroom model works effectively teaching models (requires teachers to teach both in-person ● Consistent access to materials and remote student simultaneously) ● Data collection ● Clear messaging and expectations ● Students have a choice to remain in remote or to elect to come in person

Operations ● Cleaning schedules/Deep cleaning between ● Reliability of internet and technology at home cohorts ● Child care issues for staff ● More students in buildings create more challenges for maintaining a 6-foot social distancing standard ● Ability to safely and efficiently provide lunch ● Ensuring that sanitizing and cleaning are thorough between groups in the building

Family Engagement ● Meals can go home with students for remote days ● Orient families to split schedules ● Communication systems (Smore, REMIND, Class ● Child care for split schedule Dojo, Blackboard calls and emails, Talking Points) Staff with Medical Exceptions for Remote Work

It is estimated that about 150-200 LPS teachers will qualify for a medical exception based upon medically documented conditions which would require remote accommodations Next Steps

● Continue to collaborate with union partners on relevant provisions of MOAs ● Gather additional family input through updated parent surveys ● Finalize cost analysis of additional PPE and staffing requirements, if any, of each phase 2 option ● Collaborate with transportation providers on bus routes and needs for each phase 2 option with relevant updates, if any, to SC policy ● Continue to assess the feasibility and impact of each option for the phase 2 implementation timeline, considering health data and considering meaningful breaks in the school calendar: ○ Dec 1, end of certain provisions of MOA ○ Dec 31, flu vaccine compliance deadline ○ Jan 4, return from winter break ○ Feb 2, end of 1st semester for secondary schools ● Continue to gather public feedback and guidance from SC ● Communicate regular updates to families and staff

10/30/2020 Mass. DESE commissioner: Schools in ‘red zones’ should remain open | Boston.com

Mass. DESE commissioner: Schools in ‘red zones’ should remain open until evidence of COVID-19 transmission is seen "We are not seeing the spread take place, the clustering take place in schools as was initially feared."

https://www.boston.com/news/education/2020/10/28/massachusetts-education-commissioner-schools-in-red-zones-should-remain-open 1/16 10/30/2020 Mass. DESE commissioner: Schools in ‘red zones’ should remain open | Boston.com

Commissioner Jeffrey Riley, with the Department of Elementary and Secondary Education, speaks in June. –Pat Greenhouse / The Boston Globe SHARE TWEET 8 COMMENTS

By Christopher Gavin, Boston.com Staﬀ October 28, 2020

Massachusetts schools in so-called “red RELATED LINKS zone” or high-risk coronavirus The BPS superintendent communities are encouraged to keep in- said some students could return to buildings person learning models running until Thursday — comments there is evidence of virus transmission that were quickly walked within school buildings, the state back Department of Elementary and Boston teachers are Secondary Education commissioner said sharing photos of their Tuesday. classroom windows on social media. Here’s why. https://www.boston.com/news/education/2020/10/28/massachusetts-education-commissioner-schools-in-red-zones-should-remain-open 2/16 10/30/2020 Mass. DESE commissioner: Schools in ‘red zones’ should remain open | Boston.com These 77 communities “The COVID Command Center recently are at the highest risk for noted that districts and schools currently coronavirus this week open for in-person instruction are encouraged to remain open even if their local community is designated as red, so long as there is no evidence of COVID-19 transmission in schools,” Jeﬀrey Riley, commissioner of DESE, told lawmakers. “This is a key distinction. I want to say as we look across the world, we are seeing, in Europe for instance, we’re seeing second spikes that are happening, but schools are remaining open because like here in America and certainly here in Massachusetts, we are not seeing the spread take place, the clustering take place in schools as was initially feared.”

Riley’s remarks urging educators to keep students in physical classrooms arrived as the number of cities and towns considered in the red by the state Department of Public Health has only risen in recent weeks, including in Boston, where oﬃcials opted to shut down all in-person instruction as a result of the increased virus activity.

Red communities are areas where there are at least eight daily coronavirus cases on average per 100,000 people. As of the latest data released Thursday, 77 cities and towns across the commonwealth are now at the highest risk of virus transmission — 14 more than the previous week.

https://www.boston.com/news/education/2020/10/28/massachusetts-education-commissioner-schools-in-red-zones-should-remain-open 3/16 10/30/2020 Mass. DESE commissioner: Schools in ‘red zones’ should remain open | Boston.com According to weekly data released by DESE, students attending classes in person and district staﬀ members reported 129 and 73 positive virus cases, respectively, between Oct. 15 and 21. There have been 622 total cases recorded in schools since the beginning of this school year.

In August, DESE advised school districts in red communities to shift to remote learning practices, and then later said areas that were in the red zone for three consecutive weeks should take classes online.

Currently, there are approximately 1,400 school buildings — out of a total of 1,845 — in the commonwealth that are open in some capacity for in-person instruction, Riley told the Joint Committee on Education. Between 425,000 and 450,000 students are attending classes in person, he said.

Eighty percent of school districts in the state are using either a full in-person or hybrid model, though most are using the latter, Riley said.

As a whole, Massachusetts schools “have seen relatively low (numbers) of positive cases compared to their communities at large,” he said.

“Due to district success so far in keeping positive cases low, we are strongly recommending that districts use several weeks of

https://www.boston.com/news/education/2020/10/28/massachusetts-education-commissioner-schools-in-red-zones-should-remain-open 4/16 10/30/2020 Mass. DESE commissioner: Schools in ‘red zones’ should remain open | Boston.com community health metric data before shifting their model,” Riley said. “We’re also asking districts to consider keeping their models open until there is any evidence that there is transmission happening in a school.”

Teachers unions across the state pushed back on the directives.

“Pushing schools in high positivity zones to remain open without consideration for the safety of our highest-needs students and without resources from the state to be able to do that doesn’t help to keep anyone safely in schools,” the Boston Teachers Union told The Boston Herald in a statement.

American Federation of Teachers Massachusetts President Beth Kontos told the newspaper the guidance from Riley sounded like schools must wait until “more people get sick” before closing classrooms.

She questioned why the color-coded DPH designations are necessary at this point.

“The goalpost keeps changing, keeps moving and that’s what we don’t appreciate,” Kontos said. “It gets to the point where this is just meaningless.”

Get Boston.com's e-mail alerts: https://www.boston.com/news/education/2020/10/28/massachusetts-education-commissioner-schools-in-red-zones-should-remain-open 5/16

From: [email protected] [mailto:[email protected]] On Behalf Of Correa, Leldamy (DESE) Sent: Thursday, October 22, 2020 1:04 PM To: Correa, Leldamy (DESE) Subject: Update to DPH Public Health Report

Good afternoon,

For your reference, the following message was issued by DPH yesterday and will be discussed during our call with you next Tuesday.

Weekly Public Health R eport with City/Town Risk Map Moves to Thursday Release. Over the past several months, the Command Center has continued to enhance our COVID-19 data, public reporting, and analysis, which enables us to take a more targeted approach with our guidance. The Command Center is continuously refining, enhancing and adding to this public data, some of the most comprehensive in the nation, to further strengthen the information and analysis we provide to local communities to guide their decisions. Effective beginning with the Thursday, 10/22 weekly report, the Command Center will identify if a municipality’s positive cases have been significantly impacted by a clearly identified cluster in a long-term care facility, higher education institution or correctional facility. To accommodate this added analysis, the weekly map and public health report will be published on Thursdays moving forward. Specifically, the municipality’s risk level color will be identified with an asterisk if one of these identified institutions has more than 10 cases and results in 30% of their total cases over the past 14 days. Adding this identification acknowledges the impact of a particular institution or facility on the community’s case count and provides valuable information for residents and municipal leaders to consider when implementing policies in their community. These municipalities will remain in their red or yellow category. As a reminder, the Department of Elementary and Secondary Education’s guidance calls for districts to monitor three weeks of reports before making changes to learning plans for schools. In addition, districts and schools currently open for in-person instruction are encouraged to remain open even if their local community is designated as red, so long as there is no evidence of COVID-19 transmission in the schools. An asterisk will not change a community's advancement forward or backward for Step 2 Phase 3, or its treatment under rules regulating gatherings. ### Note: DESE has bolded the sentence above. Best, Leldamy

Leldamy Correa, M.Ed. Office of the Commissioner Chief of Staff Massachusetts Department of Elementary and Secondary Education W 781-338-3136 | C 781-661-8123 75 Pleasant Street, Malden, MA 02148 [email protected] Web | Twitter | Facebook | YouTube | Newsletters

This school year, we all have a role to play to keep each other healthy. Learn more.

CONFIDENTIALITY NOTICE: This electronic transmission is for the intended recipient only and may contain information that is privileged, confidential, or otherwise protected from disclosure. Any review, dissemination, or use of this transmission or any of its contents by persons other than the intended recipient is strictly prohibited. If you receive this transmission in error, please notify the sender immediately upon receipt and delete or destroy the communication and its attachments. Thank you for your cooperation

11/9/2020 Baker instructs schools to reopen classrooms, even in communities with surging COVID-19 cases - The Boston Globe

Baker instructs schools to reopen classrooms, even in communities with surging COVID19 cases

By James Vaznis, Travis Andersen and Felicia Gans Globe Staff, Updated November 6, 2020, 2:25 p.m.

Governor Charlie Baker arrived at the State House where he held a coronavirus update on Friday. JOHN TLUMACKI/GLOBE STAFF

Concerned that too many students are attempting to learn from home, Governor Charlie Baker on Friday made his biggest push yet for schools to reopen classrooms — even in communities like Boston where coronavirus cases have been surging — issuing a new set of rules that strongly discourages remote learning.

In making the announcement, Baker upended previous state guidance that had urged school districts to shift learning online if coronavirus positivity rates put communities at high risk for widespread transmission. Now, under the new state rules, districts should close schools or classrooms only as a “last resort” — when there is evidence of transmission or in communities where COVID-19 positivity rates are exceptionally high.

Only Chelsea, Lawrence, and Revere, have positivity rates that are high enough to rely exclusively on remote learning, according to state officials.

Currently, more than half of the state’s 950,000 public school students are doing all their learning from home, while many of the remaining students are receiving instruction at home part time.

“We all know that losing a week, a month, a quarter, or more in the life of a kid’s education has real consequences,” Baker said during a news conference. “And that’s why today we’re improving our methods for assessing transmission rates in communities and upgrading school guidance to reflect what the data now makes clear: that learning can happen safely in the classroom.”

Baker does not have direct control over individual school districts, which are under the control of cities, towns, and regional committees in Massachusetts. However, the governor’s latest statement represents a significant step in affirming his long-stated belief that schools can be safe and are not responsible for spreading the virus.

https://www.bostonglobe.com/2020/11/06/metro/baker-says-state-will-reassess-covid-19-guidance-schools-get-more-children-back-classrooms/?outputType=amp 2/7 11/9/2020 Baker instructs schools to reopen classrooms, even in communities with surging COVID-19 cases - The Boston Globe The move came as the Baker administration on Friday overhauled the metrics it uses to determine coronavirus transmission risks for each community to include a more nuanced view of the data. The new methodology takes into consideration a community’s population, the number of COVID-19 cases per 100,000 residents, and in some instances positivity rates. Previously, the state looked only at cases per 100,000 residents.

The state is continuing to designate risk levels using colors, progressing from gray — the very lowest — to green to yellow to red.

The change in methodology led to a dramatic decline in the number of red communities from more than 120 last week to just 16 this week.

The rosier view of transmission risks immediately raised suspicion among educators statewide, as it coincides with a surge of coronavirus cases that prompted the state to impose more restrictions on residents from Boston to the Berkshires, including an unpopular 10 p.m. curfew that went into effect Friday.

“The governor says it’s not safe to gather for Thanksgiving, but let’s cram as many students as we can into schools?” said Merrie Najimy, president of the Massachusetts Teachers Association. “It’s hypocritical.”

She also noted that the decision to reopen schools goes beyond a community’s COVID-19 positivity rate. Districts also need to take steps to ensure ventilation systems can effectively protect students and adults from the coronavirus and they need to carefully calculate how many students they can accommodate in age of physical distancing.

The new rules will likely heighten tensions in many districts struggling to keep schools open or those like Boston that are trying to figure out how to reopen classrooms.

Jessica Tang, president of the Boston Teachers Union, said the new state rules imploring Boston to bring back as many students as possible will jeopardize their safety as well as that of the adults. The union, prior to Baker’s announcement, had just sent a newsletter

“While we share the goal of prioritizing in-person learning, sending students back when COVID cases are on the rise, and reasonable safety measures have not been made is impractical and unsafe,” Tang said in a statement, noting that ventilation and other issues remain unresolved.

Because of the city’s rising coronavirus rate, Boston abruptly closed classrooms last month after bringing back some students who require specialized services. Superintendent Brenda Cassellius is devising a plan to reopen classrooms for those students again and has appointed a task force.

“We will review this new guidance from [the state] and will continue consulting with our City of Boston colleagues and the Boston Public Health Commission to ensure public health, safety, and equity remain at the forefront of our reopening planning,” Cassellius said in a statement.

In making a push to reopen schools, Baker and his team focused largely on coronavirus positivity rates, characterizing COVID-19 cases in schools this fall as isolated and the number as low. They said they were unaware of any instance of coronavirus transmission within a school.

As of Thursday, a total of 743 cases among students and 416 cases among staff members have been reported in Massachusetts school districts, educational collaboratives, and approved SPED schools.

“Data collected from school districts across the US, of which we now have several months' worth, shows schools can open and operate safely in person,” said Baker, adding that remote-only learning carries mental health risks, such as depression and anxiety.

https://www.bostonglobe.com/2020/11/06/metro/baker-says-state-will-reassess-covid-19-guidance-schools-get-more-children-back-classrooms/?outputType=amp 4/7 11/9/2020 Baker instructs schools to reopen classrooms, even in communities with surging COVID-19 cases - The Boston Globe Under the new rules, schools in communities designated as gray, green, and yellow are expected to have students learning fully in-person, if feasible, and should alternate students between days of in-person and remote learning only if there is no other way to meet health and safety guidelines.

Schools in red communities should rely on hybrid learning instead of following the state’s previous recommendation of switching to remote learning. In communities with exceptionally high cases, districts can shift to remote learning, while working with the state to find ways to safely educate some students in person.

Baker and Education Commissioner Jeffrey Riley wouldn’t commit to penalizing school districts that choose to remain in a remote-only model when public health data does not seeming to support the choice, saying they will evaluate each district on a case-by-case basis.

But the state has sought to publicly single out districts that officials see as too slow to reopen. Riley previously audited two public school districts — East Longmeadow and Watertown — over their timelines for bringing students back for in-person instruction.

Thomas Scott, executive director of the Massachusetts Association of School Superintendents, said superintendents are trying the best they can to educate students in person, but there are many competing factors, including demands from teacher unions, staffing shortages, limited finances, and facility improvements, particularly with ventilation systems. He said the new rules and the overhaul metrics will likely be helpful down the road, but in the short term they could create some problems.

“There is a good amount of skepticism when these kinds of changes occur,” he said.

How is coronavirus affecting schools? A look at incidents in Mass. this school year