Stronger Together: AppendicesPart of Stronger Together: A Guidebook for the Safe Reopening of California's Public Schools. Created through the Reopening Schools Task Force that fostered a collaborative process for educators and stakeholders to lend their important voices.
- Appendix A. CDE Health and Safety Checklist
- Appendix B. Resources
- Appendix C. Frequently Asked Questions (FAQs): Safe Reopening of School Districts
- Appendix D. Department of Public Health Guidance
CDC Decision-Making Tree
Visit https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Schools-Decision-Tree.pdf for guidance on reopening decisions.
Hygiene and PPE
- CDC: Hygiene Practices (PDF)
- CDC: Using Personal Protective Equipment (PPE)
- CDC: Use of Cloth Face Coverings to Help Slow the Spread of COVID-19
Cleaning and Disinfecting
- EPA: 6 Steps for Safe and Effective Disinfectant Use (PDF)
- EPA: List N - Disinfectants for Use Against SARS-CoV-2
Information for Staff Training
- Healthy Schools Act (PDF)
- CDPR: California School & Child Care Integrated Pest Management (IPM)
- CDC: Interim Infection Prevention and Control Recommendations for Patients with Suspected or Confirmed Coronavirus Disease 2019 (COVID-19) in Healthcare Settings
Protect and Support Staff Who Are at Higher Risk for Severe Illness
Communication with Students, Parents, Employees, Public Health Officials, and the Community
- CDC: Criteria to Discontinue Home Isolation
- CDC: Public Health Recommendations for Community-Related Exposure
Collaboration and Assessments
Multi-Tiered System of Support
For more information, please visit the California Department of Education’s Multi-Tiered System of Support (MTSS) web page.
Grade Two Diagnostic Assessments
The Grade Two Diagnostic Assessments web page provides more information about the optional diagnostic assessments for students in grade level two for English Language Arts (ELA) and mathematics that meet the requirements of California Education Code, Section 60644.
Grade K–8 Assessments
All instructional materials adopted by the State Board of Education include assessments for measuring what students know and are able to do, and also advise teachers how to use assessment results to guide instruction. Thus, if the district is utilizing SBE-adopted materials, standards-based assessments are provided in the instructional materials.
Tools for Teachers
A preview release of Tools for Teachers , the new Smarter Balanced formative assessment component of its system, is scheduled to be available June 16, 2020. Tools for Teachers provides subject- and grade-specific resources intended to help educators apply the formative assessment process during daily instruction.
All of the curriculum frameworks discuss the use of assessment of learning. Screening assessments identify students who may need additional supports or instruction, diagnostic assessments provide specific information about the difficulties, and progress-monitoring assessments provide feedback on whether planned interventions to address the difficulties are effective. These assessments can operate in short or medium cycles.
To access the various frameworks, please visit the CDE Curriculum Frameworks and Instructional Resources page.
Progress Monitoring: Interim Assessments Resources
For resources to support progress monitoring, please see the CDE Smarter Balanced Interim Assessments for ELA and mathematics web page.
- More than 160 interim assessments are scheduled to be available August 20, 2020.
- Although developed for grade levels three through eight and high school, the Smarter Balanced Interim Assessments can be administered to students at any grade level (i.e., K‒12).
- Results from these assessments will be electronically available to educators within 20 minutes of administration after a school or district coordinator creates the student groups for teachers to access these results.
For practice or training resources visit the California Assessment of Student Performance and Progress (CAASPP) web page or the English Language Proficiency Assessments for California (ELPAC) Practice and Training Tests web page .
For additional information or support for distance learning instructional strategies and learning acceleration, please contact the Curriculum Frameworks and Instructional Resources Division at email@example.com.
For additional information or support for assessments, please contact the Assessment Development and Administration Division at firstname.lastname@example.org for CAASPP; email@example.com for ELPAC; and firstname.lastname@example.org for Physical Fitness Test.
- CDE SEL and Distance Learning web page
- California’s Social and Emotional Learning Guiding Principles (full version (PDF) and summary (PDF)) and social and
emotional learning resource guide (PDF)
- To learn more about this work, visit the CDE SEL web page
The CDE English Learners web page contains state and federal guidance, resources, webinars, program models, and newsletters to assist LEAs with implementing distance learning and the transition to reopening schools. This web page includes:
- US Department of Education Guidance
- English Language Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) Guidance
- State Seal of Biliteracy Guidance
- Distance Learning FAQs
- This section includes resources to support English learners; newcomers; multilingual students; and immigrant, refugee, and migratory students during distance learning and the transition to schools reopening, including supporting their social–emotional needs and physical health.
- Webinars or Models
- Language Acquisition Programs; Dual Language
- Distance Learning Designated/Integrated ELD
- English Learner Support Division (ELSD) and Parent Newsletters
The Practitioners’ Guide for Educating English Learners with Disabilities is available on the CDE Educating English Learners with Disabilities web page.
Career Technical Education
- The Guiding Principles and the 12 essential elements are located at the Workforce Pathways Guiding Policy Principles page
- CDE Career Technical Education page as a starting point for how current CTE students are being served
- Resources for CTE distance learning
- California CareerZone
- California Career Center
- California Career Center Mobile Applications page featuring Career Surfer, My Stuff Job Central, and My Stuff CAP (career action plan) which students can use on their own and at their own speed to complete assignments
- Cal/OSHA Industry Guidance
- Quality Standards for Expanded Learning in California: Creating and Implementing a Shared Vision of Quality (PDF)
- Science of Learning and Development Alliance resources
Professional Relationships and Learning
Models and Best Practices
- CDE Quality Professional Learning from a Distance
- CDE Distance Learning Guidance
- CDE COVID-19 Webinars
- Learning Forward: Tips for Leading Professional Learning Online
- Education Week (Opinion): What Does Remote Instructional Leadership Look Like During a Pandemic?
- Oakland Unified School District’s Three Signature Social Emotional Learning (SEL) Practices
- Chief Learning Officer: How Can We Build Relationships in Virtual Isolation?
Mental Health and Well-Being of All
Early Learning and Care
During the state of emergency, the ELCD released Management Bulletins to guide contractors though the COVID closures. This guidance was developed by ELCD in coordination with CDSS Community Care Licensing Division (CCL), CDE Nutrition Services Division, and the California Head Start State Collaboration Office.
- MB 20-11 COVID-19 Guidance: Emergency Closures
- MB 20-09 COVID-19 Guidance on Program Self Evaluation, Contract Monitoring, and Program Quality
- Please see the following associated webpage:
- MB 20-08 COVID-19 Guidance on Procurement and Audits
- MB 20-06 COVID-19 Guidance Regarding Emergency Childcare Services for Essential Workers and At-Risk
- Please see the following associated forms:
- MB 20-05 COVID-19 Guidance on Temporary Waiver of Family Fees
- MB 20-04 COVID-19 Guidance on Apportionment, Attendance, and Reporting Requirements
The links below provide access to guidance documents.
CDSS and CCL
- PIN 20-06-CCP (PDF) Social and Physical Distancing Guidance and Healthy Practices for Child Care Facilities in Response to the Global Coronavirus (COVID-19) Pandemic Written in Collaboration with the California Department Education
US Department of Health and Human Services
HHS Administration for Children and Families Early Childhood Development Caring for Our Children Basics: Health and Safety Foundations for Early Care and Education
Vehicles may have exceeded a 45-day maintenance or inspection date while sitting out of service during the COVID-19 stay-at-home orders.
Vehicles need to meet all maintenance and inspection requirements before being placed back into service in accordance with Title 13 CCR 1232 Periodic Preventive Maintenance Inspection .
Carriers and drivers need to look closely at each Vehicle Inspection Approval Certificate (CHP 292) in accordance with Title 13 CCR 1231 Vehicle Inspection Approval Certificate .
Carriers and drivers need to make sure the vehicle’s certificate is still valid and that 13 months from the last inspection have not been exceeded in accordance with Vehicle Code 2807 Lawful Orders and Inspections .
- What will LEAs do if a teacher has an underlying health condition?
LEAs should work with the teacher to obtain a medical note and may need to consider providing these teachers with accommodations, such as telework or negotiated change in classification or duties.
- What will the plan be for nonteaching staff with underlying health conditions?
LEAs may need to provide these employees with the ability to work remotely. There may need to be some reassignment of duties that lends to these staff being able to work remotely, or in some other way that meets their need for accommodations, for example, a parent engagement liaison assisting parents with technical support.
- If students have underlying health conditions or parents/family members have underlying health conditions, what accommodations will LEAs make?
LEAs will likely need to consider providing these students with the option to distance learn so as to protect students and families with compromised health systems from being in harm’s way.
- How will LEAs arrange students and staff to accommodate physical distancing conditions?
LEAs will likely have to maintain small class sizes and limit the number of students in hallways and common spaces. There may need to be a morning session and afternoon session at each school so as to accommodate all students arranged into small class sizes and to offset space limitations.
- How will LEAs work with early-grade students who, because of their age, may struggle with maintaining
physical distance or wearing a mask?
If students from early grades participate in in-person instruction, LEAs may need to arrange them in small groups and may need to increase the number of staff who work with the students in classrooms to help keep students separated in physical distancing ways.
- How will you manage school spaces (hallways, common areas, etc.) to accommodate physical distancing
Staff will likely need to remind students in hallways and common spaces to maintain physical distancing. LEAs will need to have signage throughout the campus communicating physical distancing requirements.
- How will you handle requests from parents who state a preference for distance learning instead of
in-person instruction for their children?
There are families that may request distance learning and LEAs should consider providing parents, who request it, with the option to learn through distance learning.
- How will LEAs handle physical education considering the need for physical distancing?
LEAs may need to consider providing physical education through instruction provided to students in small groups or through distance learning where students complete assignments independently.
- How will LEAs manage meals during school hours?
LEAs may need to consider serving meals utilizing different spaces on campus for health and safety reasons. For those with staggered start times, this could be accomplished in ways such as providing “grab-and-go” meals as students who attended a morning session ending by lunch time leave campus..
- How will LEAs handle physical distancing guidelines during bus transport?
LEAs will need to consider how transportation can best support their chosen instructional model. LEAs may need to consider deploying more buses or bringing students to schools in shifts in order to maintain physical distances on buses. Buses will have to be fully sanitized between each run. CDE recommends that students should wear cloth face coverings and maintain 6 feet of physical distance while on buses.
- What will LEAs do if students forget to bring a mask or do not have one?
LEAs will likely have to maintain a supply of masks at school for students and staff who forget to bring one.
- What, if any, temperature-taking procedures will LEAs utilize?
LEAs will need to designate staff and create a system for student entry that accommodates temperature checks for all students. This could include a self-screening process for families prior to coming to school. In some instances, they may also need to arrange for staff to take the temperatures of students and staff as they arrive to prevent the further spread of the coronavirus.
- How will LEAs address hand sanitizing procedures for students?
LEAs may have to establish hand sanitizing stations at all school entrances and on playgrounds so that students and staff can sanitize their hands upon entering and exiting the campus and classrooms.
- How will LEAs address campus cleaning and sanitizing?
Campuses will have to deploy deep-cleaning schedules at campuses at at least daily, frequently disinfecting door handles, handrails, sink handles, restroom surfaces, playground equipment, and shared items. Considerations will need to be made for longer breaks within the instructional day to accommodate handwashing. Occupational safety guidelines should be consulted to determine the interval and the ingredients needed to ensure that desks and surfaces are properly sanitized.
- How will LEAs handle after-school program needs?
If LEAs offer after-school programs, physical distancing guidelines will have to be followed at all times. School and after-school program staff ratios will need to be adjusted (more staff and smaller student group sizes).
- How will LEAs address sports and extracurricular activities?
LEAs will need to consult public health experts for when these activities may be safely resumed. LEAs are encouraged to be in touch with their local lead of the California Interscholastic Federations.
- How will LEAs ensure consistency of instruction across classes and schools in each district? Given that
during distance learning the amount and nature of work varied from class to class, how will LEAs promote
consistency in districts where there is a blended form of instruction (i.e., in-person instruction and
LEAs will need to engage in a collaborative planning process with teachers to develop a scope and sequence for
learning and a continuity of learning plan should future school building closures be necessary.
- How will locker rooms be sanitized and managed?
These facilities will need to be sanitized daily and possibly after each physical education class or activity.
- How will students with special needs be served (for example, students with moderate/severe special
needs and students who are assigned with a 1:1 paraprofessional)?
LEAs will need to engage in a collaborative Individual Education Plan meeting that provides accommodations for the instructional program model that best meets the needs of the student. This could include how a student would access the support of a 1:1 paraprofessional in a blended learning model or a distance learning model.