From classroom instruction to transportation, food service, technology, and maintenance and custodial operations, to serving special populations, the high degree of complexity that the current environment presents is extensive. Developing a plan for in-person instruction requires our creativity, collaboration, patience, support, and resolve.

When comparing the logistics of managing a school district to managing industry operations, it’s important to consider variables. Each entity has its own unique challenges. For example, industry does not work with children who are engaged in all levels of learning; they work with adults. In a classroom, the task of a bathroom break can become time consuming when considering any necessary assistance, along with enhanced cleaning and disinfecting protocols. Industry does not have to feed or transport their employees. Office areas and plant operations are generally much larger than a school classroom, which could better support opportunities for physical distancing. Adults can transport themselves to and from work. RCS, on the other hand, has a three-tiered bus system, where a slight change in one schedule can greatly impact all other schedules. Even if parents were to drive their students to school, the infrastructure and city traffic patterns could not support the effort for 15,000 students and 1,500 staff members.

Although our task force teams continue to seek best practices from districts across the county, state, and the country, it is clear that each school district must work within the dynamics of their own structure. No two organizations are the same.

That said, as of Feb. 8, 2021, six out of 28 Oakland County districts are offering five full days of in-person K-12 instruction. The average 2019-2020 enrollment of these six districts is 6,727. Two of the six districts have more than one high school. One of the districts with two high schools uses a blended model which significantly reduces secondary density, with a large majority of population not receiving instruction in person.

When comparing five like-sized districts in southeast Michigan with an average enrollment of 17,141, similar to Rochester Community Schools, one district is currently offering five days of full-time, K-12, in-person instruction. Within this district, approximately 27 percent of the secondary students are using the virtual option, which significantly reduces student density within the middle and high schools. Four districts just began secondary hybrid instruction and do not yet have a plan to return to five full days of in-person instruction.

The Oakland County Health Division (OCHD), in close coordination with our school nurse, provides guidance on when, and if, a student or staff member should quarantine or isolate, and for how long.

If it has been determined that a student or staff member has been exposed to someone with a confirmed case of COVID-19, he or she is required to stay home and self-monitor for symptoms for 10 days from the date of exposure (14 days if unable to wear a mask and attend or work at the RCS Caring Steps Children’s Center); practice social distancing with others at home; and monitor for symptoms. A person cannot test out of quarantine.

The OCHD states that if a student or staff member tests positive for COVID-19, they must stay home and isolate for a minimum of 10 days and be fever free for at least 24 hours with improved symptoms before returning to school. If a student or staff member receives a negative PCR confirmatory test for COVID-19, they may return to school after submitting the laboratory results to the school principal. The results must include the date of the test, along with the patient’s name and date of birth.

If a student or staff member exhibits symptoms of COVID-19 and elects not to be tested, he or she will be excluded from school for 10 days from the onset of symptoms. Students or staff may return to school after that time, provided symptoms have improved and the fever is resolved for 24 hours without fever-reducing medicine.

For more information and to view a list of frequently asked questions, please visit the OCHD website at: https://www.oakgov.com/covid/resources/education/Pages/faq.aspx.

If a teacher is absent or sick, a substitute will be needed. Rochester Community Schools has secured at least one permanent substitute teacher for each of our elementary, middle and high schools to better assist with the transition and maintain continuity of learning.

If an entire classroom is quarantined and the teacher is feeling well, he or she may be able to teach remotely on a situational basis.

The OCHD staff will work closely with schools to determine whether a district needs to quarantine a class or close a school. Some of the considerations include the number of students and/or staff impacted by the virus, transmission within the building, and cleaning and disinfecting protocols.

Instructional content is available across multiple learning platforms as part of our ongoing curriculum development in response to the public health crisis. Students should already be familiar with their teacher’s learning management systems, online platforms, and classroom expectations, so the transition between in-person and at-home learning should occur fairly seamlessly if necessary.

We recognize that each situation may be unique. We encourage families to remain flexible and work with their school administrator and classroom teachers to manage adaptations and adjustments on a situational basis. Our educators are highly skilled in the art of teaching, and we will do all we can to meet the needs of our students.

RCS has a plan in place for students who are quarantined or isolated due to COVID-19.

When designing supports for students affected by COVID-19, our teachers are uniquely qualified to determine the most effective and appropriate educational practices to meet the needs of their students. Some of the tools and supports that may be utilized include, but are not limited to the following: 

• Direct email contact
• Consistent updates to Google Classroom or the appropriate learning management system
• Nearpod student-paced lessons
• A flipped classroom model
• Support during planning time
• Support before/after school hours
• Live or recorded audio and/or video instruction
• Building-level live support times will also continue

We will continue to adjust and enhance our instruction and support as needed.

We remain committed to continuous improvement as we monitor and research enhanced learning opportunities to meet the needs of all our students.

Livestreaming in schools involves using a video camera, or webcam, in a classroom and streaming the class live through a computer. This process would require a teacher to simultaneously instruct students who are both in a classroom and online at another location. The livestream option is different than the remote or virtual option. In a remote or virtual learning environment, students receive dedicated online instructional time. In contrast, students who livestream in a classroom may have limited engagement.

Although livestreaming may seem like the ideal tool when a student or teacher needs to quarantine, each instructional approach must be evaluated to determine the appropriate solution for any given situation. RCS remains committed to providing a personalized approach to teaching and learning.

RCS educators continuously benchmark student progress throughout each school year. Through frequent formative and summative assessments, trusted educational tools and daily observation, our educators maintain a consistent and ongoing evaluation of student needs and growth and work to adapt instruction accordingly.

Benchmark reading assessments can be done using Literacy Footprints digital reader assessment tools, or with Fountas & Pinnell literacy assessment kits.

iReady diagnostic is used as one piece of data to drive instructional decisions and provide data on students' progress toward growth goals. Elementary students also have access to the iReady math learning platform with support links.

Frequent, ongoing formative assessments guide instruction. Literacy Footprints digital reader and Epic are two resources teachers use for collecting data through informal running records or by observing reading behaviors in a one-to-one conference or small-group setting. Teachers choose the platform that best meets the needs of a particular student or student group.

At the secondary level, we continue to work with the Michigan Department of Education (MDE) to collaborate and update processes. iReady assessments have been added at the middle-school level. MSTEP will be provided to 6th and 7th graders; the PSAT will be provided to 8th, 9th, and 10th graders; and the SAT will be given to 11th graders. All tests will be taken in the April/May timeframe. Formative and summative assessments are used continually to monitor student growth and address student needs.

RCS utilizes the multi-tiered systems of support (MTSS) framework that integrates screening, assessment and resources for all students to ensure that their individual needs are met.

Students receive tailored support and intervention as needed to ensure success. Our students have continued to benefit from high-quality education, in spite of difficult public health conditions.

RCS and Durham School Services have implemented strict protocols to mitigate transmission of COVID-19. Drivers will wear facial coverings. They will also wear proper personal protective equipment while cleaning and sanitizing buses. All high-touch surfaces will be cleaned between each bus run. Electrostatic wands will be used following the morning runs and again following the afternoon bus runs. No cleaning or disinfecting will be performed with students on the bus. Drivers will leave the first two seats open if possible. For cautionary purposes, drivers may need to lower their mask temporarily while operating the vehicle if the mask presents a safety hazard.

Students will: use hand sanitizer upon boarding the bus; wear a facial covering; sit in an assigned seat; sit with family members when applicable; exit the bus after being dismissed row by row; and unload from front to back during arrivals at school buildings. Kindergarten students will sit near the front of the bus and older siblings will be grouped with them.