REOPENING

SCHOOLS PLAN
FALL 2020 | REVISED 8/27/20
Table of Contents

Introduction to the Reopening Schools Plan . . . . . . . . . . . . . . . . . . . . . . . . 3

Reopening Schools Task Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Guiding Principles for Reopening . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
FCPS Operational Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Full-Time Educational Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Operational Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Dialing In and Dialing Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Virtual Launch for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Family Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Preparing for Future Closures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lessons Learned From Spring 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
State Guidance on Reopening Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Health Mitigation Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Preparation and Monitoring Actions . . . . . . . . . . . . . . . . . . . . . . . . 9, 10
Measures to Reduce Virus Spread . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Ongoing Health Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Elements Present Across Operational Models . . . . . . . . . . . . . . . . . . . . . . . 12
Technology and Connectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Attendance and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Social Emotional Learning and Mental Health . . . . . . . . . . . . . . . . . . . . . 13
Intervention Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Supports for Special Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
In-Person Operational Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Instruction Within the Operational Levels . . . . . . . . . . . . . . . . . . . . . . . .15
Cohort Learning Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Health Protocols and Social Distancing . . . . . . . . . . . . . . . . . . . . . . . . .16
Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Full-Time Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Family Understandings and Commitments . . . . . . . . . . . . . . . . . . . . . . .19
Additional Considerations for Reopening . . . . . . . . . . . . . . . . . . . . . . . . . 20
Supports for Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Supports for Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Athletics and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Communication Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Timelines for Key Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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Introduction to the Reopening Schools Plan

On June 9, Governor Northam announced a phased reopening for Virginia

public schools. This plan outlined guidance on instructional and service delivery
for the 2020-21 school year. This document is intended to communicate Guiding Principles
specific components of Fairfax County Public Schools (FCPS) plans and for Reopening
preparations for reopening schools in fall 2020. Based on lessons learned from
spring 2020, review of state guidance, and reflection on stakeholder input, FCPS has identified five
FCPS has refined its approach to flexible educational delivery. Expanded principles to guide all planning
options reflect the needs and concerns of families and staff while maintaining for school reopening.
priorities for health, safety, robust instruction, and support services
 nsure safe learning and
1. E
working environments for
Reopening Schools Task Force students and staff.
Following the May 11 Fairfax County School Board work session, where the
Board considered initial fall reopening challenges, the superintendent and 2. P
 rovide family choice in
deputy established a new task force structure to prioritize and expedite student learning format,
information-gathering and development of recommendations for reopening offering two options for
school. The task force is charged with developing specific action plans to instruction:
address two reopening models: full-time online instruction and an in-person a. Full-time online instruction
operational continuum with social distancing in FCPS schools. for the year;

Task force membership reflects diverse perspectives to actively involve or

stakeholders in the planning process. The following perspectives ensure a range
b. In-person operational
of community, staff, and student needs are considered as plans as established: levels delivered flexibly
Staff representing classroom teachers and FCPS professional throughout the year based
organizations, including Fairfax County Federation of Teachers, Fairfax on changes in public health
Education Association, Association of Fairfax Professional Educators, and data.
Support Services Employees’ Advisory Council;
3. E
 nsure all students receive
Student representatives; instruction that meets state
and federal standards and
Parent representatives from Fairfax County Council of Parent Teacher have the necessary supports
Associations, Special Education Parent Teacher Association, Parents of for success, including:
Autistic Children, and Title I Parent Advisory Council;
a. A
 ccess to technology and
Members of the Fairfax County School Board; connectivity;
Representatives from School Board advisory groups, including Minority b. S
 ocial-emotional wellness
Student Achievement Oversight Committee and Advisory Council for and health supports; and
students with Disabilities;
c. A
 dditional supports to
Staff from the Fairfax County Health Department; meet needs of special
populations.
Department staff from communications and community relations, facilities
and transportation services, financial services, human resources, information 4. Provide training, time,
technology, instructional services, professional learning and family support, and flexibility
engagement, school support, special services; and necessary for staff to prepare
for successful reopening.
Region and school leadership, including principal representatives from
each level. 5. Provide proactive, clear
The task force was formed to address six key action areas: Facilities and School communication (with
Operations, Instruction. Technology, Communication, Community Partnerships, translations) to all families
and Human Resources. The superintendent and deputy assigned division and staff.
leaders to oversee the work of each of these action teams. Action teams meet
regularly and include additional members who bring direct knowledge and
skills for identifying specific issues and generating a plan to address each of
the identified critical actions.

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FCPS Operational Approach

With the uncertain future of COVID-19 in our region, FCPS continues to actively plan and prepare for a range of scenarios
and challenges that are likely to face our community as schools resume instruction in the fall. The FCPS Reopening Schools
Plan lays out the core elements of these plans and preparations as of each publication date. It is expected that plans will
continue to be adjusted and further developed throughout the summer and fall.

Full-Time Educational Program

At the foundation of the FCPS plan for reopening is a commitment to ensuring access to a full-time educational program
for all students. Each of the operational models shares a 5-day instructional week.
Monday: Independent (asynchronous) learning for all, plus supplemental specialized morning instruction for identified
students; office hours, related services, assessments, and extracurricular activities may also be offered for students
Tuesday-Friday: Two to four days weekly of teacher-directed interactive (synchronous) instruction, with the number of
interactive days defined by choices and conditions outlined below.

Operational Levels
Throughout 2020-21, division leaders will face the persistent question of finding the right level of in-person services that
can be safely offered for families electing this option. The FCPS operational levels are designed to allow the level of
in-person service to dial in and dial out at different points in the year based on the current health conditions and trends.

FCPS OPERATIONAL LEVELS

Level 1: 100 Percent Virtual Learning
All learning is virtual; no in-person learning opportunities
Limited personnel reporting to offices and schools
Limited or no in-person transitions with the public inside FCPS facilities
Level 2: Cohort Learning
Identified cohort groups of students are phased in for in-person intervention and supports; in-person cohorts
may run on Mondays only or one or more days, Tuesday to Friday
Most students continue 100 percent virtual learning
Staff members may access classrooms to deliver instruction, with administrator permission
Level 3: Hybrid Learning
Hybrid of online and socially distanced instruction at school for all students whose families want
in-person learning
Some teachers continue to teach remotely based on health needs and student enrollment needs
Students whose families chose full-time online instruction remain online for the year
Level 4: 100 Percent In-Person Learning
All students have the opportunity for in-person learning
Schools open at full capacity with sustained health mitigation strategies
Some students and staff may continue online due to family choice or membership in a COVID-19 high risk category

Dialing In and Dialing Out

At the heart of the FCPS model is a careful balance between a commitment to health safety for students and staff and
a belief that in-person instruction is able to support students academic, social-emotional, mental health, and behavioral
development in ways that cannot be replicated through online-only interactions. In this time with coronavirus present in
our environment, any in-person interactions carry a degree of risk. FCPS staff, in collaboration with the Fairfax County
Health Department, have developed and continue to refine comprehensive strategies to mitigate health risk. While these
mitigation strategies are essential, they also introduce new operational and logistical challenges that FCPS has never
before faced.
When dialing in on the operational levels, opportunities for in-person instruction will begin at Level 2 with cohorts of
the most vulnerable students, such as English learners, students with disabilities, and primary grade students. In-person
learning for all students at Level 4 will only be offered when public health data trends and developments reflect that all
significant risk of COVID-19 resurgence has passed.

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FCPS Operational Approach (Continued)

The chapter on the in-person instruction model provides additional details about instructional delivery and services at
each operational level. Note that the operational levels apply only to students whose families select in-person instruction
for the school year. Students whose families elect online instruction can expect consistent full-time online instruction for
the entire school year.

Virtual Launch for All

The FCPS School Board and superintendent made two important decisions in July that affect reopening plans.
The first day of the school year was postponed until September 8, 2020. This will allow additional time for scheduling
student classes, hiring teachers to fill vacancies created by resignations and leave requests, providing professional
development and training to all staff, and distributing technology devices to families.
FCPS will open the school year in Operational Level 1, with virtual learning for all. This change means online instruction
not only for students whose families selected the full-time online option but also on a temporary basis for students
whose families elected in-person instruction with social distancing in schools.
Under Operational Level 1, 100 percent virtual learning, class schedules mirror those used for students participating full-
time online for the year. Online practices reflect lessons learned from spring 2020 and include expanded digital curriculum
resources, as well as additional staff training. The division’s ongoing expansion of technology, connectivity, and blended
learning strategies across grade levels and curricular areas will ensure FCPS students are able to access high-quality,
rigorous instruction in this temporary model and across all operational levels throughout the year. FCPS will provide
additional professional development for staff and resources for families to prepare for a successful start to the school year
under a model of 100 percent virtual learning.
FCPS leadership is actively forming plans to transition to Operational Level 2, cohort learning, as soon as possible in the
Fall to resume limited in-person assessment and to begin inviting prioritized students groups to access part-time in-person
academic and social-emotional supports.

Family Choices
Within the FCPS model, families have a choice between two options to meet their children’s educational needs. This
choice becomes active for families as the division begins dialing in to Operational Level 2 through Level 4, to provide in-
person instruction with social distancing in FCPS school buildings.

COMPARISON OF FAMILY CHOICES FOR 2020-21

FULL-TIME IN-PERSON
OPTION
ONLINE INSTRUCTION OPERATIONAL CONTINUUM
Provides families with a stable, quality online Safely maximizes in-person instructional time with
GOAL program for the full year social distancing in FCPS buildings

DESCRIPTION Guarantee of full-time online instruction for the Flexible design allows for changes to schedule and
entire school year service delivery throughout the year in response to
current public health data. Services may range from
Operational Level 1, 100 percent virtual learning, in the
worst case to up to Operational Level 4, 100 percent
in-person learning in the very best future case.

KEY BENEFIT Families will know what to expect for scheduling Students will be afforded the greatest level of in-
and routings for the full year person interactions with staff and peers that may be
safety managed at any time

KEY Provides families with a stable, quality online Families will need to be prepared for schedules and
DRAWBACK program for the full year routines will vary throughout the year based on
changing health data.

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Preparing for Future Closures

Changes in public health data could necessitate rapid adjustments to the level of in-person instruction that can be offered
at any time in 2020-21. Students, families, and staff who are participating under the in-person operational levels option
should recognize the potential of short-term closure for a classroom, school, or the division at any time. Based on the
experience in spring 2020 , FCPS is prepared to rapidly adjust its operational level, as needed, to respond to specific
cases of infection and exposure within a particular class, school, or the broader county and region. Division leaders will
communicate promptly to staff, students, and families in the event that local health conditions warrant school closure or a
change in instructional delivery.
Through close consultation with the local health department, FCPS has adopted multi-faceted metrics to measure
when the division can safely provide in-person instruction. These metrics inform decisions on dialing in or dialing out
the operational level for the division overall as well as for individual schools and classrooms, as needed. Three types of
metrics provide context for operational decisions. Detailed metrics and thresholds within each of these types are being
refined and finalized to future inform decisions about dialing in, maintaining, and dialing out for the operational levels.
Community Transmission and Disease Trends: Defined by Virginia Department of Health, reviewed weekly with the
Fairfax County Health Department, and used to determine if the level of community transmission will allow for face-to-
face instruction.
System Operational Metrics: FCPS capacity to support face-to-face instruction and used to define continuum level for
school operations. These metrics include the level availability of staffing, personal protective equipment, and
cleaning supplies.
School Metrics: Responsive analysis to maintain health and safety, used in the event of confirmed cases of COVID-19
to determine the need for a shift to temporary online for all at the individual classroom, cohort, or school level.
During a health closure (operational level 1) for one or more FCPS sites, no students would be allowed in school buildings
for instruction. In rare circumstances when a necessary specialized service cannot be provided remotely, individual
students may be permitted into a FCPS facility by appointment and with strict mitigation strategies in place.
Experts studying health trends for COVID-19 and past pandemics recognize that there is the potential for a range of
shifts in public health risk as we move toward eventual stability. As we begin to ease social distancing, we work from
an assumption that the worst is behind us. However, analysis of historical data and trends from other areas of the world
experiencing COVID-19 suggest the likelihood that we will see a resurgence in cases. This resurgence could take the
form of a spike, possibly in late fall when flu season also prompts more COVID-19 transmissions. Another variation could
bring recurring waves across many months until a vaccine is developed, reflecting loss of stamina for strict health and
social distancing precautions. The FCPS metrics for school operational decisions equip the division to respond rapidly and
appropriately to any future scenario of elevated risk.

POSSIBLE PATTERNS FOR COVID-19 PUBLIC HEALTH RISK

Worst Behind Us Late Fall Resurgence Ongoing Waves

Source: EAB Interviews and Analysis

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Lessons Learned From Spring 2020

The impact of the school closures on student achievement Instructional Practices

and well-being has been studied by various organizations Staff need dedicated time to plan and work in
around the world. Building a reopening plan that takes collaborative teams.
into account common lessons learned within FCPS and
beyond will help create an infrastructure aligned to Ongoing professional development is needed to
student, family, and staff needs. Documenting the strengthen virtual teaching strategies.
successes and missteps in the spring 2020 distance
Digital citizenship concepts and skills should be
learning implementation will inform decisions and planning
integrated into lessons.
for the reopening of schools in the fall 2020. Six key areas
of learning have been documented by FCPS staff from Consistent inclusion of “specials” classes in elementary
analysis of our own experiences and review of recent school and electives in middle schools is needed to
articles and studies. support the whole child.

Instructional Model Grading policies should be carefully crafted to

appropriately motivate student engagement.
Consistent implementation of a divisionwide
instructional schedule is needed to promote equity. Technology and Infrastructure
More synchronous student learning (live, interactive Timely distribution of laptops and MiFi devices must
learning) is preferred. Increased access to live teaching be further strengthened to support student access to
experiences is needed to reduce the family burden to online instruction.
support student learning.
Learning platforms and video conferencing must be
Increased social emotional learning (SEL) opportunities able to support consistent access by FCPS students
are needed in a virtual environment. and staff.

Equity Concerns Students must have secure ways to access synchronous

learning.
Technology and connectivity must be provided by the
division to ensure that all students can participate Honoring students’ individuality while maintaining
equitably in online instruction. security is critical, such as by reflecting preferred names
within digital platforms.
Division plans must account for the disproportionate
health and economic impact of COVID-19 on certain Staff Support
communities, including how this affects students’ ability
Staff access to childcare is needed to meet the
to equitably participate in online learning, potentially
demands of virtual instruction and telework.
widening achievement gaps.
Administrators, teachers, and support staff should
Communication
receive sustained professional development on a range
Opportunities for two-way conversations with all of crisis-related issues, self-care, and productivity tools.
stakeholders is vitally important when generating plans
and monitoring implementation. The division must ensure that all staff have consistent
access to internet connectivity so they may effectively
Frequent and consistent messaging from the school support students, families, and the school system.
division are needed, with safeguards to ensure
communication reaches all families.
Verbal interpretations and written translations must be
available for all families who require them. STAYING CONNECTED AND READY TO LEARN
Return to school success stories should be shared with
stakeholders through social media, newsletters, news
releases, and media outlets.
X > ½%?

OUR DISTANCE LEARNING PLAN: SPRING 2020

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State Guidance on Reopening Schools

Governor Northam’s Phase Guidance for Virginia Schools was accompanied by comprehensive guidance from the
Virginia Department of Education, Recovery, Redesign, Restart 2020. The state guidance reinforces that Virginia schools
are expected to deliver new instruction to all students in the 2020-21 school year, while recognizing that the format for
instructional delivery may shift across the year. The state plan articulates that the start of the year is likely to bring a blend
of in-person and remote learning across the state. However, it recognizes that divisions in different areas of the state may
have differing needs and may be on different timelines with delivery models. All state decisions related to easing health
restrictions will continue to be governed by public health status data, as outlined in the Forward Virginia Blueprint.
The governor’s phase guidance provides a gradual scale-up of school operations. Mitigation strategies including physical
distancing, enhanced cleaning, health screening protocols, etc., are necessary across all phases to reduce the spread of
COVID-19 virus. Based on local health data, divisions are authorized to be more restrictive for in-person services than what
is allowed in each phase.
Phase I: In-person services may be provided under strict safety protocols for special education programs, in special cases
where all parties agree it is appropriate. Childcare may be offered in schools for working adults under special restrictions.
During this phase, instruction is generally remote. No athletics or extracurricular activities are permitted. Social distancing
guidelines are defined as:
Maximum 10 people per bus or classroom and 6-foot physical separation, whenever possible; and
Limited mixing of students in groups, no communal spaces, such as cafeterias, and no large gatherings.
Phase II: In-person services may additionally be offered for PreK-3 and English learners. Summer camps may be held in
school buildings with strict social distancing measures in place. During this phase, instruction remains predominantly remote.
Limited access to athletics and extracurricular activities with mitigation strategies. Social distancing guidelines are defined as:
6-foot physical separation, whenever possible, and physical distance between children on school buses;
50 person limit on large gatherings, assemblies, etc., and limited mixing of students in groups; and
Communal spaces remain closed, if possible, or receive intensive disinfection between uses.
Phase III:In-person services are permitted for all students with social distancing measures in place. During this phase, in-
person instruction may be offered to all students, but remote instruction will continue to be an option for some learners.
Athletics and extracurricular activities may be expanded with continued mitigation strategies. Social distancing guidelines
are defined as:
Goal of 6-foot physical separation for all adults and students, with the option of combining 3-foot separation and cloth
face coverings as an alternative;
Physical distance on school buses; use of face coverings when physical distance cannot be maintained;
10-foot physical distancing for school athletics practice and competitions;
Large school gatherings, including athletic events, limited s to the lesser of 250 people or 50 percent of venue; and
Considerations to limit mixing of students in groups, including adjusted schedules, transitions, closure or staggered use
for communal spaces, etc.
Beyond Phase III: Divisions begin a “new normal” in operations in consultation with public health officials. Some mitigating
strategies will remain in place, such as those outlined as applying across all phases.
Across All Phases: Divisions are expected to follow CDC guidance for schools pertaining to social and physical distancing,
health and hygiene, cleaning and disinfecting. These include:
Daily health screenings for students and staff;
Online instruction and teleworking options for students and staff with elevated risk of severe illness;
Cloth face coverings for staff and encouraged for students, as developmentally appropriate, whenever 6-foot physical
distancing cannot be maintained; and
Encouraging staff and students who feel sick to stay home, with clear policies on when they can return.
Before entering Phase II or Phase III, divisions must submit a plan to the Virginia Department of Education outlining
strategies to mitigate public health risk for COVID-19 and address CDC and Virginia Department of Health (VDH)
recommendations. FCPS submitted documentation of its health mitigation plans on June 19 and July 31, 2020.

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Health Mitigation Strategies

Virginia’s reopening plans are based on CDC guidelines for ensuring safe and healthy learning and working environments.
FCPS is actively collaborating with the Fairfax County Health Department (FCHD) to determine criteria and guidelines for
school operations in 2020-21. Together, staff have established a joint school and health department COVID-19 response
plan covering FCPS and Falls Church City Public Schools. The general health and safety protocols outlined below for
students and employees are further detailed in the following resources:

• Return to Work Guide for FCPS employees in schools and central offices
• Student Health and Safety Guidance for school-based staff

Preparation and Monitoring Actions

All decisions about how schools reopen—as well as decisions about any future closures—are informed by the most recent
local health data in partnership with the FCHD. The FCHD point of contact for direct contact for FCPS is Joanna Hemmat,
Assistant Director, Health Services (703-267-3511). At each school, the principal serves as the point person for COVID-19
issues and inquiries. The principal’s contact information is available on the FCPS schools and centers webpage.

Protecting Vulnerable Individuals

The CDC has defined certain students and staff who need extra precautions against infection. As prescribed in the
governor’s phase guidance, FCPS will provide a full-time online option for students and teachers. This option is
available for students and teachers who need extra precautions due to medical risk and others who are concerned
about potential risk. Flexible telework assignments are available for non-teaching staff, including those with higher
health risk. The screening, health, and safety measures that follow will offer further precautions for vulnerable students
and staff.
Health Screening
FCPS will implement daily health screening practices for students, staff, and visitors. FCPS is partnering with the
FCHD to develop and refine protocols for daily screening, reporting, and monitoring for 2020-21. A public information
campaign will be utilized to reinforce the importance of staying home for any individual who is sick. Staff will be required
to complete daily self-reporting to verify they are asymptomatic when reporting to the worksite. Public health assistants
will screen students that report symptoms upon arrival or whose caregiver did not complete the daily health screening.
Responding to Illness
FCPS and FCHD have developed protocols for students and staff. Each case is handled individually, applying established
FCHD protocols for communicable disease and contact tracing, including expectations for communicating to families
about occurrences within a school community. When a student is found to be symptomatic during the school day, they
will be moved to an isolation room for monitoring until they can be safely transported for testing and treatment.
Student and Community Health Monitoring
At an individual student level, FCPS will actively monitor absences for both in-person and online instruction. Absences
reported to be due to personal or family COVID-19 infection will assist schools in providing appropriate resources and
support for the student and family during the absence and in supporting a smooth transition back to instruction when it
is safe for the student to return.
At a community level, FCPS will regularly communicate and monitor developments with local health department
authorities regarding cases, exposures, hospitalizations, and any other relevant metrics that may require a change in
school operations. In the event of an elevated number of cases in local health data or in the event of presumed or
confirmed cases directly impacting schools or central offices, FCPS will consult with FCHD authorities for all decisions
about short-term closure of a classroom, school, or the division as a whole.

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Health Mitigation Strategies (Continued)

Closure Decisions
Decisions about closure of a classroom or school are made on a case-by-case basis, taking into account the number of
impacted individuals, extent of social distancing in place while infectious individuals were present, extent of interactions
and exposure within the space, and potential risk to others in and outside of the class or school. When contact tracing
indicates a significant risk with the identified classroom or school, division leaders will transition all affected students to
operational level 1, 100 percent virtual learning. No specific metrics are defined for these closure decisions, as leaders
must weigh the nuances of each situation using the outlined criteria and make the best judgment for the safety of the
school community.
Decisions about closure of the division as a whole are made in consultation with the FCHD based on current local,
regional, state, and national public health data trends. The FCPS operational metrics monitor these health data in
combination with operational metrics to ensure the ability to fully meet all health and safety guidelines for in-person
services. VDH thresholds for community transmission metrics together with FCPS thresholds for operational metrics
inform data-based decisions about dialing in and dialing out of division operational level. Likewise, school metrics and
thresholds ensure decision-making protocols are sensitive enough to promptly respond to individual classroom or school
risks. See the chapter on preparing for future closures for additional information on the division metrics, thresholds, and
process used for closure decisions at all levels.

Measures to Reduce Virus Spread

The CDC has highlighted specific mitigating strategies to reduce risk of COVID-19 infection and transmission.
Hygiene Practices
Routine healthy hygiene practices are a foundational measure to protect against COVID-19 and other illnesses. FCPS
hand washing guidelines indicate that students should wash hands for at least 20 seconds after blowing their nose,
coughing, or sneezing; before eating, and upon entering classrooms. Breaks will be provided for hand washing.
If soap and water are not readily available, sanitizer that contains at least 60 percent alcohol will be provided. FCPS will
supply hand sanitizer and disinfectant for use by students and staff.
Face Coverings and Personal Protective Equipment (PPE)
All staff, visitors, and students over age two will wear face coverings while inside FCPS facilities and while using FCPS-
provided transportation. Face coverings may be cloth or disposable and will be provided for individuals who are unable
to provide their own. Exceptions to this requirement include:
While individuals are eating, drinking, or exercising;
When under the supervision of a school staff official who directs the covering to be removed; and
Individuals with a health condition, a communication or impairment, or disability that prevents them from wearing
a face covering.
Additional protective equipment including face shields, gloves, and gowns will be provided, as appropriate, for
settings that require close human contact, such as for staff providing certain supports for students with disabilities.
Plexi-glass shields have been mounted in main offices and reception areas of schools and central offices.
Physical Distancing
FCPS staff will employ social distancing strategies to increase spacing between individuals, including adjusted
seating arrangements for school buses and classrooms and posted signs to remind staff and students of 6-foot
social distancing. A 3-foot VDH protocol combined with required face covering is applied as a back-up when 6-foot
distancing is not possible for a particular space. Staff will maintain small groups by having students eat meals in
classrooms whenever possible and limiting volunteers and visitors in the building.
Additionally, staff will use strategies to minimize mixing between groups whenever possible. Specific practices will be
customized for each school and may include designating building entrances by grade level, mapping traffic patterns
through the school, and scheduling student and staff groupings to be as static as possible

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Health Mitigation Strategies (Continued)

Ongoing Healthy Operations

Additional ongoing steps are necessary to maintain optimal health environments and operations throughout the year.
Cleaning and Disinfection
Cleaning and disinfection measures will ensure the physical spaces, equipment, and materials students and staff come
into contact with remain safe. Daily sanitizing will be implemented for high touch areas (doorknobs, handles, fixtures,
etc.) with a medical grade sanitizing solution. Restrooms will be monitored and cleaned more frequently throughout
the day. Outside cleaning services will be contracted, as needed.
Air and Water Quality
FCPS buildings are ventilated with outdoor air throughout the day to reduce the buildup of pollutants and odors.
To mitigate air and water quality issues, staff will conduct enhanced preventative maintenance on all mechanical,
electrical, HVAC, and plumbing systems, including replacement of air filters. Additionally, staff will conduct enhanced
building checks prior to reopening buildings to identify areas of concern and use high efficiency particulate air (HEPA)
fan and filtration systems to enhance air cleaning in areas identified as concern. Staff will continue to monitor water
quality at FCPS facilities to ensure systems are safe to use after any prolonged building closure, including scheduled
closures such as summer and unscheduled closures such as those prompted by pandemic.
Field Trips and Visitors
All travel for FCPS students is prohibited for school year 2020-21. This includes routine, unusual, and international field
trips. All incoming and outgoing short-term visitations are also prohibited for 2020-21. Volunteer access to facilities will
be limited, and all visitors will be required to complete the daily health screening questionnaire.

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Elements Present Across Operational Models

Some elements will support continuity of learning across FCPS for students instructed under all operational models.

Technology and Connectivity

In May, the School Board approved expanding the FCPSOn initiative to include all middle schools. This expansion is on
top of current implementation at all high schools and means that every FCPS student in grades 7-12 will have access to
a personally assigned FCPS-provided laptop for use at home and at school. New and redeployed laptops will also be
available for elementary school students in grades PreK-6, as needed. With these enhancements, all students in PreK-12
will be provided with laptop computers, as needed, to support learning in-person and online. Additionally, the division has
purchased additional MiFi devices for distribution to families, when reliable home internet access is not available.
With guidance and support from the Superintendent’s Technology Advisory Council, FCPS is reviewing video-conference
contracts and service level agreements. Priority is to ensure reliable vendor performance and a safe and secure virtual
learning platform to support enhanced online instruction in 2020-21. FCPS also continues to partner with internet service
providers to expand free and low-cost home service options in communities.

Assessment
The focus for student assessments within all reopening plans will be to help staff identify students’ learning needs and
plan for upcoming instruction. Assessments geared to this purpose will be prioritized in the division assessment program.
This includes use of measures for division-level analysis of learning loss that can be attributed to extended school closures.
Resources and professional development will be provided for staff to support effective and appropriate assessment
practices in an online learning environment, including limitations tied to test security in some cases.
Most standardized assessments are required to be administered in-person with strict test security measures in place. With
a virtual start to the school year, most standardized assessments traditionally provided in the fall will be cancelled for
2020-21. Alternative data sources and methods will be used in some cases for instructional and programmatic decisions,
when prior assessment data are not available. When in-person instruction resumes in FCPS schools, standardized
assessments will also resume. A new system of assessment by appointment will be implemented to ensure students
participating in full-time online instruction can still access standardized assessments, such as federally required Standards
of Learning (SOL) and English.

Curriculum and Instruction

Recognizing the challenges and limitations many students may have experienced with learning during spring 2020,
FCPS is revising curriculum guides at elementary, middle, and high school levels. Revised curriculum highlights essential
standards for the grade level or course, as well as the prerequisite knowledge and skills learners need in order to be
successful with new content. Updated pacing guides and resources ensure both the essential standards and prerequisite
skills are fully addressed and offer strategies for staff to support learners with differing needs. Explicit resources are
provided to support advanced learners, English learners, students with disabilities, and PreK learners. In addition to
resources embedded in curriculum guides, specific strategies to support vulnerable learners, including economically
disadvantaged students, are available. These include cultural responsiveness, digital citizenship, creating family
partnerships, and using thinking routines.
Professional learning is provided for teachers to prepare for changes to teaching practices that will be necessary for
online instruction and for in-person instruction with social distancing in schools. Best practices, samples, and guides
support teachers to plan for an effective and engaging online classroom experience for the virtual launch. Additional best
practices, samples, and guides will be published throughout the fall to assist staff in preparing to dial in for in-person
instruction. Throughout these resources is a focus on building community, social-emotional learning, and establishing
appropriate routines and procedures that maintain safe and healthy practices, such as attention to screen time, hand
hygiene, and social distancing.
Instructional schedules in 2020-21 provide significantly more student-teacher interactions for all students than in spring
2020. All FCPS instructional models ensure students can reliably access all courses and programs required under the
Virginia standards of learning. However, restrictions with online models necessitate adjustments to some course offerings,
such as those requiring hands-on experiences. General classroom instruction at all levels features whole group, small
group, and individual support for students.

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Elements Present Across Operational Models (Continued)

Attendance and Grading

FCPS provides a 5-day educational program, and students are required to attend each day. Attendance is monitored
daily for students participating in-person with social distancing, synchronously online, and independently/asynchronously.
An electronic attendance notification will be sent to caregivers for any students scheduled for in-person or synchronous
learning who are reported to be absent from class. Under the 2020-21 virtual launch for all, some students and families
are in a position where they are unable to reliably attend online classes during normal school hours. A system will allow
schools to document which students require an adjusted schedule for classes. Attendance for these students will be
tracked via caregiver reporting at the elementary level and via student reporting at the middle and high school levels.
Schools will monitor attendance patterns for all students to plan for intervention or supports, as needed.
New instruction delivered in the 2020-21 school year will be graded at both the elementary and secondary levels. Staff will
use standard grading practices following the established FCPS grading and reporting policy. Resources are available to
assist teachers in ensuring fair and equitable grading for virtual classroom assessments, as well as resources to support use
of a cumulative gradebook model to account for students attending on different schedules and with different instructional
models throughout the year.

Digital Resources
Whether learning takes place primarily in an online environment or face-to-face, expanded digital resources will ensure
students have consistent access to high quality learning tools. Staff will continue to receive training and support in
applying blended learning strategies, which involve a mix of teacher-directed and self-directed learning. Expanded digital
reading materials and intervention supports at the elementary levels will enable students at these grades to benefit from
supplemental learning tools beyond what their teachers provide on a daily basis.

Social Emotional Learning and Mental Health

The direct and indirect impacts of the global COVID-19 pandemic are expected to have a lasting effect on students and
staff. FCPS will reinforce and enhance curriculum and supports focused on social-emotional learning, relationship-building,
and successful transitions to new schools, classrooms, and environments, whether in-person or through distance learning.
Instructional staff will participate in a series of professional learning modules on social-emotional learning and mental
health supports within reopening. A new wellness screener and improvements to mental health resources and partnerships
within schools and the county will offer another critical layer of support for students, families, and staff.
Specific strategies will include:
Morning meetings or check-ins, intervention blocks, and advisory periods used to provide instruction in social-
emotional learning and relationship building.
Clinical and counseling staff providing mental health support and resources, including group or individual counseling
and consultation for students and families, as needed.
Behavior intervention teachers, applied behavior analysis coaches, and school psychologists supporting students and
caregivers with additional interventions and resources.

Intervention Services
All learners will continue to require flexible and responsive support for their academic, behavioral, and wellness needs.
FCPS has committed significant resources to support ongoing intervention services across 2020-21. Classroom teachers
and support staff will receive professional development to plan and implement a multi-tiered system of supports (MTSS)
reaching across synchronous and asynchronous instruction, in-person and online. Academic supports will provide focus
and review of essential standards through whole-group and small-group instruction (Tier 1) and individual student
intervention (Tiers 2 and 3). Schools will leverage resources and tools for systematic data collection, ongoing progress
monitoring, and timely intervention. Support staff and resource teachers, including school counselors, psychologists, and
social workers, will work flexibly across the school to address student needs. Students identified for intervention supports
may be selected to receive supplemental teacher-directed specialized instruction on Monday mornings, outside their
regular class schedule. This supplemental service could be provided through interactive online instruction or, when safety
indicators allow, in-person at the school site.

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Supports for Special Populations

Students with disabilities and English learners will be given special consideration to ensure appropriate instruction while
complying with federal and state requirements. Under the operational levels for in-person instruction, students from these
special populations are likely to be offered cohort learning under level 2 before other students. Additionally, students
within these special populations may be invited to participate in supplemental teacher-directed specialized instruction
on Monday mornings, outside their regular class schedule, either through interactive online instruction or, when safety
indicators allow, in-person at the school site.

Students with Disabilities

Special education services for students with disabilities will include increased time for synchronous instruction and
explicit expectations for greater consistency. Instructional delivery will be designed to ensure the least restrictive
environment (LRE) as required by their IEP. As needed based on IEP goals, this will include in-person specialized
instruction. Students will continue to receive access to instructional materials for use at home, as needed, including
assistive technology tools. The student support model will be complemented by enhanced professional development for
staff and training for caregivers. When necessary, virtual meetings will be used to convene special education procedural
meetings, such as local screening committee, reevaluation, eligibility, IEP teams, etc.

English Learners (ELs)

ESOL services for English learners will include a defined minimum time allocation for English language development (ELD)
instruction within the student’s schedule, with opportunities for extended instructional time provided to recently arrived
ELs, students with limited or interrupted formal education (SLIFE), and ELs identified for interventions. Formative ELD
assessments will be created to assist monitoring of student progress in development of reading, writing, listening, and
speaking skills. Bilingual counseling, social work services, and psychology services will be available to support students’
social-emotional needs and academic advising. Family outreach and education will be provided to support families’
understanding of distance learning models and how to support their children’s learning.

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In-Person Operational Continuum

As noted in the chapter on the FCPS operational approach for 2020-21, the operational levels are designed with the
overarching aim to provide safe in-person learning for all FCPS students. The operational levels adapt to changing health
conditions throughout the year to dial in or dial out to the greatest level of safe in-person learning possible at any point in
time. For students whose families choose the in-person operational continuum, service is provided at different operational
levels, as described in the section below, ranging from the most restrictive Level 1, 100 percent virtual learning, to the
least restrictive Level 4, 100 percent in-person learning.

Instruction Within the Operational Levels

The 5-day instructional week provides guaranteed services for students by level.
All Levels: Students access independent, asynchronous learning each Monday. Certain students are identified to
receive additional intervention or specialized instruction on Monday morning to meet their program needs, such as
IEP goals.
Elementary School: Students participate in all core classes each day, Tuesday through Friday. Depending on the
operational level and student group, teacher-directed instruction for core instruction could occur two to four days
per week.
Middle and High School: Students participate on a block schedule Tuesday through Friday, with odd-numbered
periods on Tuesday and Thursday and even-numbered periods on Wednesday and Friday. Depending on the
operational level and student group, teacher-directed instruction for core instruction could occur two to four days
per week.
As illustrated in the table below, FCPS students experience a range of learning models as the division dials in and out
among operational levels. Because in-person service dials in and out based on changing health data, it is difficult to
outline all possible variations for service.

INSTRUCTION AT LEVELS 1 TO 4

Level 1: 100 Percent Virtual Learning

No in-person learning for students; all instruction is delivered online
No in-person assessment or evaluation

Level 2: Cohort Learning

Some socially distanced in-person instruction for prioritized student groups
No movement between classes or mixing between rooms
See additional details on cohort learning models below

Level 3: Hybrid Learning

Blend of online and socially distanced in-person instruction for all students
Some movement between classes and mixing between rooms, especially at the middle and high school levels
Detailed plans for implementing Level 3 hybrid learning are under development
Standard hybrid model provides in-person experiences two days per week for each student

Level 4: 100 Percent In-Person Learning

All students may access their full-time teacher-directed instructional program through in-person learning
Use of sustained health mitigation strategies

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In-Person Operational Continuum (Continued)

Cohort Learning Model

The Level 2 cohort learning model is designed to safely serve students on a limited basis to meet critical assessment,
intervention, and instructional needs. The following three models of Level 2 cohort learning are planned for
implementation beginning in fall 2020, as soon as the division metrics indicate readiness.
Assessment and evaluation by appointment, including:
Individual students based on need
Groups of students for prioritized assessments, such as college entrance exams, abilities tests, and
state-mandated assessments
Half-day Monday opportunities for cohorted groups of students to supplement virtual learning, including:
Intervention/supports for students disconnected from virtual learning in the previous or current school year
Students identified through the MTSS process needing additional academic or sociaI-emotional supports
Specialized high school courses that require in-person access to equipment and experiences
Phased-in in-person learning throughout the week for students likely to experience challenges with virtual
learning, including:
Students with disabilities: Preschool autism, preschool special education,private day schools, adapted curriculum,
comprehensive services
English learners: Students with limited or interrupted formal education, newcomer ELs
Primary grade students: PreK-K, grades 1-2
Specialized courses requiring hands-on experiences: Behind the wheel, in-person requirements defined by external
regulatory boards, content requiring hand-on learning, such as career and technical education

Health Protocols and Social Distancing

In-person instruction within the FCPS model requires continuous monitoring and safety measures to mitigate health risk.
All health monitoring protocols and social distancing are implemented in accordance with CDC and VDH guidance, as
detailed in the chapter on health mitigation strategies. This includes required use of face coverings, daily health screening
questions, frequent sanitation of high-touch points, and visitor restrictions. 77 FCPS PASSENGER BUS
Six-foot separation is maintained whenever possible for both staff and
students, with new capacity limits and seating guidelines for classrooms and
school buses.

28’9” 27’6”

675 Square Foot 800 Square Foot 1 student

Middle/High School Classroom Elementary School Classroom passenger per seat

6 feet 29’1”
6 feet 23’6” between Drivers Child
between students
students

UP TO 23 STUDENT PASSENGERS

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In-Person Operational Continuum (Continued)

Schedules
The sample schedule below illustrates how instruction is delivered under operational level 1, 100 percent virtual learning.
This is the operational level launching the 2020-21 FCPS school year.

ALL GRADES SAMPLE* WEEKLY SCHEDULE FOR LEVEL 1, 100% VIRTUAL LEARNING
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Student
independent work
or teacher-directed Group 1 and 2 Group 1 and 2 Group 1 and 2 Group 1 and 2
intervention
and support. ONLINE AT HOME ONLINE AT HOME ONLINE AT HOME ONLINE AT HOME
(MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8) (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8)
Teacher planning
and professional
development.
*Note that actual at-home schedules may vary based on school staffing

Implementing operational levels 2 and 3 requires a reduced schedule in school buildings to ensure students and staff
can meet physical distancing requirements and to allow for enhanced cleaning and sanitation routines. Under these
operational levels, identified students are generally in-person at a school site one or two days per week and receive
online instruction on days they are not present in a school building. Transportation is provided to FCPS facilities on
students’ scheduled in-person days, according to FCPS transportation guidelines.
Under operational level 2, identified cohorts of students are scheduled to attend school in-person on specific days.
Similarly, under operational level 3, all students have the opportunity to attend school in-person on specific days. The
sample schedule below illustrates one model for part-time in-person instruction under operational levels 2 to 3, where
a group of students attends at the school on Tuesday and Wednesday and another group attends at the school on
Thursday and Friday. Students who are not attending in-person on any given day participate in online learning.

ALL GRADES SAMPLE* WEEKLY SCHEDULE FOR LEVEL 2-3, COHORT AND HYBRID LEARNING
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Student Group 1 Group 1 Group 1 Group 1

independent work
IN SCHOOL IN SCHOOL ONLINE AT HOME ONLINE AT HOME
or teacher-directed
intervention (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8) (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8)
and support.
Group 2 Group 2 Group 2 Group 2
Teacher planning
ONLINE AT HOME ONLINE AT HOME IN SCHOOL IN SCHOOL
and professional
development. (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8) (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8)

*Note that actual in-school and at-home schedules may vary based on changing health data and school staffing

Decisions about bell schedules at each school, adjustments to the percentage of the student population attending a
school each day, and actual rotational schedules are confirmed for each operational level based on s health data and
stakeholder feedback. Individual student schedules for in-person learning at the school are communicated to families prior
to each change in operational level.

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Full-Time Online Instruction

As noted in the chapter on the FCPS operational approach for 2020-21, FCPS is providing families two options for
instructional format during the 2020-21 school year. Once the division begins to dial in on the in-person operational levels
to provide educational opportunities in FCPS school buildings, the family choice will become available to continue with
full-time online instruction for the academic year.
The full-time online option is designed with the overarching aim to provide families the stability for their schedules and
routines. The model stays constant throughout the year regardless of changes to public health conditions. Families
choosing this model recognize and accept that their children will not have regular in-person interactions with teachers
and peers. Rather, they will engage in interactive lessons online. According to its design, this model is intended to be a
full-year commitment between the school division and family. However, if health conditions should improve substantially
allowing operational Level 4, 100 percent in-person learning, the division will consider what additional choices may be
offered to families at that time.

Schedules
The full-time online model involves independent online learning each Monday and teacher-directed synchronous
instruction Tuesday through Friday. Students participating in the full-time online model are likely to have larger class sizes
than their peers taking the same course under the in-person operational levels. Individual student schedules for online
instruction will be finalized and communicated by the end of August 2020.

All Levels: Students access independent, asynchronous learning each Monday. Certain students are identified to
receive additional intervention or specialized instruction on Monday morning to meet their program needs, such as
IEP goals.
Elementary School: Tuesday through Friday, students participate in:
3 hours per day (PreK-2) or 3.5 hours per day (grades 3-6) of teacher-directed, synchronous instruction
for core curricula.
1 hour per day of specials classes (music, art, physical education, etc.)
At least 1 hour for independent practice or specialized instruction, as needed, such as ESOL or special education
services. The amount of special education service will be determined by IEP teams, with consideration given to
individualized student needs.
Students will have opportunities to participate in choice activities each day to practice skills and extend their
learning away from a computer screen.
Middle and High School: Tuesday through Friday, students participate in teacher-directed synchronous instruction
on a block schedule, with odd-numbered periods on Tuesday and Thursday and even-numbered periods on
Wednesday and Friday. Schedules vary depending on assigned courses and align to the base school whenever possible.

ALL GRADES SAMPLE* WEEKLY SCHEDULE FOR FULL-TIME ONLINE INSTRUCTION

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Student independent
work or teacher-
directed intervention
ONLINE AT HOME ONLINE AT HOME ONLINE AT HOME ONLINE AT HOME
and support.
(MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8) (MS/HS 1, 3, 5, 7) (MS/HS 2, 4, 6, 8)
Teacher planning
and professional
development.

*Note that actual at-home schedules may vary based on school staffing
To the extent possible, elementary and middle school students will be served by dedicated online FCPS teachers in a
cohort model with other students from their school, their region, or the division. Courses will be taught using online
courseware and digital curriculum resources along with synchronous direct instruction and support from an online FCPS
teacher. High school students will be served through a combination of Online Campus courses, Virtual Virginia courses,
and specialized course instruction from FCPS staff. When a cohort model cannot be established for a course or grade
level, a hybrid model may be leveraged, in which staff support a combination of in-person and online learners using
blended learning strategies and digital resources.

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Full-Time Online Instruction (Continued)

Family Understandings and Commitments

Families were initially asked to communicate their intent to participate in the full-time online model by mid-July and
commit to continuing with full-time online instruction for the full academic year. When the division begins to dial in to
offer some in-person instruction, families will receive additional information about potential opportunities to adjust their
initial choices.
Families of full-time online students should be prepared to support their children’s active participation in all online learning
activities. They will need to ensure their children have adequate space, materials, and technology access for their daily
online instruction, requesting school assistance to provide a laptop and internet service, as needed. Families will need
to be ready to follow the established daily learning schedule and will need to work with school staff to arrange for their
children to participate in standardized assessments and other mandated educational activities. Families should recognize
that full-time online instruction may not be able to support some specialized programs and course offerings that
would otherwise be available to enhance student options and experiences, such as immersion, magnet, and certain
specialized courses.

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Additional Considerations for Reopening

As the division prepares for reopening schools, we recognize that are additional considerations that must be addressed to
ensure students, families, and staff are well supported in the upcoming transitions.

Supports for Staff Supports for Families

One goal of the FCPS Reopening Schools Plan is to Another goal of the FCPS Reopening Schools Plan is to
ensure that all staff—instructional, clinical, operational, ensure that all families have the tools, resources, and
and administrative—have the resources to feel safe and supports to feel safe and comfortable as their children
comfortable returning to the workplace. Elements of this return to school. Elements of this family support model
staff support model include the following. include the following.
Flexible Work and Leave Options Flexible Schooling Options
Provide updated resources and procedures, including: Provide families the opportunity to choose full-time
An updated telework regulation; online instruction or the in-person operational continuum.
Caregivers are encouraged to make choices based on
Support accessing emergency leave, Families First health and safety concerns rather than course or program
Coronavirus Response Act (FFCRA), and other related availability. If no preference is received for a student by
benefits; and the deadline, the student will automatically be enrolled
for the in-person operational levels.
Use of the CDC health inventory, as it pertains to
employees who may need an accommodation; and Food Services
Allowing any teacher to request a full-time online Continue to provide meal services to students unable to
teaching assignment. Teacher placements will be attend school in person.
contingent on student enrollment numbers in the
full-time online program. Teacher requests for full-time Language Services
online instruction will be tiered based on the individual Provide written translations of documents and
teacher’s medical need, a family medical need, and communications in the eight most frequently spoken
finally preference without a medical need. home languages in FCPS, and provide oral interpretation
Personal Protective Equipment for any family who needs this service. Provide consistent
access to translation resources, including United
Ensure staff have the necessary personal protective Language, Talking Points application, phone line
resources, as appropriate for their risk exposure, such responders, and bilingual parent liaisons.
as masks, gloves, gowns, face shields, etc.
Training and Support
Health and Wellness
Provide resources and training to help caregivers
Provide staff with support and resources to address any understand their roles in supporting students’ academic
personal health and wellness needs. success, including ongoing workshops and free
Professional Development consultations with the Parent Resource Center.

Provide staff with the information, guidance, and Technology Support

professional learning necessary to support virtual Expand laptop and MiFi distribution to ensure families
instructional practices, health, and safety. have access to reliable technology and internet services to
Childcare support their children’s learning outside of school. Provide
an online help desk to support students and caregivers
FCPS employees with children attending FCPS schools, with computer troubleshooting.
grades PreK-6, may request four days of instruction
in school for their children. Eligible staff directly serve Family-School Engagement
students in FCPS schools. This includes teachers, Engage in regular two-way communication between
instructional assistants, administrators, custodians, families and their children’s teachers and schools, with
cafeteria workers, bus drivers, and clinical support staff, support from parent liaisons.
such as school psychologists and school social workers.

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Additional Considerations for Reopening (Continued)

Athletics and Activities

Athletics and extracurricular activities support the goal of providing a well-rounded educational experience for students
within the reopening process. FCPS will follow all CDC, VDH, and FCHD guidance for physical and social distancing,
restricting the size of gatherings for indoor and outdoor spaces, disinfecting equipment, and other health and safety
precautions. Virginia High School League (VHSL) phase guidance will be applied throughout reopening.
State guidance allows community use of FCPS fields and facilities to resume, effective June 12, 2020.
FCPS athletics conditioning and agility sessions began on June 22, 2020. All coaches completed mandatory training
before conducting any sessions, and all sessions are held at outdoor fields and facilities. Practice sessions are limited
to individual work, with no group or scrimmage activities. The fall competitive athletics season was postponed.
Adjustments will be made to the winter and spring athletics seasons to accommodate the fall sports later in the year
with guidance from the VHSL.
Clubs may meet both in person and in a virtual setting at the completion of the regular school day. Based on
appropriate protocols proper accommodations will be available to allow clubs to remain active.
The Middle School After School Program will follow appropriate protocols to allow for continuity of programming.
The marching band season has been postponed until later in the school year. Schools will offer in-person marching
band experiences whenever possible and may provide small group marching band practices prior to the start of the
school year with proper health and safety modifications.

Communication Strategies
Multi-faceted communication strategies will allow the division to attain its goal to include stakeholders’ input in reopening
decisions and to reinforce trust and confidence in FCPS. Family and staff survey data will be used to inform the
development and refinement of implementation plans for the two operational models. Survey data will reflect:
Family opinions about each of the FCPS reopening models;
Staff comfort levels in returning to work and the supports they need to be successful; and
Staff and family perceptions on the effectiveness of spring 2020 distance learning.
Division communication strategies are designed to engage all stakeholders through ongoing and up-to-date
information about the decision-making process and reopening plans. These strategies include:
Clear and straightforward information to ease understanding about options, decisions, and timelines for fall;
Direct communication via mailings, email, and video messages;
Website and social media postings;
Town hall events;
Guaranteed translation services in eight most frequently spoken home languages;
Ongoing support for school-based outreach and communication tools; and
Collaboration with stakeholder groups, community organizations, faith-based organizations, and businesses to help get
the message to families and staff.

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Timelines for Key Decisions

All decisions will be led by the Fairfax County School Board and senior leadership team. Decisions will be based on the most
recent public health data and guidance from the CDC as well as state and county health department. FCPS will utilize a
series of scheduled School Board work sessions, town hall meetings, family and staff surveys, and recommendations from
the Reopening Schools Task Force to gather and process information about community needs and the best available
approach for serving FCPS students, families, and staff under difficult and evolving circumstances.

By June 26, 2020

Communicate an initial decision on the operational models that
will be available for the first day of the 2020-21 school year.
Communicate timeline for families to indicate their preference
to return with full-time online instruction or return for in-person
instruction with social distancing in FCPS schools.

By July 9, 2020
Finalize the date for the first day of the 2020-21 school year.

By July 15, 2020

Parents should respond to the enrollment letter to indicate their
preferred instructional model for each of their children. This
deadline will enable FCPS to plan class schedules for full-time
online and in-person instruction.

By July 20, 2020

Staff should submit their requests for school-aged childcare
under the opportunity available for employees providing direct
support to students.

By July 21, 2020

Decide on the beginning-of-year initial operational level
for in-school instruction. This allows families who chose in-
person instruction for 2020-21 to know what their children’s
instructional model will look like for the start of the school year.
This decision is subject to continuous analysis to determine
when the operational level may be dialed in.

By August 17, 2020

Laptop distribution begins. Each school develops a safe and
efficient laptop distribution process.

By August 31, 2020

Communicate individual student schedules and
teacher/course assignments.

22 | REOPENING SCHOOLS PLAN | © FAIRFAX COUNTY SCHOOL BOARD