MI Safe Schools Return To School Roadmap

Governor Gretchen Whitmer MI Return To School Roadmap
MI Safe Schools:
Michigan’s 2020-
21 Return to School
Roadmap
Governor Gretchen Whitmer

COVID-19 Task Force on Education
Return to School Advisory Council
June 30, 2020

1
Governor Gretchen Whitmer MI Return ToSchools
MI Safe School Roadmap
Contents
03 21
MI Safe Start Phase 4
Foreword
04 37
Acknowledgements
07 53
Executive Summary
11 55
Who We Are and Who We Serve Appendix
14
MI Safe Start Phases 1-3
2
Foreword
Dear School Community Members,
Thank you for pouring so much of your heart, mind, and soul into our children during these
uncertain times. Your leadership has been heroic.
While there are still significant unknowns about the future of COVID-19 and its impact
on Michigan, as I stated on June 17, I am committed to providing you with the guidance,
support, and clarity to safely bring students back to the classroom for in-person
instruction for the 2020-2021 school year. In doing so, we will continue to put safety first,
leveraging science, data, and public health evidence to inform the decisions we make to
serve each and every student in Michigan well.
“
We committed to bring together diverse stakeholders and experts to understand the
realities on the ground to inform return-to-school planning, as schools are much different
than organizations in other parts of the economy. In May, through Executive Order 2020-
We will continue 88, the Return to School Advisory Council was created through a public process to provide
to put safety first, recommendations for a safe, efficient, and equitable return to in-person instruction.
This group was supported by a Task Force of experts from across the state government,
leveraging science, including the Michigan Department of Health and Human Services, Michigan Department
data, and public of Education, State of Michigan Attorney General, Michigan Department of Licensing and
Regulatory Affairs, Michigan Department of Labor and Economic Opportunity, Michigan
health evidence State Police, Michigan State Budget Office, and Michigan Department of Treasury who
to inform the provided technical assistance and advice.
decisions we make The result of the work of the Return to School Advisory Council and the Task Force is the MI
Safe Schools Roadmap which follows. In it, you will find answers to many of the questions
to serve each and our school communities have been asking, including what safety protocols are required.
every student in We know that required safety protocols come with costs. Thus, we will be investing a
significant amount of federal funds to support schools in the implementation of the
Michigan well. required safety protocols outlined in the Roadmap and to address other needs resulting
”
from COVID-19. Additionally, our partners at the Council of Michigan Foundations (CMF)
have compiled a list of philanthropic resources here that may be available to augment
public funds dispersed by the state.
We recognize there are a number of policy changes that need to be made, particularly
those around regulatory flexibility for issues like seat time, attendance, standardized
testing, and pupil accounting. We look forward to working closely over the coming weeks
with our partners in the legislature and the Michigan Department of Education to create
the flexibility that our schools require.
Again, my deepest thanks for all you have done, and all you will do as part of our
collective recovery.
With deep gratitude and admiration,

3
Acknowledgements
Governor Whitmer extends her deepest appreciation to the members of the Return to School Advisory
Council and the COVID-19 Task Force on Education. Each member brought their deep knowledge and
immeasurable passion to provide recommendations that best serve Michigan’s educators, school
staff, families and students. Their efforts proved to be a source of strength and inspiration in a time of
uncertainty, and we thank them sincerely for their leadership and willingness to serve.
Return to School COVID-19 Task Force

Advisory Council on Education
Chair, Tonya Allen, of Franklin, is the president and CEO of Courtney Adams, Assistant Deputy Director, Michigan
The Skillman Foundation. Department of Licensing and Regulatory Affairs.
Nicole Britten, of Saint Joseph, is the health officer for the Aimee Alaniz, Supervisor, School Health and Safety Unit,
Berrien County Health Department. Michigan Department of Education.
Johanna L. Clark, of Frankenmuth, is the principal of MacKenzie Angus, State Planner, Emergency Management
Frankenmuth High School. and Homeland Security Division, Michigan State Police.
Mary R. Gebara, of Okemos, is a trustee with the Okemos Beth Bullion, Director, Office of Education, State Budget
Public Schools Board of Education and chairperson of staff Office.
outreach for the Okemos Education Foundation.
Louis Burgess, Assistant Director, Office of Financial
Dominic A. Gonzales, of Lincoln Park, is a student in the Management, Michigan Department of Education.
Detroit Public Schools Community District.
Travis Comstock, Section Head, Health, Education and Family
David Hecker, Ph.D., of Huntington Woods, is the president of Services Division, Office of Attorney General.
AFT Michigan.
Dale George, Public Information Officer, Michigan State
Paula J. Herbart, of Lansing, is the president of the Michigan Police.
Education Association.
Brett Gleason, State Administrative Manager, Michigan
Melissa Isaac, of Mount Pleasant, is the director of education Department of Technology Management and Budget.
for the Saginaw Chippewa Indian Tribe of
Michigan. Robert Gordon, Director, Michigan Department of Health
and Human Services.
Elizabeth S. Koschmann, Ph.D., of Ann Arbor, is a licensed
psychologist and an assistant research scientist in psychiatry James Grady, Captain, Michigan State Police.
at the University of Michigan.
Kyle Guerrant, LMSW, Deputy Superintendent, Finance and
Stephen McNew, Ed.D., of Monroe, is the superintendent of Operations, Michigan Department of Education.
the Monroe County Intermediate School District.
Toni Harris, First Assistant, Health, Education and Family
Vic Michaels, of Detroit, is the assistant superintendent of Services Division, Office of Attorney General.
student services and athletics for the Archdiocese of Detroit
Catholic Schools and director of the Catholic High School Henrik Hollaender, State NIMS Coordinator, Michigan State
League. Police.
4
Justin S. Michalak, of Grosse Pointe Woods, is the assistant Raymond Howd, Division Chief, Health, Education and Family
superintendent for special education for the Macomb Services Division, Office of Attorney General.
Intermediate School District.
Evilia Jankowski, MSA, BSN, RN, State School Nurse
Nicholas J. Paradiso, III, of Grand Rapids, is the vice president Consultant, Michigan Department of Health and Human
of government relations for National Heritage Academies. Services and Michigan Department of Education.
Lisa M. Peacock, of Traverse City, is the health officer for the Brandy Johnson, Policy Advisor, Education and Workforce,
Health Department of Northwest Michigan. Executive Office of the Governor.
Kevin Polston, of Grand Haven, is the superintendent of Joneigh S. Khaldun, M.D., MPH, Chief Medical Executive and
Godfrey-Lee Public Schools. Chief Deputy for Health, Michigan Department of Health and
Human Services.
Gwendolyn R. Reyes, M.D., of Grand Blanc, is the assistant
clinic director at the Hurley Children’s Clinic, director of Emily Laidlaw, Policy Director, Executive Office of the
the pediatric residency program at the Hurley Children’s Governor.
Hospital, medical director for the Flint Community Schools
Wellness Program, and a clinical assistant professor in the Sarah LyonCallo, Ph.D, Chief Epidemiologist, Michigan
Michigan State University Department of Pediatrics and Department of Health and Human Services.
Human Development.
Jevon McFadden, M.D., CDC Career Epidemiology Field
Robert Shaner, Ph.D., of Shelby Township, is the Officer and Medical Epidemiologist, Michigan Department of
superintendent of Rochester Community Schools. Health and Human Services.
Anupam Chugh Sidhu, of Canton, is the instructional Emmit McGowan, Deputy State Director of Emergency
technology manager for Wayne RESA and president of the Management and Homeland Security, Michigan State Police.
Plymouth-Canton School Board.
Michelle Richard, Deputy to the Senior Advisor to the
Travis Smith, Ed.D., of Marquette, is an elementary school Governor for Michigan Prosperity, Michigan Department of
principal in Marquette Area Public Schools. Labor and Economic Opportunity.
Joshua J. Smith, of Jackson, is a school counselor for Western Michael F. Rice, Ph.D., State Superintendent of Public
School District in Parma, a lead facilitator for the Michigan Instruction, Michigan Department of Education.
College Access Network, and a counselor at A Healing Place.
William Robinson, III, Director, Bureau of Services for Blind
Angela M. Blood Starr, of Kalamazoo, is the regional school Persons, Michigan Department of Labor and Economic
health coordinator for the Calhoun Intermediate School Opportunity.
District.
Linda Scott, Director, Bureau of EMS, Trauma and
Stephanie M. Sutton, of Commerce Township, is a central Preparedness, Michigan Department of Health and Human
clinical infection preventionist for the Beaumont Health Services.
System.
Kevin Sehlmeyer, Fire Marshall, Michigan Department of
Gregory Talberg, of Williamston, is a teacher with Howell Licensing and Regulatory Affairs.
Public Schools.
Suzanna Shkreli, Deputy Legal Counsel, Executive Office of
Ridgeway H. White, of Fenton, is the president and CEO of the the Governor.
Charles Stewart Mott Foundation,
Jessica Thomas, Administrator, School Review and Fiscal
Kymberli A. Wregglesworth, of Onaway, is a teacher with Accountability Division, Michigan Department of Treasury.
Onaway Area Community Schools.
Mark Totten, Chief Legal Counsel, Executive Office of the
Governor.
5
Michigan Legislature
Senator Dayna Polehanki, Livonia
Senator Wayne Schmidt, Traverse City
Representative Sheryl Kennedy, Davison

Representative Aaron Miller, Sturgis
Additional Contributors
Rajershri Gandhi Bhatia, Director of Detroit Operations, Adam Martin, Principal, Dearborn High School.
Charter Schools Office, Grand Valley State University.
Jeffrey D. Robinson, Ph.D., Principal, Paul Robeson Malcolm
Sam Conchuratt, Graduate Intern, Executive Office of the X Academy.
Governor.
Janet Vizina Roubal, DSW, LMSW, Professor in Social Work
Mark F. Deldin, Chief Deputy County Executive, Macomb and MSW Program Director, Ferris State University.
County Government.
Leslie L. Smith-Thomas, Secretary, Southfield Board of
Mallory DePrekel, Executive Director, Communities in Schools Education.
of Michigan.
Jim Stapleton, President, B&R Consultants.
Renee Edmondson, Deputy Director, School-Community
Health Alliance of Michigan. Alicia Stillman, MBA, MPH (anticipated), Director, Emily
Stillman Foundation.
Denise Z. Fair, MBA, MPH, FACHE, Chief Public Health
Officer, Detroit Health Department. Greg Tatarian, Chief Executive and Owner, Sun Valley Foods.
Nourhan Hamadi, Graduate Intern, Executive Office of the James Turley, Area General Manager, First Student.
Governor.
James Willems, State Administrative Manager, Office of
David G. Hornak, Ed.D., Superintendent of Schools, Holt Good Government, Michigan Department of Technology
Public Schools. Management and Budget.
Jennifer Johnson, Chair, Diversity, Equity and Inclusion

Committee, Michigan PTA.
6
MI Return To School Roadmap
Executive Summary
What is the purpose of the MI Safe Schools Roadmap?
First and foremost, the Roadmap provides required and strongly recommended safety protocols
to keep school communities safe based on the status of the coronavirus. Additionally, the
Roadmap provides recommendations across mental and social-emotional health, instruction,
and operations within each phase of the MI Safe Start Plan, to support all schools in Michigan
as they continue their return to school planning work and move towards implementation.
These requirements and recommendations are not always easy, but they are necessary. We
must all continue to put safety first, leverage science, data, and public health evidence to
inform the decisions we make to serve each and every student in Michigan well.
How was the MI Safe Schools Roadmap Developed?

Governor Whitmer implemented a six-phase approach to reopening the state in order to
mitigate the impacts of COVID-19 and to protect the wellbeing of all Michiganders. On May 15,
2020, Governor Whitmer through Executive Order 2020-88, established the Return to School
Advisory Council to develop recommendations for a safe return to in-person instruction. The
Advisory Council included educators, administrators, elected officials, parents, students, and
public health experts from across the state. Additionally, representatives from departments
across Michigan state government assembled as a Task Force to support the development of
the Roadmap. Ultimately, Governor Whitmer considered recommendations from the Advisory
Council and Task Force to make final decisions about required safety protocols.
What guiding principles informed the instruction sections of the MI Safe

Schools Roadmap?
1. Equitable access to learning is a right for each child.
2. In collaboration with parents, students, and teachers, schools will use data and
evidence to prioritize resources for each child.
3. Teachers and staff will prioritize deep, meaningful relationships to create safe
learning environments for each child.
4. Teachers and staff will empower the value, cultivation of relationships, and belonging
of student and parent voice in all aspects of learning and emotional support for
families.
How should the MI Safe Schools Roadmap be used?

Local education leaders should use this Roadmap to understand what safety protocols must be
implemented, and to develop detailed district and building-level plans for how to implement
the required safety protocols described in the Roadmap.
Families, students, and community stakeholders should use the Roadmap to understand what
safety protocols will be in place when students return to school for in-person instruction.
7
All preK-12 schools will be required to follow the safety protocols outlined in this Roadmap
which are noted as “required.” Many schools may also choose to implement some or all of the
“strongly recommended” or “recommended” practices, thus going beyond what is required.
What is the difference between “Required” protocols and those that are
either “Strongly Recommended” or “Recommended” in the MI Safe Schools
Roadmap?
Safety protocols that are required must be implemented by all Michigan schools that serve
students in grades preK-12. They are the most feasible protocols that will minimize risk of
exposure to COVID-19.
Safety protocols that are either strongly recommended or recommended are optional and all
schools may choose to implement these safety protocols to minimize spread of COVID-19. All
strongly recommended and recommended protocols and actions will not be appropriate or
feasible in all settings and should be implemented as appropriate.
What Evidence Was Used to Develop the Recommendations in the Roadmap?

To the extent possible, the MI Safe Schools Roadmap relies on the most up-to-date scientific
data available on COVID-19. While there is much that we have learned about the disease
already, there is also, unfortunately, much that remains unclear. In the instance where a clear
consensus has not been reached, or scientific opinion remains divided, we have decided to err
on the side of caution with our staff and students’ safety as our utmost priority.
On the question of whether there is actual spread of the disease by asymptomatic carriers, we
believe that scientific data supports the conclusion that there is significant risk. Among adults,
several studies have shown that the percentage of asymptomatic carriers may range from
40-70%.1, 2 And although there are fewer studies looking at pediatric populations specifically,
several studies support the notion that children can be infected and carry the disease
asymptomatically as well.3, 4
Regarding the use of facial coverings, the balance of scientific data supports their value
in reducing the risk of transmission in community settings. Both recent, targeted studies on
this particular coronavirus, as well as larger meta-analyses of mask use in other infectious
disease outbreaks, support the value of facial coverings in keeping communities safe.5, 6, 7, 8, 9,
10
Our recommendations on cleaning and disinfection are derived from CDC, EPA, and OSHA
standards.11
Finally, in developing these recommendations, we compared the practices of other countries

to balance feasibility against a reasonable reduction in risk.12, 13 In our analysis, we compared
various interventions including the implementation of student cohorting, staggered schedules,
face mask use, barrier screens, other personal protective equipment, changes to dining
operations, and alterations to recess and athletic activities. We believe the recommendations
put forth in this Roadmap represent the best practices that can be reasonably implemented
in our schools.
8
Will required safety protocols and recommendations need to be collectively

bargained?
LEAs and schools should work with their local bargaining units to ensure the current
collective bargaining agreements are followed or letters of amendment or memorandum of
understanding are developed and executed as appropriate, particularly relative to new or
expanded job responsibilities.
What are school opening scenarios for Fall 2020?

Depending on the status of MI Safe Schools, there are three scenarios for school opening in
fall 2020:
1. Schools open for in-person instruction with minimal required safety protocols (MI
Safe Start Phase 6).
2. Schools open for in-person instruction with moderate required safety protocols
(MI Safe Start Phase 5).
3. Schools open for in-person instruction with more stringent required safety protocols
(MI Safe Start Phase 4).
4. Schools do not open for in-person instruction and instruction is provided remotely (MI
Safe Start Phases 1-3).
How does the MI Safe Schools Roadmap relate to the MI Safe Start Plan?
Governor Whitmer will continue to use the MI Safe Start Plan as the highest-level governing
framework for determining if and when it is safe to resume in-person instruction. Within the MI
Safe Start Plan, schools are not permitted to provide in-person instruction of any kind if their
region is within Phases 1-3 of the pandemic. All schools are permitted to resume in-person
instruction beginning in Phase 4 of the MI Safe Start Plan. Some regulations and mandates
will be relaxed as COVID-19 public health metrics improve in Phase 5 of the MI Safe Start Plan.
All schools will remain open with some lasting safety requirements once community spread is
not expected to return during Phase 6 of the MI Safe Start Plan. Schools will retain authority to
enact stricter public health requirements than is mandated within this Roadmap. Additionally,
school districts will retain the authority to close school buildings even if they have not been
mandated to do so. Tribal Education Agencies and non-public schools are exempt from many
state regulations, but must adhere to the health and safety protocols outlined in the Roadmap
in order to actively mitigate the spread of COVID-19 for all Michiganders.
How should LEAs and schools interact with their local public health
departments?
LEAs and schools should plan to review the most current public health data released by the
State of Michigan in the MI Safe Start Map on a weekly basis. Additionally, schools should hold
weekly discussions with local public health officers throughout the duration of the pandemic to
understand local public health trends, such as the number of positive cases, percent positive
cases, hospital capacity, testing capacity, whether a case is attributed to a cluster or specific
event, and hospital staffing capacity.
9
What happens next?

The Return to School Advisory Council, in partnership with the Michigan Department of
Education (MDE), will provide a series of supplemental resources to support districts and
schools as they implement the Roadmap.
10
Who We Are And Who We Serve
School Workforce Student Populations

Demographics
According to various bodies of medical research, The effects of COVID-19 on the health of racial and
those over age 65 are disproportionately ethnic minority groups and vulnerable populations
vulnerable to COVID-19. This impacts a school’s are still emerging; however, current data suggest
preparation for return to school planning, a disproportionate burden of illness and death
including health and safety and staffing among racial and ethnic minority groups. Evidence
shortages. According to the most recent available also indicates that access to technology—devices
data from Michigan’s Center for Educational and high-speed internet—is correlated to race and
Performance and Information14, a significant socioeconomic status which is likely to manifest in
share of Michigan’s public education workforce is learning loss amongst vulnerable populations. Thus,
over the age of 65, including: it is critical to focus on Michigan’s:
1.7% 17.9%
of elementary school teachers students who are African American
2.1% 8.2%
of middle and high school teachers students who are Hispanic/Latino
2.1% 0.6%
of principals students who are American Indian or Alaska Native
2.5% 4.4%
of school counselors students who are two or more races
8.5% 3.5%
of janitorial staff students who are Asian
10.7% 13.3%
of food distribution staff students with disabilities
19.7% 48.7%
of transportation staff students who are economically disadvantaged
6.2%
students who are English language learners
2.2%
students who have experienced homelessness
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Diverse Programming
Michigan schools provide educational opportunities in diverse
settings. Regardless of how old a child is or where instruction occurs,
schools must take essential actions to mitigate risk and operate as
safely as possible. That includes, but is not limited to:
Career
PreK-12 Birth to five
and technical
instruction services
education
Out-of-school Special education

Early middle time learning services from birth
college and after school through age 26
Safety Protocols
Mental & Social-

Emotional Wellbeing
Instruction
Operations
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MI SAFE START
Phases 1-3
✓C
ommunity spread of the virus is
Virus Status increasing and substantial.
✓T
here is concern about health system
capacity.
✓T
esting and tracing efforts may not be
sufficient to control the spread of the
pandemic.
✓N
o in-person instruction, remote only.
School Operating
Status
✓ Safety Protocols
Essential Actions ✓ Mental and Social-Emotional Well-
and Safety Protocols being
✓ Instruction
✓ Operations
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Safety Protocols
MI Safe Start | Phases 1-3
✓ All safety protocols are REQUIRED in MI Safe Start Phases 1-3
Personal Protective Equipment and Food Service, Gathering and

Hygiene Extracurricular Activities
ɑ Schools are closed for in-person instruction. ɑ Schools enact food distribution programs.
ɑ All inter-school activities are discontinued.
ɑ After-school activities are suspended.
Spacing and Movement
ɑ Schools are closed for in-person instruction. Athletics
ɑ S
chool buildings may continue to be used by
licensed child care providers, if providers follow all ɑ All athletics are suspended.
emergency protocols identified by the state.
ɑ S
chool employees and contractors are permitted
to be physically present in school buildings for the Cleaning
purposes of conducting basic school operations,
including remote live instruction, as determined by ɑ S
chools are closed for in-person instruction,
school administrators. and cleaning practices are adjusted to
maintain school building functional order.
Screening Students
ɑ Schools are closed for in-person instruction.
Busing and Student Transportation
ɑ All busing operations are suspended.
Responding to Positive Tests Among
Staff and Students
ɑ Schools are closed for in-person instruction.
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Mental & Social-Emotional Health

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction
ɑ S
chools should implement a mental health ɑ E
stablish ongoing reporting protocols for school
screening for all students by a trained professional, staff to evaluate physical and mental health status.
if possible. Any screening should be compliant ɑ P
rovide resources for staff self-care, including
with HIPAA and FERPA policies. Screening resiliency strategies.
instructions (offered verbally to younger students)
should provide age-appropriate and transparent ɑ D
esignate a mental health liaison (school-based)
disclosure of protocols in place to protect who will work across the school, local public health
confidentiality while adhering to mandated agencies, and community partners.
reporting guidelines. ɑ L everage MDE resources for student and staff
ɑ E
stablish and communicate guidelines to all staff mental health and wellness support.
regarding identification and rapid referral of at- ɑ A
ctivate communication channels for school
risk students to appropriate building-level support stakeholders to address mental health concerns
teams. resulting from COVID-19 (for example, a telephone
ɑ P
rovide all staff with timely, responsive, and hotline or a designated email).
ongoing training/professional development as well ɑ C
ommunicate with parents and guardians, via
as needed tools, resources, and implementation a variety of channels, return to school transition
support, focused on a variety of topics, including: information including:
social-emotional learning, trauma-informed best ɑ Destigmatization of COVID-19.
practices, identification of students at risk, proper
local referral protocols, and self-care to promote ɑ U
nderstanding normal behavioral response
holistic wellness and resilience and to prevent to crises.
burnout and vicarious trauma. ɑ G
eneral best practices of talking through
ɑ E
stablish a comprehensive crisis management plan trauma with children.
that leverages available internal and external/ ɑ P
ositive self-care strategies that promote
community-based resources, which can be health and wellness.
activated efficiently as needed (e.g., loss of student,
loss of a school staff member).
ɑ Compile
and regularly update comprehensive lists
of wellness resources available to both staff and
students that can be provided in conjunction with
screening activities, and that reference school and
community wellness resources.
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Instruction
Governance with general and special education teachers to

reflect the child’s needs based on assessment data
and parent feedback, and design accommodations
ɑ C
reate a district Return to Instruction and Learning working
group, potentially led by the Director of Curriculum, Chief and match services accordingly.
Academic Officer or the equivalent, and composed of a ɑ C
ommence online intervention and support
broad group of stakeholders on the district and school services. Plans must include all programs
level, to: and learning environments, especially special
ɑ G
ather feedback from families, teachers, students, education, birth to five services, and career
and school leaders about their experiences with and technical education.
remote learning through online surveys and/or
ɑ E
stablish structures for general and special
virtual focus groups or conversations.
education teachers to collaborate on delivery
ɑ R
evise the district’s remote learning plan to methods for assessments and instruction as
incorporate feedback and input from stakeholders outlined in IEPs. Consider students’ needs
to improve its effectiveness. around accessibility and provide assistive
ɑ S
hare the district’s remote learning plan with all technologies, where possible.
involved stakeholders.
ɑ Secure supports for students who are transitioning to
postsecondary.
ɑ Conduct checkpoints with school leaders around
Remote Instruction curriculum and instruction and ongoing monitoring
of student progress, specifically honing in on the
ɑ Ensure that remote learning plans, revised based on progress of students in need of additional support.
feedback and input from school leaders, educators,
families, and students, are distributed to all involved ɑ R
emain connected with MDE about policies and
stakeholders in their home language. Create opportunities guidance.
for ongoing feedback. ɑ Develop a continuation of services plan for students
ɑ A
ctivate remote learning programs at scale to deliver needing occupational, physical, and/or speech and
standards-aligned curricula and high-quality instructional language therapy, including evaluations by school
materials. Integrate synchronous and asynchronous psychologists and social workers.
learning and best practices that promote student
engagement, consistency, and differentiation. Consult MDE
for high-quality digital resources.
ɑ S
upport schools to assess every student in grades preK-
12 during the first few weeks of school, using a screener,
diagnostic, or formative assessments that can be given
online or conducted virtually, to understand where students
are academically and inform instructional decisions for
teachers, students, and families.
ɑ Review students’ IEPs, IFSPs, and 504 plans in coordination
17
Instruction
Communication & Family students’ assessment results, progress, and

completed assignments;
Supports ɑ L earn how to use the school’s digital
ɑ Implement any additional communication systems systems and tools appropriately and
needed to reach every family and student in their sustainably; and
home language through multiple modes (e.g., text, ɑ B
uild capacity around high-quality remote
call, email, home visit) to share: learning.
ɑ E
xpectations around the duration of the ɑ U
tilize structures, such as professional learning
closure and reopening; communities, for educators to collaborate on
ɑ D
ecisions about grade-level proficiencies, prototypes for a week’s worth of instruction to
modes of assessment and feedback, daily establish consistency and an appropriate workload.
instructional time, and estimated workload.
This should be done in collaboration with
local bargaining units;
ɑ S
upports and resources for families to use
Monitoring
at home, such as grade-specific activities ɑ Activate plans to monitor and assess the following:
and strategies for teaching and helping ɑ Connectivity and Access:
their child; and
ɑ Ensure that all students and
ɑ T
raining on accessing and using the families have adequate
school’s digital systems and tools, and connectivity and the devices
workshops for families to build digital necessary to successfully engage in
literacy. and complete schoolwork.
ɑ Attendance:
Professional Learning ɑ Develop systems to monitor and

track students’ online attendance
ɑ C
ontinue to provide professional learning and on a daily basis.
training through virtual modes for educators to:
ɑ Student Work:
ɑ O
ffer restorative supports for teachers and
learning around equity and implicit bias, ɑ T
eachers will assess the quality of
social-emotional learning, and culturally student work and provide feedback
responsive education; to students and families.
ɑ Share knowledge, continuously learn, and ɑ S

tudents will self-assess the
exchange ideas, successes and failures quality of work, reflect on teacher
around remote learning; feedback, and learning progress.
ɑ Share information and data about
18
Operations
Facilities Technology
ɑ A
udit necessary materials and supply chain for ɑ S
urvey families to collect information about the
cleaning and disinfection supplies. numbers, types, and condition of devices used in
ɑ C
ontinue to maintain schools in good working order to their homes to support remote learning.
prepare for the subsequent return of students. ɑ D
esignate a single point of contact in each school
ɑ E
xecute school cleaning and disinfection protocols to plan and communicate with district technology
according to the CDC School Decision Tree. teams.
ɑ C
ustodial staff are recommended to wear surgical ɑ D
evelop a district technology plan that includes
masks when performing cleaning duties. guidance for schools. If possible, include training
ɑ ISDs and schools should create a contingency plan and support for educators to adapt remote
to coordinate the use of school buildings for essential learning for the classroom.
actions including elections, food distribution, and child
ɑ Identify a device and/or general technology
care, particularly for essential workers.
support lead for each school. Consider elevating
ɑ Coordinate with Local Emergency Management that position to a more formal role and providing
Programs (LEMP) for support with procurement of additional support potentially with parent
cleaning and disinfection supplies. volunteers.
ɑ Advocate for ISDs to coordinate with LEMPs.
ɑ A
ssign technology process leaders to key efforts
and publish their contact information on the district
intranet and/or internet.
ɑ W
here practical given demands on parents or
guardians, consider identifying family technology
liaisons to support communication regarding the
use of technology and serve as a “help desk.”
ɑ D
evelop district-wide procedures for return and
inventory of district-owned devices as part of a
return to school technology plan. The procedures
should include:
ɑ S
afely bagging devices collected at
schools;
ɑ S
anitizing the devices prior to a repair or
replacement evaluation;
ɑ O
rdering accessories that may be needed
over the summer; and
ɑ Conducting prepared maintenance

19
Operations
routines to remove malware and fix standard

issues including screen, keyboard, or battery
Budget, Food Service, Enrollment,
replacement. and Staffing
ɑ Identify an asset tracking tool. ɑ Based on instructional programming, provide
instructional resources and materials to staff and
ɑ Identify a vendor to assist with processing, returning,
students as feasible.
and maintaining devices, if needed.
ɑ Work with MDE to understand flexibility with hiring
ɑ D
evelop on-site triage of staff and student devices to
and develop a plan to govern hiring in a remote
minimize the time that staff may be without a device.
environment.
ɑ P
repare the Infrastructure Evaluation process. Every
ɑ Ensure a plan for nutrition services and student meals
WiFi access point and wired network device should be
is in place, and provide a list of alternative meal
tested.
options to families.
ɑ Develop a technology support plan for families.
ɑ Solidify food service processes, device distribution,
ɑ C
ontinue to monitor device usage and compliance delivery sites, and communication plans as necessary.
with online learning programs.
ɑ Define logistical expectations, including attendance
ɑ P
rovide support programs to ensure that students expectations and time on schooling by grade level for
and families can access online teaching and students and teachers.
troubleshoot problems with access.
ɑ Ensure
that students can submit assignments and be
evaluated accordingly.
ɑ S
chedule ongoing staff training on platforms and
tools.
ɑ R
eview and update (as needed) relevant technology
policies including data privacy policies, acceptable
use policies, and policies related to accidental
damage, theft, and loss of technology.
ɑ E
nsure every student has access to the appropriate
technology and connectivity needed to continue
learning.
20
MI SAFE START
Phase 4
✓T
he number of new cases and deaths has fallen
Virus Status for a period of time, but overall case levels are
still high.
✓M
ost new outbreaks are quickly identified,
traced, and contained due to robust testing
infrastructure and rapid contact tracing.
✓H
ealth system capacity can typically handle
these new outbreaks, and therefore case
fatality rate does not rise above typical levels.
✓T
he overall number of infected individuals
still indicate the need for distancing to stop
transmission and move to the next phase.
✓S
chool preparedness and response activities
How to Keep School continue - conducting ongoing surveillance
Communities Safe and executing a series of active mitigation
measures.
✓S
chools should be prepared to implement
social distancing measures.
✓S
hort-term dismissals and suspension of
extracurricular activities should be expected
for cleaning and contact tracing purposes.
✓S
chools must consider the judgment of the
local health department for the sub-region (i.e.,
county or ISD) of concern.
✓ I n-person instruction is permitted with required

School Operating safety protocols.
Status
Essential Actions ✓ Mental and Social-Emotional Well-being
and Safety Protocols ✓ Instruction
✓ Operations
21
Safety Protocols
MI Safe Start | Phase 4
Personal Protective Equipment one. Any student who is incapacitated, or unable to

remove the facial covering without assistance, must
REQUIRED not wear one.
ɑ Facial coverings must always be worn by staff except ɑ All students in grades K-5 must wear facial
for meals. Facial coverings may be homemade or coverings unless students remain with their classes
disposable level-one (basic) grade surgical masks. Any throughout the school day and do not come into
staff member who cannot medically tolerate a facial close contact with students in another class.
covering must not wear one. Any staff member that is
incapacitated or unable to remove the facial covering Strongly Recommended
without assistance, must not wear a facial covering.
ɑ Facial coverings should be considered for K-5
ɑ PreK-5
and special education teachers should students and students with special needs in class-
consider wearing clear masks. rooms.
ɑ H
omemade facial coverings must be washed
ɑ F
acial coverings should be considered for preK
daily.
students and students with special needs in
ɑ D
isposable facial coverings must be disposed hallways and common areas.
of at the end of each day.
ɑ F
acial coverings are not recommended for
ɑ Facial coverings must be worn by preK-12 students, use in classrooms by children ages 3 and 4.
staff, and bus drivers during school transportation. Any
staff or student that is unable to medically tolerate a ɑ F
acial coverings should never be used on
facial covering must not wear one. Any staff or student children under age 2.
that is incapacitated or unable to remove the facial
covering without assistance, must not wear one. Facial
coverings may be homemade or disposable level-one
(basic) grade surgical masks.
ɑ F
acial coverings must always be worn in hallways and
Hygiene
common areas by preK-12 students in the building REQUIRED
except for during meals. Any student that is unable
to medically tolerate a facial covering must not wear ɑ P
rovide adequate supplies to support healthy
one. Any student that is incapacitated or unable to hygiene behaviors (including soap, hand sanitizer
remove the facial covering without assistance, must with at least 60% alcohol for safe use by staff
not wear one. Facial coverings may be homemade or and students, paper towels, tissues, and signs
disposable level-one (basic) grade surgical masks. reinforcing proper handwashing techniques).
ɑ H
omemade facial coverings must be washed ɑ T
each and reinforce handwashing with soap and
daily.
water for at least 20 seconds and/or the safe use of
ɑ D
isposable facing coverings must be disposed hand sanitizer that contains at least 60% alcohol.
of at the end of each day.
Strongly Recommended
ɑ N
ote: Students with significant disabilities
preventing the use of facial coverings are ɑ Educate staff and students on how to cough and
referred to forthcoming guidance from MDE. sneeze into their elbows, or to cover with a tissue.
ɑ F
acial coverings must be worn in classrooms by Used tissues should be thrown in the trash and
all students grades 6-12. Any student who cannot hands washed immediately using proper hand
medically tolerate a facial covering must not wear hygiene techniques.
22
Safety Protocols
ɑ S
ystematically and frequently check and refill soap ɑ F
loor tape or other markers should be used at six-
and hand sanitizers. foot intervals where line formation is anticipated.
ɑ S
tudents and teachers must have scheduled ɑ P
rovide social distancing floor/seating markings in
handwashing with soap and water every 2-3 hours. waiting and reception areas.
ɑ L imit sharing of personal items and supplies such ɑ P
ost signs on the doors of restrooms to indicate
as writing utensils. proper social distancing and hand hygiene
ɑ K
eep students’ personal items separate and in techniques.
individually labeled cubbies, containers, or lockers. ɑ Adult guests entering the building should be
ɑ L imit use of classroom materials to small groups screened for symptoms, wear a facial covering,
and disinfect between use, or provide adequate and wash/sanitize hands prior to entering. Strict
supplies to assign for individual student use. records, including date and time, should be kept
of non-school employees or other visitors entering
ɑ P
rocure portable handwashing and/or hand and exiting the building.
sanitizing stations to set up throughout school
buildings. Recommended
ɑ If a classroom has windows that can open, they
should be open as much as possible, weather
permitting. Considerations should be made for
students with allergy-induced asthma.
ɑ A
s able and appropriate, schools should try to
Spacing, Movement and Access cohort groups of students to isolated hallways or
areas that can be monitored.
Strongly Recommended ɑ A
s able, “specials” (like art, music, and library)
should be brought to the classrooms instead of
ɑ S
pace desks six feet apart in classrooms. Class having students move to different locations.
sizes should be kept to the level afforded by
necessary spacing requirements. ɑ If all students cannot fit in the classroom space
available, a school may consider implementing
ɑ In classrooms where large tables are utilized, space a staggered school schedule that incorporates
students as far apart as feasible. alternative dates of attendance or use of virtual
ɑ A
s feasible, arrange all desks facing the same teaching. If a staggered school schedule is
direction toward the front of the classroom. adopted, schools should partner with community
organizations to identify safe spaces where
ɑ T
eachers should maintain six feet of spacing children can engage virtually, especially if family
between themselves and students as much as members work and children cannot be home
possible. alone.
ɑ F
amily members or other guests are not allowed ɑ E
fforts should be made to keep six feet of distance
in the school building except under extenuating between people in the hallways. Staggered
circumstances determined by district and school movements at incremental intervals should be used
officials. if feasible to minimize the number of persons in the
ɑ Post signage to indicate proper social distancing. hallways as able.
23
Safety Protocols
ɑ H
ave staff monitor arrival and dismissal to mask is required.
discourage congregating and ensure students go ɑ S
ymptomatic students sent home from school
straight from a vehicle to their classrooms and should be kept home until they have tested
vice-versa. negative or have completely recovered according
ɑ W
here possible, physical education should be held to CDC guidelines.
outside and social distancing of six feet should be
ɑ S
taff should conduct daily self-examinations,
practiced.
including a temperature check, prior to coming
ɑ B
oarding schools should seek guidance from to work. If they exhibit any respiratory or
MDHHS regarding spacing, movement, and facility gastrointestinal symptoms, or have a temperature
access. of 100.4 or greater, they should stay home.
ɑ Flow
of foot traffic should be directed in only
one direction, if possible. If one-way flow is not Recommended
possible, hallways should be divided with either ɑ A
monitoring form (paper or electronic) for
side following the same direction. screening employees should be developed.
ɑ Entrances and exits should be kept separate to ɑ F
amilies are encouraged to check their child’s
keep traffic moving in a single direction. temperature at home every morning using oral,
tympanic, or temporal scanners; students with a
temperature of 100.4 or greater should stay home
and consider coronavirus testing if symptoms of
COVID-19 are present.
ɑ F
amilies are encouraged to monitor their children
Screening Students and Staff for symptoms of COVID-19. The presence of any
symptoms, including cough or shortness of breath,
REQUIRED should prompt the family to keep the student home
from school and to follow up with a primary care
ɑ Schools must cooperate with the local public health
department regarding implementing protocols for provider.
screening students and staff.
ɑ E
very school should identify and designate a
quarantine area and a staff person to care for
students who become ill at school.
ɑ S
tudents who become ill with symptoms of
COVID-19 should be placed in an identified
quarantine area with a surgical mask in place until
they can be picked up. Identified school staff caring
for these children should wear a surgical mask,
with the exception of students with special needs
requiring aerosolized procedures in which an N95
24
Safety Protocols
Testing Protocols for Students Recommended
and Staff and Responding to ɑ P

arents and guardians are encouraged to check
Positive Cases students’ temperature at home every morning

using oral, tympanic (ear), or temporal scanners;
students with a temperature of 100.4 or greater
REQUIRED must stay home and consider coronavirus testing.
ɑ Schools must cooperate with the local public health ɑ P
arents and guardians are encouraged to monitor
department regarding implementing protocols for for symptoms of COVID-19. The presence of
screening students and staff. any unexplained symptoms, including cough or
shortness of breath, should prompt the parent or
Strongly Recommended guardian to keep the student home from school
ɑ Students who develop a fever or become ill with and to follow up with their primary care provider.
COVID-19 symptoms at school should wear a mask
and be transported by their parent or guardian,
emergency contact, or ambulance if clinically Responding to Positive Tests
unstable, for off-site testing.
Among Staff and Students
ɑ S
taff who develop a fever or become ill with
COVID-19 symptoms at school should wear a mask REQUIRED
and be transported for off-site testing. ɑ A
ll schools, public and private, must cooperate with
ɑ S
ymptomatic students and staff sent home from the local public health department if a confirmed
school should be kept home until they have tested case of COVID-19 is identified, and in particular,
negative for COVID-19, or have been released from must collect the contact information for any close
isolation according to CDC guidelines. contacts of the affected individual from two days
before he or she showed symptoms to the time
ɑ F
amilies should be notified of the presence of any
when he or she was last present at the school.
laboratory positive or clinically diagnosed cases
of COVID-19 in the classroom and/or school to
encourage closer observation for any symptoms at Strongly Recommended
home.
ɑ Notify local health officials, staff, and students
ɑ In the event of a lab or clinically diagnosed case immediately of any possible case of COVID-19
of COVID-19, immediate efforts should be made to while maintaining confidentiality consistent with
contact any close contacts (those who spent more the Americans with Disabilities Act (ADA) and other
than 15 minutes less than six feet in close proximity applicable federal and state privacy laws.
to the student or staff member) so that they can
be quarantined for 14 days at home. Students ɑ The Local Health Department will initiate
and staff should be closely monitored for any contact tracing, following regular public
symptoms of COVID-19. At this time, empiric testing health practice. Anyone who was within
of all students or staff members in the class is not close contact of the case (less than six feet
recommended. Only those that develop symptoms apart for 15+ minutes) will be asked to self
require testing for COVID-19. quarantine for up to 14 days after exposure.
Local health officials, depending on the
situation, may identify other contacts who
25
Safety Protocols
require quarantine. Schools can help the guidelines cannot be met.

local health department by collecting data ɑ If cafeterias must be used, meal times should be
and contact information of those exposed. staggered to create seating arrangements with six
ɑ Note: schools should provide staff with feet of distance between students.
guidance on confidentiality laws and ɑ S
erving and cafeteria staff should use
statutes that protect student and staff barrier protection including gloves, face
health information. Student communicable shields, and surgical masks.
disease related information is protected
health information. (Even if a family/ ɑ S
tudents, teachers, and food service staff
student acknowledges and publicly should wash hands before and after every
discloses a positive test, school staff and meal.
officials must not participate in discussions ɑ S
tudents, teachers, and staff should wash hands
or acknowledge a positive test). before and after every event.
ɑ Employees with a confirmed case of COVID-19 ɑ L arge scale assemblies of more than 50 students
should only return to the workplace after they are suspended.
are no longer infectious. Local health officials will ɑ O
ff-site field trips that require bus transportation to
provide instruction about return to work, using an indoor location are suspended.
the most current guidelines from the CDC for this
determination. ɑ R
ecess should be conducted outside whenever
possible with appropriate social distancing and
ɑ C
leaning staff should wear a surgical mask, gloves, cohorting of students. If more than one class is
and a face shield when performing cleaning of outside, students should wear facial coverings.
these areas.
ɑ If possible, school-supplied meals should be
ɑ If possible, smaller areas such as individual delivered to classrooms with disposable utensils.
classrooms should be closed for 24 hours before
cleaning to minimize the risk of any airborne ɑ If possible, schools should offer telecasting of
particles. assemblies and other school-sanctioned events.
ɑ E
xtracurricular activities may continue with the use
of facial coverings.
Food Service, Gathering, and

Extracurricular Activities
REQUIRED
ɑ Prohibit indoor assemblies that bring together
students from more than one classroom.
Recommended
ɑ C
lassrooms or outdoor areas should be used
for students to eat meals at school, if distancing
26
Safety Protocols
Athletics Cleaning
REQUIRED REQUIRED
ɑ Comply with all guidance published by Michigan
ɑ F
requently touched surfaces including light
High School Athletic Association (MHSAA) and
switches, doors, benches, bathrooms, must
the National Federation of State High School
undergo cleaning at least every four hours with
Associations (NFHS).
either an EPA-approved disinfectant or diluted
ɑ S
tudents, teachers, and staff must use proper hand bleach solution.
hygiene techniques before and after every practice,
ɑ L ibraries, computer labs, arts, and other hands-
event, or other gathering. Every participant should
on classrooms must undergo cleaning after
confirm that they are healthy and without any
every class period with either an EPA-approved
symptoms prior to any event.
disinfectant or diluted bleach solution.
ɑ A
ll equipment must be disinfected before and after
ɑ S
tudent desks must be wiped down with either
use.
an EPA-approved disinfectant or diluted bleach
ɑ Inter-school competitions may be held provided solution after every class period.
that, facial coverings are worn if school
ɑ P
layground structures must continue to undergo
transportation is provided. Buses must be cleaned
normal routine cleaning, but using an EPA-
and disinfected before and after every use, as
approved disinfectant is unnecessary.
detailed in the subsequent “Busing and Student
Transportation” section. ɑ E
nsure safe and correct use and storage of
cleaning and disinfection products, including
ɑ S
pectators are allowed provided that facial
storing products securely away from children, and
coverings are used by observers and six feet of
with adequate ventilation when staff use products.
social distancing can be maintained at all times.
Attention must given to entry and exit points to ɑ S
taff must wear gloves, surgical mask, and face
prevent crowding. shield when performing all cleaning activities.
ɑ E
ach participant must use a clearly marked water
bottle for individual use. There should be no
sharing of this equipment.
ɑ H
andshakes, fist bumps, and other unnecessary
contact must not occur.
ɑ Indoor weight rooms and physical conditioning
activities that require shared equipment are
suspended. Outdoor physical conditioning activities
are allowed while maintaining social distancing.
ɑ L arge scale indoor spectator events are suspended.
Large scale outdoor spectator or stadium events
are limited to 100 people, and people not part
of the same household must maintain six feet of
distance from one another.
27
Safety Protocols
Busing and Student spread of the virus by increasing air circulation, if

appropriate and safe.
Transportation
REQUIRED
ɑ R
equire the use of hand sanitizer before entering
the bus. Hand sanitizer must be supplied on the
bus. Medically Vulnerable Students
ɑ T
he bus driver, staff, and all students in grades and Staff
preK-12, if medically feasible, must wear facial
coverings while on the bus. Note: there may be
situations where it is not safe for the bus driver ɑ S
ystematically review all current plans (e.g.
to wear a facial covering. Decisions about these Individual Healthcare Plans, Individualized
situations should be made on a case-by-case basis Education Programs, Individualized Family Service
with local public health officials. Plans, or 504 plans) for accommodating students
with special healthcare needs and update their
ɑ C
lean and disinfect transportation vehicles before
care plans as needed to decrease their risk for
and after every transit route. Children must not be
present when a vehicle is being cleaned.
ɑ C
reate a process for students/families and staff
ɑ C
lean and disinfect frequently touched surfaces
to self-identify as high-risk for severe illness due
in the vehicle (e.g., surfaces in the driver’s cockpit,
to COVID-19 and have a plan in place to address
hard seats, arm rests, door handles, seat belt
requests for alternative learning arrangements or
buckles, light and air controls, doors and windows,
work reassignments.
and grab handles) prior to morning routes and
prior to afternoon routes. Recommended
ɑ C
lean, sanitize, and disinfect equipment including
items such as car seats, wheelchairs, walkers, and ɑ Pertaining to medically vulnerable students,
adaptive equipment being transported to schools revise the school’s remote learning plan to
daily. incorporate feedback and input from teachers,
families, students, and school leaders and
ɑ C
reate a plan for getting students home safely if
improve its effectiveness. Share it with all involved
they are not allowed to board the vehicle.
stakeholders.
ɑ If a student becomes sick during the day, they must
ɑ S
taff caring for children and providing any medical
not use group transportation to return home and
care that include aerosol generating procedures
must follow protocols outlined above. If a driver
(e.g., nebulizers) should have N95 masks.
becomes sick during the day, they must follow
protocols for sick staff outlined above and must not ɑ E
nable staff who are high-risk for severe illness to
return to drive students. minimize face-to-face contact and to allow them to
maintain a distance of six feet from others, modify
ɑ Weather
permitting, keep doors and windows open
job responsibilities that limit exposure risk, or to
when cleaning the vehicle and between trips to let
telework if possible. Meaningfully engage and
the vehicles thoroughly air out.
consult with local bargaining units.
ɑ W
eather permitting, consider keeping windows
open while the vehicle is in motion to help reduce
28

✓ Strongly Recommended Before Schools Reopen for In-Person or Hybrid

Instruction
ɑ E
ncourage schools to implement a mental staff to evaluate physical and mental health status.
health screening for all students by a trained ɑ P
professional, if possible. Any screening should resiliency strategies.
be compliant with HIPAA and FERPA policies.
Screening instructions (offered verbally to younger ɑ D
students) should provide age-appropriate and who will work across the school, local public health
transparent disclosure of protocols in place to agencies, and community partners.
protect confidentiality while adhering to mandated ɑ L everage MDE resources for student and staff
reporting guidelines. mental health and wellness support.
ɑ E
stablish and communicate to all staff guidelines ɑ A
ctivate communication channels for school
for identification and rapid referral of at-risk stakeholders to address mental health concerns
students to appropriate building-level support resulting from COVID-19 (for example, a telephone
teams. hotline or a designated email).
ɑ P
rovide all staff with timely, responsive, and ɑ C
ongoing training/professional development as well a variety of channels, return to school transition
as needed tools, resources, and implementation information including:
support, focused on a variety of topics, including: ɑ Destigmatization of COVID-19;
social-emotional learning, trauma-informed best
practices, identification of students at risk and ɑ U
proper local referral protocols, and self-care to to crises;
promote holistic wellness and resilience and to ɑ G
prevent burnout and vicarious trauma. trauma with children; and
ɑ Encourage the identification of a point person or ɑ P
establish an access navigator to centralize mental health and wellness.
health referrals, communications to families/
students, and public-facing wellness materials.
ɑ Establish a comprehensive crisis management plan
that leverages available internal and external/
community-based resources, which can be
activated efficiently as needed (e.g., loss of student,
loss of a school staff member).
ɑ C
ompile and regularly update comprehensive lists
screening activities, and that references school and
ɑ Establish ongoing reporting protocols for school
29
Instruction
Instruction
✓ Strongly Recommended Before Schools Reopen for In-Person or Hybrid

Instruction
Governance ɑ Differentiated support for students;

ɑ The inclusion of social-emotional learning;
ɑ C
reate a district Return to Instruction and Learning
and
working group, potentially led by the Director
of Curriculum, Chief Academic Officer or the ɑ Guidance around daily instructional time
equivalent, and composed of a broad group of and workload per different grade bands to
stakeholders on the district and school level, to: ensure consistency for students.
ɑ G
ather feedback from families, teachers, ɑ Set an instructional vision that ensures that:
students, and school leaders about their ɑ E
very student will start the year with access
experiences with remote learning through to grade-level instruction and high quality,
online surveys and/or virtual focus groups standards-aligned instructional materials
or conversations. in every subject.
ɑ R
evise the district’s remote learning plan ɑ E
very student will be assessed on their
to incorporate feedback and input from understanding of prerequisite skills and
stakeholders to improve its effectiveness. grade-level proficiencies using formative
ɑ S
hare the district’s remote learning plan assessments, screeners, or diagnostics.
with all involved stakeholders in case of a ɑ E
very students’ academic and social-
return to remote learning. emotional needs will be addressed with
the integration of Social and Emotional
Learning (SEL) and strengthening
Instruction connections with students.
ɑ Activate hybrid learning programs at scale ɑ Secure supports for students who are transitioning
to deliver standards-aligned curricula and to postsecondary.
high-quality instructional materials. Integrate ɑ Support schools to implement grade-level curricula
synchronous and asynchronous learning and that is aligned to Michigan preK-12 standards.
best practices that promote student engagement,
ɑ S
upport teachers to utilize power standards
consistency, and differentiation. Consult MDE for
that identify the major work of the grade
high-quality digital resources.
in order to focus, prioritize, and accelerate
ɑ Make expectations clear to school leaders and instruction.
teachers around hybrid or remote instruction that
ɑ R
evise students’ IEPs, IFSPs, and 504 plans in
include:
coordination with general and special education
ɑ Best practices for blended or remote teachers to reflect the child’s evolving needs
learning; based on assessment data and parent feedback,
ɑ Grade-level proficiencies; and design accommodations and match services
accordingly.
ɑ Modes of student assessment and
feedback; ɑ C
ommence intervention and support
services. Plans must include all programs
30
Instruction
and learning environments, especially ɑ P

rovide resources that demonstrate schools value
special education, birth to five services, and parents as partners in their child’s education. Offer
CTE. family supports that provide families with:
ɑ E
stablish structures for general and special ɑ T
raining about how to access and use the
education teachers to collaborate on school’s chosen digital systems and tools;
delivery methods for assessments and ɑ Supports and resources for families to use
instruction as outlined in IEPs. Consider at home, such as grade-specific activities
students’ needs around accessibility and and strategies for teaching and helping
provide assistive technologies, where their child;
possible.
ɑ O
pportunities to build their digital literacy;
ɑ Inventory all intervention programs and services and
available to students on the district and school level
and identify any gaps. ɑ S
trategies to support their child’s learning
at home.
ɑ Remain
connected with MDE about policies and
guidance.
ɑ Develop a continuation of services plan for
students needing either occupational, physical, Professional Learning
and/or speech and language therapy, including
evaluations by school psychologists and social ɑ Provide
adequate time for schools and educators
workers. to engage in:
ɑ Intentional
curriculum planning and
documentation to ensure stability of
instruction, whether school buildings are
Communications and Family open or closed;
Supports ɑ Identify students who did not engage in
remote learning and develop a plan to
ɑ Implement any additional communication systems provide additional supports, if needed.
needed to reach every family and student in their Share data and concerns about each
home language through multiple modes (e.g., text, student’s growth and needs with students’
all call, email, home visit) to share: assigned teacher(s) for the 2020-2021
ɑ E
xpectations around their child’s return to school year;
school; ɑ Identify students who potentially need
ɑ Clear information about schedules and additional support; and
configurations, if hybrid; ɑ S
hare knowledge and ideas around the
ɑ Information about modes of assessment, use and effectiveness of digital tools and
details on curricula used in each of the core resources that support remote learning.
subjects, and grade-level proficiencies; ɑ C
reate a plan for professional learning and
and training, with goals to:
ɑ P
lans for each of the different school ɑ O
opening scenarios. learning around equity and implicit bias,
31
Instruction
social-emotional learning, and culturally integrate high quality digital tools and resources
responsive education; that are appropriate and sustainable at each
ɑ T
rain school leaders and teachers grade level, to increase teachers’ and students’
thoroughly in the chosen digital systems familiarity with online learning in case of a return to
and tools and their use; and remote instruction.
ɑ B
uild school leaders’ and teachers’ ɑ D
etermine and activate structures outside
capacity to design and develop blended of the regular school day, such as summer
and remote learning experiences that are learning options, extended day, and after-school
programming, to potentially be leveraged to
equitable and engaging.
support students in need of additional support.
ɑ S
upport schools to communicate regularly with
Strongly Recommended When Schools Re- families in their home language about their child’s
open for In-Person or Hybrid Instruction progress and the targeted plans for students in
need of additional support.
Instruction ɑ If hybrid, activate plans to monitor and assess the
ɑ Ensure that every student: following:
ɑ H
as access to standards-aligned, grade- ɑ Connectivity and Access:
level instruction, including strategies to ɑ Ensure that all students and
accelerate student learning; families have adequate
ɑ Is assessed to determine student readiness connectivity and the devices
to engage in grade-level content; and necessary to successfully engage in
ɑ Is offered scaffolds and supports to and complete schoolwork.
meet their diverse academic and social- ɑ Attendance:
emotional needs. ɑ Develop systems to monitor and
ɑ C
onduct checkpoints with school leaders around track students’ online attendance
curriculum pacing and ongoing monitoring of on a daily basis.
student progress, specifically honing in on the ɑ Student Work:
growth of students who need acceleration.
ɑ T
eachers will assess the quality of
ɑ R
eview student data to identify overall trends student work and provide feedback
and gaps in student learning to design systemic to students and families.
supports and interventions.
ɑ S
tudents will self-assess the
ɑ C
onduct a review of each students’ IEP in quality of work, reflect on teacher
partnership with teachers and parents to reflect feedback, and learning progress.
each student’s evolving needs based on time away
from associated services including OT, PT, and
Speech while school buildings were closed.
ɑ P
rocure any additional standards-aligned tools or
materials to support differentiation, intervention,
and remote learning, based on students’ needs.
ɑ Set expectations for schools and teachers to
32
Operations
Operations
MI Safe Start | Phases
Phase 44
Facilities ɑ A
udit school security protocols to decide if any
process changes need to be implemented.
ɑ S
chool security staff should follow CDC protocols if
Strongly Recommended Before Schools
interacting with the general public.
Reopen for In-Person Instruction
ɑ Maintain facilities for in-person school operations.
ɑ A
udit necessary materials and supply chain for
ɑ C
heck HVAC systems at each building to
cleaning and disinfection supplies.
ensure that they are running efficiently.
ɑ Coordinate with Local Emergency Management
ɑ Air filters should be changed regularly.
Programs (LEMP) for support with procurement of
cleaning and disinfection supplies. ɑ C
ustodial staff should distribute
wastebaskets, tissues, and CDC-approved
ɑ A
dvocate for ISDs to coordinate with
soap to every office and classroom so that
LEMPs.
these materials can be used upon entry
ɑ A
udit any additional facilities that the district may and exit into any discrete location and
have access to that could be used for learning. during travel between sites.
ɑ Provide school-level guidance for cleaning and ɑ S
ignage about frequent handwashing,
disinfecting all core assets including buildings and cough etiquette, and nose blowing should
playgrounds. Frequently touched surfaces should be widely posted, disseminated, and
be cleaned several times a day. encouraged through various methods of
ɑ A
lert school-based custodial and infection control communication.
staff of any changes in recommended cleaning ɑ C
ustodial staff should follow guidance from
guidelines issued by OSHA and/or CDC. It is the CDC about the use of facial coverings
expected that this guidance will be updated in and special respirators at use when
real-time based on the status of community spread performing cleaning duties.
across local geographies.
ɑ S
chool leaders should conduct and document a
ɑ E
ncourage schools to convene custodial and facility walk-through with the custodial services
facilities staff to review and make actionable team to ensure that the classrooms, common
district guidance regarding cleaning and spaces, and the exterior are ready for staff and
disinfection. students.
ɑ E
ncourage schools to provide advanced training ɑ Procure level-1 facial coverings, including those
for custodial staff. with a transparent front, for preK-5 teachers, low-
ɑ C
ustodial staff should continue deep cleaning over income students, and students with special needs.
the summer. ɑ Procure level-1 surgical masks for cleaning and
ɑ Audit all school buildings with a focus on: janitorial staff.
ɑ How many classrooms are available;

ɑ The size of each classroom;
ɑ A
dditional spaces that are available (e.g.,
gym, lunchroom, auditorium); and
ɑ The ventilation in each classroom.
33
Operations
MI Safe Start | Phases 4
Strongly Recommended If Schools are needs.

Instructed to Close for In-Person Instruction ɑ W
ork with relevant local bargaining units to
assess how job responsibilities may shift in
ɑ A
ctivate school cleaning and disinfection protocols light of COVID-19 and how new or additional
according to the CDC School Decision Tree. responsibilities will be accounted for.
Custodial staff should wear surgical masks when
ɑ Recruit, interview and hire new staff.
performing cleaning duties.
ɑ C
onsider redeploying underutilized staff to serve
ɑ Maintain
facilities for resumption of school
core needs.
operations.
ɑ W
here possible, and in partnership with local
bargaining units, identify and modify staff
positions, that would enable high-risk staff to
provide remote services.
ɑ C
ommunicate any student enrollment or
Budget, Food Service, attendance policy changes with school staff and
Enrollment, and Staffing families.
ɑ P
rovide guidance to school leaders for recruiting,
Strongly Recommended Before Schools interviewing, and hiring staff remotely.
Reopen for In-Person Instruction ɑ S
eek and provide guidance on use of CARES Act
funding for key purchases (e.g., cleaning supplies).
ɑ S
upport schools in assessing student arrival
protocols. This should include how students arrive ɑ C
oordinate services with related service providers,
at and depart from school (e.g., school bus, in the school and community, to identify and
dropped off via car, drive themselves, walk, public address new student and adult needs.
transportation).
ɑ Inventory how many substitute teachers are available.
ɑ S
upport schools in conducting staff and student
ɑ B
uild and send back to school communications
outreach to understand who is coming back.
to all relevant stakeholders (i.e., families, school
ɑ F
or staff, this should include a breakdown staff) and include updates across all policies and
of the staff – administrators, educators, procedures.
support staff, full-time nurses, part-time
ɑ V
erify that student and staff handbooks and
nurses, school counselors, etc.
planners are printed and ready for distribution
ɑ D
evelop a staffing plan to account for and/or are available digitally. Create a master
teachers and staff who are not returning or list of any changes to distribute at the first staff
are at risk (i.e., those who are 65 years or meeting.
have an underlying medical condition and
ɑ C
onsult legal counsel to preemptively address
decide not to return).
liability questions, related concerns, or vendor
ɑ F
or students, this should include those with issues relative to COVID-19 and share with school
preexisting conditions who may need a leaders.
remote learning environment.
ɑ E
ngage school leaders in a budgeting exercise
ɑ A
ssess need for new or additional positions with to help plan for changing enrollment patterns,
a specific focus on student and staff wellness, new staffing needs, and resource constraints or
technology support, and other COVID-19 related additional dollars.
34
Operations
ɑ W
ork with school leaders to orient new school staff ɑ D
to any operational changes. inventory of district owned devices as part of a
ɑ C
reate master teaching schedules, student and return to school technology plan. The procedures
faculty arrival/dismissal schedules, bus schedules, should include:
lunch schedules for staff and students, and bell ɑ S
schedules with safety protocols in mind. schools;
ɑ C
ollaborate with food service staff to ensure any ɑ S
necessary food handling changes are implemented replacement evaluation;
based on local public health guidance. ɑ O
ɑ C
onducting prepared maintenance
routines to remove malware and fix
Technology standard issues including, screen,
keyboard, or battery replacement.

Strongly Recommended Before Schools Re-
ɑ Identify an asset tracking tool.
open for In-Person Instruction
ɑ Identify a vendor to assist with processing,
ɑ S
urvey families to collect information about the returning, and maintaining devices, if needed.
numbers, types, and condition of devices used in
ɑ D
evelop on-site triage of staff and student devices
their homes to support remote learning.
to minimize the time that staff may be without a
ɑ D
esignate a single point of contact in each school device.
to plan and communicate with district technology
ɑ P
repare the Infrastructure Evaluation process.
teams.
Every WiFi access point and wired network device
ɑ D
evelop a district technology plan that includes should be tested.
guidance for schools. If possible, include training
and support for educators to adapt remote
learning for the classroom.
that position to a more formal role and providing
additional support potentially with parent
volunteers.
ɑ A
ɑ W
use of technology. (For example, the existing parent
organization may be able to fulfill this role).
35
Operations
Strongly Recommended If Schools are Transportation

Instructed to Close for In-Person Instruction
Strongly Recommended Before
ɑ D
eploy digital learning devices and move to virtual
Schools Reopen for In-Person Instruction
learning.
ɑ Inventory buses, contractors, including any vehicles
ɑ C
ommunicate consistent procedures for return
used for transporting students to/from school or
and inventory of school owned devices as part of a
to other school events, and students riding buses.
Address questions, such as:
should include:
ɑ How many buses are or could be made
ɑ S
available in the district?
schools;
ɑ How much variation is there in the size and
ɑ Transporting them to a central location;
maximum capacity of buses in the district?
ɑ S
ɑ How have the buses been currently or
replacement evaluation; and
historically used (i.e., transportation to/
ɑ C
onducting prepared maintenance from school, transportation for multiple
routines to remove malware and fix schools, athletic events, food service
standard issues including screen, keyboard, delivery)?
or battery replacement.
ɑ How many drivers will be returning? How
ɑ E
nsure that school and community access points many are in the training pipeline? What
and wired network devices are functional. is the plan to address any shortage of
Strongly Recommended When Schools drivers?
Reopen for In-Person Instruction ɑ Assess whether any bus contractors have been
impacted by COVID-19 (i.e., closed or opt-out from
ɑ O
rganize and centralize online resources that were current routes).
created, published, or distributed by teachers and ɑ Inventory bus drivers to understand the extent of
others during the closure period. high-risk populations.
ɑ C
ompile technology-facing lessons learned for ɑ Finalize bus procedures for bus drivers and
inclusion in the district’s updated remote learning students that are informed by public health
plan. protocols.
ɑ R
eview issue tracking and inventory results ɑ Encourage close collaboration between
frequently as a way of understanding the quality transportation and IEP teams to monitor changes
and progress of technology processes in your to students’ IEPs and implement accordingly.
district.
Strongly Recommended if Schools Are In-
ɑ C
ontinue infrastructure evaluations until all issues
are resolved. structed to Close for In-Person Instruction
ɑ Identify chronic technology issues that arose ɑ Utilize buses to provide food service and delivery of
during the school closure period and use them to instructional materials where possible.
begin the development of a long-term technology
maintenance plan.
36
MI SAFE START
Phase 5
✓N
ew cases and deaths continue to decrease for
Virus Status an additional period of time.
✓A
t this point, the number of active cases has
reached a point where infection from other
members of the community is less common.
✓W
ith widespread testing, positivity rates often
fall much lower than earlier phases.
✓R
apid case investigation, contact tracing, and
containment strategies cause new cases to
continue to fall.
✓S
chool preparedness and response activities
How to Keep School around surveillance and active mitigation
Communities Safe continue from Phase 4 with loosening of
required safety protocols.
✓S
chools should remain prepared to implement
social distancing measures.
✓S
hort-term dismissals and suspension of
extracurricular activities remain possible for
cleaning and contact tracing purposes.
✓S
tudents and teachers at increased risk of
severe illness should remain prepared to
implement remote teaching and learning
modalities.
✓S
chools must consider the judgment of the
local health department for the sub-region of
concern.
✓S
chools open for in-person instruction with
School Operating minimal required safety protocols.
Status
Essential Actions ✓ Mental and Social-Emotional Wellbeing
and Safety Protocols ✓ Instruction
✓ Operations
37
Governor Gretchen
Whitmer MI Return ToSchools
MI Safe School Roadmap
Safety Protocols
Personal Protective Equipment use in classrooms by children ages 3 and

4.
Strongly Recommended ɑ F
acial coverings should never be used on
ɑ F
acial coverings should always be worn by children under age 2.
staff except for meals. Facial coverings may be
ɑ Facial coverings should be considered for K-5
homemade or disposable level-one (basic) grade
students and students with special needs in
surgical masks. Any staff member who cannot
classrooms, especially if students and teachers are
medically tolerate a facial covering should not
not placed in cohorts.
wear one. Any staff member that is incapacitated
or unable to remove the facial covering without ɑ F
acial coverings should be worn in classrooms
assistance, should not wear a facial covering. by grades 6-12 students. Any student who cannot
ɑ PreK-5
and special education teachers medically tolerate a facial covering must not wear
should consider wearing clear masks. one. Any student that is incapacitated or unable
to remove the facial covering without assistance,
ɑ H
omemade facial coverings should be
must not wear one.
washed daily.
ɑ Gloves
are not required except for custodial staff
ɑ D
isposable facial coverings should be
disposed of at the end of each day. or teachers cleaning their classrooms.
ɑ F
acial coverings should always be worn in hallways
and common areas by preK-12 students in the
building except for during meals. Any student
that is unable to medically tolerate a facial
covering should not wear one. Any student that
is incapacitated or unable to remove the facial Hygiene
covering without assistance, should not wear one. Strongly Recommended
Facial coverings may be homemade or disposable
level-one (basic) grade surgical masks. If social ɑ P
rovide adequate supplies to support healthy
distancing and cohorting is practiced and enforced, hygiene behaviors (including soap, hand sanitizer
facial coverings for students in grades preK-5 are with at least 60% alcohol for safe use by staff
encouraged but not required. and students, paper towels, tissues, and signs
ɑ H
omemade facial coverings should be reinforcing proper handwashing techniques).
washed daily. ɑ T
ɑ D
isposable facing coverings should be water for at least 20 seconds and/or the safe
use of hand sanitizer that contains at least 60%
disposed of at the end of each day.
alcohol.
ɑ Educate staff and students to cough and sneeze
Recommended into their elbows, or to cover with a tissue. Used
ɑ F
acial coverings should be considered for preK tissues should be thrown in the trash and hands
students and students with special needs in washed immediately using proper hand hygiene
hallways and common areas. techniques.
ɑ Facial coverings are not recommended for ɑ Students should wash their hands or use hand
sanitizer after changing any classroom; teachers
38
Governor Gretchen
Whitmer MI Return To School Roadmap
Safety Protocols
in the classroom should wash their hands or use ɑ P

rovide social distancing floor/seating
sanitizer every time a new group of students enters markings in waiting and reception areas.
their room. ɑ P
ost signs on the doors of restrooms to
indicate proper social distancing and hand
Recommended hygiene techniques.
ɑ Systematically
and frequently check and refill soap ɑ P
ost signs on the doors of restrooms to
and hand sanitizers. indicate proper social distancing.
ɑ S
tudents and teachers should have scheduled ɑ If a classroom has windows that can open, they
handwashing with soap and water every 2-3 hours. should be open as much as possible, weather
ɑ L imit sharing of personal items and supplies such permitting. Considerations should be made for
as writing utensils. students with allergy-induced asthma.
ɑ K
eep students’ personal items separate and in ɑ A
s able, schools should try to cohort groups of
individually labeled cubbies, containers, or lockers. students to isolated hallways or areas that can be
monitored for positive cases if there is a COVID-19
ɑ L imit use of classroom materials to small groups exposure.
and disinfect between uses or provide adequate
supplies to assign for individual student use. ɑ A
s able, “specials” (like art, music, and library)
should be brought to the classrooms instead of
ɑ Procure portable handwashing and/or hand having students move to different locations.
sanitizing stations to set up throughout school
buildings. ɑ F
low of foot traffic should be directed in only one
direction, if possible. If one-way flow is not possible,
hallways can be divided with either side following
Spacing, Movement and Access the same direction.
ɑ E
fforts should be made to keep six feet of distance
Recommended between people in the hallways. Staggered
ɑ S
pacing is six feet between desks to the extent that movements at incremental intervals should be used
it is feasible. if feasible to minimize the number of persons in the
ɑ C
lass sizes should be kept to the level afforded by hallways as able.
necessary spacing decisions. ɑ H
ave staff monitor arrival and dismissal to
ɑ In classrooms where tables are utilized, space discourage congregating and ensure students go
students as far apart as feasible. straight from a vehicle to their classrooms and
vice-versa.
ɑ A
rrange all desks facing the same direction toward
the front of the classroom. ɑ B
oarding schools should seek guidance from
MDHHS regarding spacing, movement, and facility
ɑ T
eachers should try to maintain six feet of spacing access.
between themselves and students as much as
possible.
ɑ Post signage to indicate proper social distancing.
ɑ F
loor tape or other markers should be used
at six-foot intervals where line formation is
anticipated.
39
Safety Protocols
Screening Students, Staff, and students with a temperature of 100.4 or greater
Guests should stay home and consider coronavirus testing

if no other explanation is available.
ɑ P
arents or guardians are encouraged to ask their
ɑ Every
school should identify and designate a children or monitor for symptoms of COVID-19,
quarantine area and a staff person to care for including cough, congestion, shortness of breath,
children who become ill at school. or gastrointestinal symptoms every morning. Any
ɑ S
tudents who become ill with symptoms of positives should prompt parents or guardians to
COVID-19 at school should be placed in an keep the student home from school.
identified quarantine area with a surgical mask ɑ Entrances and exits should be kept separate to
in place until they can be picked up. Identified keep traffic moving in a single direction.
school staff caring for these children should wear a
surgical mask, with the exception of students with
special needs requiring aerosolized procedures in
which an N95 mask is required.
ɑ S
ymptomatic students sent home from school
should be kept home until they have tested
negative or have completely recovered according
to CDC guidelines.
Testing Protocols for Students
ɑ S
trict records, including date and time, should and Staff and Responding to
be kept of non-school employees or other visitors Positive Cases
entering and exiting the building.
Recommended ɑ S
tudents who develop fever or become ill with
symptoms of COVID-19 at school should wear a
ɑ S
taff should conduct daily self-examinations,
mask and be transported by their parent/guardian,
including a temperature check, prior to coming
emergency contact, or ambulance, if clinically
to work. If they exhibit any respiratory or
unstable, for off-site testing.
gastrointestinal symptoms, or have a temperature
of 100.4 or greater, they should stay home. ɑ S
taff who develop fever or become ill with
symptoms of COVID-19 at school should wear a
ɑ A
ny parents or guardians entering the building
mask and should be transported for off-site testing.
should wash or sanitize hands prior to entry.
ɑ P
arents and guardians should be notified of the
ɑ P
arents or guardians are not allowed in the school
presence of any laboratory positive or clinically
building except under extenuating circumstances
diagnosed cases in the classroom and/or school to
as determined by school officials. Only one parent
encourage closer observation for any symptoms at
or guardian per child should be allowed to enter
home.
except under extenuating circumstances as
determined by school officials. ɑ S
ymptomatic students and staff sent home from
school should be kept home until they have tested
ɑ P
arents or guardians are encouraged to check their
negative or have been released from isolation
children’s temperature at home every morning
according to CDC guidelines.
using oral, tympanic (ear), or temporal scanners;
40
Safety Protocols
ɑ In the event of a lab or clinically diagnosed case

of COVID-19, immediate efforts should be made
Responding to Positive Tests
to contact any close contacts (those who spent Among Staff and Students
more than 15 minutes within six feet to the student Strongly Recommended
or staff member) so that they can be quarantined
at home. Classmates should be closely monitored ɑ N
otify local health officials, staff, and students
for any symptoms. At this time, empiric testing of immediately of any possible case of COVID-19
all students in the class is not recommended. Only while maintaining confidentiality consistent with
the Americans with Disabilities Act (ADA) and other
those that develop symptoms require testing.
applicable federal and state privacy laws.
Recommended ɑ The Local Health Department will initiate

contact tracing, following regular public
ɑ P
arents or guardians are encouraged to check health practice. Anyone who was within
student’s temperature at home every morning close contact of the case (less than six feet
using oral, tympanic, or temporal scanners; apart for 15+ minutes) will be asked to self
students with a temperature of 100.4 greater must quarantine for up to 14 days after exposure.
stay home and consider COVID-19 testing if no Local health officials, depending on
other explanation is available. situation, may identify other contacts who
require quarantine. Schools can help the
ɑ P
arents or guardians are encouraged to monitor local health department by collecting data
for symptoms of COVID-19, including any cough, and contact information of those exposed.
congestion, shortness of breath, or gastrointestinal
symptoms every morning. Any positives should ɑ Note: schools should provide staff with
prompt the parent or guardian to keep the student guidance on confidentiality laws and
home from school and seek out testing. statutes that protect student and staff
health information. Student communicable
disease related information is protected
health information. (Even if a family/
student acknowledges and publicly
discloses a positive test, school staff and
officials must not participate in discussions
or acknowledge a positive test).
ɑ Employees with a confirmed case of COVID-19
should only return to the workplace after they
are no longer infectious. Local health officials will
provide instruction about return to work, using
the most current guidelines from the CDC for this
determination.
Recommended
ɑ If possible, smaller areas such as individual
classrooms should be closed for 24 hours before
cleaning to minimize the risk of any airborne
particles.
41
Safety Protocols
ɑ C
leaning staff should wear a surgical mask when
performing cleaning of these areas along with
Athletics
gloves and face shield. Strongly Recommended
ɑ Indoor spectator events are limited to 50 people.
Large scale outdoor spectator or stadium events
are limited to 250 people. Spectators not part of
Food Service, Gathering, and the same household must always maintain six feet
of distance from one another.
Extracurricular Activities ɑ S
tudents, teachers, and staff must use proper hand
Strongly Recommended hygiene techniques before and after every practice,
ɑ S
erving and cafeteria staff should use barrier event, or other gathering. Every participant should
protection including gloves, face shields, and confirm that they are healthy and without any
surgical masks. symptoms prior to any event.
ɑ S
tudents, teachers, and cafeteria staff wash hands ɑ A
ll equipment must be disinfected before and after
before and after every meal. use.
ɑ A
ll gatherings, including those that occur outdoors ɑ B
uses must be cleaned and disinfected before
(e.g., graduations) should comply with current and after every use, as detailed in the subsequent
and future executive orders that set caps on “Busing and Student Transportation” section.
congregations of people. ɑ Each participant should use a clearly marked
ɑ If field trips occur, they should comply with water bottle for individual use. There should be no
transportation guidelines within this document, sharing of this equipment.
including mandatory facial covering.
Recommended
Recommended ɑ Indoor weight rooms and physical conditioning
activities are allowed. Social distancing of six feet
ɑ If possible, classrooms should be used for eating in
between participants should be maintained while
place, taking into consideration food allergies.
indoors and sharing equipment should be avoided.
ɑ If cafeterias need to be used, meal times should be
ɑ H
andshakes, fist bumps, and other unnecessary
staggered to create seating arrangements with six
contact should not occur.
feet of distance between students.
ɑ If possible, school-supplied meals should be
delivered to classrooms with disposable utensils.
ɑ S
chools should offer telecasting of assemblies and
other school-sanctioned events if able.
ɑ S
tudents and teachers should wash hands before
and after every event.
ɑ After-school programs may continue with the use
of facial coverings.
42
Safety Protocols
Cleaning Busing and Student

Strongly Recommended Transportation
ɑ F
requently touched surfaces including lights, doors, Strongly Recommended
benches, and bathrooms should undergo cleaning
ɑ Strongly encourage the use of hand sanitizer
at least every four hours with either an EPA-
before entering the bus. Hand sanitizer should be
approved disinfectant or diluted bleach solution.
supplied on the bus.
ɑ L ibraries, computer labs, arts, and other hands-
ɑ T
he bus driver, staff, and all students in grades
on classrooms should undergo cleaning after
preK-12, if medically feasible, should wear facial
every class period with either an EPA-approved
coverings while on the bus.
disinfectant or diluted bleach solution. Efforts must
be made to minimize sharing of materials between ɑ C
lean and disinfect transportation vehicles
students, as able. regularly. Children should not be present when a
vehicle is being cleaned.
ɑ S
tudent desks should be wiped down with either
an EPA-approved disinfectant or diluted bleach ɑ C
lean and disinfect frequently touched surfaces
solution after every class period. in the vehicle (e.g., surfaces in the driver’s cockpit,
hard seats, arm rests, door handles, seat belt
ɑ P
layground structures should continue to undergo
buckles, light and air controls, doors and windows,
normal routine cleaning, but using an EPA-
and grab handles) prior to morning routes and
approved disinfectant is unnecessary.
prior to afternoon routes.
ɑ A
thletic equipment can be cleaned with either
ɑ C
lean, sanitize, and disinfect equipment including
an EPA-approved disinfectant or diluted bleach
items such as car seats and seat belts, wheelchairs,
solution before and after each use.
walkers, and adaptive equipment being
ɑ Ensure safe and correct use and storage of transported to schools.
cleaning and disinfection products, including
ɑ C
reate a plan for getting students home safely if
storing products securely away from children, and
they are not allowed to board the vehicle.
with adequate ventilation when staff use such
products. ɑ If a student becomes sick during the day, they
should not use group transportation to return home
Recommended and should follow protocols outlined above.
ɑ S
taff should wear gloves, surgical masks, and face
ɑ If a driver becomes sick during the day, they should
shield when performing all cleaning activities.
follow protocols for sick staff outlined above and
should not return to drive students.
Recommended
ɑ W
eather permitting, keep doors and windows open
when cleaning the vehicle and between trips to let
the vehicles thoroughly air out.
ɑ W
eather permitting, consider keeping windows
open while the vehicle is in motion to help reduce
spread of the virus by increasing air circulation, if
appropriate and safe.
43
Safety Protocols
Medically Vulnerable Students

and Staff
ɑ S
ystematically review all current plans (e.g.,
Individual Healthcare Plans, Individualized
Education Programs, Individualized Family Service
Plans, or 504 plans) for accommodating students
with special healthcare needs and updating their
care plans as needed to decrease their risk for
ɑ C
reate a process for students/families and staff
to self-identify as high risk for severe illness due
to COVID-19 and have a plan in place to address
requests for alternative learning arrangements or
work reassignments.
Recommended
ɑ S
taff caring for children and providing any medical
care that include aerosol generating procedures
(e.g., nebulizers) should wear an N95 mask at the
time of delivery.
ɑ E
nable staff who self-identify as high risk for
severe illness to minimize face-to-face contact
and to allow them to maintain a distance of six feet
from others, modify job responsibilities that limit
exposure risk, or to telework if possible.
44

✓ Recommended Before Schools Reopen for In-Person Instruction
ɑ E
ncourage schools to implement a mental staff to evaluate physical and mental health status.
health screening for all students by a trained ɑ P
professional, if possible. Any screening should resiliency strategies.
be compliant with HIPAA and FERPA policies.
Screening instructions (offered verbally to younger ɑ D
students) should provide age-appropriate and who will work across the district, local public health
transparent disclosure of protocols in place to agencies, and community partners.
protect confidentiality while adhering to mandated ɑ L everage MDE resources for student and staff
reporting guidelines. mental health and wellness support.
ɑ E
stablish and communicate to all staff guidelines ɑ A
ctivate communication channels for district
for identification and rapid referral of at-risk stakeholders to address mental health concerns
students to appropriate building-level support resulting from COVID-19 (for example, a telephone
teams. hotline or a designated email).
ɑ P
rovide all staff with timely, responsive, and ɑ C
ongoing training/PD as well as needed tools, a variety of channels, return to school transition
resources, and implementation support, focused information including:
on a variety of topics, including: social-emotional ɑ Destigmatization of COVID-19;
learning, trauma-informed best practices,
identification of students at risk and proper local ɑ U
referral protocols, and self-care to promote holistic to crises;
wellness and resilience and to prevent burnout and ɑ G
vicarious trauma. trauma with children; and
ɑ E
ncourage the identification of a point person or ɑ P
establish an access navigator to centralize mental health and wellness.
health referrals, communications to families/
students, and public-facing wellness materials.
ɑ E
stablish a comprehensive crisis management plan
that leverages available internal and external/
community-based resources, which can be
activated efficiently as needed following an acute
incident (e.g., loss of student, loss of a school staff
member).
ɑ C
ompile and regularly update comprehensive lists
screening activities, and that references school and
ɑ Establish ongoing reporting protocols for school
45
Instruction
Governance ɑ S
upport teachers to utilize power standards
that identify the major work of the grade
ɑ C
reate a district Return to Instruction and Learning in order to focus, prioritize, and accelerate
working group, potentially led by the Director instruction.
of Curriculum, Chief Academic Officer or the
ɑ R
evise students’ IEPs, IFSPs, and 504 plans in
equivalent, and composed of a broad group of
coordination with general and special education
stakeholders on the district and school level, to:
teachers to reflect the child’s evolving needs
ɑ G
ather feedback from families, teachers, based on assessment data and parent feedback,
students, and school leaders about their and design accommodations and match services
experiences with remote learning through accordingly.
online surveys and/or virtual focus groups
ɑ C
ommence intervention and support
or conversations.
services. Plans must include all programs
ɑ R
evise the district’s remote learning plan and learning environments, especially
to incorporate feedback and input from special education, birth to five services, and
stakeholders to improve its effectiveness. CTE.
ɑ S
hare the district’s remote learning plan ɑ E
stablish structures for general and special
with all involved stakeholders in case of a education teachers to collaborate on
return to remote learning. delivery methods for assessments and
instruction as outlined in IEPs. Consider
students’ needs around accessibility and
Instruction provide assistive technologies, where
possible.
ɑ Set an instructional vision that ensures that:
ɑ Inventory all intervention programs and services
ɑ E
very student will start the year with access
available to students on the district and school level
to grade-level instruction and high quality,
and identify any gaps.
standards-aligned instructional materials
in every subject. ɑ Remain
connected with MDE about policies and
guidance.
ɑ E
very student will be assessed on their
understanding of prerequisite skills and ɑ Develop a continuation of services plan for
grade-level proficiencies using formative students needing either occupational, physical,
assessments, screeners, or diagnostics. and/or speech and language therapy, including
evaluations by school psychologists and social
ɑ E
very students’ academic and social-
workers.
emotional needs will be addressed with
the integration of Social and Emotional ɑ Secure supports for students who are transitioning
Learning (SEL) and strengthening to postsecondary.
connections with students.
ɑ Support schools to implement grade-level curricula
that is aligned to Michigan preK-12 standards.
46
Instruction
Communications and Family Professional Learning

Supports
ɑ Provide
adequate time for schools and educators
ɑ Implement any additional communication systems to engage in:
needed to reach every family and student in their ɑ Intentional
curriculum planning and
home language through multiple modes (e.g., text, documentation to ensure stability of
all call, email, home visit) to share: instruction, whether school buildings are
ɑ E
xpectations around their child’s return to open or closed;
school; ɑ Identify students who did not engage in
ɑ Information about modes of assessment, remote learning and develop a plan to
details on curricula used in each of the core provide additional supports, if needed.
subjects, and grade-level proficiencies; Share data and concerns about each
and student’s growth and needs with students’
assigned teacher(s) for the 2020-2021
ɑ P
lans for each of the different school
school year;
opening scenarios.
ɑ Identify students who potentially need
ɑ P
rovide resources that demonstrate schools value
additional support; and
parents as partners in their child’s education. Offer
family supports that provide families with: ɑ S
hare knowledge and ideas around the
use and effectiveness of digital tools and
ɑ T
raining about how to access and use the
resources that support remote learning.
school’s chosen digital systems and tools;
ɑ C
reate a plan for professional learning and
ɑ O
pportunities to build their digital literacy;
training, with goals to:
and
ɑ O
ɑ S
trategies to support their child’s learning
learning around equity and implicit bias,
at home.
social-emotional learning, and culturally
responsive education;
ɑ T
rain school leaders and teachers
thoroughly in the chosen digital systems
and tools and their use; and
ɑ B
uild school leaders’ and teachers’
capacity to design and develop blended
and remote learning experiences that are
equitable and engaging.
47
Instruction
Recommended When Schools ɑ S

upport schools to communicate regularly with
Reopen for In-Person Instruction families in their home language about their child’s
progress and the targeted plans for students in
Instruction need of additional support.
ɑ Ensure that every student:

ɑ H
as access to standards-aligned, grade-
level instruction, including strategies to
accelerate student learning;
ɑ Is assessed to determine student readiness
to engage in grade-level content; and
ɑ Is offered scaffolds and supports to
meet their diverse academic and social-
emotional needs.
ɑ C
onduct checkpoints with school leaders around
curriculum pacing and ongoing monitoring of
student progress, specifically honing in on the
growth of students who need acceleration.
ɑ R
eview student data to identify overall trends
and gaps in student learning to design systemic
supports and interventions.
ɑ C
onduct a review of each students’ IEP in
partnership with teachers and parents to reflect
each student’s evolving needs based on time away
from associated services including OT, PT, and
Speech while school buildings were closed.
ɑ P
rocure any additional standards-aligned tools or
materials to support differentiation, intervention,
and remote learning, based on students’ needs.
ɑ S
et expectations for schools and teachers to
integrate high quality digital tools and resources
that are appropriate and sustainable at each
grade level, to increase teachers’ and students’
familiarity with online learning in case of a return to
remote instruction.
ɑ D
etermine and activate structures outside
of the regular school day, such as summer
learning options, extended day, and after-school
programming, to potentially be leveraged to
support students in need of additional support.
48
Operations
Operations
MI Safe Start | Phases
Phase 45
Facilities process changes need to be implemented.

ɑ S
chool security staff should follow CDC
Recommended Before Schools Reopen for protocols if interacting with the general
In-Person Instruction public.
ɑ Audit
necessary materials and supply chain for ɑ Maintain facilities for in-person school operations.
ɑ C
heck HVAC systems at each building to
ɑ Coordinate with Local Emergency Management ensure that they are running efficiently.
Programs (LEMP) for support with procurement of
ɑ Air filters should be changed regularly.
ɑ C
ustodial staff should distribute
ɑ A
dvocate for ISDs to coordinate with
wastebaskets, tissues, and CDC approved
LEMPs.
soap to every office and classroom so that
ɑ A
udit any additional facilities that the district may these materials can be used upon entry
have access to that could be utilized for learning. and exit into any discrete location and
ɑ Provide school-level guidance for cleaning and during transit between sites.
disinfecting all core assets including buildings and ɑ S
ignage about frequent handwashing,
playgrounds. Frequently touched surfaces should cough etiquette, and nose blowing should
be cleaned several times a day. be widely posted, disseminated, and
ɑ A
lert school-based custodial and infection control encouraged through various methods of
staff of any changes in recommended cleaning communication.
guidelines issued by OSHA and CDC. It is expected ɑ C
ustodial staff should follow guidance from
that this guidance will be updated in real-time the CDC about the use of facial coverings
based on the status of community spread local and special respirators at use when
geographies. performing cleaning duties.
ɑ E
ncourage schools to convene custodial and ɑ S
chool leaders should conduct and document a
facilities staff to review and make actionable facility walk-through with the custodial services
district guidance regarding cleaning and team to ensure that the classrooms, common
disinfection. spaces, and the exterior are ready for staff and
ɑ E
ncourage schools to provide advanced training students.
for custodial staff. ɑ Procure level-1 facial coverings, including those
ɑ C
ustodial staff should continue deep cleaning over with a transparent front, for preK-5 teachers, low-
the summer. income students, and students with special needs.
ɑ Audit all school buildings with a focus on: ɑ Procure level-1 surgical masks for cleaning and
janitorial staff.
ɑ How many classrooms are available;
ɑ The size of each classroom;
ɑ A
dditional spaces that are available (e.g.,
gym, lunchroom, auditorium, etc.); and
ɑ The ventilation in each classroom.
ɑ Audit school security protocols to decide if any
49
Operations
Operations
Budget, Food Service, provide remote services.

ɑ C
ommunicate any student enrollment or
Enrollment, and Staffing attendance policy changes with school leaders,
Recommended Before Schools and families.
Open for In-Person Instruction ɑ P
rovide guidance to school leaders for recruiting,
interviewing, and hiring staff remotely.
ɑ S
upport schools in assessing student arrival
ɑ S
eek and provide guidance on use of CARES Act
protocols. This should include how students arrive
funding for key purchases (e.g., cleaning supplies).
at and depart from school (e.g., school bus,
dropped off via car, drive themselves, walk, public ɑ C
oordinate services with related service providers,
transportation). in the school and community, to identify and
address new student and adult needs.
ɑ Support schools in conducting staff and student
outreach to understand who is coming back. ɑ Inventory how many substitute teachers are
available.
ɑ F
or staff, this should include a breakdown
of the staff – administrators, educators, ɑ Build and send back to school communications to
support staff with a teaching license, all relevant stakeholders (i.e., parents or guardians,
support staff without a teaching license, school staff) and include updates across all
full-time nurses, part-time nurses, school workflows.
counselors, etc. ɑ V
erify that student and staff handbooks and
ɑ D
evelop a staffing plan to account for planners are printed and ready for distribution.
teachers and staff who are not returning or Create a master list of any changes to distribute at
are at risk (i.e., those who are 65 years or the first staff meeting.
have an underlying medical condition and ɑ C
onsult legal counsel to preemptively address
decide not to return). liability questions, related concerns, or vendor
ɑ F
or students, this should include those with issues relative to COVID-19 and socialize with
preexisting conditions who may need a school leaders.
remote learning environment. ɑ E
ngage school leaders in a budgeting exercise to
ɑ A
ssess need for new or additional positions with help them plan for changing enrollment patterns,
a specific focus on student and staff wellness, but new staffing needs, and resource constraints or
also including technology support. additional dollars.
ɑ W
ork with relevant local bargaining units to ɑ W
ork with school leaders to orient new school staff
assess how job responsibilities may shift in to any operational changes.
light of COVID-19 and how new or additional ɑ C
reate master teaching schedules, student and
responsibilities will be accounted for. faculty arrival/dismissal schedules, bus schedules,
ɑ Recruit, interview and hire new staff. lunch schedules for staff and students, and bell
schedules with safety protocols in mind.
ɑ C
onsider redeploying underutilized staff to serve
core needs. ɑ C
ollaborate with food service staff to ensure any
necessary food handling changes are implemented
ɑ W
here possible, and in partnership with local
based on local public health guidance.
bargaining units, identify and modify staff
positions, that would enable high-risk staff to
50
Operations
Technology ɑ C
onducting prepared maintenance
routines to remove malware and fix
Recommended Before Schools Reopen for standard issues including screen, keyboard,
In-Person Instruction or battery replacement.
ɑ S
urvey families to collect information about the ɑ Identify an asset tracking tool.
numbers, types, and condition of devices used in ɑ Identify a vendor to assist with processing,
their homes to support remote learning. returning, and maintaining devices, if needed.
ɑ D
esignate a single point of contact in each school ɑ D
evelop on-site triage of staff and student devices
to plan and communicate with district technology to minimize the time that staff may be without a
teams. device.
ɑ D
evelop a district plan that includes guidance for ɑ P
repare the Infrastructure Evaluation process.
schools. If possible, include training and support Every WiFi access point and wired network device
for teachers to adapt remote learning skills for the should be tested.
classroom.
ɑ Where possible, consider implementing live
streaming of classrooms for students who are
that position to a more formal role and providing
medically vulnerable.
additional support potentially with parent
volunteers.
ɑ A
ɑ W
use of technology. (For example, the existing parent
organization may be able to fulfill this role).
ɑ D
inventory of district owned devices as part of a
should include:
ɑ S
schools;
ɑ S
replacement evaluation;
ɑ A
ssessing technology needs from loaner
devices during Spring 2020;
ɑ O
51
Operations
Transportation
Strongly Recommended Before
Schools Reopen for In-Person Instruction
ɑ Inventory buses, contractors, including any vehicles
used for transporting students to/from school or
to other school events, and students riding buses.
Address questions, such as:
ɑ How many buses are or could be made
available in the district?
ɑ How much variation is there in the size and
maximum capacity of buses in the district?
ɑ How have the buses been currently or
historically used (i.e., transportation to/from
school, transportation for multiple schools,
athletic events, food service delivery)?
ɑ How many drivers will be returning? How
many are in the training pipeline? What is the
plan to address any shortage of drivers?
ɑ Assess whether any bus contractors have been
impacted by COVID-19 (i.e., closed or opt-out from
current routes).
ɑ Inventory bus drivers to understand the extent of
high-risk populations.
ɑ Finalize bus procedures for bus drivers and students
that are informed by public health protocols.
ɑ Encourage close collaboration between
transportation and IEP teams to monitor changes to
students’ IEPs and implement accordingly.
52
MI SAFE START
Phase 6
✓ Post-Pandemic.
Virus Status ✓ Few, if any, active COVID-19 cases locally.
✓ Community spread not expected to return.
✓ Sufficient community immunity and
availability of treatment.
✓ Practice good hygiene.

How to Keep School
Communities Safe
✓O
pen for in-person instruction.
School Operating
Status
Essential Actions
and Safety Protocols
53
Safety Protocols
Personal Protective Equipment ɑ If the person was in the school building
without a facial covering, or large areas
ɑ Safety protocols no longer required. of the school were exposed to the person,
short term dismissals may be required to
clean and disinfect the larger areas. This
Hygiene decision must be made in concert with the
Recommended local public health department.
ɑ P
rovide adequate supplies to support healthy ɑ C
leaning staff must wear a surgical mask when
hygiene behaviors (e.g., soap, hand sanitizer with performing cleaning of these areas along with
at least 60% alcohol for safe use by staff and older gloves and face shield.
students, paper towels, and tissues).
ɑ T
water for at least 20 seconds and/or the safe use of
hand sanitizer that contains at least 60% alcohol.
Food Service, Gatherings and
ɑ S
ystematically and frequently check and refill soap
Extracurricular Activities
and hand sanitizers. ɑ Safety protocols no longer required.
ɑ E
ncourage staff and students to cough and sneeze
into their elbows, or to cover with a tissue. Used
tissues should be thrown in the trash and hands
Athletics
washed immediately with soap and water for at ɑ Safety protocols no longer required.
least 20 seconds.
Spacing and Movement Cleaning

ɑ Safety protocols no longer required.
Busing and Student

Screening Students Transportation
Responding to Positive Tests Medically Vulnerable Students

Among Staff and Students and Staff
REQUIRED
ɑ In the event of a lab or clinically diagnosed case of
COVID-19 among staff or a student, the classroom
or areas exposed must be immediately closed until
cleaning and disinfection can be performed.
54
Appendix
55
Understanding Key Terms

To assess, consider, and understand the pandemic scenarios, establishing a shared vocabulary is critical.
Asynchronous Learning: Asynchronous learning is a general term used to describe forms of education, instruction, and learn-
ing that do not occur in the same place or at the same time.
Basic Reproductive Number: Abbreviated “R0”, and pronounced “R naught”, refers to the number of new infections resulting
from a single infected person. This term is also used interchangeably with the term “viral transmissibility.”
When R0 is greater than 1, each infected person is spreading the virus to more than one other person, and the virus is
increasing in the population.
When R0 is equal to 1, each case spreads the virus to one other person, and the number of cases in a population stays
constant over a period of time.
When R0 is less than 1, each infected person transmits the virus to less than one other person, and over time, case
counts will decrease in the population.
Cohort: A mass of students who are grouped together and do not mix with other groups of students.
Contact Tracing: The process of identifying people who have contracted COVID-19 and the people who may have been ex-
posed to the virus, and working with them to interrupt further disease transmission.
Coronavirus: A specific type of virus named for the appearance of crown-like spikes on their surface. There are seven known
types of coronaviruses that can infect human beings regularly. A “novel” coronavirus is a new subtype of coronavirus to which
human beings have not been previously exposed. As a result, humans are more susceptible to infection. SARS-CoV-2 is a novel
coronavirus.
COVID-19: Abbreviation of “Coronavirus Disease-2019”. The name for the actual disease state caused by the coronavirus.
COVID-19 and SARS-CoV-2 are often used interchangeably, though this is inaccurate. The term “COVID-19” should be used to
discuss the disease, while SARS-CoV-2 should designate the virus itself.
At the time of the Roadmap’s release, symptoms of COVID-19 include: fever or chills; cough; shortness of breath or dif-
ficulty breathing; fatigue; muscle or body aches; headache; new loss of taste or smell; sore throat; congestion or runny
nose; nausea or vomiting; and diarrhea.
Epidemic: An outbreak of disease that spreads quickly and affects a disproportionate number of individuals in a population.
Herd immunity: Resistance to the spread of a contagious disease within a population that results when a sufficient number
of persons are immune either though prior infection and recovery or through vaccination. Herd immunity does not begin to
develop until at least 60-70% of the population has been infected and recovered.
Incubation period: The duration of time it takes for an infected person to begin to physically manifest symptoms that can be
outwardly observed.
Influenza virus: Another specific type of virus from a different family than coronaviruses. There are four types of influenza, of
which only three typically cause infection in humans on a seasonal basis.
Pandemic: A specific type of epidemic —the outbreak of widespread disease— that spreads over greater geographic distanc-
56
es and affects an exceptionally high proportion of the population. Pandemics are relatively rare events, and not every
epidemic qualifies as a pandemic. The World Health Organization declared the SARS-CoV-2 outbreak as a pandemic
in March 2020.
Remote/distance learning: Remote Learning occurs when the learner and instructor, or source of information, are
separated by time and distance and therefore cannot meet in a traditional classroom setting. Information is typically
transmitted via technology (email, discussion boards, video conference, or audio bridge).
Severe Acute Respiratory Syndrome-Coronavirus-2: Abbreviated as SARS-CoV-2, the scientific name of the coronavi-
rus causing the pandemic.
Social and Emotional Learning: Social and Emotional Learning (SEL) is the process through which children and adults
understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and
maintain positive relationships, and make responsible decisions.
Staggered schedules: Certain groups of students attend school during certain days and times, thereby reducing the
numbers of students in the school building.
Synchronous learning: Synchronous learning refers to a learning event in which a group of students are engaging in
learning at the same time. Before learning technology allowed for synchronous learning environments, most online
education took place through asynchronous learning methods.
Trauma-Informed Approach: A trauma-informed school recognizes that exposure to trauma is widespread and im-
pacts student social, emotional, academic, and physical functioning; and responds by fully integrating and sustaining
trauma awareness and knowledge into all school policies, procedures, practices, and the physical environment in order
to create a culture that emphasizes the safety and wellbeing of both staff and students and that creates opportunities
for students who are trauma survivors to rebuild a sense of control and empowerment and to thrive academically. For
many schools, becoming trauma-informed requires a paradigm shift across all levels to re-focus on understanding
what may have happened to a child and what supports will help a child heal, rather than on setting universal expecta-
tions or applying punitive discipline to shape student learning and behavior.
57
Understanding Pandemic Modeling: Coronavirus And

Influenza
Epidemiologists typically rely on prior disease outbreaks for guidance when modeling new virus behavior. For exam-
ple, annual influenza modeling relies on historical influenza virus behavior. But the COVID-19 pandemic has proven
somewhat atypical from a modeling perspective for several reasons.
First, coronaviruses as a family have not been known to cause pandemics like this one. Recent coronavirus outbreaks,
including severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS), did not have the
geographic reach of SARS-CoV-2. Instead, they manifested in more limited geographic areas. Second, each was less
infectious than SARS-CoV-2, and transmission from person-to-person was lower than that of SARS-CoV-2. Finally, both
SARS and MERS were each much more lethal than SARS-CoV-2 (approximately 14% and 35% of the individuals who
contracted the respective viruses died)15, which made the termination of transmission chains easier to achieve.
Broadly speaking, although they are from different families of viruses, SARS-CoV-2 is displaying behavior more similar
to a novel influenza than to a coronavirus because of its higher transmissibility, wider geographic spread, and lower
comparative mortality relative to other lethal coronaviruses.16 Therefore, influenza outbreaks offer better historical and
comparative models for assessing this outbreak.
Since 1700, there have been at least eight global influenza pandemics that can inform COVID-19 scenario planning.
58
Coronavirus and Influenza: Similarities

and Differences
Similarities Differences
Highly contagious Longer incubation period than influenza (between
2-14 days18 versus 1-4 days19)
Universal susceptibility
Percentage of persons with asymptomatic
Spread primarily by respiratory droplets infections is greater with COVID-19 (up to 25%
compared to approximately 16% in influenza20, 21)
Can also be spread by individuals
who do not show symptoms during the incubation Viral shedding with SARS-CoV-2 may peak before
period17 symptoms manifest themselves, allowing infected
individuals to spread the disease with greater
efficiency than those infected with influenza22, 23
Higher R0 than influenza. Prior pandemic influenza

outbreaks have had an R0 of around 2 (each person
infected passes it on to two other persons) while
the SARS-CoV-2 R0 without mitigation measures
has, at times, exceeded 5.7
Seasonality and Duration

From a seasonal perspective, and again comparing SARS-CoV-2 to pandemic influenza, it is worth noting that, “of eight major
[influenza] pandemics that have occurred since the early 1700s, no clear seasonal pattern has emerged for most. Two started
in winter in the Northern Hemisphere, three in the spring, one in the summer, and two in the fall.”24
Of those eight pandemics, seven had an initial peak followed by a subsequent peak approximately six months later. Among
those subsequent peaks, some were smaller, while some were significantly larger and quite devastating. In a few instances,
mortality rates increased with time such that the disease became more dangerous during the second waves. Finally, some of
the pandemics also included third and even fourth waves though these were all smaller and shorter in duration than first and
second wave events.
Eventually, these pandemics subsided when enough of the population had been infected, developed immunity, and were no
longer susceptible. Alternatively, the viruses themselves mutated and were either no longer infectious or their mortality de-
creased. The critical point, however, is that second, third, and fourth waves have a confirmed historical precedent and are not
an aberration. It is highly likely that this virus will return with a peak that is difficult to predict.
59
Vaccination
Interestingly, of the eight pandemic events referenced above, only one was significantly affected by a vaccination
campaign (the 2009 H1N1 influenza). In that instance, a vaccine became available approximately six months after the
pandemic initially began in Veracruz, Mexico, and a full-scale, global pandemic was averted. The other seven pan-
demics all propagated at a global scale before a vaccine could be effectively produced.
For SARS-CoV-2, there are approximately 120 vaccine candidates in development. Some have advanced further than
others, but all remain in relatively early clinical trials. Some experts have estimated that if new techniques currently
under experimentation succeed, a vaccine could be available as early as late-2020. Most, however, agree that a vac-
cine for SARS-CoV-2 may become available in mid-2021. As research and testing to develop a vaccine continue, routine
vaccination, including for the novel influenza, remains crucial to protect Michiganders from other diseases, which can
lead to unnecessary medical visits and hospitalizations, further straining the healthcare system.
Effects of Pediatric Populations on Disease Spread

Historically, pandemic influenza outbreaks have most severely affected populations at the extremes of age, with the
youngest and oldest members of society typically experiencing the highest mortality rates. The 1918-1919 influenza was
an outlier in that regard and affected middle-aged persons in higher percentages than typically observed.
With SARS-CoV-2, there remains much to learn about how pediatric, school-age populations are affected. Data from
the U.S. Centers for Disease Control and Prevention25, China26, the Netherlands27, and Italy28 all suggest that serious
COVID-19 illness in children is rare. However, there are increasing reports of a pediatric multisystem inflammatory
syndrome that may be linked to SARS-CoV-229. Whether children can spread the disease to others without showing
symptoms remains unclear. Some studies have shown that children who are infected clearly have circulating levels of
virus in their bloodstreams similar to adults30. But, because the frequency of infected children seems to be so low, it has
been difficult to definitively determine whether or not they can spread the virus to others. Studies from Iceland31, Italy32,
and the Netherlands33 have all shown extremely low rates of pediatric infection. Early data from France34, Australia35,
and the Netherlands36 that followed school children and families found no instances where the child spread the disease
to staff or teachers, and very low rates of transmission from child to more senior members of the family. These have all
been relatively small studies in Europe, however, and data from the United States are still being developed.
Ultimately, it remains unclear to this point at what rate children develop serious illness secondary to SARS-CoV-2
infection and whether they can pass the virus to other children and adults. Most studies suggest each of these rates is
extremely low, but the data are imperfect, and this is an area of active research.
Implications
Based on the transmissibility, seasonality, duration, and vaccination timing, expert models conclude that it is most
likely that the COVID-19 pandemic will last 18-24 months.37 During that period, and assuming the high levels of
transmissibility already observed, it is estimated that 60-70% of the population would need to be infected, recover,
and develop immunity, “to reach a critical threshold of herd immunity to halt the pandemic.”38 Current estimates are
that even in highly affected areas such as Wuhan, China, and New York City, United States, the total percentage of the
population infected is between 3-10%. There is clearly significant potential for this virus to continue propagating.
60
There are, however, several factors that would affect those estimates. First, a successful vaccine could be devel-
oped in the near term, though, as noted above, that is unlikely based on historical precedent. Second, a successful
treatment could be developed such that the “cost” of getting infected decreases, and overall mortality rates improve.
Third, the virus mutates such that it is no longer as infectious or as dangerous. Historical rates of coronavirus muta-
tion are much lower than influenza, however, and this outcome appears relatively unlikely in the near term. Fourth, we
institute and continue mitigation measures to help decrease the basic reproductive number and drive down transmis-
sion (e.g., social distancing).
Mitigation
The most effective method to decrease transmission rates in the absence of a vaccine or treatment is to prevent con-
tact between persons for a period that includes a full incubation and recovery cycle (between 14-28 days for this virus).
When this happens, transmission chains between persons can be broken, and the R0 for the virus within a specific pop-
ulation can be driven downwards. If R0 can be suppressed to less than 1, then each person is effectively transmitting
the virus to less than one person, and the outbreak will die out on its own with sufficient time.
Such has been the national strategy for SARS-CoV-2 for the past several months. By effectively closing all sites of
congregation, including schools, worksites, restaurants, places of worship, and social gatherings, an effort was made
to decrease R0. Difficulties with coronavirus testing at scale, however, have made it difficult to accurately measure this
figure on a national scale, and government leaders and emergency response officials have had to rely on imperfect
data, including the number of persons hospitalized and intensive care unit utilization as proxies for this number.
61
Coronavirus Pandemic Scenarios

Based on the evidence detailed above, three possible pandemic scenarios could play out over the next 18-24 months
and should be considered.39 These graphs are for illustrative purposes only. They are not actual projections of how the
virus will unfold relative to dates.
•P
eaks and Valleys: The first wave of COVID-19 occurring in Spring 2020 is a representative wave with several follow-
on outbreaks of similar scale and duration.
•F
all Peak: The first Spring 2020 wave of COVID-19 is a smaller wave with the second, more severe wave in Fall 2020
following afterward.
•S
low Burn: The first wave in Spring 2020 is the most severe wave, but the outbreak continues on a slow burn in the
population at a low or moderate level.
Each of these scenarios includes waves that will vary by geographic location and require periodic mitigation measures
when subsequent peaks develop. The duration of the peaks, or how long a local outbreak lasts, will depend on the
number of persons affected and how quickly the R0 can be reduced to 1 or less in the population. Reducing the R0 can
only be achieved through early case identification, isolation of affected individuals, and isolation of affected contacts
to prevent further spread.
62
Community Spread and School Operating Status

Within each of the pandemic scenarios above, the virus will manifest in local communities in one of three
ways at any given point in time:
Substantial: expected when case counts in Michigan have increased or accelerated rapidly, R0 is significantly greater
than 1, and state leaders have decided to return to MI Safe Start Phases 1-3;
inimal to moderate: R0 is close to or equal to 1 with a significant amount of circulating disease in the given geo-
M
graphic area. This level of community spread corresponds to MI Safe Start Phase 4-5; or
one to minimal: defined as very few, if any, active COVID-19 cases locally, with a R0 significantly less than 1. This cor-
N
responds to MI Safe Start Phase 6.
In addition to the number of cases and the basic reproductive number, state and local public health officials consider charac-
teristics across four factors when determining community risk. These factors help determine the phase of the pandemic within
each region across the MI Safe Start Plan. These factors include:
Disease epidemiology: level of community transmission, ratio of positive cases to total tests administered, number and
type of outbreaks, impact of the outbreaks on delivery of healthcare or other critical infrastructure or services, and
epidemiology in surrounding jurisdictions;
Community characteristics: size of community and population density, level of community engagement/support, size
and characteristics of vulnerable populations, access to healthcare, transportation, planned large events, and rela-
tionship of community to other communities;
ocal healthcare capacity: healthcare workforce, number of healthcare facilities, testing capacity, hospital intensive
L
care unit capacity, and availability of personal protective equipment; and
ublic health capacity: public health workforce and availability of resources to implement strategies, and available
P
support from other state/local government agencies and partner organizations.
63

MI Safe Schools Return To School Roadmap

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MI Safe Schools Return To School Roadmap

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Governor Gretchen Whitmer MI Return To School Roadmap

Governor Gretchen Whitmer

June 30, 2020

to inform the provided technical assistance and advice.

With deep gratitude and admiration,

Governor Gretchen Whitmer

Return to School COVID-19 Task Force

Representative Sheryl Kennedy, Davison

Jennifer Johnson, Chair, Diversity, Equity and Inclusion

How was the MI Safe Schools Roadmap Developed?

What guiding principles informed the instruction sections of the MI Safe

How should the MI Safe Schools Roadmap be used?

What Evidence Was Used to Develop the Recommendations in the Roadmap?

Finally, in developing these recommendations, we compared the practices of other countries

Will required safety protocols and recommendations need to be collectively

What are school opening scenarios for Fall 2020?

What happens next?

School Workforce Student Populations

Out-of-school Special education

Mental & Social-

✓ All safety protocols are REQUIRED in MI Safe Start Phases 1-3

Personal Protective Equipment and Food Service, Gathering and

Mental & Social-Emotional Health

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction

Governance with general and special education teachers to

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction

Communication & Family students’ assessment results, progress, and

Professional Learning ɑ Develop systems to monitor and

ɑ Share knowledge, continuously learn, and ɑ S

ɑ Share information and data about

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction

ɑ Conducting prepared maintenance

✓ Strongly Recommended While Schools Are Closed for In-Person Instruction

routines to remove malware and fix standard

✓ I n-person instruction is permitted with required

Personal Protective Equipment one. Any student who is incapacitated, or unable to

Testing Protocols for Students Recommended

and Staff and Responding to ɑ P

Positive Cases students’ temperature at home every morning

require quarantine. Schools can help the guidelines cannot be met.

Food Service, Gathering, and

Busing and Student spread of the virus by increasing air circulation, if

Mental & Social-Emotional Health

✓ Strongly Recommended Before Schools Reopen for In-Person or Hybrid

✓ Strongly Recommended Before Schools Reopen for In-Person or Hybrid

Governance ɑ Differentiated support for students;

and learning environments, especially ɑ P

ɑ How many classrooms are available;

Strongly Recommended If Schools are needs.

Strongly Recommended If Schools are Transportation

Personal Protective Equipment use in classrooms by children ages 3 and

in the classroom should wash their hands or use ɑ P

Screening Students, Staff, and students with a temperature of 100.4 or greater

Guests should stay home and consider coronavirus testing

ɑ In the event of a lab or clinically diagnosed case

Recommended ɑ The Local Health Department will initiate

Cleaning Busing and Student

Medically Vulnerable Students

Mental & Social-Emotional Health

✓ Recommended Before Schools Reopen for In-Person Instruction

✓ Recommended Before Schools Reopen for In-Person Instruction

✓ Recommended Before Schools Reopen for In-Person Instruction

ɑ Share information and data about

ɑ Conducting prepared maintenance

✓ I n-person instruction is permitted with required

ɑ In the event of a lab or clinically diagnosed case

ɑ Ensure that every student: