Continuity of Service Plan and Local Use of Funds Report

CONTINUITY OF SERVICE PLAN Safe Return to In-Person Instruction

JUNE 2021

CONTINUITY OF SERVICE PLAN BACKGROUND & OVERVIEW In accordance with the requirements set forth under the American Rescue Plan (ARP), district and community schools receiving ARP Elementary and Secondary School Emergency Relief Funding (ESSER) funds were tasked with the creation of a Safe Return to In-Person Instruction and Continuity of Services Plan. This plan is intended to document the district or school’s intended response to guidance provided by the Center for Disease Control (CDC) and other public health experts in order to mitigate the effects of the COVID-19 pandemic as schools return to in-person learning and continue to offer critical educational services to their students and families.

Over the course of the COVID-19 pandemic, the Invictus High School System has put in effort to continue to provide educational and wrap-around services for our students and families to avoid full a full closure. In this spirit, the Invictus High School System created and implemented the Responsible Restart (enclosed herein with supplemental appendices) – a reopening guide which governed the school’s operational protocols; physical infrastructure changes; and reporting guidelines utilized to best protect our students, staff, and families out of excessive caution for the safety and wellness of our community. The Responsible Restart was developed by a committee that solicited the opinion of the greater Invictus High School community in development and was approved by the Board of Directors in open session, allowing for public feedback at several points in development.

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CONTINUITY OF SERVICE PLAN

BACKGROUND & OVERVIEW (contd.)

The Responsible Restart offered phases to the school’s operations with protocols that differed slightly based upon the Ohio Public Health Advisory Alert System (OPHAS) level in place and was revisited and reviewed by the School’s Leadership Team (SLT) on a quarterly basis to determine operational protocols throughout the school year.

This plan is due for review and revision in July of 2021 to make appropriate adjustments for the 2021/2022 academic year.

Included in this plan are the many elements recommended by the ARP for best practices and CDC compliance in the continuity of services by the Invictus High School System. Although the Invictus High School System intends to continue to honor the intentions of the Responsible Restart into the upcoming academic year, a brief summary of the reopening guide, as well as intended updates to be implemented in the July 2021 review are included on the following pages.

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CONTINUI TY OF SERVICE PLAN USAGE OF PERSONAL PROTECTIVE EQUIPMENT (PPE) AND MASKS In accordance with CDC and public health officials’ guidance, the use of PPE and masks will continue to be mandatory and strongly encouraged.

Stock of PPE such as face shields and both reusable and disposable masks will be provided by the school as needed.

PHYSICAL AND SOCIAL DISTANCING GUIDANCE Physical changes to school facilities, including the placement of decals denoting six feet of distance in high-traffic areas and barriers between workstations will remain in place during the 2021/2022 academic year.

The school will implement “distance bands,” color-coded wearable bands which denote an individual’s personal comfort level with interpersonal interactions: A red band asks those around to give six feet of space and remain masked during the interaction.

A green band, alternatively, invites interaction with others with less caution.

These bands should allow an individual to communicate their level of comfort and caution with respect to their own preferences, vaccination status, etc.

HANDWASHING & RESPIRATORY ETIQUETTE Hand sanitizing stations posted in high-traffic areas and at the entrances to classrooms will remain in place and will be supplied as needed.

Literature on proper hand cleaning techniques to reduce the spread of disease will remain posted in pertinent locations.

CLEANING, DISINFECTION, AND MAINTENANCE OF SCHOOL FACILITIES The school will continue the use of hand-held disinfecting machines between workstation use and on high-touch surfaces throughout the day.

The school buildings will continue to be sanitized and disinfected with CDC-approved cleaning solutions and disinfecting mist at the close of each business day.

The school has installed air purifying machines to remove contaminants in the air and recirculate air out of an abundance of caution for faculty, staff, and student wellness.

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CONTINUITY OF SERVICE PLAN CONTACT TRACING, ISOLATION, QUARANTINE, AND REPORTING IN COVID-19 CASES Consistent with our Responsible Restart, our COVID-19 Coordinator will remain in place, and the use of the COVID-19 Reporting form will continue when cases of COVID-19 arise within our community.

Isolation and Quarantine protocol will continue to be guided by CDC recommendations and state public health officials.

DIAGNOSTIC AND SCREENING TESTING Screening questions will continue to be asked prior to individuals accessing campus facilities, consistent with the Responsible Restart guide.

In cases of isolation or quarantine, where recommended by the public health guidance, COVID-19 testing may be requested by the COVID-19 Coordinator prior to facility access.

VACCINATIONS FOR FACULTY, STAFF, AND STUDENTS The Invictus High School System offered COVID-19 Vaccines through a partnership with the Educational Service Center of Northeast Ohio. All faculty, staff, and students are encouraged to obtain vaccinations.

The school will continue to share vaccination resources publicly with our community members.

APPROPRIATE ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS Students in need of accommodations should share their requests with their campus director, who will decide upon and provide all possible and reasonable accommodations in accordance with state and federal laws, the Responsible Restart and supplemental appendices (such as the Remote Learning Plan, which details the accommodations for special education), and school and governing board policy.

The Invictus High School System is excited to continue our school operations in person during the 2021/2022 academic year and remains dedicated to the ongoing monitoring of the pandemic situation, guidance from public health officials, and the protection of the safety and wellness of our community. Full updates to the revised and renewed Responsible Restart will be posted to the school’s website for full transparency and accountability.

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Appendix A: Local Use of Funds Summary The Invictus High School System Local Use of Funds Report and Budget Q1. How will ARP ESSER funds be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for inperson learning?

A1. The Invictus High School System’s Continuity of Service Plan focuses on several strategies to mitigate the spread of COVID-19 through the use of protective measures and social distancing strategies that have required changes to physical infrastructure and additional purchases utilizing ARP ESSR Funds to do so. Changes include: • Usage of Personal Protective Equipment (PPE) and Masks o In accordance with CDC and public health officials’ guidance, the use of PPE and masks will no longer be mandatory but is still encouraged. Stock of PPE such as face shields and both reusable and disposable masks have been purchased and will continue to be provided by the school. § The school is currently sourcing replacements to ensure our stock levels are adequate for the 2021/2022 academic year (with ESSR funds) • Physical and Social Distancing Guidance o Physical changes to school facilities, including the placement of decals denoting six feet of distance in high-traffic areas and barriers between workstations will remain in place during the 2021/2022 academic year. § Physical barriers, hanging kits, decals notating six feet of distance in hightraffic areas were purchased utilizing ARP ESSR funds and may need to be replaced as damaged going into the upcoming academic year. o The school will implement “distance bands,” a color-coded wearable bands which denote an individual’s personal comfort level with interpersonal interactions: § A red band asks those around to give six feet of space and remain masked during the interaction. § A green band, alternatively, invites interaction with others with less caution. o These bands should allow an individual to communicate their level of comfort and caution with respect to their own preferences, vaccination status, etc. § These bands will be purchased utilizing ESSR funds. o The school has purchased and continues to provide tech support and maintenance on standalone temperature check stations at the entrance to every building utilizing ESSR funds.

• Handwashing and Respiratory Etiquette o Hand sanitizing stations posted in high-traffic areas and at the entrances to classrooms will remain in place and will be supplied as needed. § Stations were purchased and continue to be stocked utilizing ESSR funds.

•

o Literature on proper hand cleaning technique to reduce the spread of disease will remain posted in pertinent locations. § Signage notating proper hand cleaning, mask and PPE use, and more were purchased with ESSR funds.

Cleaning, Disinfection, and Maintenance of School Facilities o The school will continue the use of hand-held disinfecting machines between workstation use and on high-touch surfaces throughout the day. o The school buildings will continue to be sanitized and disinfected with CDC approved cleaning solutions and disinfecting mist at the close of each business day. § Handheld and backpack-style santitization sprayers and cleaning solution were purchased and are maintained utilizing ESSR funding o The school intends to install air purifying machines to remove contaminants in the air and recirculate air out of an abundance of caution for faculty, staff, and student wellness. § The air purifiers have been recommended to clean the air of COVID-19 and other contaminants, and will be purchased and maintained utilizing ESSR funding.

Q2. How will the LEA use the funds it reserves under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year?

A2. During the press conference held 9 February 2021 Governor DeWine requested that schools and districts plan for and create opportunities to make up for any delayed or missed educational opportunities due to the coronavirus pandemic.

The Invictus High School System was uniquely positioned during the closures of many schools and districts last year to pivot quickly toward the expansion of our instructional model to be inclusive of fully remote implementation. As a result, the Invictus High School System remained operational in a fully remote setting at the close of the 2019/2020 academic year and throughout 2020/2021 to date.

As a part of our extended learning plan, the school utilized a variety of after-hours and extended hours opportunities to accommodate our students' unique and competing obligations on their time and attention.

Invictus High School students are a diverse group of young adults whose priorities and obligations are as varied as they are. The extended learning plan allowed for a two-path approach to meet the following two objectives: • Accelerated learning • Extended hours of operation.

The school’s entire extended learning program, supported by ARP ESSR funding, included evening school, weekend remote support, and full summer program hallmarked by socialemotional learning excursions and in-class instruction.

The extended learning program fully extended our academic year into the nights, weekends, and throughout the month of July to cover the full calendar year and increased hours of operation outside of our traditional academic calendar. With the data from this program showcasing students’ needs outside of our year including students’ competing priorities under COVID-19 pandemic infrastructure, the school intends to continue the evening extended learning program in the 2021/2022 academic year with more budgetary commitment made possible through ESSR funding.

Q3. How will the LEA spend its remaining ARP ESSER funds consistent with section 2001(e)(2) of the ARP Act? A3. The LEA will align the expenditures of these funds with appropriate activities authorized within the ARP act. Additionally, the LEA will reserve funds to address learning loss.

Q4. How will the LEA ensure that the interventions it implements, including but not limited to the interventions implemented under section 2001(e)(1) of the ARP Act to address the academic impact of lost instructional time, will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from lowincome families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory Students?

A1. Almost all of our enrollment meets one of the qualifications included in this question. We consider all of our students in need of holistic wrap-around supports to ensure equitable access to education and supports for students in sensitive populations disproportionately affected by the pandemic.

To ensure that our strategies were truly meeting student needs, we Determine and Document Student Instructional Needs through: School-Based Needs Assessments. Student needs continue to be assessed via intake assessments, surveys, and/or conversations with the student.

• The Academy and Vocational intake surveys • Wrap-Around Support needs conducted via a student interview or via Google Forms.

• Student Success Plans created utilizing student transcripts and an analysis of that transcript.

Faculty and staff often assist in records requests on behalf of our students and potential students.

• IEP Analysis & ETR Process conducted in accordance with school policy and federal guidelines.

Student progress is monitored utilizing electronic curriculum activity, assessments, and logins. The school also hosts learning sessions and meetings with faculty and staff. These holistic success plans are reviewed monthly for student progress.

To ensure Equitable Access to Quality Education, Invictus High School recognizes that our students face barriers to education that may be compounded at times where building access is restricted. To

help remove these barriers and ensure that all students maintain access to quality education, even during building closures, Invictus High School has taken following measures: • All students have been granted access to a school-owned Chromebook and Hotspot upon request to their campus director via email or via the request form on the school’s website. These tools will provide remote access to the electronic curriculum, online learning sessions, and other online instruction.

• All teachers in core subjects are highly qualified, and are accessible via email, online learning sessions, telephone, and other web-based technologies for one-on-one instruction and guidance.

• Teacher Based Teams (TBT) meet weekly to aggregate data analysis to identify students in need of additional support or interventions.

• Multi-Tiered System of Supports (MTSS) student data and support can be tracked and analyzed and interventions can be offered via remote and in-person support through a variety of technologies.

• Community School Leadership Team (CSLT) monthly monitoring of teacher/remote teaching effectiveness data.

• CSLT monthly monitoring of assessment results and student growth at targeted intervals.

• Residency and contact monitoring will be increased among all faculty/staff and particularly the attendance specialists to maintain communication and assessment of students’ needs for individualized support.

Q5. Briefly describe how the LEA determined its most important educational needs as a result of COVID-19.

A5. The Community School Leadership team worked to complete a needs assessment to align expenditures with the most significant identified concerns for the academic outcomes of our students.

Q5a. Estimated number of jobs created or retained as a result of this funding.

A5a. Nine jobs created.

Q6. Briefly describe the LEA’s proposed timeline for providing services and assistance to students and staff with these funds.

A6. Services and assistance to students have been provided immediately and in an ongoing fashion, and the LEA remains flexible in implementing additional efforts in light of the evolving nature of the current health crisis.

Q7. Briefly describe the extent to which the LEA intends to use ARP ESSER funds to promote remote learning.

A7. In the case of the return to remote learning, many of the supports implemented above can continue to be offered in a remote environment. Most critical to this effort is the provision of access to technology and internet supports in order to ensure that students do not lose access to these critical links to computer-based curriculum, Google Meets and Google Classroom, and other online-based educational efforts for connection. Further, as we look to extend and continue

implementation of continuing our extended learning program into the 21/22 academic year, the School will continue to provide telephone and web-based remote support for students working remotely.

Q8. Describe the LEA’s plan for addressing learning loss by: administering and using highquality assessments to assess students’ academic progress and meet students’ academic needs, including through differentiating instruction, implementing evidence-based activities to meet the comprehensive needs of students, providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment, and/or tracking student attendance and improving student engagement in distance education.

A8. The LEA will attempt to measure learning loss via implementation of Renaissance STAR assessments for all students immediately upon return to school, as well as social-emotional and post secondary assessments completed in the first week of school. The LEA will use the evidence-based strategies from the school improvement plan to provide targeted interventions to improve literacy and graduation rates. Additionally, the LEA will implement new strategies to address supporting students and families through the evolving health crisis and will work to meet students where they are in the new reality of our situation.

ARP ESSER Activities Budget Description of Activities

Amount

Activities authorized under ESEA, IDEA, Perkins, McKinney-Vento subtitle B, Adult Education and Family Literacy Acts.

Coordinate preparednessand response efforts of LEA with state, local, Tribal, and territorial public health departments and other relevant agencies to prevent, prepare for, and respond to COVID-19 Activities to address unique needs of low-income students, students with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, foster youth.

Develop and implement procedures and systems to improve the preparedness and response efforts of the LEA. Training and PD for staff of LEA on sanitiation and minimizing spread of infectious disease.

Purchasing supplies to clean and sanitize facilities of the LEA. Planning for and coordinating during long-term closures (meals, technology, IDEA, and other educaitonal services provided consistent with Federal, state, and local requirements).

Purchase educational technology (including hardware, software, and connectivity) for students served by LEA, including low-income and IDEA. Provide mental health services and supports.

Planning and implementing activities related to summer learning and supplemental after school programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelesslness, and children in foster care.

Addressing learning loss.

School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.

Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.

Developing strategies and implementing public health protocols including, to the greatest extent practicable, policies in ling with guidance from the Centers for Disease Control and Prevention for the reopening and operation of school facilities to effectively maintain the health and safety of students, educators, and other staff.

Other activities necessary to maintain the operations and continuity of services in the LEA and continuing to employ existing staff of the LEA.

$

-

$

-

$ $ $ $ $

300,000.00 50,000.00 -

$ $

100,000.00 -

$ $

270,991.00

$

$

$ $

-

100,000.00

533,962.21

INVICTUS HIGH SCHOOL REOPENING PLAN

RESPONSIBLE RESTART APPROVED BY IHS BOARD OF DIRECTORS 22 September 2020

2020/2021

TABLE OF CONTENTS

Note from the Executive Director

2

Executive Summary

3

Planning Process and Team

4

Guiding Safety Principles

5

Building and Facility Changes

6

Phases/What to Expect in Each Phase 7 Phase 1

8

Phase 2

9

Phase 3 Phase 4 Phase 5 Sample Reporting Calendars Limiting and Tracking Spread COVID-19 Reporting Stay Informed & Connected Supplemental Information

10 11 12 12 13 14 15

A NOTE FROM OUR EXECUTIVE DIRECTOR As COVID-19 spread throughout the nation in the Spring 2020 Semester, the Invictus High School System, like all other k-12 schools in the state of Ohio received guidance from Governor DeWine instructing schools to close school buildings and adjust operational protocols to offer education via remote learning models. During the initial closure, the Invictus High School System was uniquely positioned to continue offering instruction remotely via our distance-learning platform; increased faculty and staff availability; online learning sessions; and creative uses of webbased platforms and applications for communication between our students, faculty, and staff. Our efforts resulted in many firsts for our community, including our first-ever virtual graduation ceremony for a class of graduates whose efforts in the face of adversity is laudable.

Now, as schools have faced the reality of reopening in an environment still impacted by the COVID-19 pandemic, our school system has faced the additional challenge of creating a reopening plan that fits our students’ needs, continues to provide a highquality and equitable educational experience for all of our students, and that honors guidance from health officials and the state Department of Education. As the Invictus High School Reopening Committee made critical decisions about changes to our infrastructure and operational protocol, they were burdened with the need to maintain caution and care for the health and well-being of our students, faculty, and staff—no easy task.

Ultimately, the school’s Reopening Committee has utilized methodical and collaborative methods to formulate the reopening plan contained herein. This plan calls for the reopening of our school buildings slowly, engaging one of five different phases of operations dependent upon guidance from the Ohio Public Health Advisory System (OPHAS). Each phase of the reopening plan carries requisite adjustments to each school building’s physical infrastructure and to our operational protocols, which are flexible to accommodate a rapidly-changing environment with concern for the health and wellness of our community.

This pandemic has created a unique and unprecedented situation for our school and for schools around the country. Our interaction and instructional model may change in perpetuity as a result of this event. The Invictus High School System has risen to the challenge of not only providing flexibility during the Spring 2020 Semester but also developing plans and protections for our future no matter what may be in store. Additionally, we have remained dedicated to the engagement and support of our students regardless of physical proximity.

Invictus is Latin for “undefeated,” and the resilience of our community remains one of our strongest assets, from each student and staff member to their families and the lives of all we touch.

Our efforts to launch this Responsible Restart 2020/2021 carries with it the spirit of Invictus and honors our commitment to our mission statement: to educate, support, and empower our students.

DESPITE THE COVID PANDEMIC, OUR COMMUNITY REMAINS UNDEFEATED

RESPONSIBLE RESTART

EXECUTIVE SUMMARY KEY PIECES TO THE PLAN

Invictus High School has implemented a five-phase reopening plan that cautiously reintegrates students, faculty, and staff into the school buildings with additional infrastructure and social-distancing practices so that members of our community can be confident in the minimization of risk for COVID-19 spread and exposure. Informed by state, federal, and global health experts, this plan makes adjustments to our educational, support, and wellness protocols so that the school may continue to fulfill its mission in every phase.

PROCESS & PRINCIPLES

Utilizing members from various levels of campus leadership, our team was selected for their relationships and communication with the greater school community.

The plan was informed by professional guidance from the CDC and the Ohio Dept. of Education, combining the best practices from those in health and wellness with our best practices in education. This plan is designed to provide the school flexibility in practice aligned with the Ohio Public Health Advisory Alert System (OPHAS) to maintain community wellness and mitigate risk on-site.

INFRASTRUCTURE & PRACTICE The Invictus High School System has included several facility changes, including the installation of physical protective barriers, sanitization stations, decals denoting six feet of distance in high-traffic areas, and public-facing information on handwashing and reduction of spread.

In practice, access to campus locations will require a health self-assessment, the use of personal protective equipment (PPE), and a body temperature below 99.5 degrees Fahrenheit. Workstations have been reduced to manage a reduced capacity and appropriate physical distance between individuals.

PHASES TO REOPEN Phase one is marked by a fully remote distance work and learning environment.

Phase two provides faculty and staff access to the buildings and student access by appointment.

Phase three is a hybrid, reduced capacity model where students, faculty, and staff may report in small groups intended to manage cross-contamination by keeping each group separate from one another.

Phase four is an extension of phase three where students learn in a hybrid fashion with a larger capacity in building.

Phase five may be implemented at which time COVID19 spread is minimal, allowing full capacity with some modified social distancing protocols.

WELLNESS & REPORTING Modified procedures for taking sick days apply to students, faculty, and staff with the introduction of a COVID-19 Coordinator to report cases of COVID to the health department, ODE, and within our community.

Contact tracing will be used in cases of potential on-site exposure.

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RESPONSIBLE RESTART

OUR PROCESS

The Invictus High School Reopening Committee included members from various levels of administration and student engagement in the spirit of obtaining omnidirectional feedback from within our school community. Each member was

Our core team (listed below) will continue to meet throughout the 2020/2021 academic year to continue monitoring this changeable situation and to continue to make recommendations for which phase and

selected, not only for their perspective, but because of the relationships and engagement that they have

operational model to engage as appropriate.

The team researched actionable

with our entire school community of students, families, faculty, and staff.

These individuals worked tirelessly to monitor the pandemic situation, guidance from the Center for Disease Control (CDC), the Cuyahoga County Board of Health, the Ohio Department of Education (ODE), the American Academy of Pediatrics, and the office of the governor among other state and local

recommendations for safe resumption of school activities and operations. The guiding principle throughout each meeting was to implement safety protocols to mitigate contagion and outbreaks thorough increased building sanitation, infrastructure to reduce contamination and cross-contamination, and protocol changes to reduce capacity and

agencies. Further, they leveraged charisma and relationships within our community to gauge the needs and concerns of our greater school community.

respect social distancing guidelines.

OUR TEAM Wendall Garth, Director of Operations & IHS West, Committee Chair Latonya Jones, Business and Human Resources Manager, Co-Chair Roseanna Blair, Academic Coach, Co-Chair Sharonda Perkins, Family Advocate and Title IX Coordinator Kevin Sparks, EMIS Coordinator James Hudson, Student Engagement Specialist

OUR MISSION

TO EDUCATE, SUPPORT, AND EMPOWER OUR STUDENTS

Whether our students are learning with our support from home in a fully remote model or sitting in the classroom at full capacity when it is safe to completely resume in-person instruction without limitations, Invictus High School strives to maintain a standard of high-quality and personalized educational opportunities for our students. Our mission statement guides our every action as we focus on meeting each student’s needs both in and out of the classroom in the belief that supporting our students holistically is key to their persistence through graduation and their post-secondary success.

EDUCATE

The school offers instruction through a computer-based curriculum that students access both on and off campus. During our remote reporting, instructional staff is also assigning projects that can be completed via web-based platforms, synchronous learning sessions, and virtual office hours.

4

SUPPORT

Our students depend on our staff to be a listening ear, a sounding board for ideas, and supportive of the many changes and challenges they face. In our remote and hybrid environment, support and administrative staff remain available for social emotional interaction via various social applications, email, and by phone.

EMPOWER

Invictus High School believes student empowerment comes with wellness, flexibility, and access to tools needed to succeed in an equitable environment.

The school is equipped to provide access to technology needed to thrive in a remote or hybrid environment in addition to academic interventions and support.

RESPONSIBLE RESTART

GUIDING SAFETY PRINCIPLES MILESTONES FOR TRANSITION Throughout this pandemic, the Invictus High School System has made decisions based upon guidance from health and safety experts including the World Health Organization (WHO), Center for Disease Control (CDC), the Cuyahoga County Board of Health, and the Ohio Public Health Advisory Alert System (OPHAS).

The OPHAS system provides a data-driven dashboard that tracks and monitors cases of COVID-19 across the state of Ohio by county, including a color-coded alert system that describes current levels of risk to Ohioans by geography. This alert system is in place to assist local businesses, organizations, and educational institutions with a data-informed framework to help manage exposure in ways that mitigate risk. The phases of our reopening plan are guided by this alert system, and milestones for moving between phases will depend on the level of exposure and spread present in Cuyahoga County.

The colors of the OPHAS system are as follows: Purple (Level 4 risk) – Severe exposure and spread.

Red (Level 3 risk) – Very high exposure and spread.

Orange (Level 2 risk) – Increased exposure and spread.

Yellow (Level 1 risk) – Active exposure and spread.

The Invictus High School System will continue to monitor OPHAS risk levels to make appropriate adjustments to our instructional model as further described by the explanation of phases found in this guide. Additionally, the school has made adjustments to our infrastructure and operations to accommodate social distancing measures as recommended by the above-listed organizations which include protective barriers between individuals, six feet of distance between individuals, and the use of personal protective equipment (PPE) during access to any Invictus High School building.

As the health and safety experts continue to provide guidance on the risk and spread of COVID-19, the Reopening Committee will adjust our operational phase as appropriate. High-risk and high levels of contagion within Cuyahoga County will be associated with more restrictive phases of operation, like in the remote or reduced capacity models, while the lowest levels of risk will be paired with our least restrictive operational phases. Information on our operational phase will be displayed prominently on our school’s website.

5

RESPONSIBLE RESTART

BUILDING & FACILITY CHANGES WHAT WE'RE DOING DIFFERENTLY ON-SITE To provide additional safety and protection on-site, the Invictus High School System has and will continue to install physical barriers, sanitization stations, and clear and consistent messaging on safety protocols throughout each of our campus locations.

Changes to the infrastructure and practices we use to control capacity and manage access to our school buildings.

PHYSICAL CHANGES Divided workstations with physical protective barriers between students, faculty, and staff in the buildings affixed to work stations and desks where people work.

Required minimum of six (6) feet of distance between all people in common areas (like classrooms, break areas, and lobbies) with decals affixed to the floor at six (6) foot intervals in high traffic areas.

Required use of personal protective equipment (PPE) in all areas with two or more occupants, if someone attempts to access the building without their own face covering, the school will provide a face-covering mask.

Automated sanitization stations at each building entrance and entrances to each classroom as well as additional stations in large or long open areas for ease of use; handheld sanitizer sprayers to disperse a sanitizing mist.

Informative signs will be posted in restrooms and common areas with reminders for social distancing practices and effective handwashing.

Water/drinking fountains will be turned off at this time due to high touch surface/potential for crosscontamination, water bottles will be provided as a replacement.

Inclusion of quarantine space and alternate work spaces to accommodate reduced classroom capacity.

CHANGES IN PRACTICE Individuals who access the buildings must perform as self-health assessment, answer basic questions about their exposure or potential symptoms, and must have a body temperature below 99.5 degrees Fahrenheit (checked onsite with a touchless thermometer).

Cleaning supplies and janitorial practices have been adjusted to include CDC approved sanitization of the buildings and the availability of sanitizer and soap.

Individuals must sanitize their hands before entering any classroom.

To accommodate reduced capacity, the number of workstations in each classroom will be reduced with closed workstations clearly marked.

Workstations will be sanitized between different users.

Students will not be permitted to eat on campus, but may take school-provided lunch with them off campus when they leave.

Bottled water will be provided if needed in lieu of drinking fountains.

Restrooms will be limited to one occupant at a time.

6

WHAT TO EXPECT OPERATIONS GUIDE THROUGH EACH PHASE

5 PHASES TO OPEN PHASE ONE Fully Remote Learning All instruction takes place remotely

Although changes to the building infrastructure will remain in place during the COVID-19 pandemic and all phases of reopening, each phase of the reopening plan may impact slight differences in our practices and protocols to ensure the health, safety, and wellness of our students, faculty, staff, and their families. These differences will be detailed throughout the rest of the guide as falling within one of the following areas:

EDUCATIONAL MODEL PHASE TWO On-Site by Appointment Staff reports on-site in staggered groups, students by appointment

Hybrid 25% Capacity

COMMUNITY HEALTH & EMPOWERMENT

Staff and students report on-site in staggered groups

Changes to health and safety monitoring related to COVID-19 risk specifically.

PHASE FOUR Hybrid 50% Capacity Staff and students report on-site in staggered groups

No staggered grouping, social distancing and PPE enforced

SUPPORT & PRACTICES Changes to supports such as interventions, assessments, technology, school-provided meals, and how to find community resources.

PHASE THREE

PHASE FIVE On-Site with Distance

Changes to educational protocol and special education supports, defined by the icon here, will show changes or adjustments to the way we offer instruction to align with the needs of that particular phase.

Synchronous instruction takes place when a student can join a live online session and participate with their instructor and other students in real time.

Asynchronous instruction takes place when a student accesses virtual or printable content and projects that are assigned by the teacher in advance and which the student completes at their own pace at a time they choose.

Because our students historically learn best in face-to-face settings with the ability to dig deeper and ask questions of their instructors, our teaching staff will make efforts to provide additional synchronous learning opportunities and will utilize curriculum and projects to make remote learning situations as engaging as possible.

7

RESPONSIBLE RESTART

PHASE ONE OPHAS COLORS:

The first phase of reopening is hallmarked by a fully remote model of instruction. The fully remote model is guided by the Invictus High School’s Remote Learning Plan (Appendix B).

EDUCATIONAL MODEL Students will continue to receive instruction from teachers via web-based platforms like Google Meet for synchronous class times.

Students may continue to complete their schoolwork via our computer-based learning platform.

Students with questions may reach out for assistance via our computer-based learning platform, remind messaging, telephone, or email.

Attendance will be counted by logging curriculum engagement online, student and/or parent communication with faculty and staff, and the completion of a variety of credit flexibility work and career-based intervention work-based opportunities. Students must communicate with their teachers so that attendance is accurately logged.

SUPPORT & PRACTICES Students will be provided with an Invictus High School hosted email to have continuous access to email services and a shared Google calendar for students.

A student-facing calendar, accessible via the student’s InvictusHigh.org email, will provide the dates, times, and links to synchronous instructional opportunities.

Students will receive remind messaging and telephone calls from their homeroom teachers regularly for engagement and assessment of student needs.

Students in need of access to technology like home internet or a computer for completion of assignments should let us know by completing the Invictus High School Technology Request Form on our website (www.invictushighschool.org > About Us > Computer/Internet Technology Request)

COMMUNITY HEALTH & EMPOWERMENT

No students, faculty, or staff will report to the building.· Cases of COVID-19 impacting our student community should still be reported to the school.

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RESPONSIBLE RESTART

PHASE TWO OPHAS COLORS:

During the second phase of the building reopening, faculty and staff will begin reporting to campus in one of two groups on a staggered schedule, beginning the “hybrid” phase of Invictus High School’s instructional model, with face-toface assistance or instructional assistance available by appointment only.

EDUCATIONAL MODEL Students, faculty, and staff will be assigned to a blue group or an orange group. These two groups will not report to the building on the same day of the week, to avoid cross-contamination should a case of COVID arise within our community to minimize impact to the entire community.

- Blue faculty/staff may only report to the school on Monday and Wednesday of each week.

- Orange faculty/staff may only report to the school on Tuesday and Thursday of each week.

Fridays and days when your group may not report to campus will remain distance learning/remote workdays for which the phase one instructional model remains in place.

If a student is in need of one-on-one face-to-face instruction, they may request to make an appointment with an instructor or tutor within their color group and may report to campus only at their appointed date and time.

Students who do report to campus must log their attendance via signing a physical sign-in sheet.

SUPPORT & PRACTICES Supports and practices from phase one will remain in effect for the duration of phase two to accommodate the distance-learning days for students, faculty, and staff.

COMMUNITY HEALTH & EMPOWERMENT

In order to access any campus facilities, individuals must adhere to the practices of health self-assessment, satisfactorily answer questions related to potential exposure or symptoms, must have a body temperature below 99.5 degrees Fahrenheit, and must be wearing a face covering or other appropriate PPE. In any on-site locations where two or more people are present, they should leave six (6) feet of distance between them and must continue wearing face-covering PPE. Cases of COVID-19 impacting our student community must be reported to the school for reporting and contact tracing.

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RESPONSIBLE RESTART

PHASE THREE OPHAS COLORS:

In phase three, the blue and orange groups will continue to report to campus via a staggered reporting schedule as in phase two, however, the groups will be further divided to accommodate students who wish to report to campus without making an appointment in advance. In this phase, the school will allow no more than 25% capacity at any time.

EDUCATIONAL MODEL Students, faculty, and staff will remain in their assigned blue group or orange group, reporting on M/W and T/R respectively.

- Since students will no longer need appointments to access the campus buildings, and in order to accommodate the requirement of no more than 25% capacity these groups will be further divided.

- Students in blue group one may only report to the school on Monday, students in blue group two may only report to the school on Wednesday without a prior appointment.

- Students in orange group one may only report to the school on Tuesday, students in orange group two may only report to the school on Thursday without a prior appointment.

Fridays, and days when your group may not report to campus will remain distance learning/remote workdays for which the phase one instructional model remains in place.

Attendance will be logged consistent with phases one and two.

SUPPORT & PRACTICES Supports and practices from phase one will remain in effect for the duration of phase three to accommodate the distance-learning days for students, faculty, and staff.

COMMUNITY HEALTH & EMPOWERMENT

In order to access any campus facilities, individuals must adhere to the practices of health self-assessment, satisfactorily answer questions related to potential exposure or symptoms, must have a body temperature below 99.5 degrees Fahrenheit, and must be wearing a face covering or other appropriate PPE. In any on-site locations where two or more people are present, they should leave six (6) feet of distance between them and must continue wearing face-covering PPE. Cases of COVID-19 impacting our student community must be reported to the school for reporting and contact tracing.

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RESPONSIBLE RESTART

PHASE FOUR OPHAS COLORS:

In phase four, the blue and orange groups will continue to report to campus via a staggered reporting schedule as in phases two and three but may report to campus without making an appointment in advance. In this phase, the school will allow no more than 50% capacity at any time.

EDUCATIONAL MODEL Students, faculty, and staff will remain in their assigned blue group or orange group, reporting on M/W and T/R respectively.

Attendance will be logged consistent with phases one through three.

SUPPORT & PRACTICES Supports and practices from phase one will remain in effect for the duration of phase four to accommodate the distance-learning days for students, faculty, and staff.

COMMUNITY HEALTH & EMPOWERMENT

In order to access any campus facilities, individuals must adhere to the practices of health self-assessment, satisfactorily answer questions related to potential exposure or symptoms, must have a body temperature below 99.5 degrees Fahrenheit, and must be wearing a face covering or other appropriate PPE. In any on-site locations where two or more people are present, they should leave six (6) feet of distance between them and must continue wearing face-covering PPE. Cases of COVID-19 impacting our student community must be reported to the school for reporting and contact tracing.

ALMOST THERE!

Phase four represents the last phase in which the Invictus High School System will engage in a hybrid educational model.

Phase five marks our return to school without a remote learning component, however, students who may need special COVID related accommodations should reach out to their campus director or the school's COVID-19 coordinator.

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RESPONSIBLE RESTART

PHASE FIVE

OPHAS COLORS:

The final phase of the building reopening will occur at which time COVID-19 is controlled via medical solutions and there is no longer risk to the health and wellness of students, faculty, and staff. This fifth phase would mark the resumption of the educational model, in-person activities, and engagement levels present in pre-COVID conditions with the addition of social distancing and PPE requirements.

CALENDARS REPORTING IN PHASES TWO THROUGH FOUR PHASE TWO M

T

W

Th

F

Blue Group Faculty and staff Students by appointment

Orange Group Faculty and staff only Students by appointment

Blue Group Faculty and staff only Students by appointment

Orange Group Faculty and staff only Students by appointment

Distance Learning Remote Workday

PHASE THREE M

T

W

Th

Blue Group Blue faculty and staff Blue student group one

Orange Group Orange faculty and staff Orange student group one

Blue Group Blue faculty and staff Blue student group two

Orange faculty and staff Orange student group two

F

Orange Group Distance Learning Remote Workday

PHASE FOUR M

T

W

Th

F

Blue Group All blue faculty, staff, and students report

Orange Group All orange faculty, staff, and students report

Blue Group All blue faculty, staff, and students report

Orange Group All orange faculty, staff, and students report

Distance Learning Remote Workday

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RESPONSIBLE RESTART

LIMITING CONTAGION KEEPING OUR COMMUNITY WELL

INVICTUS HIGH SCHOOL BELIEVES THAT THE WELLNESS OF OUR COMMUNITY EQUATES TO THE EMPOWERMENT OF OUR COMMUNITY Faculty, staff, or students who feel ill should stay home and immediately notify: Their immediate supervisor (faculty & staff) Their campus enrollment specialist (students) Community members who meet the below conditions must self-quarantine for fourteen (14) days and NOT report to a campus building: Those experiencing symptoms identified by the CDC as thought to be related to COVID-19 Those with a body temperature in excess of 99.5 degrees Fahrenheit Those who have been exposed to, or in close contact with a person who has either had a positive COVID19 test or a body temperature in excess of 99.5 degrees Fahrenheit.

Upon completion of their quarantine period, this individual must provide the COVID-19 Coordinator with the results of a negative COVID-19 test or a clearance to return from a doctor. This clearance must be received by the COVID-19 Coordinator prior to reporting in person to any campus location.

Community members who are ill, but do not believe that their illness is related to COVID-19 and who are not experiencing any of the COVID-19 symptoms outlined by the CDC must selfquarantine for five (5) days. Upon the completion of a five (5) day quarantine, they may report to the building without a clearance. If at the culmination of the five (5) day quarantine, the individual calls in sick again, they will immediately be subject to the completion of a fourteen (14) day quarantine and must follow the protocol listed above, including the need to provide a doctor’s clearance to return to work.

Individuals unable to report to campus, whether due to COVID-19 or general illness may be permitted to participate in the fully remote learning environment, subject to the approval of their campus director (students) or the Business and Human Resources Manager (faculty/staff).

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COVID-19 REPORTING HOW TO REPORT, WHO WE INFORM

OUR COVID-19 COORDINATOR LATONYA JONES, BUSINESS AND HUMAN RESOURCES MANAGER Beginning the 8th of September, Invictus High School and all k-12 schools in the state of Ohio were obligated to report cases of COVID-19 within our school system to the Ohio State Health Department, the Ohio Department of Education, and to our school sponsor. In addition, the school will notify all members of our school community via public-facing notification of cases (with the identity of the individual protected) on our school’s website. This notification must be completed within twenty-four (24) hours of our school being notified of the case.

To manage our reporting requirements, the Invictus High School System named Latonya Jones, Business and Human Resources Manager as our COVID-19 Coordinator. If any student, faculty, or staff member becomes diagnosed with or tests positive for COVID-19, they must report it to our COVID-19 coordinator so that she may complete our reporting requirements to our external stakeholders.

Reports may be made: Via telephone by calling 216-539-7200 and entering extension 682 Via email at Coronavirus@InvictusHigh.org Via the Coronavirus Reporting Form on the Invictus High School Website

Reporting is critical to mitigate potential exposure to others within the Invictus High School community through contact tracing and appropriate quarantine procedures as needed.

CONTACT TRACING IN CASE OF POTENTIAL ON-SITE EXPOSURE If an individual who has been on campus and/or in contact with others from within our school community, the school will utilize contact tracing to identify which campus community members were near that individual, regardless of social distancing measures in place.

Although the site may not itself be quarantined, individuals testing positive and/or diagnosed with COVID-19, as well as any individuals who were in close contact with that individual would be subject to the 14-day quarantine procedure above.

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STAY INFORMED, STAY CONNECTED HOW THE SCHOOL SHARES INFORMATION

All faculty and staff is available during normal hours of operation (7:30 am-4:00 pm) even in a fully remote setting. Emails and phone calls to the school will continue to be managed, with enrollment specialists standing ready to answer questions and/or make appropriate connections.

A full faculty/staff directory including email addresses and telephone extensions can be found on the school’s website (www.invictushighschool.org > About Us > Faculty/Staff Directory).

Regular news updates, a school calendar, and more information regarding school operations will be updated on the school’s website.

For updated information on operations, information on which phase the school is currently employing, and up to date news, visit our site.

We reach out to our students via email, telephone, and USPS. Has your contact information changed? Submit a student change of information form on our website to let us know so you can stay in the know.

FOR ADDITIONAL UPDATES, FOLLOW US ON SOCIAL MEDIA

@InvictusHighSchool

@InvictusHigh

@InvictusHighSchool

Invictus High School Channel

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INVICTUS HIGH SCHOOL REOPENING PLAN

Supplemental Information

APPENDIX A: ADDITIONS TO PHYSICAL INFRASTRUCTURE

I

Divided Workstations Downtown Campus

Protective Barrier

Handheld and Backpack-Style Sanitizer Misters II

APPENDIX B: INVICTUS HIGH SCHOOL'S REMOTE LEARNING PLAN

III

Invictus High School

School Name School IRN Sponsor Name Board Adopted Date

[2020-2021 REMOTE LEARNING PLAN

Invictus High School 133835 St Aloysius Orphanage August 22, 2020

Sponsor IRN Board President Signature

083246 President, Board of Directors

Describe the remote learning plan your school intends to implement for the 2020-2021 school year.

Note: If your school has a plan with multiple options (i.e. Option A, Option B, Option C) please explain each option in detail and include scenarios for when those options will be implemented.

Remote learning resources are available on the Ohio Department of Education’s website here.

As Governor DeWine has released guidance on schools reopening in the fall, Invictus High School has crafted a plan to resume on-campus instruction during the Fall 2020 Semester in a three-phase reopening plan.

The reopening protocol has taken into account the need to provide sufficient physical distance and barriers between faculty, staff, and students, and makes judicious use of time to allow for the school to monitor the ever-changing status of COVID-19 to ensure that health and wellness maintain a top priority for the school.

The school remains aware that the pandemic continues to provide uncertainty despite our best efforts in planning. As such, the school has developed a remote learning plan in the case that at any point after inperson instruction resumes, the school should need to implement a voluntary or mandatory building closure again.

In case of building closure, the school will implement the following learning plan: Describe how student instructional needs will be determined and documented for the 2020-2021 school year. How does the school plan to assess students’ knowledge, skill and competencies?

School-Based Needs Assessments. Incoming students' needs will continue to be assessed via intake assessments, surveys, and/or conversations with the student.  The Academy and Vocational Intake have traditionally been conducted via a student interview or via Google Forms. This process may be completed via a telephone interview or by supplying the student with the Google form link.  Wrap-Around Support needs have traditionally been conducted via a student interview or via Google Forms. This process may be Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

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[2020-2021 REMOTE LEARNING PLAN

completed via a telephone interview or by supplying the student with the Google form link.

Student Success Plans are traditionally created utilizing student transcripts and an analysis of that transcript. Faculty and staff often assist in records requests on behalf of our students and potential students. This process can continue remotely, with the analysis done and success plan created and filed digitally. Student success plans become a living document filed in the student’s file.

IEP Analysis & ETR Process will be conducted in accordance with school policy and federal guidelines.

Standardized/State Testing. The school will follow state guidance on state testing, remote testing options for both State tests and MAP testing. The school will administer alternate tests to determine the student’s reading level if the MAP test is unavailable for administration in a remote-learning environment. Testing required for special education may be administered via one-on-one testing with a psychologist or virtually in a one-on-one meeting with an Invictus High School Intervention Specialist.

Current Students’ needs are assessed in an ongoing fashion by teachers utilizing Apex files and Apex logs as well as credit flexibility projects and other assignments as necessary. Teachers review student’s quiz and test scores, teacher scored tests, and student progress daily and weekly as needed, and student deficits are identified and teachers offer additional practice, reset quizzes, and provide additional instruction as needed.

Teacher activity and communication efforts with students will be logged in the communication and activity logs.

Describe the method to be used for determining competency, granting credit, and promoting students to a higher grade level.

Competency. Students will be provided with self-directed digital and analog curriculum assignments. Digital curriculum material will be provided via the schools computer-based curriculum, which can be accessed via the school’s website from distance locations. Analog assignments and projects will be provided by the school via scheduled drop off/pick up appointments or via physical mail/shipping. Consistent with prior protocol, assignments will take many forms including:  Quizzes  Computer-scored tests  Teacher-scored tests Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

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[2020-2021 REMOTE LEARNING PLAN

Written assignments Classroom/virtual discussions Project-Based Learning (PBL) – Teacher created supplements and assignment replacements.

Granting Credit. Earned credit will be granted by HQT teachers for students completing mastery-based learning objectives.

Promotion to Next Grade Level. Students will be promoted to the next grade level in accordance with the school policy.

Teachers will establish the expectations of student productivity while maintaining flexibility in our asynchronous learning model. Students will maintain the flexibility to complete assignments at any time. Teachers will support student learning within the parameters of our daily schedule and student-facing Google calendars.

School policies on granting credit and promotion to the next grade level are shared with students and parents via the student and parent handbook, hosted on the school’s website.

Describe your school’s attendance policy for the 2020-2021 remote learning plan.

In a fully remote model. Attendance will be calculated weekly by attendance specialists and will be allocated to the school day closest to the learning opportunity hours completed. Students are expected to participate in the following learning opportunities, and their activities in the following areas are logged for a cumulative attendance record:  Distance-learning/electronic curriculum login record, monitoring by teachers.  Electronic access to school utilities for completion of schoolwork and project-based learning  Electronic curriculum engagement record  Attendance staff will contact and log students who are not active via utilization of school utilities and/or utilization of electronic curriculum  Common contact log of faculty/staff and student/family interactions  Credit flexibility work  Career-based intervention work-based learning opportunities.

Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

[2020-2021 REMOTE LEARNING PLAN

In a reduced attendance model. Attendance will be monitored via the following tools:  Individualized student tracking in the event that students attend the school physically or virtually  Utilizing physical sign-in sheets for days when students physically attend school  Utilizing any of the methods listed above for attendance monitoring in the fully remote model.

In a full attendance model. Attendance will be logged via physical sign-in sheets.

What learning opportunities will be available to students? How will the school document participation in learning opportunities? For additional support, consider reviewing the TEALS Program guide here.

Consistent with school policy on determining student competency and offering both electronic and analog assignments, projects, and meeting opportunities; the school will continue to provide access to faculty and staff as well as virtual learning opportunities via web-based platforms and meetings.

Logs of curriculum activity, teacher assessments of analog assignments, communications logs, and attendance to virtual meetings will be monitored to document student participation.

Provide a statement describing how student progress will be monitored.

Student progress will be monitored utilizing electronic curriculum activity, assessments, and logins. The school will also host online learning sessions and web-based meetings with faculty and staff. Attendance to theses web-based meetings will be logged, and all faculty and staff will utilize a common contact log dedicated to each student wherein all faculty/staff and student interactions will be logged. The school utilizes individualized success and learning plans for each student. These holistic success plans will be reviewed monthly for student progress.

In addition to monthly monitoring of the holistic success plans, Homeroom teachers will be attempting weekly contact with every student, and will be utilizing the contact logs, electronic curriculum logs, and review of student progress on credit flexibility work, career-based intervention and work experience, and other student progress daily as they work with individual students and as a part of this weekly review of student progress. In Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

[2020-2021 REMOTE LEARNING PLAN

addition to identifying additional student needs, student progress and growth will be logged and interactions and short-cycle assessment will guide teacher instruction, outreach methods, and assignments to respond to student needs.

Describe how equitable access to quality instruction will be ensured. More information regarding equitable access and local equitable access planning here.

Invictus High School recognizes that our students face barriers to education that may be compounded at times where building access is restricted. To help remove these barriers and ensure that all students maintain access to quality education, even during building closures, Invictus High School will take the following measures:  All students will have access to a school-owned Chromebook and wifi Hotspot devices upon request to their campus director via email or via the request form on the school’s website. These tools will provide remote access to the electronic curriculum, online learning sessions, and other online instruction by providing both the hardware and software necessary to access and utilize online and web-based educational resources and interventions as well as internet access for students who may not have it.  Students will be provided with an Invictus High School hosted email to have continuous access to email services and a shared Google calendar for students with fixed schedules of teacher activities, virtual classroom attendance opportunities, web-based meetings, and video conferences, etc.;  These technological supports will provide students easy access to 21st century skills and infrastructure supporting their remote learning opporutnities;  All teachers in core subjects are highly qualified, and are accessible via email, online learning sessions, telephone, and other web-based technologies for one-on-one instruction and guidance.  Teacher Based Teams (TBT) will meet weekly to aggregate data analysis based on short-cycle assessment to identify students in need of additional support or interventions.  Multi-Tiered System of Supports (MTSS) student data and support can be tracked and analyzed remotely and interventions can be offered via remote support through a variety of technologies.

Although the student data will remain the same in a remote learning environment, the interventions themselves will be offered remotely.  Community School Leadership Team (CSLT) monthly monitoring of teacher/remote teaching effectiveness data.

Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

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[2020-2021 REMOTE LEARNING PLAN

CSLT monthly monitoring of assessment results and student growth at targeted intervals.

Residency and contact monitoring will be increased among all faculty/staff and particularly the attendance specialists to maintain communication and assessment of students’ needs for individualized support.

Provide a description of the professional development activities that will be offered to teachers.

Teachers will have access to all virtual and in-person professional development sessions offered

by Charter School Specialists for the 2020-2021 school year.

Additionally, In addition to focusing on educational opportunities for our

students that respects social distancing and voluntary/mandatory restrictions on gathering, the school likewise understands the need to provide continued education and professional development opportunities for our teachers so that their skills and proficiencies remain informed and timely. As such, the school has planned for alternative provision of professional development opportunities should the buildings reclose, which are respectful of distance and the health needs of our faculty and staff.

Professional development needs and opportunities are identified by student performance data. We utilize our school improvement plan to review and analyze the root causes of our own performance weaknesses as well as to identify the needs of our student population. We also consider data from classroom walk-throughs, classroom observations, and input from the academic coach via one-on-one sessions with teachers.

This data highlights areas where professional development and education can strengthen our performance and guides the professional development schedule for the year and for individual staff members. Focuses include:  Restorative justice  Google certifications  (NEOnet) DASL training  Project-Based Learning (PBL)  Dropout prevention center training  Trauma-informed instruction  Diversity/Cultural competency training  Brain development (particularly in a trauma-affected brain)  Lives in the balance  Positive Behavior Interventions and Supports (PBIS)  Multi-Tiered System of Supports (MTSS, RTI) Invictus High School

SCHOOL IRN: 133835

2020-2021 REMOTE LEARNING PLAN

Invictus High School

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[2020-2021 REMOTE LEARNING PLAN

Check and Connect Reading and Literacy Math Graduation Attendance Career Tech Wrap-around supports

Professional development in a remote-learning situation includes the provision of webinars, web-based meetings, and self-guided learning materials. Any in-person events or events requiring travel must be approved by the Executive Director & CEO in writing prior to the attendance of these events and will be considered on a case-by-case basis with emphasis and attention given to current CDC, WHO, and Cuyahoga County Board of Health guidelines on gatherings and distance.

Communication with students, faculty, and staff: Invictus High School shares information as available and appropriate with internal and external stakeholders through a variety of mediums. 

Students and/or student guardians will receive a daily message via the remind app from their homeroom teacher as a daily check-in. Remind sends notifications to students via email and text message numbers.  Students and/or student guardians will receive a phone call from their homeroom teacher weekly.  The school will continue to post information regarding remote learning opportunities in various web-based platforms, including the utilization of news features on the Invictus High School website home page, the school’s official social media platforms, and via emails to the students’ school-provided email addresses.  The school utilizes a variety of individually targeted messaging platforms and software such as Remind, Bright Arrow, and Apex messaging to send emails, calls, and texts to students and/or their guardians directly with urgent or individual messaging.  Phones and faculty emails continue to be monitored and answered, with staff directories posted in conspicuous places on the Invictus High School website and promoted regularly via posts on the school’s social media platforms.  The student handbook and forms for requesting technological support, records requests, etc. are hosted on the school’s website landing page in the global navigation bar.  Consistent with previous practices, school faculty and staff are reached via telephone, schoolhosted emails, and a monthly newsletter all intended to share information and updates with all staff in a timely manner.

Invictus High School SCHOOL IRN: 133835 2020-2021 REMOTE LEARNING PLAN

APPENDIX C: INVICTUS HIGH SCHOOL COVID-19 REPORTING POLICY

Invictus High School System COVID 19 Reporting Policy

Whereas the School shall follow all Orders by the State of Ohio and The Ohio Department of Education for Reporting and Notification of Covid-19 case in Kindergarten -Twelfth Grade; Further Resolved that the School Shall Implement the Following Reporting Procedures Effective Immediately: 1. Name a COVID-19 Coordinator to facilitate reporting of information.

2. Within twenty-four (24) hours of becoming aware of a student, teacher, staff member or coach who has tested positive or been diagnosed with COVID-19, notify parents/guardians of the COVID-19 case.

3. Within twenty-four (24) hours of becoming aware of a student, teacher, staff member or coach who has tested positive or been diagnosed with COVID-19, report the case to the local health department.

4. Copy your sponsor at coronavirus@charterschoolspec.com when reporting to the local health department.

So Resolved. Annual Meeting 2020

APPENDIX D: INVICTUS HIGH SCHOOL EXTENDED LEARNING PLAN

Extended Learning Plan INVICTUS HIGH SCHOOL SYSTEM

OVERVIEW

ACCELERATION

EXTENTION

Goals & Objectives for the Plan

Increased Academic Productivity

Extended Hours & Summer Programming

Extended Learning OVERVIEW OF THE IHSS PLAN

EXTENDING THE 20/21 ACADEMIC YEAR During the press conference held 9 February 2021 Governor DeWine requested that schools and districts plan for and create opportunities to make up for any delayed or missed educational opportunities due to the coronavirus pandemic.

The Invictus High School System was uniquely positioned during the closures of many schools and districts last year to pivot quickly toward the expansion of our instructional model to be inclusive of fully remote implementation. As a result, the Invictus High School System remained operational in a fully remote setting at the close of the 2019/2020 academic year and throughout 2020/2021 to date.

As a part of our extended learning plan, the school plans to utilize a variety of after hours and extended hours opportunities to accommodate our students' unique and competing obligations on their time and attention.

GOALS FOR THE EXTENDED LEARNING PLAN OUR MISSION Invictus High School's mission is to educate, support, and empower our students. We have translated this to our remote learning model and have fully embraced these values as we planned for extended learning.

TWO-PATH APPROACH Invictus High School students are a diverse group of young adults whose priorities and obligations are as varied as they are. The extended learning plan allows for the following two objectives: ACCELERATED LEARNING OPPORTUNITIES Enhancing existing educational opportunities with the potential to increase student productivity.

EXTENDED HOURS & PROGRAMS Providing extended and weekend hours of availability for faculty and staff paired with the inclusion of additional summer programs to provide non-traditional periods of educational engagement.

4PM-8PM

3PM-6PM

3-4 DAYS

Hours teachers would be scheduled to remain "on call" from home between the hours of 4pm-8pm to assist students with instruction, feedback, and test resets.

Hours teachers would be scheduled to remain "on call" during weekend hours to assist students with instruction, feedback, and test resets.

Days per week for summer programming implementation, inclusive of project-based activities and social-emotional learning excursions.

Academic Acceleration OPPORTUNITIES FOR STUDENTS TO INCREASE ACADEMIC PRODUCTIVITY

TUTORING Faculty, staff, and contracted tutors will be utilized to provide personalized support for students how and when they need it to increase on-task productivity and provide the potential for students to accelerate their completion rate of assignments and courses.

CAREER-BASED INTERVENTIONS Work-based opportunities will be recorded beyond the close of our academic year with the potential for CBI based clinics and/or assistance on hiring, the job application process, and career planning.

ALTERNATIVE CURRICULUM The school will provide literacy interventions aligned with our school improvement plan as well as projectbased and alternative curriculum efforts inclusive of social emotional learning opportunities and socially-distant excursions and exposure trips.

INCENTIVES & SUPPORT The school is pivoting to highlight highinterest activities bolstered with the provision of food, community resource supports, and citizenship awards and prizes to encourage participation and engagement with new programming.