Invictus High School Reopening Plan (Draft Mode)

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INVICTUS HIGH SCHOOL REOPENING PLAN

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RESPONSIBLE RESTART

2020/2021

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TABLE OF CONTENTS

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Note from the Executive Director

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Planning Process and Team

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Guiding Safety Principles

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Building and Facility Changes

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Executive Summary

Phases/What to Expect in Each Phase

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Phase 1

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Phase 2

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Phase 3

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Phase 4

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Phase 5

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

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A NOTE FROM OUR EXECUTIVE DIRECTOR

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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.

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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

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INFRASTRUCTURE & PRACTICE

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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.

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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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OUR PROCESS

The Invictus High School Reopening Committee included members from various levels of

Our core team (listed below) will continue to meet throughout the 2020/2021 academic year

administration

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and

student

engagement

in

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continue

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within our school community. Each member was selected, not only for their perspective, but because

recommendations for which phase and operational model to engage as appropriate.

of the relationships and engagement that they have

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with our entire school community of students,

recommendations

families, faculty, and staff.

These individuals worked tirelessly to monitor the pandemic

school activities and operations. The guiding principle throughout each meeting was to

situation, guidance from the Center for Disease

implement

Control (CDC), the Cuyahoga County Board of

contagion and

Health, the Ohio Department of Education (ODE),

building sanitation, infrastructure to reduce

the American Academy of Pediatrics, and the office of the governor among other state and local

contamination and cross-contamination, and protocol changes to reduce capacity and

agencies. Further, they leveraged charisma and relationships within our community to gauge the

respect social distancing guidelines.

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OUR TEAM

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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.

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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).

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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.

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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.

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PHYSICAL CHANGES

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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.

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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:

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EDUCATIONAL MODEL

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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.

PHASE TWO

On-Site by Appointment

PHASE THREE

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Staff reports on-site in staggered groups, students by appointment

Hybrid 25% Capacity

Staff and students report on-site in staggered groups

Staff and students report on-site in staggered groups

No staggered grouping, social distancing and PPE enforced

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

COMMUNITY HEALTH & EMPOWERMENT Changes to health and safety monitoring related to COVID-19 risk specifically.

PHASE FOUR Hybrid 50% Capacity

PHASE FIVE On-Site with Distance

SUPPORT & PRACTICES

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.

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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

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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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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

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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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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

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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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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

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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.

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SUPPORT & PRACTICES

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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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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.

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CALENDARS

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REPORTING IN PHASES TWO THROUGH FOUR PHASE TWO

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Blue Group Faculty and staff Students by appointment

Orange Group Faculty and staff only Students by appointment

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Th

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Blue Group Faculty and staff only Students by appointment

Orange Group Faculty and staff only Students by appointment

Distance Learning Remote Workday

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PHASE THREE

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W

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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

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Orange Group Distance Learning Remote Workday

PHASE FOUR M

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W

Th

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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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LIMITING CONTAGION

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KEEPING OUR COMMUNITY WELL

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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

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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.

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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.

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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

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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.

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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).

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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

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Supplemental Information

APPENDIX A:

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ADDITIONS TO PHYSICAL INFRASTRUCTURE

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Divided Workstations Downtown Campus

Protective Barrier

Handheld and Backpack-Style Sanitizer Misters II

APPENDIX B:

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INVICTUS HIGH SCHOOL'S REMOTE LEARNING PLAN

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Invictus High School

[2020-2021 REMOTE LEARNING PLAN

Invictus High School 133835 St Aloysius Orphanage

School Name School IRN Sponsor Name Board Adopted Date

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.

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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.

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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.

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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





[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.

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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.

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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

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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.

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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.

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

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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

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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.

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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)

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

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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:

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Invictus High School shares information as available and appropriate with internal and external stakeholders through a variety of mediums.

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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.

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1 Summary The Invictus High School System (IHSS) will utilize the allocated Student Wellness and Success Funds to support our mission to Educate, Support, and Empower students. The goals, strategies and tactics used to support students will be aligned to Invictus High School’s 2019-2020 School Improvement Plan, designed to align with the Ohio Department of Education’s Strategic Plan for Education 2019-2024.

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The wellness plan will include physical and social emotional learning content designed to help students overcome their primary barrier to success, which include lack of emotional regulation and unaddressed emotional and mental health issues. Increased focus on social and emotional intelligence will support students holistically both in and out of the classroom, leading to fewer charges within the criminal justice system, increased responsibility for wellness and well-being, and increased tools with which to overcome barriers.

Implementation of this programming and plan will lead to increased attendance rate, improved academic productivity and the graduation of more wholly developed students.

The plan calls for an initial investment of student wellness and success funds of $82,000 for the year, with the anticipation of potential needs to increase planning and faculty/staff professional development for establishment and maintenance of the programming proposed herein.

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Introduction to Invictus High School

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Invictus High School is a Dropout Prevention and Recovery School (DRPS) serving the state of Ohio with three locations in the greater Cleveland area. Our students are defined as at risk for dropout by being at least one full year behind their cohort—the predominant group of students who entered high school the year that the student entered—or by having dropped out of a prior institution.

Our educational program focuses on recapturing students who are at risk for or have previously dropped out by providing all students an individualized education that builds their foundation for a lifetime of success. We understand students have different needs, learn at different rates, and have diverse learning styles. Our student-centered program allows students to reach their academic goals and earn their high school diploma. Invictus High School strives to provide the personalized attention and support that each student needs in order to succeed both in and out of the classroom and in their future careers. Our mission is to educate, support, and empower our students.

We understand that our students face unique barriers toward completion of their high school journey, and we strive to help students overcome those barriers and earn their diploma. Our goal is to provide all students with wraparound support services—holistic and comprehensive services designed to meet need in the classroom, at home, and in the community—and training in the skills needed to earn a high school diploma and succeed in life.

2 Invictus High School supports students in accomplishing their high school and post-secondary goals through the following: o o

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Providing developmentally appropriate academic instruction through state-of-theart, researched-based curriculum that meet the educational needs of each student; Providing individual academic support through data-based decision making utilizing teams of teachers to implement the response and intervention framework to maximize the potential of each student; Providing social counseling, wrap-around services, attendance interventions, and non-academic systems of support for students who face significant social barriers to attendance and educational advancement; Providing college and post-secondary options that prepare our students for success as they transition into a career or college.

Student Needs

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Invictus High School’s educational and wraparound method works to recapture students’ interest in their educational success. In the 2018-2019 academic year, Invictus High School graduated 174 students. Further, graduation is a significant area of growth for the school, with an average increase of 22 additional graduates per year over the school’s history.

x x x

Increasing focus on student literacy through the use of Achieve 3000 to identify and improve student proficiency in written communication and comprehension; Restructuring of our academic model toward early identification and support of student aptitude, aligning our graduation pathways with the students’ post-secondary education or career goals; Enhancing our culture to promote higher levels of attendance through Check and Connect, a student/faculty mentoring program that encourages communication and check-ins between students and the school; Developing an intense focus on wrap-around supports to address the students’ holistic needs both in and out of the classroom.

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For the 2019-2021, our school improvement plan (SIP) identified two key areas for continued improvement: graduation and literacy. Through the improvement process, the school has implemented initiatives to address deficits that impact our students’ persistence to graduation and increase literacy among our students. These efforts include:

As the Student Success and Wellness funds from the state of Ohio are focused on student’s physical and mental wellness and an emphasis of student and family support, we intend to supplement our wrap-around support structure with additional programming. These programs are intended to addresses the students’ health and well-being as a driver toward higher levels of attendance and in support of our graduation goals for the completion of this academic year and in support of our SIP goals for 2019-2021.

3 A significant barrier for students attending IHS is their ability to appropriately manage their emotional state. Many students live in or are affected by deep trauma that undermines their ability to academically perform. The system-wide attendance rate of 42.7%1 and the low level of academic productivity is compounded by the regularity of behavior distractions. The school provides positive behavior interventions and supports (PBIS) as well as various personalized supports, but the student need prompts the school to address areas not feasible with the standard state per student allocation.

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Many researchers link social emotional learning efforts – the academic development and connection between social and emotional competence - and emotional quotients – emotional intelligence – with academic successes2 including enhanced literacy outcomes, improved critical thinking and problem solving capability, and the development of positive social relationships, and increased responsibility for personal health and well-being. As a trickle down, social relationships may become anchors for our students, as improved interpersonal relationships allow faculty and staff to identify early warning indicators for students with additional needs. Students who feel connections to our faculty and staff are more likely to attend school to access the support and resources from these connections.

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A survey of Invictus High School staff indicated that an overwhelming number of IHSS students have difficulty meeting academic and graduation expectations because of difficulty meeting school, social, and behavioral expectations. Poor attendance, unaddressed mental health related issues, underdeveloped social skills, and lack of ability to set goals or manage emotional responses to daily events adversely affects their ability to learn, complete tasks, and earn credits. The staff believes that direct instruction in the areas of emotional management, mindfulness and self/other awareness, problem solving, and career planning would improve student outcomes.

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Additionally, members of IHSS studied the effects of athletics on retention and academic metrics for a pilot athletics program in spring of 2019. This pilot and study determined that athletics can serve to meet student needs holistically, engage students and develop interpersonal relationships and teamwork, increase productivity, enhance retention (90% retention of student athletes in pilot program), and increase persistence to graduation (3 graduates yielded from this pilot)3.

The research and staff suggestions have led the school to develop programming that provides direct instruction in areas related to emotional intelligence as a method to support the student holistically, develop increased student attention to their own mental and physical health needs, and provide 1

Ohio Department of Education (2019). Invictus High School, School Details. Ohio School Report Cards. https://reportcard.education.ohio.gov/dorp/detail/133835 2 See Elias, M.J. and Arnold, H. (Editors) (2009). The Educator’s Guide to Emotional Intelligence and Academic Achievement. Thousand Oaks, CA: Corwin Press.

3 Garth, W., Gardner, O., Manke, D., Minor, K., & Hudson, J. (2019). Student Engagement and Retention of Athletes. Professional report for Invictus High School System and National Dropout Prevention Conference. http://dropoutprevention.org/certifications/dean-manke/

4 guidance for student success both in and out of the classroom. This programming includes a physical/athletics component that integrates physical activity with mindfulness. Through partnerships with non-profits with experience serving children (Evolve Wellness Education and Retreat Center – letter of commitment attached; Bookridge Therapeutic Services), local mental health provider services (Affirmations Learning Institute, with whom we contract for other mental health services), and having approached the Educational Service Center of Northeastern Ohio (ESC) to join us in this initiative; the school has developed programs to utilize the Ohio State grant funds for student success and wellness to support student’s emotional learning and academic success in alignment with the SIP and ODE’s strategic plan for 2019-20244.

Program Outcome

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Students at Invictus High School System will have access to various programs for credit or as extracurricular activities. Students who participate in a health and wellness program will demonstrate increased knowledge of emotional intelligence, self-assessment, and/or mindfulness practices to moderate emotional responses in stressful situations and navigate interpersonal relationships.

Programming

Three programs will be piloted at Invictus High School for student success and wellness: Art Expression

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In collaboration with Evolve Wellness Education and Retreat Center, programming in Art Expression will be offered. Art expression provides a safe, non-judgmental environment to explore and observe feelings - both conscious and subconscious - through creating art in a variety of mediums. Creating art can also calming and meditative which further encourages emotional release and stress relief.

Art activities can incorporate psychoeducation topics and are customizable to meet the particular needs of students. Recommended activity duration is twelve weeks to maximize course content and value, and to coincide with the academic quarterly calendar. This proposal presents two options that can also serve in succession: (1) A four-week drop-in activity open to all students for enrollment; (2) An eight-week closed group open to students with a committed interest or referred by school staff. Group time will be a minimum of sixty (60) minutes not to exceed ninety (90) minutes and is scheduled to meet once a week on a weekday.

Maximum group size is 12 students and the presence of at least one staff member is preferred.

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Ohio Department of Education (2019, June 12) Each Child, Our Future: Ohio’s Strategic Plan for Education. http://education.ohio.gov/About/EachChildOurFuture

5 Benefits (include the following, but not limited to): x x x

Art activities are used as therapeutic tools towards the process of healing, clearing the mind and expressing oneself.

Art is a vehicle for symbolic communication and emotional dysregulation.

Art uses and provides access to the right side of the brain, and bypasses filters created by the left side of the brain and verbal communication uses to get to issues that may be suppressed.

Format: typical schedule can be flexible given group temperament and emotional state 10 minutes Ice Breaker 10 minutes Topic Presentation & Discussion 10 minutes Activity Explanation & Introduction to Supplies 50 minutes Art Creation 10 minutes Clean Up

Sample Lessons:

Don’t Keep It All Inside (grief/loss, anxiety, depression and defense mechanisms) What My Hands Have Seen/What My Hands Hold Now (processing, gratitude, life tasks) Abstract Self-Portrait (self-esteem, dignity, significance and belonging) I Am Mosaic (positive coping skills, self-determination) Blackout Poetry (transformation, hopefulness, resilience)

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x x x x x

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x x x x x

Healing Circles

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In a dual collaboration between Evolve Wellness Education and Retreat Center and Affirmations Learning Institute, Healing Circles will be offered. The Healing Circles Program is a traumainformed healing approach which aims to build friendships, develop emotional literacy skills, resolve internal conflict, and learn interactive coping skills. The Healing Circles Program provides a safe space for peers to have honest conversations about the myriad of life-changing events with which the are presented daily, usually resulting in some level of trauma. Providers/moderators of the Healing Circle sessions will be offered by Evolve Wellness Education and Retreat Center.

Social Emotional Learning Circles will supplement these sessions, moderated by Affirmations Learning Institute.

Benefits: In Circle, young women and men bear witness to each other as full human beings, discover the wholeness in themselves, and learn to relate inclusively rather than exclusively. By modeling wholeness, compassion, and inclusiveness, The Healing Circles Program help young people develop mature identities and form healthy physical and emotional relationships at home, at work, and in their respective communities.

6 Anticipated Themes/Outcomes:

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Relational Themes o Regular meeting opportunities provide a safe place for students to discuss shared challenges and other topics. o Establish a bond between participants and moderators to decrease feeligns of isolation. o Provide a sense of safety grounded in trust and confidentiality. o Create a judgement free zone to express and process emotions. o Cultivate empathy and compassion among participants.

Increase emotional literacy o Learn to listen without judgment. o Develop interpersonal sensitivity. o Mange strong emotions like anger and anxiety. o Increase self-efficacy.

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Yoga and Meditation/Mindfulness In collaboration with Brookridge Therapeutic Services, Yoga and Meditation/Mindfulness classes will be offered.

Benefits:

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The yoga and mindfulness sessions will provide foundational concepts of the physical and mental wellness promoted by yoga practice. Students will be exposed to the concepts of Quiet, Pause, Still Time (QPST), a programmatic 15 minute meditation designed with academic focus and learning readiness at its core; a safe place to reflect and rest to eliminate stress; and over 55 different meditative/mindful and 67 yoga routines for regular practice – up to 10 courses a month.

Additional benefits include: x Perceived self-efficacy in emotional and stress regulation/moderation. x Enhanced resiliency to triggering and stressful occurences. x Connection between physical motion/exertion and emotional regulation.

Evaluation Outcome Evaluations: Participants will be identified and logged. Students will take pre-and post- assessments for each of the three programs to assess their awareness/repertoire of emotional regulation/emotional quotient techniques. These assessments will include students’ qualitative self-perception of their ability to handle stress, interpersonal conflict, and their own emotional regulation.

7 The IHSS leadership team will evaluate data provided by the building leadership team (BLT) and teacher-based teams (TBT) to asses participant proficiency with self-regulation both before and after participation in the programs. Additional data would include attendance, academic productivity, and assessment results for participants in the programs compared to the general population.

Process Evaluations: The director of each campus and each partnering organization/provider will submit a semesterly report regarding implementation and participation in these programs. Metrics to evaluate as formative guidance will include level of participation, number of courses offered each month/timeline, and perceived needs that could be met through program expansion or reduction.

Budget

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Revenue and Resource Summary Amount

IHSS Commitment Student Wellness and Success Funds Total

Notes School personnel costs and indirect costs, $26,170 Yoga mats purchased for IHSS DT $80,190 All other programming and supply costs $106,930

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Expenses

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Expense Item Installation/Build-out of Wellness room @ DT IHSS Campus x Wall installation to partition resource room ($3,000) x Meditation/Workstations for Meditation Software ($1,000) x Mindfulness Supplies ($600) x Flexible furniture ($3,000) Professional Development for staff Participation in restorative justice/emotional intelligence/circles Additional social emotional learning curriculum x Whytry.org x Cassel.org Mindfulness (QPST) Programming with Brookridge Therapeutic Services ($83 per hour/session for BTS meditation instructors, up to 10 sessions/month) x 2 campuses Yoga Programming with Brookridge Therapeutic Services ($86 per hour/session for BTS yoga instructors, up to 10 sessions/month) x 2 campuses

Total (annual) Cost

$7,600 $6,400

$1,200 $15,900 $16,500

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Workshop refreshments (fruit and water from BTS) @ $48/event x 2 campuses Workshop supplies (from BTS @ $10/event) x 2 campuses Yoga Mat purchase @ West Yoga Mat purchase @ DT BTS Indirect & Administrative Costs x 2 campuses Healing Circles Program Costs Social Emotional Learning Circles (Affirmations Learning Institute Contract at .02 annual cost) Art Expression Program Costs Supply cost, Art Expression Program School Director, .02 FTE (by three directors for implementation) Faculty and Staff Assistance, .03 FTE (by 2-4 employees) Business Manager, .02 FTE Director of Strategic Communication and Administration, .02 FTE Subtotal Indirect Costs (10%) of total budget Total

$9,150 $1,940 $1,750 $1,750 $6,100 $7,200 $1,020 $3,000 $3,000 $6,000 $6,000 $1,100 $1,600 $97,210 $9,720 $106,930

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ESSR FUNDING PROJECTIONS

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CORONAVIRUS RELIEF FUND PROJECTIONS

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