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Student Handbo

   Clatskanie School District Distance Learning Handbook

"We're Going the Distance"

    Clatskanie School District Distance Learning Handbook (K-12 Overview)

As we lead this effort in the Clatskanie School District, the Distance Learning for All Guiding Principles will anchor us in our work and across the state to help generate collective action during this time:

Our Clatskanie School District Vision and Mission are at the center of our Distance for Learning for All:


All students can learn. All students progress through the curriculum differently, according to their ability, as individual learning needs require.  The level of individual achievement, not age, determines this progression. If we stage what is essential, do what is essential, measure what is essential, we will accomplish what is essential.


We will provide a challenging curriculum and activities in a safe, nurturing environment where all are motivated to achieve their potential.


All students will graduate, with the essential skills to attend a post-secondary education program of their choice, be able to compete in a global economy, and to become a productive, contributing asset in the workforce and their community.

Table of Contents


Section 1: Guide for Parents

Section 2: Comprehensive Distance Learning Plan & Cohesive set up of Classrooms 

Section 3: Student Expectations 

Section 4: Staff Expectations 

Section 5: Attendance

Section 6: Grading

Section 7: Testing and Exams

Section 8: Mental, Social, and Emotional Health in Comprehensive Distance Learning 

Section 9: Meeting Needs for IEP accommodations, ELL, Title Services, 504, TAG 

Section 10: Technology, Software Systems for Comprehensive Distance Learning, & Families without Wi-Fi Access, Receiving and Returning Student Work

Section 11: Nutrition

Section 12: Appendix of Building Distance Learning Schedules






Comprehensive Distance Learning

An instructional model consciously selected in advance, with time to plan and make preparations to better ensure quality and accessibility of the learning experience for all students. 



A time when students attend school taking socially distant precautions and wearing masks.



A time when students are learning from home.



A time when the students in the cohort meet with the teacher live on Zoom, our official video conferencing platform.



A time when the students work independently on work the teacher has assigned via Canvas LMS.


Office Hours

A time when the teacher is available through email and/or Zoom to meet with students. Meetings during office hours may be scheduled in advance.



A time when a student or a small group of students will meet with the teacher.  This may be in person or on Zoom.



Section 1:  Guide for Parents

Dear Parents and Guardians, 

During this time of school closures, we are working on ways to maintain the link between school and home. We miss our students and we hope to continue to communicate with them through various means. We recognize that online safety is of huge importance and we hope that this document helps to protect both school staff and students, while online.

We recognize that online collaboration is essential for distance learning and that families are in favor of increased opportunities to maintain the connection between school and home. CSD will help to provide access to a variety of online tools, which will assist in providing more effective teaching and learning, while also enabling greater communication between staff, families and students. 

You can expect that we will provide the following supports:

  • Access to Chrome books to support learning.

  • Begin the year with family conferences, such as Virtual Open House or Virtual Home Visits, as a proactive way to re-engage families and learn about student funds of knowledge. At these events building teams will identify family/student strengths and needs relative to engaging with Comprehensive Distance Learning. 

  • A virtual orientation to ensure all students and parents know and understand virtual tools and procedures. 

  • At least four times a year, our buildings will conduct virtual family conference/home visits, honoring home language and translation needs. 

  • Instruction based on grade-level (or above grade-level) state content standards.

  • Teachers will provide at least one synchronous opportunity for every student daily (though not necessarily for every course/content area). 

  • Administrators will be consistently "visible" to parents & students in a virtual setting (e.g., weekly "Principal Talk" session or "mail box" video or weekly newsletter to respond to questions or concerns). 

  • Access to a well-rounded education and opportunities to fill learning gaps in the service of grade-level and integrated learning experiences.

  • Consistent and timely student feedback and documented assessment of learning toward state content standards.

  • Formative assessment-practices to grow student's ability for independent learning. 

  • Time for check-ins and peer interactions; develop a classroom culture, even when the "classroom" is remote. Educator office hours will be posted publicly, for students and families to access.

This is a working document. As we try out new ways of supporting distance learning, the document will be updated. We will collect feedback multiple times a year (at least three) from students and families regarding their experiences during virtual learning so we can continue to improve.

Guidelines for good online communication:

  1. Under no circumstances can pictures or recordings be taken of video calls by parents, guardians or students. 

  2. Staff, families and students are expected to behave in an appropriate, safe, respectful and kind manner online.

  3. It is the duty of parents/guardians to supervise children while they are working online and to ensure any content which they are submitting to their teacher is appropriate.

  4. Staff members can communicate with students and their families via email, Synergy, Acellus, Canvas or through an established app (eg. -, Zoom). 

  5. Any electronic forms of communication will be for educational purposes and to allow for communication with families.

  6. Parental permission will be acquired before setting up a profile for a pupil on a communication forum.

  7. For video/Zoom calls, parental permission is implied, as the link to a video call will be communicated via student's Canvas LMS platform or student  email address. Essentially, by virtue of the student logging on to the call, permission is assumed.

  8. For security reasons, passwords will be provided to families, where applicable. 

  9. CSD cannot accept responsibility for the security of online platforms, in the event that they are hacked.

Guidelines for staff members using online communication methods

Rules for students using online communication methods

Guidelines for parents and guardians:

  1. Under no circumstances can pictures or recordings be taken of video calls- This does not reflect teachers using video recordings for teaching purposes.. 

  2. Staff members will communicate with students and families during the hours of:

CES- 7:30- 3:30

CMHS-  8.00am - 4pm, where possible. 

  1. Staff members will have high expectations regarding pupil behavior, with any communication which takes place online. 

  2. Staff members will seek to become familiar with apps before using them with students.

  3. Staff will check that consent has been given, before setting up a pupil profile for an online app. 

  4. Staff members will report any concerns regarding online behavior or interactions to school administrators. 

  5. Staff are encouraged to generate a new meeting ID and password for each Zoom meeting being held.

  6. Staff members will notify parents/guardians of the date, time and password for a video call via email. 

  7. Staff members will only admit participants to video conferences, if they recognize the email address/username as being connected to a student.

For submitting learning:

  1. Submit work and pictures that are appropriate - have an adult take a look at your work before you send it.

  2. Use kind and friendly words.

For video calls/Zoom:

  1. Pictures or recordings of the video call are not allowed.

  2. Remember our school rules - they are still in place, even online. 

  3. Set up your device in a quiet space, with no distractions in the background.

  4. Join the video with your microphone muted.

  5. Raise your hand before speaking, just like you would do in class.

  6. If you have the chance to talk, speak in your normal voice, using kind and friendly words.

  7. Show respect by listening to others while they are speaking.

  8. Ensure that you are dressed appropriately for the video call.

  9. Ensure that your background is not going to cause a distraction to learning.

  10. Be on time - set a reminder if it helps.

  11. Enjoy! Don't forget to wave hello to everyone when you join! 

For learning:

  1. It is the responsibility of parents and guardians to ensure that students are supervised while they work online. 

  2. Check over the work which students send to their teacher, ensuring it is appropriate.

  3. Continue to revise online safety measures with students.

For video calls/Zoom:

  1. Under no circumstances can pictures or recordings be taken of video calls. 

  2. Ensure that the school has the correct email address for inviting you to join apps and meetings.

  3. The main purposes of a video call is to deliver direct instruction and to maintain a social connection between the school staff and students at this difficult time. Encourage students to listen and enjoy the experience.

  4. Be aware that when participating in group video calls, you can be seen and heard unless you are muted or have disabled your camera. 

  5. You will automatically enter a waiting room when the code for a Zoom call has been entered. Please note that school staff will only accept users into video call if you can be identified by the display name on your zoom account.

  6. Please ensure that your child is on time for a scheduled video, or they may be locked out. Please request to join the Zoom call approximately five minutes before the scheduled start time. This will give school staff time to verify your email address. 

  7. Make sure to familiarize your child with the software in advance. For video in particular, show them how to mute/unmute and turn the camera on/off.

  8. Participants in the call should be dressed appropriately.

  9. An appropriate background/room should be chosen for the video call.

It is important to note that any breach of the above guidelines will result in a discontinuation of this method of communication. A breach may also result in a student being immediately removed from a meeting. In this case, the child's parent will receive a report on the incident.

Section 2: Comprehensive Distance Learning Plan & Cohesive Set Up of Classrooms 

In Comprehensive Distance Learning, academic activities must be available across all instructional areas, so each student participates in a well-rounded educational experience. Students need ample instructional time, predictable routines and schedules, meaningful relationships that promote a sense of belonging, and feedback as they strive to meet learning goals.

The familiar domains of teaching practices (i.e., preparation and planning, purpose, student engagement, classroom environment and culture, curriculum and pedagogy, and assessment of learning) apply to teaching in distance learning models. While state content standards must guide instruction, educators are encouraged to design purposeful learning experiences that build on students' identity and strengths.

Teacher-facilitated learning is a synchronous or an asynchronous learning experience planned and guided by a licensed teacher. The experience is structured to develop, deepen, and assess new knowledge and understanding relative to state content standards. Teacher-facilitated learning is often used when the teacher is planning for all students to have a common experience related to specific learning targets. Teacher-facilitated learning may be accomplished asynchronously through learning management systems, teacher-produced videos, or learning packets, each being structured to create strong learning progression. Synchronous opportunities must be provided daily and may include full group instruction, peer interaction, two-way communication, small group breakouts, or individual office hours. Teacher-facilitated learning may include time that supports students beyond the core instruction, including specially designed instruction, language instruction, or specific services under ESSA or IDEA. 

Applied learning experiences allow for students to apply knowledge and skills that extend from the teacher-facilitated learning. Students have access to instructional support during applied learning activities, provided by educational assistants, teachers, and/or related service providers. These learning experiences are intentionally designed by the teacher to meaningfully deepen student engagement, allow for peer interaction, and to support family and community involvement. Applied learning experiences likely require scaffolding and supports so that students are able to engage with them independent of teacher or adult support. Applied learning experiences must be designed to support independent learning routines, independent practice, and independent application of skills or learning. 

Section 3: Student Expectations 


Students/parents will quickly communicate with school about technology and internet needs. Connect with the building your child is registered at to check-out a device if it is necessary.  If a student has what they need to complete distance learning or online work, and it is not completed by due dates, then students may earn failing grades on said online assignments.

Chrome books are used in the schools, so students have familiarity with them. Students need access to a microphone and camera on their device, and we recommend that a phone or Ipad is NOT the form used for online learning. You must also have dependable wireless connection, and Google Chrome as a browser. 



All students will communicate using Canvas communication tool or student email with their teachers when there is a question. If a student fails to complete an assignment and there was no communication, then the student shall earn a failing grade for the assignment. If technology is the issue, then students or parents must call the school as soon as they know about the technology issue to inform staff, and at that time, a new deadline can be determined.


Class participation:

  1. You are expected to read all of the material provided.

  2. You are expected to use the links provided in order to complete items that are assigned.

  3. It is very important to understand that distance learning and online work is just as important as in person work.

  4. Students should utilize links set up by teachers to ask questions during Zoom or Google meets.

  5. Log in each day to attend live teaching sessions, check for assignments, items posted to the stream, or to interact with peers.

  6. It is expected that students keep interactions online positive and constructive. 

  7. Some students will be required  to bring specific textbooks home that will be needed to complete their online work as well as their notes and other work that will be completed during their distance learning days.

  8. Students caught plagiarizing online material (copy and paste from another website) will have earned a zero for the assignment and are subject to discipline.

Copied off the web- Teachers can choose to use design or create another

Section 4: Staff Expectations 

CSD is committed to providing ongoing professional learning and training to all school staff around best practices in comprehensive distance learning as well as technical "how-to" trainings for operational functions.

Staff Expectations:


  • Ground content in relevant, culturally affirming, responsive and sustaining pedagogy. 

  • Develop daily/weekly plans aligned to Oregon content standards - focus on foundational and prioritized standards, principles of Universal Design for Learning (UDL), and backwards planning.  Link explaining UDL- Universal Design for Learning

  • Determine success criteria that students will need to demonstrate in class, small groups, or 1:1 to show their proficiency with essential standards. 

  • Explicitly discuss learning targets. Targets should connect to what students have previously learned, build on prior knowledge, and integrate with other content areas. Plan to differentiate for student needs (students identified as TAG, students experiencing disabilities, emergent bilinguals, etc.). 

  • Create assessments and plan assessments that: are aligned with state content standards; have clear measurement criteria; measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test, performance); allow students to select from a menu of options; are portfolio-based; and are not reliant on a student's ability to use technology

Syllabus Creation:

In this Online/Distance Learning classroom situation, teachers are expected to create a syllabus or communication tool that is clear to families and students on what the expectations are for online learning as well as distance learning. Here are some questions educators should consider:

  1. How will work be collected?

  2. How will online work, distance learning work, in class work, and homework look and be graded? Do you have rubrics  and how will you assess late work?

  3. How will I take attendance for online work? Address what happens if students are not able to login during a certain day.

  4. What will the students need at home to be successful when online or distance learning?

  5. What forms of communication will you have with students/families/co-taught classes?

  6. What is the participation policy?

  7. Create a weekly lineup of assignments/concepts etc, and use that as a guide for weekly instruction. 


Class Structure:

It is important for students to know exactly what they need to have done, and when it is due. Because of this, it is imperative that we have a similar structure to our Hybrid classes, distance learning and online classes. They should be structured by what should be accomplished weekly.

Add a Sample Weekly Distance Learning Plan








List and make learning objectives clear to students

Teacher opening to introduce lesson through zoom and take attendance.

Teacher reviews the previous day's learning and introduces new work. 

Teacher takes attendance every period.

Teacher reviews the previous day's learning and introduces new work.

Teacher takes attendance every period.

Teacher reviews the previous day's learning and introduces new work.

Teacher takes attendance every period.

Students work on assignments and or projects.


Supplemental videos or assignments

Supplemental videos or assignments

Supplemental videos or assignments

Supplemental videos or assignments

Supplemental videos or assignments

Synchronous teaching at least 50% of the time.

Synchronous teaching at least 50% of the time.

Synchronous teaching at least 50% of the time.

Synchronous teaching at least 50% of the time.

Asynchronous learning



With distance learning and online assignments, students should know your office hours. Staff will have office hours which will be communicated in course syllabi and posted on the Canvas platform. Staff will respond to online or emailed questions within 48 hours.


Technology Planning:

  • Create training for students and families in use of online class tools and structures. 

  • Share and post class plans, weekly calendar, recorded lessons and resources with families and establish times for check-ins and connections.

  • Post and present materials in the order students will need them to be successful. 

  • Record a video of thinking aloud through the skills and content (with visuals) that students may struggle with the most. This can be done through posting your video in Canvas. 

  • Turn can opt to turn on closed captioning for videos to support student understanding and language development.

  Section 5: Attendance

The ability to continue to monitor attendance, as a proxy for engagement, is arguably one of the most important ways schools can help ensure student learning and account for student wellbeing during a pandemic across any instructional model. The primary rationale for documenting student engagement with high-quality attendance data is the relationship between student attendance and student achievement. 


Attendance includes both participation in class activities and interaction with a licensed or registered teacher during a school day or interactions with educational assistants and paraprofessionals through teacher designed and facilitated processes. 


Interaction can be evidenced by any of the following or reasonable equivalents: 

  • Participating in a video class; 

  • Communication from the student to the teacher via chat, text message or email; 

  • A phone call with the student, or, for younger students, with the parent; 

  • Posting completed coursework to a learning management system or web-based platform or via email; or 

  • Turning in completed coursework on a given day. 


When there is no evidence of student interaction during a 24-hour period surrounding a scheduled school day as described, students are reported as absent. A day present for attendance may not be claimed for weekends or holidays, per ORS 336.010 and 187.010, or any other day during which a licensed or registered teacher is not available to students. 



  • Grades K-5: Attendance must be taken at least once per day for all students enrolled in school, regardless of the instructional model (On-Site, Hybrid, Comprehensive Distance Learning). 

  • Grades 6-12: Attendance must be taken at least once for each scheduled class that day for all students enrolled in school, regardless of the instructional model (On-Site, Hybrid, Comprehensive Distance Learning).





Section 6: Grading

Assessment for learning, including formative assessment practices and appropriate uses of interim/benchmark assessments, plays a critical role in Comprehensive Distance Learning, where direct contact with students will be limited.  Grading should let students know where they are in relation to Oregon's content standards; it should also define what students are ready to learn next. 


A comparable opportunity to engage with instruction must be assured for each student if normative grading approaches, such as grades Exceeds - Does Not Meet (at the elementary level) or letter grades A-F (at the secondary level), are used.


Grading will include:

  • Progress monitor student learning, especially for younger students. 

  • Special Education case managers, E.L.L. Specialists, and Counselors will evaluate goals and objectives based on progress markers for students supported with emergent bilingual supports, an IEP, and/or 504 plan. 

  • Teachers will regularly report progress to students and families, in alignment with Division 22 requirements. 

  • Students should be provided opportunities to redo, make up, or try again to complete, show progress, or attempt to complete work without penalty and retaining the highest earned grade. 


Section 7: Testing and Exams


CSD utilizes a balanced assessment system that  provides evidence of learning at the student, classroom, school, district, and state levels. 

  • Educators are expected to use formative assessment practices to inform in-the-moment instructional decision-making.

  • ODE is making a statewide Interim Assessment System and Tools for Teachers (formerly known as the Digital Library) available to all districts. The system is designed by Smarter Balanced and will be available through our Oregon Statewide Assessment System portal.  Great resource for teachers:  Tools for Teachers- Smarter Balanced

  • Plan for student participation in summative assessments at required grade levels in English Language Arts (ELA), mathematics, and science. 


Section 8: Mental, Social, and Emotional Health in Comprehensive Distance Learning 

Our schools will prioritize attention to students' mental, social, and emotional health in all learning models, including Comprehensive Distance Learning. Our educators and employees will ensure the safety, belonging, and mental health of each student as a foundation for learning. This includes recognizing race, culture, gender, and sexual identity. Care and connection will be prioritized, and we will ensure that each student is consistently connected to their teacher(s) and peers. This means regular contact with teachers and peers through synchronous learning experiences. We understand that our students benefit from predictable routines for building connection, relationships and sense of belonging.

Students will experience health education that includes social-emotional learning skills, including bullying, violence, sexual assault, and child abuse prevention. Buildings will meet the legal requirements of Erin's Law ( Erin's Law-School Requirements. Students will also have a daily opportunity for peer interaction (i.e., morning circles for elementary students, author shares, advisories, study groups, peer tutoring). 


Our buildings will implement comprehensive school counseling programs during distance learning; ODE Distance Learning Framework grade K-5)-- ( ODE Distance Learning Framework grade 6-12)


Section 9:  Meeting Needs for IEP accommodations, ELL, Title Services, 504, TAG 


Service Delivery for All ESSA, IDEA, and ADA Services: 

Students learn at highest levels when access to general education peers and grade level content is sustained. Comprehensive Distance Learning allows for creative exploration around co-teaching, integrated services within the general education setting, and strategic balance of asynchronous and synchronous learning opportunities. While small group and individual instruction may be a necessary component of any student's learning day, invest in as many opportunities for inclusionary practices as possible. Teams should work to plan cohesive, inclusive, holistic plans for instruction that enable children to both receive needed services and meaningfully engage with their classroom learning community. 


We will collaborate with families to design mutually acceptable means to provide special education and related services. Specific modalities of instruction continue to be at the discretion of the school/district/teacher. 


The majority of each student's services under ESSA, ADA, or IDEA must be provided synchronously (i.e., with the teacher/service provider and student working together through direct, simultaneous communication). The amount of instruction that is synchronous vs. asynchronous is determined locally by each school and district, but should overwhelmingly lean towards a synchronous nature. This is best when included in inclusive virtual settings using synchronous instruction. 

  • This requirement can be met through a variety of modalities, including but not limited to: 

    • Online video or audio conferencing, 

    • Phone calls while using shared points of reference (i.e., the student and teacher are each working with the same learning materials as they engage in discussion around them via the phone), or 

    • Collaborating on assignments in a cloud-based office suite while also engaged in simultaneous two-way conversation. 

  • Where a majority of synchronous service delivery is not appropriate, the relevant team must convene to ensure appropriate services can be provided. 

    • Asynchronous learning opportunities may be helpful instructional tools when planned and used appropriately, but cannot be considered provision of special education and related services or Title services. 

  • If asynchronous services are recommended, the parent or guardian must provide written consent to shift from synchronous to asynchronous service delivery.

    •  If the parent provides written consent for asynchronous services recommended during an appropriate meeting, these services may be provided asynchronously. 

    • If the parent does not provide written consent, or does not respond to the request for consent, services will need to be provided synchronously. 

  • Provision of synchronous services cannot be used as the justification for denial of access to general education settings. 

  • Where synchronous learning is not resulting in strong evidence of student learning growth, as determined by their progress or by specific parent input, the school must work with the parent and relevant team to provide alternative means by which the student can successfully access distance learning. 


English Language Development Guidance: 

Students who are identified to receive English language development services (Title III) must be provided with language assistance services and supports that allow the students access to grade level academic content and scaffolded language experiences during Comprehensive Distance Learning. The majority of language services to English Learners must be provided in a synchronous manner. We will strive to maximize collaboration, co-planning and co-teaching between the English language specialist, academic content area certified classroom teacher, and the parent or guardian. Staff will review and consider the student's language proficiency in planning for instruction.


Title Services:

Students who receive support and services under Title grant programs must continue to receive these same supplemental interventions as articulated in plans and budget narratives. Family engagement activities are required and should be adjusted as appropriate. For those students receiving Title services, school district officials will be contacting parents to determine a service plan.


Students Protected under Section 504 of the Rehabilitation Act of 1973:

Schools must fully serve students who experience a disability and are protected with a 504 plan during Comprehensive Distance Learning by ensuring that appropriate accommodations are provided to meet the unique needs arising from their disability. Schools should engage in an electronic review of the student's current 504 plan and consider adjusting the student's 504 plan for distance learning context as necessary. If necessary, the school team will meet with the parent/guardian to develop or revise the 504 plan. We will ensure all accommodations and supports are available to students through all remote courses and remote learning. 


Students who Receive Talented and Gifted (TAG) Services:

Within a Comprehensive Distance Learning model, schools must serve students identified as Talented and Gifted (TAG) by accommodating accelerated rates of learning and assessed levels of learning (Rate and Level). Schools will review TAG plans and ensure there is a district process for TAG identification and services. 



Section 10: Technology, Software Systems for Comprehensive Distance Learning, & Families without WiFi Access, Receiving and Returning Student Work



There are many infrastructure elements to consider. Identifying the most appropriate devices for students and staff is a critical element in planning for Comprehensive Distance Learning. Schools will inventory current devices and ensure all cleaning protocols are carefully followed. 




Families can expect:

  • Every student will have a chromebook provided by the district. 

  • Every teacher has a computing device capable of using digital learning software and accessing the internet. 

  • Every device is equipped with a filtering mechanism for compliance with the Children's Internet Protection Act. 

  • Devices are configured, with appropriate apps, and maintained by the school/district. 

  • CSD will support families in obtaining reliable Internet access for every student; if not at their home, offer other locations with internet services students can access. 


Software Systems for Comprehensive Distance Learning:

In order to support our students instructionally while they are at home, we are offering a paper solution for families that do not have access to the Internet.  This system will involve distributing paperwork packets to families for the students to complete while at home, along with frequent phone calls- either to the students directly or to their parents.


If the family is able to access the internet, effectively all activities can be done online, which will eliminate any public health risk associated with providing instructional support.  This document outlines some procedures by CSD staff for mitigating the risk that COVID-19 is spread while still ensuring instructional support for our students.


Grades K-12 Platforms

  • Zoom- CSD primary video stream platform

  • Canvas is our online component to help deliver instruction from the classroom teacher.  

  • Acellus- CSD Online curriculum




Packet Preparation

  1. No school personnel who have symptoms consistent with COVID-19 should prepare packets.  Each day that a staff member will be involved in packet preparation, they should, at a minimum, check their symptoms before putting packets together.  Staff members who are symptomatic should self-quarantine as recommended by the CDC.

  2. No school personnel should be involved in packet preparation if they know they have had close, direct contact with an individual who has COVID-19 or is otherwise symptomatic.  For example, if someone in a school staff member's home is showing signs of the virus, even if they are not yet symptomatic, that school staff member should not be involved in putting packets together.

  3. Any location in schools used for packet preparation should be thoroughly cleaned, following appropriate cleaning protocols, before packet preparation begins.

  4. If you are putting packets in envelopes, choose envelopes that do not require moistening to seal.

  5. Wait 24 hours before distributing packets to families if only paper-based materials are involved.  Wait 72 hours if plastic materials are used.


Packet Distribution

Direct delivery method: All printed packet distributions will utilize the US Postal Service.  The US postal service is already transmitting materials every day, and there have been no cases to date of infection caused by this process.  ( or bussing) 


Packet Return

  • In the event that the district does not reopen on the set date, instructions to pick up materials or mail in assignments will be given in accordance with this safety plan.  

  • From this point forward, any additional packet distributions will now include a self-addressed, stamped envelope for return.  In the packets going home to students, CSD will insert appropriately sized self-addressed envelopes.  Parents will mail the homework assignments back to the school.

  • In the event that the parent needs to drop off the packet, CSD will establish a drop-off location.  Our drop off location is the front entrances of buildings. A clearly marked bin will be used for parents to drop off assignments.  Notification in advance will be communicated to parents to maintain distance from other parents while dropping off packets.  Parents should remain 6 feet apart from anyone else while at the drop off.  In addition, communication with parents will explicitly tell parents, "Do not come if you are symptomatic. Either send someone else or wait until you are no longer symptomatic."  Wait 24 hours after a drop off cycle before beginning to open the packets.

  • Parents who received digital or electronic assignments can easily share completed work through digital platforms (Canvas, email, etc) or via photo sharing.  


Section 11: Nutrition


Providing secure, guaranteed access to nutrition services remains a critical public service in the context of this health pandemic. Nutrition must be prioritized and sustained, regardless of whether students are learning on or off site. Buildings will provide access to meal services for all students, and they will work with nutrition services staff to develop meal service plans.

Section 12: Appendix of Building Distance Learning Schedules for CMHS and CES 



CMHS Schedule Monday-Friday

 8:00-8:30     Breakfast for students/Teacher prep time

 8:30-9:30     Period 1

9:40-10:40   Period 2

10:50-11:50 Period 3

11:55-12:25 Lunch         

12:30-12:55 Advisory     

1:00-2:00     Period 4     

 2:00-3:00     Office hours for students to contact teachers, IEPs, TAG, ELL, Meetings, Small 

cohort group experiences


  • Special Education Services are provided in one of the course periods. 

ok - Updated


Student and Parent Athletic Handbook 

Coaches Handbook