The necessity for individualized access to technology became increasingly apparent during the spring’s remote learning period, prompting plans to distribute Chromebooks to prevent shared device challenges. The district was able to secure additional Chromebooks thanks to a vendor’s surplus, which arose when another district canceled its order, allowing for timely procurement amid industry-wide delays.

The committee emphasized that each student would be assigned their own device, addressing logistical difficulties faced by families with multiple children. Protective measures, including padded sleeves and warranties, were discussed to ensure the durability and longevity of the devices, especially for younger students. The plan also accounted for potential connectivity issues, with efforts underway to provide internet hotspots to families lacking adequate access, aided by a grant application. Additional support through programs like Comcast’s Internet Essentials was mentioned to assist qualifying families with affordable internet service.

In tandem with the technology discussions, the meeting addressed the return-to-school models being considered. Three potential models—a fully in-person, a hybrid, and a fully remote approach—were presented, with the hybrid model attracting particular interest for its flexibility and reduced on-campus presence. This model involves alternating schedules to limit the number of students in buildings at any given time, thus minimizing transmission risks. Specific hybrid schedules proposed included alternating weeks or days of in-person attendance, with remote learning on the other days.

The committee also discussed the logistics of classroom arrangements under these models. Strategies such as maintaining three to six feet of distancing between desks, installing plexiglass barriers, and utilizing outdoor spaces for classes where feasible were explored. These measures aim to ensure compliance with health guidelines, alongside routine sanitization efforts and the provision of personal protective equipment (PPE).

Transportation logistics emerged as a challenge, particularly under the hybrid and in-person models. The reduced capacity for bus seating to maintain distancing posed complications, necessitating additional runs and potentially securing more buses. The committee acknowledged these complexities and planned to gather more accurate ridership data through family registrations for bus passes.

The discussion on returning to school also encompassed feedback from parents and staff, revealing mixed sentiments about resuming in-person classes. The committee underscored the importance of ongoing community engagement and feedback to refine their plans further.

Moreover, the committee focused on health and safety protocols, such as hand hygiene practices, ventilation improvements, and procedures for handling COVID-19 cases within the school community. Plans to enhance classroom ventilation, including potential window replacements at the middle school, were considered crucial for maintaining a safe learning environment.

In addition to these logistical and safety measures, the committee noted the importance of balancing educational integrity with health concerns. The diversity and equity subcommittee was also highlighted, with the appointment of tri-chairs to oversee efforts in reviewing policies and curricula to ensure fairness and inclusivity.