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Guidance for Protect Our Neighbors


Classroom Guidance 2

Grades K-5

  • Students in grades K-5 do not need to meet the 6-foot distance in classrooms or other locations.
  • Normal class sizes may occur.
  • A defined group of staff should be assigned to a dedicated cohort, but a set number of staff is not identified for flexibility to assign the amount of staff needed for a dedicated cohort.
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Grades 6-8

  • Normal class sizes with increased cohorting, while observing 6-foot spacing as feasible.
  • A firm student gathering number is not given because school classroom sizes differ between and among districts. Local schools should determine the appropriate gathering size while working towards 6-foot distance in a classroom. It is understood some adjustments for each school will need to occur. If 6-foot distance is not attainable, maximize spacing while layering other transmission mitigation tactics, such as masks.

Grades 9-12

  • Normal class sizes with increased cohorting, while observing 6-foot distance as feasible.
  • A firm student gathering number is not given because school classroom sizes differ between and among districts. Local schools should determine the appropriate gathering size while working towards 6-foot distance in a classroom. It is understood some adjustments for each school will need to occur. If 6-foot distance is not attainable, maximize spacing while layering other transmission mitigation tactics, such as masks.

Staff-Only Activities

  • 50% of listed space capacity while maintaining 6-foot distancing

Cohorting Guidance 4

  • If strict cohorts cannot occur, some cohorting is better than none. In circumstances where stricter cohorting is not feasible, the greatest practical degree of cohorting should be employed in conjunction with other layered risk reduction strategies.
  • Cohorts should have staggered recess periods, and movement times to specialized classrooms (e.g. science lab) should be coordinated to avoid mixing of cohorts.
  • To increase cohort feasibility, consider staggered or alternating in-person schedules (e.g. M-T/W-F, AM/PM, or alternate weeks), block scheduling, or hybrid of in-person and proctored remote learning.
  • Be prepared to pivot to full-time remote learning for a class or entire school in case of an outbreak.
  • Cohorts may be realigned during the school year to support student educational needs. Longer durations of stable cohorting and changes that coincide with school breaks or dismissals enhance the effect of cohorting.

Footnotes

2 Classroom size guidance is contingent on the availability of learning spaces appropriate to accommodate students and teachers with appropriate physical distancing. Schools may consider using alternative learning spaces (e.g. outdoors, gymnasiums, multipurpose rooms, etc) to maximize social distancing.

4 Cohorts describe stable groups with fixed membership. For a classroom setting, cohorting is achieved by maintaining the same group of students together throughout the day across many weeks. While students may be members of more than one cohort, each additional cohort greatly increases the number of individuals who may be exposed to a case of COVID-19. Cohorting facilitates disease control by minimizing the number of contacts each individual is exposed to. This, in turn, limits the scope of dismissal and closure activities in the event of a detected case of COVID-19 or other disease.

Athletic, extracurricular and cocurricular activities will vary by phase, and will be addressed in separate guidance from CDPHE.

Stay, Safer, and Protect Complete Framework (PDF) - specific metrics