Covid-19:  What Our Parents Need to Know

COVID-19 Response Outline



Los Angeles County Schools:

Rising to the Challenge of COVID-19

A Planning Framework for the 2020-21 School Year CO Schools 2020-21 Planning Framework.pdf?ver=2020-05-26-161915-740



The goal of Waterhouse Guild, at all times, is to protect and promote the complete health of students, parents, staff and visitors. This includes physical, emotional, intellectual, spiritual, and emotional health.


Overall guidelines and responsibilities for students, parents, and staff will be communicated by:

  • Hard copies given to parents and staff.
  • Email to parents and staff.
  • Posting on the school’s website,
  • Group teleconferencing as needed.
  • On-site posters and notices as appropriate at entrances and sinks.


  1. Consider using separate entrance and exit paths to avoid congestion at gate.
    Enter from parking area.
    Exit through garden area.
  2. Classrooms will be arranged as needed to maximize social distancing while taking into account educational needs.
  3. Hand sanitizing stations will be provided at each classroom entrance.
  4. Use of shared materials will be eliminated wherever possible.
  5. Common areas will be cleaned throughout the day as needed.
  6. In addition to our current daily cleaning procedures, a detailed cleaning list (TBD) will be followed at the end of each day.
  7. A visitor log will be kept at the door to track room use outside of Waterhouse hours.
  8. Cones will be provided at classroom entrances to define social distancing requirements in cases where a line forms.



  1. Staff members will be given an exposure questionnaire each morning before entering classrooms.
  2. Staff members will have temperature taken each morning before entering classrooms. If temperature exceeds health authority guidelines, they will be sent home and be required to get tested for Covid-19 before returning to class. If tested positive, staff member will be required to follow public health guidelines before returning.
  3. When feasible, masks will be worn.
  4. Staff will be required to use hand sanitizer when entering or leaving classrooms.


  1. Parents will follow all staff guidelines.
  2. Parents will be restricted from entering classrooms unless necessary.
  3. Parents will be restricted from congregating in classrooms or breezeway.


Daily before entering class:

  1. Students will be given an exposure questionnaire (with a parent or guardian present).
  2. Student’s temperature will be taken with a non-contact thermometer.
  3. Reminders will be given throughout the day regarding distancing and hand washing.
  4. Waterhouse instruction currently takes place in small groups, this practice will continue.
  5. Inter-mixing of groups will be minimized.
  6. Outdoor activities will emphasize social distancing.





“There are several words that still resonate from my high school science classes.

From botany, photosynthesis.

From marine biology, Echinodermata and Coelenterata.

From chemistry, stoichiometry.

And, from cellular biology, mitochondria.”

So begins the lesson.

“Mitochondria located in the cytoplasm are little energy factories within the cell. These amazing organelles enable respiration, which allows the cell to move, to divide, and to thrust their unique purpose. Mitochondria can have different shapes depending on the cell type. Because they contain their own DNA, ribosomes and can produce their own protein, mitochondria are only partially dependant upon the host cell.”

What I set out to explore with my students is the fact that mitochondria possess a double membrane, an outer, which is smooth, and an inner, which possesses many folds called cristae which exponentially increase membrane surface area.

“All living cells have mitochondria. But it is amazing to consider that typical animal cells have up to 2000 mitochondria… in each cell!”

I wanted to take their imagination on a journey between these folds.


“Folds give mitochondria their unique potential; enable the organelle to be highly productive. Cristae take batches of sugar and oxygen and produce ATP (adenosine triphosphate)—cell food.”

At the beginning of the year, science began by exploring the idea that science and art are uniquely connected.

Leonardo himself reminds us, “All our knowledge has its origins in our perceptions.”

My hope was to connect the exploration of mitochondria to the unit we had just completed on the human nervous system. We explored the potential of individuality as we explored the brain—human potential, genius. And here another potential to bridge the gap between learning information and sparking individuality presented itself, this time on a cellular level.

“So today, to continue our exploration of mitochondria, we are going to watch a film about origami.”

Yes, origami.

The students gathered round the TV. I popped in the DVD and set out to accomplish some administrative goals.

Not far into the film I overheard the little group letting out amazement. I was not surprised. But soon I witnessed something that caught me off guard. One-by-one individual students from the group ranging from the 5th through the 11th grader, got up to grab a stack of paper.

They were folding.

The film did not provide a directive to viewers. This was not a “fold-along” film. These students were engaging in the task spontaneously.

Being inspired is magnificent.

During the next biology workshop I provided instructions and large pre-cut squares of paper for the students to fold a hyperbolic parabola. This, to reinforce the film’s message that even paper has hidden potential.

“Folding paper is work. But your work is not in vain. Your work utilizes a fraction of potential. And the paper will never be the same.”

Dare I say, neither will they?

I think mitochondria is one of those words that will stick.


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