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.



How to Read a Great Character and Become One

Characters do things. They feel things. They hear things. They say things. They think things. They go places. They can walk, run, leap, and jump. They may sit and rock in a rocking chair. They may just lie in bed, sleep, and dream. But the important thing is that characters act. And it is precisely these actions that show us just what kind of imaginary people characters are—friendly, sad, nosey, happy, confused, angry, or inventive. And we need to know because something always happens in great stories. Character determines the outcome.

Earlier this month, Søren sat on the couch chuckling to himself, turning the pages of an old favorite. It’s Lewis Carroll re-imagined. Christopher Myers keeps the text the same but re-imagines the beast as a basketball-playing-Jabberwocky. And the protagonist? Well, he becomes a small boy with basketball-shaped-stars in his eyes.

What fascinated me about the scene was what happened when the book was closed. Søren smiled, got off the couch to rummage around the atelier for paper, scissors, and tape. Silently he concentrated, cutting shapes and connecting them until the characters emerged. Then he swept up the scraps, set his characters to hold the gesture, and walked away from the table without a word.

I know what he was up to. This was literary analysis at its best. Carroll’s Jabberwocky is a larger than life, but there is no doubt that the storm of neologism and nonsense qualifies it as a very difficult read. To most, Søren’s hive of post reading activity might be deemed at best a responsive craft. But Søren was actually deep in thought. This post-reading activity was uniquely contemplative, was Søren’s way of unpacking Lewis Carroll’s poem and the consequent reimagining of Christopher Myer.

And I know where Søren’s pondering will lead. It will lead to an idea. Sometimes we begin with a study of someone else’s idea to incubate an original idea of our own. So it might not be this week, maybe not even next, but I’m sure Lewis Carroll and Christopher Meyer offered fodder that has been sufficiently tucked away in the mind of the apprentice.


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