Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps)
Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) Strongly Support
Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) Moderately Support
Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) Neutral
Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) Moderately Against
Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) Strongly Against
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice)
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) Strongly Support
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) Moderately Support
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) Neutral
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) Moderately Against
Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) Strongly Against
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning)
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) Strongly Support
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) Moderately Support
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) Neutral
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) Moderately Against
Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) Strongly Against
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2)
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) Strongly Support
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) Moderately Support
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) Neutral
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) Moderately Against
Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) Strongly Against
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3)
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) Strongly Support
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) Moderately Support
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) Neutral
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) Moderately Against
Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) Strongly Against
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring)
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) Strongly Support
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) Moderately Support
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) Neutral
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) Moderately Against
Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) Strongly Against
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring)
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) Strongly Support
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) Moderately Support
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) Neutral
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) Moderately Against
Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) Strongly Against