As Connecticut reopens businesses, the words of New York’s Gov. Andrew Cuomo provide a sensible approach. His idea of beginning with a well-thought-out plan to methodically phase in a re-entry seems prudent. An existence of a “plan” calms fears and fosters hope in the public.

Connecticut Gov. Ned Lamont, in agreement with Cuomo, is proceeding cautiously with Connecticut’s three-phase plan. This is wise in light of all the COVID-19 spikes in other states. As Connecticut proceeds with its re-entry plan, many businesses may not appear or function as they did prior to the onset of COVID-19. Hopefully, some businesses may encourage job sharing, splitting an eight-hour day into two four-hour shifts for workers. The concept of job sharing would work well for many parents and be in tandem with a thoughtful and gradual reopening of elementary schools.

We know that social and physical distancing must continue until the widespread use of a vaccine is available, and it is extremely doubtful that a vaccine will be available by the beginning of September. Having said this, then the idea of rotating and phasing in the number of students entering buildings is a way to reimagine how elementary schools could begin to function.

Let’s examine this idea. For example, in Connecticut, usually first grade classrooms have 20 to 22 students enrolled. If social distancing is honored, then a reduction in the number of students serviced at any one time is critical. Ample space among students and teacher is vital for their physical well-being. A teacher would continue to be responsible for the 20 students assigned, but would see 10 students in a morning shift and 10 in the afternoon. They could meet four days a week, covering reading, mathematics, science, and history lessons. On the fifth day, instruction in the specials (art, music, library, physical education, and foreign language) would occur remotely from home.

Each successive grade (grades 2 through 4) would have specials on alternate days. For instance, second grade classes would meet Monday, Tuesday, Wednesday and Friday. Second graders would have specials on Thursday.

How does this happen? Conversations among small business leaders (chambers of commerce), boards of education, representatives from local, state, and federal entities should be occurring. It is not too late.

Parents who have students enrolled in morning classes could work for a half-day and be paid for that portion of that day by the employer. In the afternoon, when the child or children are home, the parent also would be home. This would lessen outside child-care expenses. The parent also would receive an additional half-day pay when they are home with their children, hopefully, from the existence of a comprehensive federal subsidy program.

Of course, what I offer is only one way to begin. Many important factors must be considered as well in opening schools, and I am not minimizing their importance or priority. A well-thought-out plan must include discussion regarding sanitation issues, air flow in schools, bus contracts, assistance for the classroom teacher, special student needs, and middle and high school schedules.

Finally, it should be noted that there is no harm in phasing in the number of students enrolling in Connecticut schools throughout the autumn months, until we are able to accommodate all students at every grade level.

Although I offer one idea to contemplate, I am sure there are other and better plans to consider. All plans for reopening should be put on the table to discuss with representatives from different sectors. It is challenging and overwhelming. Creativity is needed more than ever, if public schools are to be ready to begin accepting Connecticut students in September.

Karen A. Costello, a retired Connecticut educator, lives in Groton.