MLC Adaptive Covid-19 Protocols

Your Responsibility

  • When working with students who are taking an adaptive lesson, it is even more important that we protect our students. Many adaptive athletes may have medical conditions that increase their vulnerability to illness. It is your responsibility to only come to work if you are feeling well and have not been in contact with another person who has been diagnosed with Covid-19 in the last 14 days. If you are feeling at all unwell, including having a sore throat, fever, cough, runny nose, etc., please do not come to work! Provide your adaptive supervisor with as much notice as possible regarding your absence. Thank you in advance for protecting yourself and our students.

New Lesson Times

  • Morning Adaptive Lesson: 9:30am-12pm
  • Afternoon Adaptive Lesson: 1pm-3:30pm
  • Full Day Adaptive Lesson: 9:30am-12pm and 1pm-3:30pm (student is on their own for lunch)

Information about Your Student

  • Prior to the start of the lesson, the MLC Adaptive team will have collected some basic information about your student, their condition, snowsports skills, and emergency medical information. 
  • First, reference the Adaptive Binder for information regarding your student. Student information is listed alphabetically by last name.
  • If you do not find information about your student, then please reach out to one of the Adaptive contacts listed at the end of this document.

Meeting Your Student

  • Please meet your student at the designated start time.
  • If possible, plan to meet your student outside by the ballroom carpet adaptive lesson meeting area.
  • If your student requires an indoor meeting, then plan to meet your student in the adaptive lesson space next to the program lesson room (the old CLC). 
  • If your student requires an equipment set-up, please arrive at the adaptive space 15 minutes before the start of the lesson to clean equipment and setup as needed. You will be paid for this time.

Indoor Space Use

  • Only the student, one caregiver/parent, and two instructors are allowed within a section of the adaptive space.
  • Please remain 6 feet apart inside when possible.
  • Please minimize your time spent indoors as much as possible.
  • If there is another group fitting indoors at the same time, please be sure to try to keep 6 feet of distance between your lesson group and the other group.

Cleaning/ PPE Procedures

  • A mask is to be worn at all times by the instructor, both indoors and outdoors.
  • If completing an indoor rental fitting, you must wear a mask, face shield, and protective gloves throughout the entirety of the fitting process. Normal mask and outdoor gloves should be worn during the outdoor portion of the lesson. 
  • All equipment being used for the day is to be cleaned with disinfectant spray/ wipes by the instructor before and after use. 

Teaching Students with Cognitive-Related Disorders

  • Meet in designated Adaptive Lesson Meeting Area outdoors when possible.
  • Avoid indoor breaks. If your student needs an indoor break, use a small, designated section of the adaptive space. 
  • When you meet your student, ask if they have used the restroom. If not, encourage them to go prior to the start of the on-snow lesson. This will hopefully help to cut down on indoor exposure.
  • As much as is possible, please teach using hands-off techniques to maintain physical distance while promoting learning.
  • Establish verbal cues for safety (e.g., “stop,” “pause”, etc.) or ask the person’s caregiver which words help the student to know to stop in an emergency or if the student wanders. 
  • Establish firm boundaries at the beginning of the lesson. Lesson boundaries should include:
    • Students must remain with their instructor at all times in the lesson’s designated location. It is even more imperative that students stay with their instructor to maintain physical distancing policies.
    • Face masks are to be worn at all times.
  • Strategies to maintain safety measures and establish boundaries:
    • Visuals can be helpful tools to establish expectations for the lessons. Use a visual schedule (found in the adaptive space) to establish which steps of the lesson.
    • Use “First, Then” language. Example: “First we will put our boots indoors, then we go outside to the snow.” 

Teaching Students with Low Vision

  • When possible and safe, guide and teach from 6 feet apart. This can be accomplished using a ski or bamboo pole, with the instructor and student holding onto opposing ends. Practice on flat, stable surfaces before attempting stairs or other uneven surfaces.
  • If your student needs assistance during the boot fitting process, try to direct the student’s caregiver/guide in adjusting boots or other gear. If physical assistance or guidance is needed (particularly indoors), use a face shield, mask, and gloves to assist your student. See the Cleaning/ PPE section of this guide for more information.
  • Use headsets to ensure that your adaptive athlete can hear you.

Teaching Students with a Physical Condition Requiring Adaptive Equipment

  • Try to limit the amount of time spent indoors when possible. 
    • For example, if a student has taken an MLC adaptive lesson before and you are familiar with their sit-ski setup, prepare the sit-ski ahead of time and complete the fitting process outdoors if possible.
    • If you know that your student requires an indoor rental fitting, please prepare for your adaptive lesson as much as possible in advance
    • You will be paid for set-up time for a sit-down lesson.
  • See Cleaning/ PPE section of this guide for information regarding proper protective gear during sit-down adaptive lessons. Continuing to wear this protective gear outdoors is up to the instructor’s discretion. Masks are required at all times for instructors and students.
  • Clean and sanitize adaptive gear in use for that day prior to and after use.
  • Direct the caregiver to assist with transfers or assist with managing the student’s bodily needs (e.g., wiping nose, keeping mask on, etc.) in all circumstances. 


*If you have any questions or challenges, please contact Emily at, Lucy at, or Josey Rice (


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