Oregon achieves . . . together!

OPERATIONAL BLUEPRINT FOR SCHOOL REENTRY 2020-21 Updated August 4, 2020

Under ODE’s Ready Schools, Safe Learners guidance, each school1 has been directed to submit a plan to the district2 in order to provide on-site and/or hybrid instruction. Districts must submit each school’s plan to the local school board and make the plans available to the public. This form is to be used to document a district’s, school’s or program’s plan to ensure students can return for the 2020-21 school year, in some form, in accordance with Executive Order 20-25(10). Schools must use the Ready Schools, Safe Learners guidance document as they complete their Operational Blueprint for Reentry. ODE recommends plan development be inclusive of, but not limited to school-based administrators, teachers and school staff, health and nursing staff, association leadership, nutrition services, transportation services, tribal consultation,3 parents and others for purposes of providing expertise, developing broad understanding of the health protocols and carrying out plan implementation.

1. Please fill out information:

SCHOOL/DISTRICT/PROGRAM INFORMATION

Name of School, District or Program Colonel Wright Elementary School / North Wasco School District 21

Key Contact Person for this Plan Carol Dowsett, Principal / Theresa Peters, Interim Superintendent

Phone Number of this Person 541-506-3360

Email Address of this Person dowsettc@nwasco.k12.or.us

Sectors and position titles of those who informed the plan

Community Parent/Guardian input from surveys and conversations; Staff surveys and conversations;

School Leadership Team: K teacher Courtney Middleton; 1st teacher Judy Powell; Grade 2 Teacher Jodi Ketchum; Grade 4 teacher Janet Bustos; Counselor Cal Robertson; Title 1 teacher Erin Cypers; Office Secretary Daphne Fludd; Ell teacher Eliane Agra; Administrator Carol Dowsett; ELL assistant Deocelan Munoz; Theresa Peters, Interim Superintendent

1 For the purposes of this guidance: “school” refers to all public schools, including public charter schools, public virtual charter schools, alternative education programs, private schools and the Oregon School for the Deaf. For ease of readability, “school” will be used inclusively to reference all of these settings. 2 For the purposes of this guidance: “district” refers to a school district, education service district, public charter school sponsoring district, virtual public charter school sponsoring district, state sponsored public charter school, alternative education programs, private schools, and the Oregon School for the Deaf. 3 Tribal Consultation is a separate process from stakeholder engagement; consultation recognizes and affirms tribal rights of self-government and tribal sovereignty, and mandates state government to work with American Indian nations on a government-to-government basis.

Page 2 of 27

Judith Cobb RN

Local public health office(s) or officers(s) Dr. Miriam McDonnell

Name of person Designated to Establish, Implement and Enforce Physical Distancing Requirements

Carol Dowsett, Principal

Intended Effective Dates for this Plan August 21, 2020-June 2021

ESD Region Columbia Gorge ESD

2. Please list efforts you have made to engage your community (public health information sharing, taking feedback on planning, etc.) in preparing for school in 2020-21. Include information on engagement with communities often underserved and marginalized and those communities disproportionately impacted by COVID-19.

Considering the diverse needs and perspectives of our students and families North Wasco County School District gathered parent input through school surveys. Information was sent to parents via email, U.S. Mail, and also handed out at our meals-to-go distribution sites. Input was gathered regarding the successes and challenges with the distance learning from the last trimester of the 2019-20 school year, as well as feedback on preferences and comfort level for both in-person and distance learning for the 2020-21 school year. The survey data was utilized to inform planning at the building and district level for the upcoming school year. Throughout the planning process we utilized an equity lens, keeping in mind the needs and challenges faced by our underserved populations who are disproportionately impacted by COVID-19. We also looked at are trimester three grading and engagement data to see which of our populations were disproportionately impacted due to the spring closure. Electronic surveys from parents/guardians in the school district. Door to door survey for parents who did not respond to electronic surveys in government housing units. Planning meetings with staff members. Union meetings (COVID planning teams). Leadership committee from CWES focused on planning. Individual interviews with parents in the community.

3. Indicate which instructional model will be used.

Select One:

☐ On-Site Learning ☐ Hybrid Learning X Comprehensive Distance Learning

4. If you selected Comprehensive Distance Learning, you only have to fill out the green portion of the Operational Blueprint for Reentry (i.e., page 2 in the initial template).

5. If you selected On-Site Learning or Hybrid Learning, you have to fill out the blue portion of the Operational Blueprint for Reentry (i.e., pages 3-16 in the initial template) and submit online. (https://app.smartsheet.com/b/form/a4dedb5185d94966b1dffc75e4874c8a) by August 17, 2020 or prior to the beginning of the 2020-21 school year.

* Note: Private schools are required to comply with only sections 1-3 of the Ready Schools, Safe Learners guidance.

REQUIREMENTS FOR COMPREHENSIVE DISTANCE LEARNING OPERATIONAL BLUEPRINT This section must be completed by any school that is seeking to provide instruction through Comprehensive Distance Learning.

Schools providing On-Site or Hybrid Instructional Models do not need to complete this section.

Page 3 of 27

Describe why you are selecting Comprehensive Distance Learning as the school’s Instructional Model for the effective dates of this plan.

North Wasco County School District will be opening the 2020-21 school year in a Comprehensive Distance Learning format due to the current health metrics at the county and state level when compared to the required metrics for providing instruction at-school. The required metrics for in-school learning are: County Metrics- metrics must be met three weeks in a row: 1) COVID-19 case rate of at or less than 10 per 100,000 population in the preceding 7 days, 2) test positivity of at or less than 5% in the preceding 7 days, AND the following state metric must be met for three weeks in a row: test positivity rate of at or less than 5% in the preceding 7 days. In examining our current county and state metrics, and for family and teacher planning purposes, we will open in a Comprehensive Distance Learning Format until October 16th. The district will monitor the metrics and if we are able to open schools for in-school instruction in a hybrid format we will transition. This will be communicated to families and staff so we are able to plan for the transition to in-school learning. As we are permitted to provide in-school instruction due to allowable exceptions to the metric requirements, to the extent possible and when metrics allow, we will provide in-person instruction for kindergarten through grade three, and for specific groups of students based on needed educational, curricular and/or assessment supports. For example, students who experience disability, or for career technical education courses that may require hands-on demonstration of skills and for assessment when a secure testing environment is necessary. This too, will be communicated to families and staff so we are able to plan for the transition for in-school learning. Comprehensive Distance Learning has been selected because the Oregon Department of Education in conjunction with the Oregon Health Authority, and the Office of the Governor have set metrics that need to be met in order to attend school on-site. Originally designed as a Hybrid Model, we are now selecting a soft-start of Comprehensive Distance Learning until we are able to meet the metrics and be in the building on-site. The Leadership Team of North Wasco School district will evaluate the metrics after 4 weeks to see if the metrics have been met. If not, the CDL will continue. If it does meet the metrics, on site hybrid learning will take place on and off campus at the end of the following two weeks. In completing this portion of the Blueprint you are attesting that you have reviewed the Comprehensive Distance Learning Guidance. Here is a link to the overview of CDL Requirements. Please name any requirements you need ODE to review for any possible flexibility or waiver.

● We have read the CDL guidance requirements. ● ● Since we are currently assessing our parent/student need for a fully on-line instructional format, our district may need to apply for an

Institutional ID number, or to apply to reinstate the Institutional ID number for our now defunct North Wasco Virtual Academy Institutional ID number. We will know more following our parent survey on August 14th.

● ● A waiver may also be required to provide nutrition to our students during Comprehensive Distance Learning. In order to equitably

provide meals for our students we may need a waiver to provide meals-to-go along our bus routes, as well as using our school sites as distribution points.

Describe the school’s plan, including the anticipated timeline, for returning to Hybrid Learning or On-Site Learning consistent with the Ready Schools, Safe Learners guidance. North Wasco County School District will begin the 2020-21 school year in Comprehensive Distance Learning until at least October 16th. Comprehensive Distance Learning will include instruction five days per week with interaction between teacher and students daily, and allowing for student to student interaction, as well. State and county COVID metrics will be monitored to determine if we are on track to transition to Hybrid Learning as early as October 19th. Hybrid learning would involve a combination of in-school learning and distance learning in a safe environment. Classes would be divided into two groups, Group A and Group B. Group A would be in-school on Mondays and Thursdays and Groups B would be in-school on Tuesdays and Fridays. On the three days each week when students are not in-school, their learning will be in a distance format. Each student would receive 2 days of in-school instruction and 3 days of distance learning per week. We will monitor the county COVID metrics to determine when we are able to allow some in-school instruction for targeted populations prioritized by the allowable exceptions in the metrics guidance from ODE. For example, if the county metrics threshold is met we may begin serving prioritized populations such as kindergarten through third graders, and limited at-school instruction based on needed educational, relational, curricular, instructional and/or assessment supports. This could include, but is not limited to, students who experience disability as well as students in programs such as career technical education that may require hands-on demonstration of skills, and the provision of secure assessment environments. To prepare staff for Comprehensive Distance Learning we will provide additional training in Google Classroom, Google Meets, student engagement in a distance learning format, Remind, trauma informed practices, and curriculum alignment with prioritization of state standards. We will also train staff in COVID protocols necessary for staff to be on-site, as well as for when we are preparing to bring students on-site. We will utilize our weekly Wednesday PLC (Professional Learning Community) time for on-going training around trauma, standards, differentiation for students needing accommodations (students who experience disability, English language learners, and students identified as Talented and Gifted.)

Page 4 of 27

In response to parent feedback from our survey in June, we will streamline and standardize our instruction in the Comprehensive Distance Learning format. Our digital platform will be Google Classroom for kindergarten through grade twelve. We will use a common format across grade levels to help students and parents orient to the program. Before school begins we will allow time for teachers to connect with students and parents, orienting them to the platform and the expectations in the Comprehensive Distance Learning format. We are gathering data from parents at registration to consider offering a fully on-line instructional component utilizing district staff and the Acellus curriculum. This will be decided following registration when we can determine parent interest, and then we can assess staffing needs. Teachers will reach out to students daily in Comprehensive Distance Learning. A Google Classroom platform K-12 will be used by all teachers. School adopted curriculum and standards outlined on grade level resort cards will be the directions for teaching. At the end of the 4th week of continuous distance learning, administration will evaluate the metrics for county and state. If there is progress made and the metrics have remained steady at the level allowable for school entry, the decision will be made to return to the Hybrid Plan. This plan is delineated later in this document. For students who are out of the building for the year, school will continue to operate with these students using distance learning models.

The remainder of this operational blueprint is not applicable to schools operating a Comprehensive Distance Learning Model.

ESSENTIAL REQUIREMENTS FOR HYBRID / ON-SITE OPERATIONAL BLUEPRINT This section must be completed by any school that is providing instruction through On-Site or Hybrid Instructional Models.

Schools providing Comprehensive Distance Learning Instructional Models do not need to complete this section.

1. Public Health Protocols

1a. COMMUNICABLE DISEASE MANAGEMENT PLAN FOR COVID-19

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Implement measures to limit the spreads of COVID-19 within the

school setting. NWCSD Communicable Disease Management Annex – CLICK HERE

● Staff wear masks; scheduled handwashing; small 10-12 cohort group with specialists coming to the classroom; social distancing measures (limited classroom cohorts), playground equipment kept in containers for each cohort and disinfected after use; students use own supplies. Scheduled restroom breaks.

● Routine Disinfection for Frequently Touched Surfaces Protocol – CLICK HERE

● Preventive Disinfection Protocols (May also be used after 7day vacancy of area) - CLICK HERE

● Contaminated Area Disinfection Protocol – CLICK HERE

☐ Update written Communicable Disease Management Plan to specifically address the prevention of the spread of COVID-19.

☐ Designate a person at each school to establish, implement and enforce physical distancing requirements, consistent with this guidance and other guidance from OHA.

☐ Include names of the LPHA staff, school nurses, and other medical experts who provided support and resources to the district/school policies and plans. Review relevant local, state, and national evidence to inform plan.

☐ Process and procedures established to train all staff in sections 1 - 3 of the Ready Schools, Safe Learners guidance. Consider conducting the training virtually, or, if in-person, ensure physical distancing is maintained to the maximum extent possible.

☐ Protocol to notify the local public health authority (LPHA Directory by County) of any confirmed COVID-19 cases among students or staff.

☐ Plans for systematic disinfection of classrooms, offices, bathrooms and activity areas.

☐ Process to report to the LPHA any cluster of any illness among staff or students.

☐ Protocol to cooperate with the LPHA recommendations and provide all logs and information in a timely manner.

☐ Protocol for screening students and staff for symptoms (see section 1f of the Ready Schools, Safe Learners guidance).

☐ Protocol to isolate any ill or exposed persons from physical contact with others.

Page 5 of 27

☐ Protocol for communicating potential COVID-19 cases to the school community and other stakeholders (see section 1e of the Ready Schools, Safe Learners guidance).

☐ Create a system for maintaining daily logs for each student/cohort for the purposes of contact tracing. This system needs to be made in consultation with a school/district nurse or an LPHA official. Sample logs are available as a part of the Oregon School Nurses Association COVID-19 Toolkit.

● If a student(s) is part of a stable cohort (a group of students that are consistently in contact with each other or in multiple cohort groups) that conform to the requirements of cohorting (see section 1d of the Ready Schools, Safe Learners guidance), the daily log may be maintained for the cohort.

● If a student(s) is not part of a stable cohort, then an individual student log must be maintained.

☐ Required components of individual daily student/cohort logs include: ● Child’s name ● Drop off/pick up time ● Parent/guardian name and emergency contact information ● All staff (including itinerant staff, district staff, substitutes,

and guest teachers) names and phone numbers who interact with a stable cohort or individual student

☐ Protocol to record/keep daily logs to be used for contact tracing for a minimum of four weeks to assist the LPHA as needed.

☐ Process to ensure that all itinerant and all district staff (maintenance, administrative, delivery, nutrition, and any other staff ) who move between buildings keep a log or calendar with a running four-week history of their time in each school building and who they were in contact with at each site.

☐ Process to ensure that the school reports to and consults with the LPHA regarding cleaning and possible classroom or program closure if anyone who has entered school is diagnosed with COVID-19.

☐ Protocol to respond to potential outbreaks (see section 3 of the Ready Schools, Safe Learners guidance).

1b. HIGH-RISK POPULATIONS

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Serve students in high-risk population(s) whether learning is

happening through On-Site, Hybrid (partially On-Site and partially Comprehensive Distance Learning models), or Comprehensive Distance Learning models.

***Note*** We are anticipating guidance from ODE regarding students who experience disability. This section will be updated following that guidance.

Medically Fragile, Complex and Nursing-Dependent Student Requirements ☐ All districts must account for students who have health conditions

that require additional nursing services. Oregon law (ORS 336.201) defines three levels of severity related to required nursing services:

1. Medically Complex: Are students who may have an unstable health condition and who may require daily professional nursing services.

☐ Staff and school administrators, in partnership with school nurses, or other school health providers, should work with interdisciplinary teams to address individual student needs. The school registered nurse (RN) is responsible for nursing care provided to individual students as outlined in ODE guidance and state law:

● Communicate with parents and health care providers to determine return to school status and current needs of the student.

● Coordinate and update other health services the student may be receiving in addition to nursing services. This may

Page 6 of 27

include speech language pathology, occupational therapy, physical therapy, as well as behavioral and mental health services.

● Modify Health Management Plans, Care Plans, IEPs, or 504 or other student-level medical plans, as indicated, to address current health care considerations.

● The RN practicing in the school setting should be supported to remain up to date on current guidelines and access professional support such as evidence-based resources from the Oregon School Nurses Association.

● Service provision should consider health and safety as well as legal standards.

● Work with an interdisciplinary team to meet requirements of ADA and FAPE.

● High-risk individuals may meet criteria for exclusion during a local health crisis.

● Refer to updated state and national guidance and resources such as:

o U.S. Department of Education Supplemental Fact Sheet: Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities from March 21, 2020.

o ODE guidance updates for Special Education. Example from March 11, 2020.

o OAR 581-015-2000 Special Education, requires districts to provide ‘school health services and school nurse services’ as part of the ‘related services’ in order ‘to assist a child with a disability to benefit from special education.’

o OAR 333-019-0010 Public Health: Investigation and Control of Diseases: General Powers and Responsibilities, outlines authority and responsibilities for school exclusion.

1c. PHYSICAL DISTANCING

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Establish a minimum of 35 square feet per person when determining

room capacity. Calculate only with usable classroom space, understanding that desks and room set-up will require use of all space in the calculation. This also applies for professional development and staff gatherings.

NWCSD 21 - Communicable Disease Management Annex – Physical Distancing, p. 35 – CLICK HERE Overall: *Remove extra furniture to make more room in class * Remove fabric covered furniture *Assign seating to maximize physical distancing and minimize physical interaction *Operate classes as a cohort with specialists pushing into classroom as much as possible for instruction and mediation. *Room capacity laid out in 6 foot grids. 12 students per room. *Specific times and drop off areas around school for students. * Staggered line up outside of 3-5 classrooms in 2 minute intervals--”spots” for standing painted outside of entry/exit doors on the ground *K-12 line up outside of classroom doors with “spots” for standing painted on the ground *Establish routines and practice. *Stagger restroom breaks. *Handwashing routines with marks on the floor to stand while counting out washing time. *Students divided into AB groups. *Pattern of entry and movement with patterns on floor, reminding students. Weekly pattern of Monday A, Tuesday B, Wednesday C, Thursday A, Friday B.

☐ Support physical distancing in all daily activities and instruction, maintaining at least six feet between individuals to the maximum extent possible.

☐ Minimize time standing in lines and take steps to ensure that six feet of distance between students is maintained, including marking spacing on floor, one-way traffic flow in constrained spaces, etc.

☐ Schedule modifications to limit the number of students in the building (e.g., rotating groups by days or location, staggered schedules to avoid hallway crowding and gathering).

☐ Plan for students who will need additional support in learning how to maintain physical distancing requirements. Provide instruction; don’t employ punitive discipline.

☐ Staff should maintain physical distancing during all staff meetings and conferences, or consider remote web-based meetings.

Page 7 of 27

*Practice routines. Not punitive. Positive reminders. *ADDITIONAL CONSIDERATION: Special education services will be planned and provided by case manager in collaboration with teachers. Most specially designed instruction will be provided as per indications of the IEP. The IEP team will use personal protective devices such as a face shield to deliver instruction. *Music and PE teacher: Limit total cohort to 100 students. Focus on classes needing relationship building and video other cohorts with supervision from teacher or assistant. Conduct outside as much as possible. Physical distancing in place. *PE when in gym sanitize hands prior to entry and after. Clean and disinfect between groups if using common spaces.

1d. COHORTING

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Where feasible, establish stable cohorts: groups should be no larger

than can be accommodated by the space available to provide 35 square feet per person, including staff.

● The smaller the cohort, the less risk of spreading disease. As cohort groups increase in size, the risk of spreading disease increases.

NWCSD 21 - Communicable Disease Management Annex – Cohorting Protocol, p. 25 – CLICK HERE Below are the identified stable cohorts to ensure capability for contact tracing:

1) Transportation Cohort: a) Stable group of students according to schedule

Monday-A; Tuesday-B; Wednesday for remediation; Thursday-A; Friday-B.

b) Updated contact-tracing logs are required for each run of a route.

2) Kindergarten through Grade 5 cohorts: These are maintained throughout the year and for each special area. They will be in a cohort of 12-14. Each class list has been divided in half according to transportation. Monday A, Tuesday B, Wednesday Intervention/TAG, Thursday A, Friday B.

3) Special Education needs will be push in services as much as possible with pull out using proper sanitation and face shields. Schedules will include the same cohort unless working with students on-line.

All surfaces will be disinfected throughout the day and between student cohorts. (See Routine Disinfection of High Contact Areas – CLICK HERE) Balanced class lists according to transportation and student need. All coursework points to grade level standards with time for remediation. Daily system of contact logs.

☐ Students cannot be part of any single cohort, or part of multiple cohorts that exceed a total of 100 people within the educational week. Schools should plan to limit cohort sizes to allow for efficient contact-tracing and minimal risk for exposure.

☐ Each school must have a system for daily logs to ensure contract tracing among the cohort (see section 1a of the Ready Schools, Safe Learners guidance).

☐ Minimize interaction between students in different stable cohorts (e.g., access to restrooms, activities, common areas). Provide access to All Gender/Gender Neutral restrooms.

☐ Cleaning and wiping surfaces (e.g., desks, door handles, etc.) must be maintained between multiple student uses, even in the same cohort.

☐ Design cohorts such that all students (including those protected under ADA and IDEA) maintain access to general education, grade level learning standards, and peers.

☐ Staff who interact with multiple stable cohorts must wash/sanitize their hands between interactions with different stable cohorts.

1e. PUBLIC HEALTH COMMUNICATION OHA/ODE Requirements Hybrid/Onsite Plan ☐ Communicate to staff at the start of On-Site instruction and at

periodic intervals explaining infection control measures that are being implemented to prevent spread of disease.

Standard throughout district. *Staff train before school begins and continue throughout the school year.

☐ Develop protocols for communicating with students, families and staff who have come into close contact with a confirmed case.

● The definition of exposure is being within 6 feet of a COVID-19 case for 15 minutes (or longer).

Page 8 of 27

☐ Develop protocols for communicating immediately with staff, families, and the community when a new case(s) of COVID-19 is diagnosed in students or staff members, including a description of how the school or district is responding.

☐ Provide all information in languages and formats accessible to the school community.

1f. ENTRY AND SCREENING

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Direct students and staff to stay home if they, or anyone in their

homes or community living spaces, have COVID-19 symptoms, or if anyone in their home or community living spaces has COVID-19. COVID-19 symptoms are as follows:

● Primary symptoms of concern: cough, fever (of greater than 100.4°F) or chills, shortness of breath, or difficulty breathing.

● Note that muscle pain, headache, sore throat, new loss of taste or smell, diarrhea, nausea, vomiting, nasal congestion, and runny nose are also symptoms often associated with COVID-19. More information about COVID-19 symptoms is available from CDC.

● In addition to COVID-19 symptoms, students should be excluded from school for signs of other infectious diseases, per existing school policy and protocols. See pages 9-12 of OHA/ODE Communicable Disease Guidance.

● Emergency signs that require immediate medical attention: o Trouble breathing o Persistent pain or pressure in the chest o New confusion or inability to awaken o Bluish lips or face o Other severe symptoms

NWCSD 21 - Communicable Disease Management Annex – Screening Students, Staff & Essential Visitors Protocols, p. 57-62 – CLICK HERE

● Students will arrive/be dropped off at 3 sites on campus and

one site by bus. Screeners will be at all locations. Prior to going to classrooms students will be screened

● All classes with outside doors (K-2) will utilize this entrance. ● Classes in grades 3-5 will enter through exterior doors assigned

in building. Hand sanitizing unit will be located at entry of building.

● When screen indicates that a student may be symptomatic, the student is directed to the office following established protocol. Students will be placed in isolation with a face shield, parents/guardians contacted for pick-up. (see section 1a)

● See section 2I for information about screening protocols that must be followed.

● School entry: Students arrive at set locations in designated lines with spots specifically located on the ground for social distancing.

○ K ○ 1 ○ 2 ○ 3 ○ 4 ○ 5

● Screening Staff:

○ Staff are required to report to the administrator when they may have been exposed to COVID 19.

○ Staff are required to report when they have symptoms related to COVID 19.

○ Staff members are not responsible for screening other staff members for symptoms.

● ONGOING: ○ Weekly note: Reminders to parents to

report actual symptoms when calling students in sick as part of communicable disease communication. Any student or staff known to have been exposed (e.g. by a household member) to COVID 19 shall not be allowed on campus until the passage of 14 calendar days after exposure and until symptoms (e.g. fever, cough, shortness of breath, sore throat, headache) are improving. Do not exclude staff or students who have a cough that is not a new onset or worsening caught (that is not a new onset or worsening cough (e.g. asthma, allergies, etc. from school).

● Parents/Guardians: Provide information regarding existing conditions that cause coughing to be utilized

☐ Screen all students and staff for symptoms on entry to bus/school every day. This can be done visually and/or with confirmation from a parent/caregiver/guardian. Staff members can self-screen and attest to their own health.

● Anyone displaying or reporting the primary symptoms of concern must be isolated (see section 1i of the Ready Schools, Safe Learners guidance) and sent home as soon as possible.

● They must remain home until 24 hours after fever is gone (without use of fever reducing medicine) and other symptoms are improving.

☐ Follow LPHA advice on restricting from school any student or staff known to have been exposed (e.g., by a household member) to COVID-19 within the preceding 14 calendar days.

☐ Staff or students with a chronic or baseline cough that has worsened or is not well-controlled with medication should be excluded from school. Do not exclude staff or students who have other symptoms that are chronic or baseline symptoms (e.g., asthma, allergies, etc.) from school.

☐ Hand hygiene on entry to school every day: wash with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol.

Page 9 of 27

for the purpose of screening, as previously existing coughs that are not worsening are not considered symptomatic of COVID 19.

● Hand sanitizer at each screening area, next to each exit door,

and in classroom.

1g. VISITORS/VOLUNTEERS OHA/ODE Requirements Hybrid/Onsite Plan ☐ Restrict non-essential visitors/volunteers. ● Visitors/Volunteers will be unable to work in schools, or

complete other volunteer activities that require in person interaction at this time. Adults in schools are limited to essential personnel only.

● Exception: ○ Substitutes/Guest Instructors ○ vendors ○ parent/guardians for pre-planned IEP/Parent

meetings--remotely as much as possible. Protocols followed if in building.

○ Community essential visitors such as DHS/Dental Screening/Vision Screening

● All visitors follow protocols for the building--wear mask, distance of 6 feet, screened for symptoms, sanitize hands frequently.

☐ Visitors/volunteers must wash or sanitize their hands upon entry and exit.

☐ Visitors/volunteers must maintain six-foot distancing, wear face coverings, and adhere to all other provisions of this guidance.

☐ Screen all visitors/volunteers for symptoms upon every entry. Restrict from school property any visitor known to have been exposed to COVID-19 within the preceding 14 calendar days.

1h. FACE COVERINGS, FACE SHIELDS, AND CLEAR PLASTIC BARRIERS

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Face coverings or face shields for all staff, contractors, other service

providers, or visitors or volunteers following CDC guidelines Face Coverings.

Face coverings or face shields Face coverings, face shields or protective eyewear are required and will be provided for:

- - All staff, contractors, other service providers or

visitors/volunteers following CDC guidelines Face Coverings.

- Bus drivers- Shield must be in use when stopped but can be lifted while driving. Facial coverings (mask) are required to be used in conjunction with facial shields/protective eyewear while driving the bus.

Protective barriers or face shields:

- Front office staff - Speech Language Pathologists and Speech Pathologist

Assistants

☐ Face coverings or face shields for all students in grades Kindergarten and up following CDC guidelines Face Coverings.

☐ If a student removes a face covering, or demonstrates a need to remove the face covering for a short-period of time, the school/team must:

☐ Face masks for school RNs or other medical personnel when providing direct contact care and monitoring of staff/students displaying symptoms. School nurses should also wear appropriate Personal Protective Equipment (PPE) for their role.

Protections under the ADA or IDEA ☐ If any student requires an accommodation to meet the requirement

for face coverings, districts and schools should work to limit the student’s proximity to students and staff to the extent possible to minimize the possibility of exposure. Appropriate accommodations could include:

● Offering different types of face coverings and face shields that may meet the needs of the student.

● Spaces away from peers while the face covering is removed; students should not be left alone or unsupervised.

● Short periods of the educational day that do not include wearing the face covering, while following the other health strategies to reduce the spread of disease;

● Additional instructional supports to effectively wear a face covering;

☐ For students with existing medical conditions, doctor’s orders to not wear face coverings, or other health related concerns, schools/districts must not deny access to On-Site instruction.

☐ Schools and districts must comply with the established IEP/504 plan prior to the closure of in-person instruction in March of 2020.

Page 10 of 27

● If a student eligible for, or receiving services under a 504/IEP, cannot wear a face covering due to the nature of the disability, the school or district must:

1. Review the 504/IEP to ensure access to instruction in a manner comparable to what was originally established in the student’s plan including on-site instruction with accommodations or adjustments.

2. Placement determinations cannot be made due solely to the inability to wear a face covering.

3. Plans should include updates to accommodations and modifications to support students.

● Students protected under ADA/IDEA, who abstain from wearing a face covering, or students whose families determine the student will not wear a face covering, the school or district must:

1. Review the 504/IEP to ensure access to instruction in a manner comparable to what was originally established in the student’s plan.

2. The team must determine that the disability is not prohibiting the student from meeting the requirement.

● If the team determines that the disability is prohibiting the student from meeting the requirement, follow the requirements for students eligible for, or receiving services under, a 504/IEP who cannot wear a face covering due to the nature of the disability,

● If a student’s 504/IEP plan included supports/goals/instruction for behavior or social emotional learning, the school team must evaluate the student’s plan prior to providing instruction through Comprehensive Distance Learning.

3. Hold a 504/IEP meeting to determine equitable access to educational opportunities which may include limited on-site instruction, on-site instruction with accommodations, or Comprehensive Distance Learning.

Facial Coverings Facial coverings are not synonymous with facemasks. Facial Coverings are required and will be provided for:

- All Staff, contractors, other service providers or visitors/volunteers

- Child Nutrition Program staff - Staff providing 1:1 student support - OT, PT staff supporting personal care, staff where direction

requires direct physical contact - Nurses or designated health services providers when

administering medication or providing direct services

Facial coverings are required for staff moving throughout campus, including:

- PE teacher - Music teacher - Counselors - Title I/Special Education staff - Administration

Facial Coverings are required for:

- Face coverings or face shields for all students in grades Kindergarten and up following CDC guidelines Face Coverings

-

Facial Coverings are not recommended for: - Students if they have a medical condition that makes it difficult

for them to breathe with a face covering; - If they experience a disability that prevents them from wearing

a face covering; - They are unable to remove the face covering independently; or - While sleeping

Face coverings should never prohibit or prevent access to instruction or activities.

All staff, students and adults wear face coverings when in a room with other people or outside within 6 feet of others. FACIAL SHIELDS: Facial shields are required and will be provided for:

● speech language pathologist ● bus drivers ● front office staff ● other staff as necessary (interventionists/teachers/staff

working to teach reading concepts and sounds FACIAL COVERINGS: Facial coverings are not synonymous with facemasks. Facial coverings are required for all staff and students. ADA accommodations: If a staff member requires an accommodation for the face covering or face shield requirement district and school will work to limit the staff member’s proximity to students and staff to minimize the possibility of exposure. Facial covering is not recommended for:

● Children of any age should not wear a face covering:

☐ Districts must consider child find implications for students who are not currently eligible for, or receiving services under, a 504/IEP who demonstrate an inability to consistently wear a face covering or face shield as required. Ongoing inability to meet this requirement may be evidence of the need for an evaluation to determine eligibility for support under IDEA or Section 504.

☐ If a staff member requires an accommodation for the face covering or face shield requirements, districts and schools should work to limit the staff member’s proximity to students and staff to the extent possible to minimize the possibility of exposure.

Page 11 of 27

○ if they have a medical condition that makes it difficult for them to breathe with a face covering;

○ if they experience a disability that prevents them from wearing a face covering;

○ they are unable to remove the face covering independently

○ face coverings cannot be required for use by children and should never prohibit or prevent access to instruction or activities.

● Consider and comply with IEP/504 plans prior to closure of schools in March of 2020 regarding the need for face covering.

● If there is not an indicator that students cannot wear masks in their 504/IEP plan, the school will:

○ Review the plan to ensure access comparable to what was originally in the plan.

○ The disability is not prohibiting the student from meeting the requirement.

■ if the team determines the disability is prohibiting the student from meeting the requirement, follow the requirements for student eligible for, or receiving services under a 504/IEP who cannot wear a face covering due to the nature of the disability.

■ If a student’s 504/IEP plan included supports/goals/instruction for behavior or social emotional learning, the school team must evaluate the student’s plan prior to providing instruction through Comprehensive Distance Learning.

○ An IEP/504 meeting will be held to determine equitable access to the educational opportunities which may include limited on-site instruction, on-site instructions with accommodations or Comprehensive Distance Learning.

● Child Find will continue through North Wasco District 21 protocols.

● Staff members who feel cannot wear face covering or shield,

will be limited in being in proximity to students and staff so that exposure is minimized.

1i. ISOLATION MEASURES OHA/ODE Requirements Hybrid/Onsite Plan ☐ Protocols for exclusion and isolation for sick students and staff

whether identified at the time of bus pick-up, arrival to school, or at any time during the school day.

NWCSD 21 - Communicable Disease Management Annex – Isolating Ill or Exposed Persons Protocol, p. 63 – CLICK HERE Contaminated Area Disinfection Standard Operating Procedures – CLICK HERE

☐ Protocols for screening students, as well as exclusion and isolation protocols for sick students and staff identified at the time of arrival or during the school day.

● Work with school nurses, health care providers, or other staff with expertise to determine necessary modifications to areas where staff/students will be isolated.

● Consider required physical arrangements to reduce risk of disease transmission.

Page 12 of 27

● Plan for the needs of generally well students who need medication or routine treatment, as well as students who may show signs of illness.

☐ Students and staff who report or develop symptoms must be isolated in a designated isolation area in the school, with adequate space and staff supervision and symptom monitoring by a school nurse, other school-based health care provider or school staff until they are able to go home. Anyone providing supervision and symptom monitoring must wear appropriate face covering or face shields.

● School nurse and health staff in close contact with symptomatic individuals (less than six feet) should wear a medical-grade face mask. Other Personal Protective Equipment (PPE) may be needed depending on symptoms and care provided. Consult a nurse or health care professional regarding appropriate use of PPE. Any PPE used during care of a symptomatic individual should be properly removed and disposed of prior to exiting the care space.

● After removing PPE, hands should be immediately cleaned with soap and water for at least 20 seconds. If soap and water are not available, hands can be cleaned with an alcohol-based hand sanitizer that contains 60-95% alcohol.

● If able to do so safely, a symptomatic individual should wear a face covering.

● To reduce fear, anxiety, or shame related to isolation, provide a clear explanation of procedures, including use of PPE and handwashing.

☐ Establish procedures for safely transporting anyone who is sick to their home or to a health care facility.

☐ Staff and students who are ill must stay home from school and must be sent home if they become ill at school, particularly if they have COVID-19 symptoms.

● Symptomatic staff or students should be evaluated and seek COVID-19 testing from their regular physician or through the local public health authority.

● If they have a positive COVID-19 viral (PCR) test result, the person should remain home for at least 10 days after illness onset and 24 hours after fever is gone, without use of fever reducing medicine, and other symptoms are improving.

● If they have a negative COVID-19 viral test (and if they have multiple tests, all tests are negative), they should remain home until 24 hours after fever is gone, without use of fever reducing medicine, and other symptoms are improving.

● If a clear alternative diagnosis is identified as the cause of the person’s illness (e.g., a positive strep throat test), then usual disease-specific return-to-school guidance should be followed and person should be fever-free for 24 hours, without use of fever reducing medicine. A physician note is required to return to school, to ensure that the person is not contagious.

● If they do not undergo COVID-19 testing, the person should remain at home for 10 days and until 24 hours after fever is gone, without use of fever reducing medicine, and other symptoms are improving.

☐ Involve school nurses, School Based Health Centers, or staff with related experience (Occupational or Physical Therapists) in development of protocols and assessment of symptoms (where staffing exists).

☐ Record and monitor the students and staff being isolated or sent home for the LPHA review.

Page 13 of 27

2. Facilities and School Operations

Some activities and areas will have a higher risk for spread (e.g., band, choir, science labs, locker rooms). When engaging in these activities within the school setting, schools will need to consider additional physical distancing or conduct the activities outside (where feasible). Additionally, schools should consider sharing explicit risk statements for higher risk activities (see section 5f of the Ready Schools, Safe Learners guidance).

2a. ENROLLMENT

(Note: Section 2a does not apply to private schools.) OHA/ODE Requirements Hybrid/Onsite Plan ☐ Enroll all students (includes foreign exchange students) following the

standard Oregon Department of Education guidelines. ● All students will be enrolled following the Oregon Department

of Education guidelines ○ new students will enroll in person ○ returning students will enroll on-line

● No student will be dropped for non-attendance if they meet the following conditions

○ are identified as vulnerable, or otherwise considered to be part of a population vulnerable to infection with COVID 19.

○ Have COVID 19 symptoms for the past 14 days. ○ have a family member who is identified as

vulnerable, or otherwise considered to be part of a population vulnerable to infection with COVID 19.

○ Home instruction will be prepared for such a student.

☐ Do not disenroll students for non-attendance if they meet the following conditions:

● Are identified as high-risk, or otherwise considered to be part of a population vulnerable to infection with COVID-19, or

● Have COVID-19 symptoms for 10 consecutive school days or longer.

☐ Design attendance policies to account for students who do not attend in-person due to student or family health and safety concerns.

2b. ATTENDANCE

(Note: Section 2b does not apply to private schools.) OHA/ODE Requirements Hybrid/Onsite Plan ☐ Grades K-5: Attendance must be taken at least once per day for all

students enrolled in school, regardless of the instructional model (On-Site, Hybrid, Comprehensive Distance Learning).

Attendance policies and plans will encourage staff and students to stay home if they are sick or exhibiting symptoms of COVID-19. Students should be in school all day, and engaged in distance learning every day while not on-site. Attendance includes participation in in-class activities and interaction with a licensed or registered teacher during a school day and/or interaction with educational assistants and paraprofessionals through teacher-designed and facilitated processes in a distance learning format. Interaction can be evidenced by any of the following or reasonable equivalents:

• Participation in a video class • Electronic communication from the student to the teacher via

chat, text message, or email • Telephone communication with the student, or, for younger

students, with the parent • Submission of completed coursework to a learning

management system or web-based platform or via email, or • Turning in completed coursework on a given day.

Attendance applies to both the hybrid and comprehensive distance learning models and may be updated throughout the school year based on guidance from the Oregon Department of Education. The school secretary will notify the school nurse and

☐ Grades 6-12: Attendance must be taken at least once for each scheduled class that day for all students enrolled in school, regardless of the instructional model (On-Site, Hybrid, Comprehensive Distance Learning).

☐ Provide families with clear and concise descriptions of student attendance and participation expectations as well as family involvement expectations that take into consideration the home environment, caregiver’s work schedule, and mental/physical health.

Page 14 of 27

2c. TECHNOLOGY OHA/ODE Requirements Hybrid/Onsite Plan ☐ Update procedures for district-owned or school-owned devices to

match cleaning requirements (see section 2d of the Ready Schools, Safe Learners guidance).

● A technology and connectivity survey will be conducted with families. Collect information about numbers, types and condition of devices used in their homes to support remote learning. This survey will be part of the beginning of the year registration process.

● School devices will be cleaned and sanitized between each use.

● Procedures for distribution of district devices to families will include cleaning of the devices and methods adhering to social distancing.

● ● Clean and sanitize each device brought in for updates, repair,

return, inventory or redistribution. ● Continue Google Classroom grades 3-5 to facilitate continuous

learning experiences that occur on-site and in a distance learning setting (off-site); include options for digital learning and provision for non-digital distance learning where internet and computers may not be available.

● Direct a survey to families collecting information about the numbers, types, and condition of devices used in their homes to support remote learning.

● Share the list of all software and student technology solutions with families.

● Plan for adequate technology at home for off-site working, teaching, and learning.

● Review technology policies and data privacy policies and update if needed.

● Media assistants will supervise distribution, cleaning, return, and inventory of devices.

● Tech “savvy” and trained staff will be identified to help respond to questions related to technology and access of technology.

☐ Procedures for return, inventory, updating, and redistributing district-owned devices must meet physical distancing requirements.

2d. SCHOOL SPECIFIC FUNCTIONS/FACILITY FEATURES

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Handwashing: All people on campus should be advised and encouraged

to wash their hands frequently.

☐ Equipment: Develop and use sanitizing protocols for all equipment used by more than one individual or purchase equipment for individual use.

● Handwashing: Provide age appropriate handwashing education, schedule specific times to wash, and wash hands prior to any food eaten and after eating; provide hand sanitizer when handwashing is not available, post signage in wash areas regarding appropriate handwashing method.

● Equipment: All classroom supplies and PE/Rec equipment is to be used with a cohort and cleaned and sanitized before use with another cohort. Strict separation of supplies from one cohort to another.

● Events: Field trips will be designed virtually for the school year. All assemblies, athletic events, practices, special performances, school-wide parent meetings and other large gatherings will be cancelled or held in a virtual format.

● Safety Drills: During fire drills (and all other safety drills) all cohort classes will be physically distanced during exit, recovery, and reentry procedures.

☐ Events: Cancel, modify, or postpone field trips, assemblies, athletic events, practices, special performances, school-wide parent meetings and other large gatherings to meet requirements for physical distancing.

☐ Transitions/Hallways: Limit transitions to the extent possible. Create hallway procedures to promote physical distancing and minimize gatherings.

☐ Personal Property: Establish policies for personal property being brought to school (e.g., refillable water bottles, school supplies, headphones/earbuds, cell phones, books, instruments, etc.). If personal items are brought to school, they must be labeled prior to entering school and use should be limited to the item owner.

Page 15 of 27

● Transitions/Hallways: K-2 students will exit from exterior doors at close of school, during safety drills, to recess/PE. Traffic direction will be marked to show travel flow within the halls of the K-2 building, 3-5 building, and in the path from the K-2 building and 3-5 building (office). Students will maintain proper distance from each other while walking (arms length away). (Teachers may design their own “how-to” for cohorts such as noodles; arms out, rope with knots, etc.)

● Classroom line up: Students line up in cohort classes outside and in the gym in designated areas, keeping more than 6 feet between cohort groups. Line up areas are to be marked with visual cues to indicate adequate physical distance.

● Personal Property: Each classroom will have a limit on the number of personal items brought in to school. A full list will be sent home prior to class starting with allowable items (e.g. refillable water bottles, school supplies, headphones/earbuds, cell phones, books, instruments, etc) If personal items are brought to school they must be labeled prior to entering school and not shared with other students. (School supplies for K-2 will not be labeled, but will be place in particular containers labeled for each student.)

*Restrooms: Each cohort will have designated restroom schedules alleviating waiting and large groups. If this cannot be maintained restrooms will be cleaned on schedule throughout the day.

2e. ARRIVAL AND DISMISSAL

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Physical distancing, stable cohorts, square footage, and cleaning

requirements must be maintained during arrival and dismissal procedures.

● Students arrive at their scheduled time, receive screening at the four points of entry, and immediately go to the exterior door of their classroom (3-5 at designated exit door), standing at the correct physical distance from each other (as noted in signage and painted spots on the ground/cement/tarmac.).

● Each teacher will use a sign-in/sign-out protocol to help facilitate contact tracing.

○ Staff will fill in the information and not allow a shared pen and paper.

○ Hand sanitizer will be available to use in conjunction with arrival/dismissal and sign-in/sign/out.

● Handwashing stations or hand sanitizer will be available near all entry doors and high traffic areas.

● Share with families the specific time that students need to be dropped off and picked up from school. Keep interactions as brief as possible. Parents may not accompany students into the school area.

● Mark specific areas and designate one-way traffic flow for transitions of traffic on-foot.

● Students are assigned a specific cohort based on an ABCAB schedule. All activities--teaching, recess, PE, Music, Library, and lunch will be dedicated to this cohort.

● Teachers will have a contact tracing paper based on ODE guidance. New copies will be given to teachers in their boxes in the evening.

☐ Create schedule(s) and communicate staggered arrival and/or dismissal times.

☐ Assign students or cohorts to an entrance; assign staff member(s) to conduct visual screenings (see section 1f of the Ready Schools, Safe Learners guidance).

☐ Ensure accurate sign-in/sign-out protocols to help facilitate contact tracing by the LPHA. Sign-in procedures are not a replacement for entrance and screening requirements. Students entering school after arrival times must be screened for the primary symptoms of concern.

● Eliminate shared pen and paper sign-in/sign-out sheets. ● Ensure hand sanitizer is available if signing children in or

out on an electronic device. ☐ Ensure hand sanitizer dispensers are easily accessible near all entry

doors and other high-traffic areas. Establish and clearly communicate procedures for keeping caregiver drop-off/pick-up as brief as possible.

2f. CLASSROOMS/REPURPOSED LEARNING SPACES

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Seating: Rearrange student desks and other seat spaces so that staff

and students’ physical bodies are six feet apart to the maximum extent possible while also maintaining 35 square feet per person; assign seating so students are in the same seat at all times.

● Seating: Student desks (spaces) will be designated 6 feet apart. Students will have assigned locations and chairs/seats. Current

Page 16 of 27

☐ Materials: Avoid sharing of community supplies when possible (e.g., scissors, pencils, etc.). Clean these items frequently. Provide hand sanitizer and tissues for use by students and staff.

measurements allow for 12-14 students in most rooms. Maximum allowances will be posted outside of each room.

● Materials: Supplies will not be shared communally (scissors, pencils, etc.). These items will be sanitized after cohort use. Hand sanitizer and tissues will be available for use by students and staff.

● Handwashing: Post signs with visuals for proper handwashing. Establish in classroom procedures for handwashing.

○ wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol.

● Teach respiratory etiquette (covering coughs and sneezes with an elbow or tissue. Tissues should be disposed of and hands washed or sanitized immediately.

☐ Handwashing: Remind students (with signage and regular verbal reminders from staff) of the utmost importance of hand hygiene and respiratory etiquette. Respiratory etiquette means covering coughs and sneezes with an elbow or a tissue. Tissues should be disposed of in a garbage can, then hands washed or sanitized immediately.

● Wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol.

2g. PLAYGROUNDS, FIELDS, RECESS, BREAKS, AND RESTROOMS

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Keep school playgrounds closed to the general public until park

playground equipment and benches reopen in the community (see Oregon Health Authority’s Specific Guidance for Outdoor Recreation Organizations).

Preventative Disinfection Standard Operating Procedure – CLICK HERE

Routine Disinfection for Frequently Touched Surfaces Standard Operating Procedure – CLICK HERE

Playground Equipment Disinfection Standard Operating Procedure – CLICK HERE

● School playgrounds will be closed to the general public during

the school week.

● Students will wash hands with soap and water for 20 seconds after using the restroom. Appropriate signage with visuals will be posted above each sink.

● Students will wash hands with soap and water for 20 seconds

or use an alcohol-based hand sanitizer with 60-95% alcohol before and after using playground equipment.

● Students will play on the playground and share equipment in

assigned sections for each cohort on a rotating schedule. specific equipment will be stored separately for each cohort.

● fixed equipment (climbing bars) will be sanitized prior to use by each cohort. Sanitizer solution is sprayed and in 5 minutes is ready for next use.

● Custodial staff have cleaning protocols as expressed in Ready

Schools, Safe Learners guidance. See appendix.

● Stable cohorts will use the playground and gymnasium facilities at a time.

● Signage will be posted on the playground to restrict access to outdoor equipment.

● Recess activities and locations of play are noted for stable

cohorts. ● All outdoor fixed equipment will be cleaned prior to the use by

the next cohort. Portable equipment will be in bins for stable cohorts.

☐ After using the restroom students must wash hands with soap and water for 20 seconds. Soap must be made available to students and staff.

☐ Before and after using playground equipment, students must wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol.

☐ Designate playground and shared equipment solely for the use of one cohort at a time. Disinfect at least daily or between use as much as possible in accordance with CDC guidance.

☐ Cleaning requirements must be maintained (see section 2j of the Ready Schools, Safe Learners guidance).

☐ Maintain physical distancing requirements, stable cohorts, and square footage requirements.

☐ Provide signage and restrict access to outdoor equipment (including sports equipment, etc.).

☐ Design recess activities that allow for physical distancing and maintenance of stable cohorts.

☐ Clean all outdoor equipment at least daily or between use as much as possible in accordance with CDC guidance.

☐ Limit staff rooms, common staff lunch areas, and workspaces to single person usage at a time, maintaining six feet of distance between adults.

Staff room has been moved to a large room to allow for six feet of distance. Sneeze cards will be placed on tables and staff need to wear masks while in the room except for eating and drinking. No more than 6

Page 17 of 27

staff members at a time in the staff room.

2h. MEAL SERVICE/NUTRITION OHA/ODE Requirements Hybrid/Onsite Plan ☐ Include meal services/nutrition staff in planning for school reentry. Elementary student meal cards will be handed to the kitchen staff at the

end of the serving line. To ensure the safety of kitchen staff and the food that they handle during the COVID-19 outbreak and to increase awareness and provide district staff, parents, students and the community with confidence that Sodexo continues to make food safety and the safety of others our top priority Sodexo staff are trained in the following areas: Personal Hygiene Personal Protective Equipment (PPE) Cleaning of Contact Surfaces Accepting Deliveries Food Storage Food Production Students will wash hands with soap and water or use hand sanitizer before and after meals. Meals delivered to classrooms Breakfast: Breakfast will be delivered by food service staff to the classroom. Meals will be placed on a table or designated space outside the classroom to provide contactless delivery. The teacher will record on a class roster if a meal is taken. A lunch order form will be completed by the teacher so students can preorder a lunch selection. The order form will list student names and ID numbers. Trash in classrooms will be addressed by Custodians. Breakfast will also be offered as Breakfast After the Bell until 10:00 am (hybrid model only). For students arriving after the start of school meals can be picked up in the school office and the student name will be recorded by the office staff. When Food Service staff returns to pick up breakfast, they will take the lunch order form from the teacher. Lunch: Lunch menu will consist of two entrée choices, fruit, vegetable, and milk. The preordered lunches will be delivered and placed on a table or designated space outside the classroom to provide contactless delivery. The teacher will distribute meals to students in the classroom. Food Service staff return to pick up the lunch cart. Trash in classrooms will be addressed by Custodians. Grab & go sack breakfast and lunches will be offered to students that are not attending school that day. This is depending on waivers to how this will be distributed. Meals picked up in cafeteria (hybrid model only) Lunch: Lunch will be served to students in a single line allowing for social distancing. Students will travel as a cohort to the cafeteria where they will form a line outside of the serving area. The teacher will control the flow of students entering the serving area to ensure social distance. Students meals will be served on a disposable vessel. Students will have

☐ Staff serving meals must wear face shields or face covering (see section 1h of the Ready Schools, Safe Learners guidance).

☐ Students must wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol before meals and should be encouraged to do so after.

☐ Appropriate daily cleaning of meal items (e.g., plates, utensils, transport items) in classrooms where meals are consumed.

☐ Cleaning and sanitizing of meal touch-points and meal counting system between stable cohorts.

☐ Adequate cleaning of tables between meal periods. ☐ Since staff must remove their face coverings during eating and

drinking, staff should eat snacks and meals independently, and not in staff rooms when other people are present. Consider staggering times for staff breaks, to prevent congregation in shared spaces.

Page 18 of 27

the choice of two entrée options. There will be no self-service items. Meals will be placed on the counter for contactless student pick up. As students exit the serving area, they will type into a keypad their student ID number or scan their student ID card to prevent touching the same surface. If the school will be using a keypad, it will be sanitized after each use and after each cohort that comes through. After students have received their meals, they will form a line and cohorts walk back to their classroom. After a cohort has been served, the service line will close to clean all contact surfaces before the next cohort will be allowed to enter the line for a meal. The cafeteria will be cleaned by custodial staff in between cohorts and or the cafeteria will be clearly defined by seating arrangements of cohorts. Grab & go sack breakfast and lunches will be offered to students that are not attending school that day (hybrid model only). CWES:*prior to coming to the cafeteria, students will wash hands for 20 seconds, followed by a sanitizer. *should the cafeteria serve food, students will also use alcohol based sanitizer before and after eating. * All counter, table and bench surfaces/disposal area will be cleaned and sanitized before next cohort.

● Students will be assigned table areas. ● Seating will have students sitting six feet apart. Only two

cohorts will be able to be in the cafeteria at one time. Routine Disinfection of High Contact Areas Standard Operating Protocols CLICK HERE

2i. TRANSPORTATION OHA/ODE Requirements Hybrid/Onsite Plan ☐ Include transportation departments (and associated contracted

providers, if used) in planning for return to service. Transportation Protocol, Appendix L, p. 72 – CLICK HERE

☐ Buses are cleaned frequently. Conduct targeted cleanings between routes, with a focus on disinfecting frequently touched surfaces of the bus (see section 2j of the Ready Schools, Safe Learners guidance).

☐ Develop protocol for loading/unloading that includes visual screening for students exhibiting symptoms and logs for contact-tracing. This can be done at the time of arrival and departure.

● If a student displays COVID-19 symptoms, provide a face shield or face covering (unless they are already wearing one) and keep six feet away from others. Continue transporting the student.

● If arriving at school, notify staff to begin isolation measures. o If transporting for dismissal and the student

displays an onset of symptoms, notify the school.

☐ Consult with parents/guardians of students who may require additional support (e.g., students who experience a disability and require specialized transportation as a related service) to appropriately provide service.

☐ Drivers wear face shields or face coverings when not actively driving and operating the bus.

Page 19 of 27

☐ Inform parents/guardians of practical changes to transportation service (i.e., physical distancing at bus stops and while loading/unloading, potential for increased route time due to additional precautions, sanitizing practices, and face coverings).

☐ Face coverings or face shields for all students in grades Kindergarten and up following CDC guidelines applying the guidance in section 1h of the Ready Schools, Safe Learners guidance to transportation settings.

2j. CLEANING, DISINFECTION, AND VENTILATION

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Clean, sanitize, and disinfect frequently touched surfaces (e.g.,

playground equipment, door handles, sink handles, drinking fountains, transport vehicles) and shared objects (e.g., toys, games, art supplies) between uses multiple times per day. Maintain clean and disinfected (CDC guidance) environments, including classrooms, cafeteria settings and restrooms.

☐ Clean and disinfect playground equipment at least daily or between use as much as possible in accordance with CDC guidance.

● All frequently touched surfaces (playground equipment, door handles, sink handles, drinking fountains, transport vehicles) and shared objects (such as toys, games, art supplies) will be cleaned between uses at least 3 times per day. (Routine Disinfection of High Contact Areas – CLICK HERE)

● Teachers are issued disinfectant in spray bottles. These are

kept out of reach of students.

● Disinfectant products on the EPA list N will be used by the district to create asthma safer cleaning (for example: hydrogen peroxide, citric acid, or lactic acid). Avoid products that mix these with asthma-causing ingredients like peroxyacetic acid, sodium hypochlorite (bleach), or quaternary ammonium compounds.

● Operate ventilation systems properly and/or increase circulation of outdoor air as much as possible by opening window and doors. Do not use fans if they pose a safety or health risk, such as increasing exposure to pollen/allergies or exacerbating asthma systems (when doors and windows are closed so that classroom air is recirculated.)

● Consider purchase of air cleaning devices (hepa filter) for classrooms.

● Facilities will be cleaned and disinfected once daily by custodial crew. Staff members will clean highly used surfaces as needed.

● Consider purchase of Air filtration Hepa filter for 700 SF .

Continue working on funding for “mini-split” units. ● Windows and doors open to ventilate except in inclement

weather.

☐ Apply disinfectants safely and correctly following labeling direction as specified by the manufacturer. Keep these products away from students.

☐ To reduce the risk of asthma, choose disinfectant products on the EPA List N with asthma-safer ingredients (e.g. hydrogen peroxide, citric acid, or lactic acid) and avoid products that mix these with asthma-causing ingredients like peroxyacetic acid, sodium hypochlorite (bleach), or quaternary ammonium compounds.

☐ Operate ventilation systems properly and/or increase circulation of outdoor air as much as possible by opening windows and doors, using fans, and through other methods. Consider running ventilation systems continuously and changing the filters more frequently. Do not use fans if they pose a safety or health risk, such as increasing exposure to pollen/allergies or exacerbating asthma symptoms. For example, do not use fans if doors and windows are closed and the fans are recirculating the classroom air.

☐ Consider the need for increased ventilation in areas where students with special health care needs receive medication or treatments.

☐ Facilities should be cleaned and disinfected at least daily to prevent transmission of the virus from surfaces (see CDC’s guidance on disinfecting public spaces).

☐ Air circulation and filtration are helpful factors in reducing airborne viruses. Consider modification or enhancement of building ventilation where feasible (see CDC’s guidance on ventilation and filtration and American Society of Heating, Refrigerating, and Air-Conditioning Engineers’ guidance).

2k. HEALTH SERVICES

OHA/ODE Requirements Hybrid/Onsite Plan ☐ OAR 581-022-2220 Health Services, requires districts to “maintain a

prevention-oriented health services program for all students” including space to isolate sick students and services for students with special health care needs. While OAR 581-022-2220 does not apply to private schools, private schools must provide a space to isolate sick students and provide services for students with special health care needs.

Each school will provide age appropriate hand hygiene and respiratory etiquette education to endorse prevention. This includes website, newsletter and signage in the school setting for health promotion.

Schools will practice appropriate communicable disease isolation and exclusion measures as outlined in the District’s Communicable Disease Management Plan Annex – Isolating Ill or Exposed Persons, p. 63

Staff will participate in required health services related training to maintain health service practices in the school setting.

☐ Licensed, experienced health staff should be included on teams to determine district health service priorities. Collaborate with health professionals such as school nurses; SBHC staff; mental and

Page 20 of 27

behavioral health providers; physical, occupational, speech, and respiratory therapists; and School Based Health Centers (SBHC).

COVID-19 specific infection control practices for staff and students will be communicated and taught.

A review of IEP and 504 accommodations as well as individual health plans will be advised to address vulnerable populations.

Immunization processes will be addressed per routine timeline, which prioritizes the beginning of the year and new students.

Continuity of existing health management issues will have a plan for sustaining operation alongside COVID-19 specific planning (i.e. medication administration, diabetic care,)

2l. BOARDING SCHOOLS AND RESIDENTIAL PROGRAMS ONLY

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Provide specific plan details and adjustments in Operational

Blueprints that address staff and student safety, which includes how you will approach:

● Contact tracing ● The intersection of cohort designs in residential settings (by

wing or common restrooms) with cohort designs in the instructional settings. The same cohorting parameter limiting total cohort size to 100 people applies.

● Quarantine of exposed staff or students ● Isolation of infected staff or students ● Communication and designation of where the “household”

or “family unit” applies to your residents and staff

Not applicable

☐ Review and take into consideration CDC guidance for shared or congregate housing:

● Not allow more than two students to share a residential dorm room unless alternative housing arrangements are impossible

● Ensure at least 64 square feet of room space per resident ● Reduce overall residential density to ensure sufficient space

for the isolation of sick or potentially infected individuals, as necessary;

● Configure common spaces to maximize physical distancing; ● Provide enhanced cleaning; ● Establish plans for the containment and isolation of on-

campus cases, including consideration of PPE, food delivery, and bathroom needs.

3. Response to Outbreak

3a. PREVENTION AND PLANNING

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Coordinate with Local Public Health Authority (LPHA) to establish

communication channels related to current transmission level. Preventative Disinfection - Standard Operating Procedure – CLICK HERE The District will coordinate communication with the LPHA. If cases are identified within the school setting, a District response team will be activated and responsibilities assigned. (See Emergency Response Framework, page 74) – CLICK HERE Absentee rates will be monitored to determine if rates have increased by 20% or more.

☐ Establish a specific emergency response framework with key stakeholders.

☐ When new cases are identified in the school setting, and the incidence is low, the LPHA will provide a direct report to the district nurse, or designated staff, on the diagnosed case(s). Likewise, the LPHA will impose restrictions on contacts.

Page 21 of 27

The District will work directly with the LPHA to determine if schools and/or school events/activities will need to be modified, postponed or canceled. The District will work with the LPHA to establish timely communication with staff, families and the community. If there is an identified novel virus in the school setting, the District will work directly with the LPHA to provide direction and assistance. The LPHA will work directly with the school nurse(s) on the diagnosed case(s). The District will work directly and assist the LPHA with imposing restrictions on contacts and submitting appropriate sign in contact tracing logs.

3b. RESPONSE

OHA/ODE Requirements Hybrid/Onsite Plan ☐ Follow the district’s or school’s outbreak response protocol.

Coordinate with the LPHA for any outbreak response. NWCSD Communicable Diseases Management Annex – CLICK HERE

In the event of a school closure, the District will initiate the Comprehensive Distance Learning model and schedule.

Comprehensive Distance Learning Model - Overview

Contaminated Area Disinfection – Standard Operating Procedures – CLICK HERE

☐ If anyone who has been on campus is known to have been diagnosed with COVID-19, report the case to and consult with the LPHA regarding cleaning and possible classroom or program closure.

● Determination if exposures have occurred ● Cleaning and disinfection guidance ● Possible classroom or program closure

☐ Report to the LPHA any cluster of illness (2 or more people with similar illness) among staff or students.

☐ When cases are identified in the local region, a response team should be assembled within the district and responsibilities assigned within the district.

☐ Modify, postpone, or cancel large school events as coordinated with the LPHA.

☐ If the school is closed, implement Short-Term Distance Learning or Comprehensive Distance Learning models for all staff/students.

☐ Continue to provide meals for students. ☐ Communicate criteria that must be met in order for On-Site

instruction to resume and relevant timelines with families.

3c. RECOVERY AND REENTRY OHA/ODE Requirements Hybrid/Onsite Plan ☐ Plan instructional models that support all learners in Comprehensive

Distance Learning. NWCSD Communicable Disease Management Annex – CLICK HERE

● In the event of a closure, distance learning model and schedule will be initiated.

● Clean and sanitize all surfaces for classroom, cafeteria settings, restrooms, and playgrounds.

● See addendum documents: ○ Playground equipment disinfection/cleaning SOP ○ Routine Disinfection for frequently touched surfaces ○ Preventive disinfection (May also be used after 7-day

vacancy of area ○ COVID-19 Contaminated area disinfection

● Send information via Remind, e-mail, text, letter, and phone message regarding how to return to On-site instruction.

● Return/Reentry ○ Small cohort groups and cohorts. ○ Rotating schedules. ABCAB

☐ Clean, sanitize, and disinfect surfaces (e.g., playground equipment, door handles, sink handles, drinking fountains, transport vehicles) and follow CDC guidance for classrooms, cafeteria settings, restrooms, and playgrounds.

☐ Communicate with families about options and efforts to support returning to On-Site instruction.

☐ Follow the LPHA guidance to begin bringing students back into On-Site instruction.

● Consider smaller groups, cohorts, and rotating schedules to allow for a safe return to schools.

Page 22 of 27

ASSURANCES

This section must be completed by any public school that is providing instruction through On-Site or Hybrid Instructional Models. Schools providing Comprehensive Distance Learning Instructional Models do not need to complete this section.

This section does not apply to private schools. x☐ We affirm that our school plan has met the requirements from ODE guidance for sections 4, 5, 6, 7, and 8 of the

Ready Schools, Safe Learners guidance. x☐ We affirm that we cannot meet all of the ODE requirements for sections 4, 5, 6, 7 and/or 8 of the Ready Schools,

Safe Learners guidance at this time. We will continue to work towards meeting them and have noted and addressed which requirement(s) we are unable to meet in the table titled “Assurance Compliance and Timeline” below.

4. Equity

5. Instruction

6. Family, Community, Engagement

7. Mental, Social, and Emotional Health

8. Staffing and Personnel

Assurance Compliance and Timeline If a district/school cannot meet the requirements from the sections above, provide a plan and timeline to meet the requirement.If a

district/school cannot meet the requirements from the sections above, provide a plan and timeline to meet the requirement.

Section 4-8 of Blueprint BluePrint plans for Colonel Wright Elementary School 4. EQUITY Focus began with looking at several data points:

Page 23 of 27

1. Data from participation and focus of students while Distance Learning due to the close down of brick and mortar buildings in the spring of 2020. Work completed/engagement.

Grade General ELL SPED Method

K-a 9/20 3/5 2/4 packet/ Seesaw

K-b 12/19 1/1 3/5 packet/ Seesaw

K-c 12/19 5/8 1/1 packet/ Seesaw

1-a 21/22 7/7 4/4 Packet

1-b 23/23 6/6 3/3 Packet

2-a 12/19 0/3 2/4 on-line

2-b 17/19 3/3 NA packet/ DoJo

3-a 14/27 4/7 3/5 online/packet/books

3-b 21/30 2/4 NA online/packet/books

4-a 20/28 3/3 2/2 online/packet/books

4-b 18/24 2/2 6/6 online/packet/books

5-a 12/30 2/4 2/5 online/packet/books

5-b 28/29 3/3 7/7 online/packet/books

2. Data from parent survey given electronically and manually. ● 65 responses ● 28% ride the bus. ● 24% no electronic devices ● Greatest barrier to distance learning:

○ No quiet place--15% ○ Other responsibilities ○ Not enough time--23% ○ No internet access

Page 24 of 27

○ Only have one device or none and many need to use it--15% ○ Not sure what to do--22%

● Envisioning next year ○ 21% half day schedule (AM/PM) ○ Every other week--5% ○ Every other day--36% ○ Home school ○ 45%--Please have an ordinary school day.

● Feedback ○ Gave up on-line ○ Parent is too tired from working to help ○ Kids need personal encouragement from teacher ○ Different language from parent creates difficulty ○ 4 different grade levels in one house creates too much noise and confusion ○ Have classes with less kids so all kids can be in school ○ Need consistency across schools and grade levels. ○ Wrong kind of technology at home that did not work well with teacher’s ○ Need schedule far in advance to arrange daycare ○ Need unified communication strategy ○ Online at home has not gone well. “I will put my kids in hazmat suits if it gets

them going back to school. No joke.” ○ Hard to do with working full time and having other kids to worry about.

3. Staff feedback from surveys initiated at beginning of the CoVid-19 school closure (district survey of staff) sent by Human Resources

a. 10.4% not comfortable returning to school b. 32.7% maybe will return c. 58.9% plan on returning d. Greatest concern of a and b group are infecting own family. e. Need to have time to plan (distance learning was time consuming. f. Need to have intensive training in health, technology, distance learning.

4. Qualitative data from home visits by teachers, counselor, ELL staff, Sped staff, and Administration:

a. Many homes are very rural without internet access. b. Many homes are not quiet places as there are multiple children at different levels

causing difficulty in learning or multiple families living at one site. c. Parents do not understand how to do the assigned school work. d. Parents and students do not know how to access multiple on line formats. e. Parents are not home because of working jobs. f. There is not a place for students to focus and concentrate at home. g. Parents have also had limited education and do not know how to read, write

well, or perform algorithms. 5. Instruction: -On-site and Off-site

Page 25 of 27

A. Hybrid School K-5 with ABCAB schedule. C day is for remediation/intervention/working with small groups such as accelerated students.

a. Focus on most important standards decided district wide. Use standard curriculum

b. K-2 Heggerty Phonetic Program c. K-5 Wonders Reading/Writing Program d. K-5 Go Math Curriculum e. Constructive Learning: All students use as Language/Writing component. f. Use on-line remediation using on line platform such as IXL for reading and math

remediation and ongoing instruction while distance learning g. Wednesday (C day) interventions use individual programs from ELL and Title 1

programs. B. Soft Start Distance Learning (if school cannot start onsite or cohort has to be away from school)

a. All students begin in distance learning until county metrics for CoVid 19 stay level for three consecutive weeks according to Oregon Health Authority.

b. All students grades K-12 will access instruction weekly through Google Classroom platform.

i. Training will be provided to parents, staff, and students in each building and accessible on-line or through further trainings as difficulties arise. A tech person will be available in each building to respond to tech questions.

ii. The curriculum used for on-line learning will meet the standards as recorded on each grade level report card. the base curriculum used will be: K-2 Heggerty Phonetic Program, K-5 Wonders Reading; Go Math; Constructive Learning.

iii. Specialists will teach via video or directly to classes on-line. iv. Reading interventions will be delivered directly on-line. v. ELL interventions will be delivered directly on-line. vi. Special Education services will be provided directly on line. vii. Differentiated instruction for ELL, TAG, and special education needs will

be given in conjunction with teachers. viii. Instruction in the hybrid model will be delivered from the school building.

The model is an ABC (for remediation) AB and will be completed by 2:15 to allow for teacher preparation, planning meetings, IEP meetings, and Title 1 problem solving meetings.

C. Comprehensive Distance Learning for the 2020-2021 school year. Students will be assigned a teacher of record who will guide instruction for the

year. The teacher will coordinate with grade level teachers, specialists, Title 1 Reading, Special Education, TAG, and ELL to reach all students needing services in distance learning using this model. All core subjects, specialties, and SEL instruction will be given.

Page 26 of 27

Teachers and others will contact families to see how the instruction is working. Problem solving will happen as teacher works to create environment where student will be successful.

6. Family and Community Engagement a. Home visits continue-- On-site learning Wednesday check in with families and gather

information about how students are doing and improvements can be made. For distance learning/soft start, staff will schedule times to make family contact and keep a log of those contacts, how they were made, and the needs of the families.

b. Create videos to teach parents how to use technology. c. Create videos to review material with students that they have been taught. d. Hold larger “town hall” type meetings with families on line to share information

7. Mental, Social, and Emotional Health

● CWES is a school that embraces PBIS. Routines will be practiced regularly. ● Scheduled class visits by counselor. Classes will be taught in conjunction with teachers at a

regularly scheduled time. ● Behavior programs developed for specific students in need.

○ Friendship lessons within cohorts ○ Sensory breaks for students in need. (Outside as much as possible.) ○ Push in services to work with students needing that proximity. ○ Staff training in working with particular students and adults. ○ Trauma informed work with students. Understanding that behavior is a communication.

Meeting that need individually. ○ Counselor and teacher will share lessons regarding specific education pieces for

classroom ○ On-going training of staff regarding working using trauma informed practices. ○ Staff will be given on-going training in emotional intelligence through the work of Marc

Brackett in Permission to Feel. 8. Staffing and Personnel--ON SITE

● Screen students at four locations when classes are on-site. ● Wednesday: Personnel supervise at least three locations throughout the CWES area to

work with students on schedule every Wednesday to help with out of building learning. ● 2 teachers per grade level teaching 2 cohorts individually. (12 students) ● PE teacher ● Music teacher ● Custodian 2 FTE ● ELL teacher ● Assistants

○ K-2 ○ ELL-2 ○ Title-1 ○ Sped-2

Page 27 of 27

○ SELA-2 ○ Duty Assistant 1.67 ○ Media Assistant 1.67

● Title 1 Teacher ● Special Education teacher ● Counselor ● Nurse - 2 days per week ● Admin Secretary ● Attendance/Front Secretary ● Principal

Appendix: Attached cleaning protocols

List Requirement(s) Not Met Provide a Plan and Timeline to Meet Requirements Include how/why the school is currently unable to meet them