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PANDEMIC THREAT ANNEX: COVID-19 TEMPLATE

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March 10, 2020

Pandemic Threat Annex: COVID-19 0 | P a g e

ABOUT THIS TEMPLATE (Delete or repurpose this page to outline your school or district’s process for developing this plan.

The information included in this template is intended to assist district and school level planning teams in developing a threat-specific annex for the pandemic threat posed by COVID-19 that should be added to the school’s comprehensive safety plan.

The template is available for any school or district to use. There is however, no requirement that schools create a plan using this document or to conform their existing plans to this template.

The template is provided in an editable format with the expectation that users will modify the content to meet goals and objectives selected by their district or school.

Throughout the document blue text is used to provide guidance or to draw the users’ attention to wording that should be modified and should be removed when it is no longer needed.

SDCOE is in the process of selecting resources related to many of the objectives described in the template. These resources will be located at www.sdcoe.net/coronavirus.

The following people contributed to the development of this template:Subject Matter Representatives SDCOE StaffWade Aschbrenner External Relations Officer

Altus Charter SchoolsMusic Watson Chief of Staff

Erik Berg, MD PhysicianSD County Public Health Services

Cara Schukoske Executive DirectorSpecial Education

Marissa Berumen Information Services SpecialistSan Diego Unified School District

Diana Lynn PrincipalFriendship School

John Czajkowski Security Coordinator and AdvisorSweetwater Union High School District

Barbara Higgins DirectorSafety and Engagement

John Galvan Director, Office of SchoolsRoman Catholic Diocese of San Diego

Tim Ware CoordinatorSafety and Security Services

Miles Dufree Interim Senior Vice PresidentCalifornia Charter Schools Association

Jennifer Rodriguez Communications Specialist

Lori Foote Director of CommunicationsFrancis Parker School

Corinne McCarthy Program SpecialistSchool Nursing

Kevin Humphrey SuperintendentGuajome Park Academy Charter School

Bob Mueller Program SpecialistStudent Support Services

Adrienne Lenhoff Program Nurse, Communicable DiseaseSan Diego Unified School District

Sal Garcia Project SpecialistYouth Development

Mark Schiel Assistant SuperintendentSan Marcos Unified School District

Howard Taras, MD Professor of PediatricsUC San Diego School of Medicine

Katherine Wardle Head of Finance and Operations


Francis Parker School

CONTENTS PAGEIntroductionPlanning AssumptionsJurisdictional Roles and ResponsibilitiesOperations Plans

Before COVID-19 Cases Are Present

While COVID-19 Cases Are Present

After COVID-19 Cases Are Present

Resources


INTRODUCTION

PURPOSE AND GOALSThe purpose of this annex is to enable the (school or district name) to safeguard students, staff and the community from the threat posed by COVID-19. The plan has the following goals:

I. Prevent the spread of COVID-19 and other infectious diseases with similar symptoms in the community and on school campuses.

II. Contribute fully and appropriately as an agency partner in San Diego County’s coordinated emergency management response.

III. Minimize the impact of all disruptions to the delivery of instruction and related services.IV. Communicate with all stakeholders on issues that could impact school/district operations.

BACKGROUND Coronaviruses are a large family of viruses that are common in people and many different species of animals, including camels, cattle, cats, and bats. Rarely, animal coronaviruses can infect people and then spread between people.

COVID-19 and other known coronaviruses (MERS, SARS) have their origins in bats. The sequences from U.S. patients are like the one that China initially posted, suggesting a likely single, recent emergence of this virus from an animal reservoir. Early on, many of the patients at the epicenter of the outbreak in Wuhan, Hubei Province, China had some link to a large seafood and live animal market, suggesting animal-to-person spread. Later, a growing number of patients reportedly did not have exposure to animal markets, indicating person-to-person spread. Person-to-person spread was subsequently reported outside Hubei and in countries outside China, including in the United States. The virus that causes COVID-19 seems to be spreading easily and sustainably in the community in affected geographic areas.

Current understanding about how the virus that causes coronavirus disease 2019 (COVID-19) spreads is largely based on what is known about similar coronaviruses.

KEY TERMS Essential Staff : The employees required to fulfill the specific job functions needed to

maintain or resume operations. In most cases, this designation will shift with the circumstances and needs of the emergency response.

Exclusion Criteria : The observable signs (symptoms, travel history, close contact with a person confirmed as having COVID-19) that a student or employee should be excluded from school or work.

Public Health Services : San Diego County Health and Human Services Agencies, Public Health Services


Closure : All students and non-essential staff are prohibited from being on the campus. Dismissal : Students are prohibited from being on the school campus. Trigger : Observable factors that have been selected as the basis to enact (trigger) a specific

response.

PLANNING ASSUMPTIONSDue to uncertainty about the timing, path and ultimate impact of COVID-19 on San Diego County, the following factors and assumptions have been used to prepare this plan. The following are based on the information that was available as of March 9, 2020.

1. The situation is evolving rapidly as new information about the virus and its spread becomes available.

2. The Centers for Disease Control (CDC) has warned that widespread transmission of COVID-19 in the United States will occur.

3. The California Department of Public Health has confirmed that Community-acquired cases have been confirmed in California.

4. As a pandemic threat, the presence of COVID-19 in the community will constitute a public health emergency with significant social and economic impacts.

5. The complete clinical picture regarding COVID-19 is not fully understood. Reported illnesses have ranged from mild to severe, including illness resulting in death. Older people and people with certain underlying health conditions like heart disease, lung disease and diabetes, for example, seem to be at greater risk of serious illness

6. Transmission of the virus is believed to occur between people who are near each other (within 6-feet) and through the transfer of droplets transferred by coughs and sneezes.

7. Transmission may also be possible by touching an object with infected droplets on it and transferring it to the mouth, nose or eyes.

8. People are thought to be most contagious when their symptoms are at their worst but there is also some possibility that the virus may be transmitted by people who are not symptomatic.

9. Symptoms manifest within 2 to 14 days of exposure.

10. While this strain of coronavirus is not well understood, the CDC advises that the prevention measures that are effective for limiting transmission of influenza are appropriate for COVID-19.

11. There is no vaccine to protect against COVID-19 and no medications have been approved to treat it.

12. Non-medical containment measures (social distancing) will be an important means of slowing or limiting the spread of the disease until vaccinations are available.

13. School closures and dismissals imposed by the County Health Officer are likely to be used to slow transmission of this virus.

14. Depending on the circumstances of the closure/dismissal, school personnel may still be able to work on school sites and offices.


15. Families and children experiencing food instability depend on school meal programs.

16. Seasonal influenza and COVID-19 have similar symptoms which are likely to cause confusion and concern with parents, staff and students.

17. Student attendance rates will decline due to infection, quarantine periods of up to 14 days following exposure, and parental fear concerning the possibility of infection.

18. School operations are likely to be impacted by high rates of employee absence due to infection, the need to care for loved ones who are ill and for quarantine periods of up to 14 days following exposure to persons known to have COVID-19.

19. High employee absenteeism rates constitute the greatest challenge to the global supply and financial systems. Disruption of public and privately owned critical infrastructure, including transportation, commerce, utilities, public safety and communications, may be significant.

ROLES AND RESPONSIBILITIESROLE OF (Name of School or District)

AuthorityDuring the COVID-19 threat the (school or district) is responsible for maintaining its essential operations and supporting the public health where possible.

Prior to an identified COVID-19 outbreak in the area served by the (district or school), (school or district name) will work closely with the San Diego County Public Health Services to monitor the threat, promote strategies to prevent disease transmission and to prepare for the spread of the disease in our community.

During a COVID-19 outbreak, (school or district) will continue all prevention strategies and will take direction from the County Health Officer regarding measures necessary to control transmission of the disease.

Declaration of Emergency The (superintendent or chief executive) has the authority to declare a (school or district) emergency, however during a public health emergency, San Diego County Public Health Services is the county’s lead agency. To the greatest extent possible decisions to utilize school closures or dismissals (and when to remain in session) will be made in consultation with the County Health Officer.

Delegation of Authority While it may not be necessary to have the actual written authority in hand during a crisis, it is essential that the district and departments know who holds the authority to make the decision or sign the paperwork in question. The (superintendent or chief executive) will prepare written delegations that assign their authority to another individual in the event of the prolonged absence of the individual who normally holds the authority.Pandemic Threat Annex: COVID-19 5 | P a g e

Public Employees as Disaster Service WorkersCalifornia Government Code, Sections 3100 – 3109 compel all public employees to serve in the capacity of Disaster Services Workers “subject to such disaster service activities as may be assigned to them by their superiors or by law.”

Activation The authority to activate this plan rests with the Superintendent (superintendent or chief executive).

Coordination (For school districts with multiple sites.)The district office will coordinate the actions and functions as described within this plan with city and county agencies, and any other affected entities. The District Emergency Operations Center (EOC) will be activated when any significant event overwhelms the day-to-day ability of the district to manage its response and subsequent recovery.

NotificationsThe (superintendent or chief executive) will notify EOC command staff, section chiefs and site Incident Commanders that this plan has been activated.

The Public Information Officer (PIO) will be responsible for ensuring that all public communications are consistent with the goals established by the Incident Commander. All communications with stakeholders (internal and external) and media will be issued or authorized by the PIO.

Notification within the CampusResponsibility for communicating response or recovery actions and intentions begins with the Principal/Incident commander.

ROLE OF SAN DIEGO COUNTY

AuthorityNumerous federal, state and local statutes authorize public health actions to control the spread of an infectious disease such as COVID-19. Under California law, a local health officer who believes a contagious, infectious or communicable disease exists within the territory under his or her jurisdiction “shall take measures as may be necessary to prevent the spread of the disease or occurrence of additional cases” and to protect the public’s health (California Health and Safety Code Section 120175).

The San Diego County Health and Human Services Agency (HHSA) Public Health Services (Public Health Services) will be the lead agency and will activate its Department Operations Center (DOC) when necessary. Public Health Services will work to ensure that all reasonable measures are taken to limit the spread of an outbreak within the community’s borders. Activities will include the following:

Emergency Command and Management

Surveillance

Emergency Medical Response

Maintenance of Essential Health and Medical Services


http://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?division=4.&chapter=8.&lawCode=GOV&title=1.

Maintenance of Other Essential Services

Communications

Vaccine or Antiviral Distribution (when available)

NotificationsNotice of confirmed cases within the county will be made by Public Health Services.

Confirmed COVID-19 case in the school community : Public Health Services will contact the principal of the school or superintendent of the school district.

Suspected COVID-19 case in the school community : Public Health Services will contact the principal of the school or superintendent of the school district when the (school or district)’s assistance is needed by Public Health Services.

Parent, staff or community member report : If an individual asserts that they have or may have COVID-19, the (principal or superintendent) will contact Pubic Health Services for guidance.

NOTE: Given the diversity of educational settings and organizational structures in the K-12 community, Public Health Services’ most likely point of contact will be with school principals. School districts and multi-site charter and private school systems should include the process their site administrators should follow when contacted by Public Health Services.

ROLE OF THE SAN DIEGO COUNTY OFFICE OF EDUCATIONLed by the County Superintendent of Schools, the San Diego County Office of Education (SDCOE) supports school districts by performing some tasks that can be done more efficiently and economically at the county level.

During a regional emergency, SDCOE assists by facilitating communication and coordination within the K-12 community, acting as a liaison and advocate for the county’s school systems with our regional partners and by providing training, technical assistance and support.

ROLE OF STATE GOVERNMENT

Authority

California Emergency Service Act (Government Code (GC), Title 2, Division, Chapter 7, Section 8550 et seq.) confers upon the Governor and chief executives of political subdivisions of the state emergency powers to provide for state assistance in organization and maintenance of emergency programs; establishes OES; assigns functions to state agencies to be performed during an emergency and provides for coordination and direction of emergency actions of those agencies; and, establishes mutual aid procedures. Authority for the creation of standby orders, crucial for preparedness, exists in GC section 8567. Authority to suspend statutes and agency rules exists in GC section 8671.


The California Department of Public Health (CDPH) is the lead state department for the state’s pandemic influenza response. CDPH’s response to COVID-19 will comply with SEMS/NIMS. CDPH will work closely with California Emergency Medical Services Authority (CEMSA) in coordinating the medical response. CDPH has primary responsibility for activating the response at the level appropriate to the specific phase of a pandemic. Within CDPH, the structure of the response organization will include a Disaster Policy Council, a Joint Emergency Operations Center (JEOC), and various program coordination centers.

Throughout all phases of a pandemic event, the CDHP and/or the CEMSA will be responsible for the following:

Coordinating statewide planning and providing recommendations for local public health and healthcare systems planning and response activities, including surge capacity issues.

Coordinating statewide monitoring and investigation of illnesses and deaths caused by influenza.

Communicating with the Centers for Disease Control and Prevention, state, local, tribal and provincial health agencies.

Providing laboratory facilities for identification and serving as liaison to the Centers for Disease Control and Prevention.

Coordinating any statewide distribution of vaccine or antiviral medication if they become available.

Providing information for the public on pandemic influenza and safety precautions.

ROLE OF FEDERAL GOVERNMENT

AuthorityThe Secretary of Health and Human Services (HHS) is responsible for preventing the introduction, transmission, and spread of communicable diseases from foreign countries into the United States and within the United States and its territories/possessions (section 361 of the Public Health Service [PHS] Act).

This statute is implemented through regulations found at 42 CFR Parts 70 and 71. Under its delegated authority, the Centers for Disease Control and Prevention (CDC) is empowered to detain, medically examine, or conditionally release individuals reasonably believed to be carrying a communicable disease.

While the federal government plays a critical role in elements of preparedness and response to a pandemic threat, the success of these measures is predicated on actions taken at the individual, community and state levels. Federal responsibilities include the following:

Advancing international preparedness, surveillance, response and containment activities.

Supporting the establishment of countermeasure stockpiles and production capacity by doing the following:

o Facilitating the development of sufficient domestic production capacity for vaccines, antivirals, diagnostics and personal protective equipment to support domestic needs, and encouraging the development of production capacity around the world;


o Advancing the science necessary to produce effective vaccines, therapeutics and diagnostics; and

o Stockpiling and coordinating the distribution of necessary countermeasures, in concert with states and other entities.

Ensuring that federal departments and agencies, including federal health care systems, have developed and exercised preparedness and response plans that consider the potential impact of a pandemic on the federal workforce, and are configured to support state, local and private sector efforts as appropriate.

Facilitating state and local planning through funding and guidance.

Providing guidance to the private sector and public on preparedness and response planning, in conjunction with states and communities.

Lead departments have been identified for the medical response (Department of Health and Human Services), veterinary response (Department of Agriculture), international activities (Department of State) and the overall domestic incident management and federal coordination (Department of Homeland Security). Each department is responsible for coordination of all efforts within its authorized mission, and departments are responsible for developing plans to implement the national strategy.


OPERATIONS PLANSSUMMARY OF TRIGGERS AND RESPONSES

The following table summarizes the responses the (district or school) will make in each phase should the associated trigger events occur. The information summarized below is in outline form. Detailed operational plans can be found following this table.

BEFORE COVID-19 CASES ARE PRESENT IN THE COMMUNITYPHASE I RESPONSESTriggering Criteria: Plans for the following objectives should be developed and implemented in response to a warning from the CDC that transmission within communities in the United States is likely.

District, charter and private school leaders should immediately take steps to slow the spread of respiratory infectious diseases, including COVID-19. The California Department of Public Health (CDPH) recommends implementing the following steps:

Review and update comprehensive school safety plans, including continuity plans for teaching and learning if students are absent from school.

Exclude students, teachers, or staff who have a travel history over the course of the last 14 days to an area identified by the CDC as Level 3 Travel Health Notice

o see Evaluating and Reporting Persons Under Investigation by the CDC: https://www.cdc.gov/coronavirus/2019-nCoV/hcp/clinical-criteria.html).

Exclude those who have been in close contact with someone diagnosed with COVID-19 from the school for 14 days from the day of their last exposure.

Send students, teachers, and staff who present with fever and/or respiratory infection symptoms home immediately. Separate them from others until they go home. When feasible, identify a “sick room” through which others do not regularly pass.

Coordinate with all partner organizations serving students to ensure consistent practices. Encourage flu vaccine for those persons over 6 months of age who have not had it this season. Develop a plan to communicate with the school community. Contact your Public Health Services immediately if you notice any concerning clusters of respiratory disease or

spikes in absenteeism. Encourage all students, families, and staff to take everyday preventive actions:

o Stay home when sick. Remain at home until fever has been gone for at least 24 hours without the use of fever-reducing

medicines. Seek immediate medical care if symptoms become more severe, e.g., high fever or difficulty

breathing.o Use “respiratory etiquette.”

Cover cough with a tissue or sleeve. See CDC’s Cover Your Cough page for multilingual posters and flyers, posted at the bottom of

webpage: https://www.cdc.gov/flu/prevent/actions-prevent-flu.htm. Provide adequate supplies within easy reach, including tissues and no-touch trash cans.

o Wash hands frequently. Encourage hand washing by students and staff through education, scheduled time for handwashing,

and the provision of adequate supplies. Enhance cleaning consistent with CDC guidance

see Environmental Cleaning and Disinfection Recommendations: https://www.cdc.gov/coronavirus/2019-ncov/community/home/cleaning-disinfection.html.


https://www.cdc.gov/coronavirus/2019-ncov/community/home/cleaning-disinfection.html

https://www.cdc.gov/flu/prevent/actions-prevent-flu.htm

https://www.cdc.gov/coronavirus/2019-nCoV/hcp/clinical-criteria.html

WHILE COVID-19 CASES ARE PRESENT IN THE COMMUNITYPHASE II RESPONSESTriggering Criteria: Two or more confirmed community transmission cases of COVID-19 and no individuals within the school test positive.

If San Diego County Department of Health and Human Services, Public Health Services (Public Health Services) has confirmed two or more community transmission cases, but no individuals (staff or students) at the school have tested positive for COVID-19, the California Department of Public Health recommends school leaders implement the following steps:

Continue the measures outlined in PHASE I. Teachers and staff with any fever and/or respiratory infection symptoms should not come to work.

o Teachers and staff should check themselves for fever and/or respiratory symptoms such as cough each morning before interacting with students.

Ensure sick leave policies allow teachers and staff to stay home if they have symptoms of respiratory infection.

Limit visitors to the school by not allowing those with symptoms of fever and/or respiratory infection or who have a travel history over the course of the last 14 days to an area identified by the CDC as Level 3 Travel Health Notice.

Consider alternates to congregate or group programming within the school including any large or communal activities such as assemblies. Alternate approaches, which limit close contact may include conducting assemblies via webcasts or intercom announcements.

Consider implementing staggered recess times to limit the number of students who are together; and if possible, group recess by classrooms.

Consider relaxing local requirements for a doctor’s note for the child to return to school after illness.

PHASE III RESPONSESTriggering Criteria: One student, teacher or staff member tests positive for COVID-19 and has exposed others at a school. (Elementary and high school districts serving families in affected neighborhoods should alert each other and consult with Public Health Services.)

If one student, teacher or staff member tests positive for COVID-19 and exposed others at the school, CDPH recommends that school leaders implement the following steps:

In consultation with Public Health Services, the appropriate school official may consider if school closure is warranted and length of time based on the risk level within the specific community as determined by the local public health officer.

In consultation with the local public health department, school officials may determine re-admission criteria after the school closures.

Implement communication plans for school closure to include outreach to students, parents, teachers, staff, and the community.

o Include information for parents regarding labor laws, information regarding Disability Insurance, Paid Family Leave, and Unemployment Insurance.

o California Labor and Workforce Development Guidance:1. Coronavirus 2019 (COVID-19) Resources for Employers and Workers:

https://www.labor.ca.gov/coronavirus2019/2. The California Employment Development Department’s Coronavirus 2019 (COVID-19) web

page: https://edd.ca.gov/about_edd/coronavirus-2019.htm3. Coronavirus Disease (COVID-19) – FAQs on laws enforced by the California Labor

Commissioner’s Office: https://www.dir.ca.gov/dlse/2019-Novel-Coronavirus.htm


https://www.dir.ca.gov/dlse/2019-Novel-Coronavirus.htm

https://edd.ca.gov/about_edd/coronavirus-2019.htm

https://www.labor.ca.gov/coronavirus2019/

PHASE IV RESPONSESTriggering Criteria: For school districts, charter schools and private schools with multiple sites in a community the following

measures are recommended when multiple schools within a school system have a student, teacher or staff member test positive for COVID-19.

Elementary and high school districts serving families of students who share families across grade spans should consult with Public Health Services when multiple sites within aligned districts are impacted.

Single site charter school and private school leaders should consult with Public Health Services when school districts serving the neighborhoods their students live in experience confirmed cases on multiple district campuses.

If multiple schools within the school district have a student, teacher or staff member test positive for COVID-19, the school leader should consult with Public Health Services for guidance on school closures and dismissals. If it is determined that all schools within the school district should be dismissed, CDPH recommends the following: In consultation with the Public Health Services, the school administrator may determine if additional school

closures and what length of time is warranted based on the risk level within the specific community as determined by the local public health officer.

Develop communication plans for school closure to include outreach to students, parents, teachers, staff, and the community.

Provide guidance to parents, teachers and staff reminding them of the importance of community social distancing measures while school is closed, including discouraging students or staff from gathering elsewhere. Community social distancing measures include canceling group activities or events, religious services, after-school classes and sporting events.

Consider developing a plan for continuity of education, medical and social services, and meal programs and establish alternate mechanisms for these to continue.

Maintain regular communications with the local public health department. Work with the local public health department to determine what additional cleaning protocols, if any, should

be deployed at the school prior to reopening the school. Determine the timing of return of students and staff, and any additional steps needed for the school to

reopen, in consultation with the local public health department.

AFTER THE COVID-19 THREATPHASE V RESPONSESTriggering Criteria: Guidance provided by Public Health Services indicates that a phased return to normal operations can begin.


OPERATIONAL PLANS

BEFORE COVID-19 CASES ARE PRESENT IN THE COMMUNITY

Goal I: Prevent the spread of COVID-19 and other infectious diseases with similar symptoms in the community and on school campuses.

OBJECTIVE

I-A

Infuse disease prevention behaviors into the culture of the school. Cough and sneeze etiquette Frequent and effective hand washing Not touching one’s face, eyes or mouth Not sharing food, drinks or utensils Staying home when ill Avoiding contact with people who are sick Refraining from hugs and handshakes

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Develop or select lesson plans to teach disease prevention behaviors.

2. Provide lessons to teachers with time to review and prepare.3. Develop/select and distribute educational resources for parents to help them model

and teach effective disease prevention behavior.4. Develop and distribute guidance for parents on how to determine if their child

should stay home from school, and for how long.5. Determine the method that will be used to teach effective disease prevention

behaviors to staff and select appropriate resources.6. Develop positive reinforcement strategies that staff can use to recognize students

when they exhibit the prevention behaviors we want them to use.7. Train all staff on positive reinforcement strategies.

RESOURCES:

NOTE: The exclusion criteria for school/work will change frequently (possibly daily) as information on the virus and its spread is better understood. The following information was current on 3/9/2020.

1. All children and staff members with respiratory symptoms or fever (>100 F / >37.8 C) should remain home.a. Persons excluded from school or work for fever may return to school when they have been free of fever for

at least 24 hours (without the use of fever reducing medications) and all respiratory symptoms are fully resolved, or seven days have passed since the onset of symptoms and the individual’s symptoms have been improving.

b. Persons excluded from school or work for respiratory symptoms and who have not developed a fever may return to school when all respiratory symptoms are fully resolved, or seven days have passed since the onset of symptoms and the individual’s symptoms have been improving.

2. Students and staff members who present at school with fever and/or symptoms of a respiratory infection should be sent home as soon as possible.

a. The student or employee should where a surgical mask (if available and if tolerated) until they leave work or school.

b. If possible, keep that person isolated (students must still be visible and supervised by a staff member); otherwise try to keep a 3 to 6-foot distance between that student (or staff member) and others.


3. Exclude students and staff members who have a travel history over the course of the last 14 days to an area identified by the CDC as Level 3 Travel Health Notice should be excluded from work or school for 14 days, beginning the day they departed that country

a. Schools are advised to find methods to provide educational support for students who are excluded from school under due to level 3 travel health notices to prevent them from falling behind.

b. Students or staff members who are excluded from school or work should also be advised stay at home and limit contact with anyone outside the home.

c. Healthy members of a household who did not travel but live in a household with someone who returned from a CDC Level 3 country are not required to stay away from work or school if all members of that household remain healthy (i.e., no new respiratory symptoms and no fever) during the 14-day period described above.

d. Students and staff members who have visited one of these countries within the past two weeks should be advised to call their doctors for instructions if they have fever with either cough or shortness of breath.

e. No student or employee may be excluded from school, work or any school activities based on race or country of origin.

4. A student or staff member who has been in close contact with a person with a laboratory-confirmed case of COVID-19 over past two weeks will be excluded from school until cleared by the local public health department.

5. If any student or staff member at school is suspected to have the virus (i.e., becomes a Public Health Services “patient under investigation”; or “PUI”) for COVID-19, the school district will work with public health authorities who will collaborate with that student’s or staff member’s physician to guide further restrictions and public notifications.

6. Student and staff health information is confidential and shall not be shared with other students or with school site staff. Information will be shared only to the extent required and limited to those who have a legitimate educational interest in the information.


https://wwwnc.cdc.gov/travel/notices

OBJECTIVE

I-BUpdate policies and practices on student and employee attendance to make them congruent with the (school or district)’s messages on staying home when an individual is too ill for school/work.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Review and revise rules on school attendance to include guidance on staying

home when ill and implement immediately.2. Discontinue all attendance incentive programs.3. Create FAQs and talking points on student attendance and train all staff who

make attendance calls. Provide the same information to instructional staff. Implement immediately.

4. Develop systems for updating all internal and external stakeholders (parents, students, employees, contracted providers and vendors) on changes in the exclusion criteria as new information develops.

5. Develop and distribute guidance for employees, approved volunteers and contracted providers on self-screening using the same exclusion criteria developed for students.

6. Develop and distribute guidance for employees on summarizing leave options and if working remotely is an option.

7. Develop and distribute guidance for supervisors to support item 6.8. Develop and distribute guidance for supervisors describing appropriate responses

for when they have concerns about a volunteer, contracted provider or employee who is displaying respiratory symptoms. Include guidance on employees who resist leaving work.

RESOURCES:


OBJECTIVE

I-CDevelop and implement site procedures to minimize the possibility of disease transmission from children and employees who are ill at school.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:

1. Review and revise current procedures for managing sick students until they go home. For students with respiratory symptoms (productive cough) or fever greater than 100 F: A location that limits other’s access to the sick student but ensures that they

are adequately supervised. Place a surgical mask on the student (if it is tolerated) Keep the student at least 3 to 6 feet (more if possible) from others. Report the case to the district office (designee)

2. Create plans to immediately release from work employees who are sick and cover essential positions. Include how the site would cover several employees at the same time.

3. Create cleaning procedures for immediately disinfecting the areas the sick student occupied before going home.

RESOURCES:

OBJECTIVE

I-DImplement cleaning procedures and schedules to prevent transmission through contact with contaminated surfaces.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Review and revise routine cleaning procedures and revise to include disinfection

of frequently touched surfaces on a nightly basis.2. Create classroom procedures and supplies to allow teachers and staff to clean

desktops and doorknobs at the start of each new class (when students change rooms).

3. Create procedures and supplies to allow office staff to sanitize door handles and surfaces hourly.

4. Create plans to clean all school bus seats and handles immediately prior to (or after) each trip.

5. Develop procedures to immediately sanitize all rooms where people with respiratory symptoms or fever have been.

6. Ensure routine cleaning occurs even when custodians are absent. Develop plans to cover custodial work if no substitutes are available.o Consider delaying non-essential work, authorizing overtime or reassigning

staff from other duties.7. Ensure soap dispensers are present, in good working order and stocked with soap

near all sinks.8. Replace damaged or missing soap dispensers immediately.

RESOURCES:


OBJECTIVE

I-E Ensure necessary supplies on hand for transmission prevention activities.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Inventory supplies stored at each site and centrally and order in anticipation of

substantially increased usage: Hand sanitizer dispensers with at least 60% alcohol for all classrooms, offices

and workspaces Custodial cleaning and disinfection supplies Health Office supplies including:

o Surgical masks (for people who are sick)o N-95 masks (for School Nurses and Health Technicians if available)o Gloves and disposable gowns

2. Monitor closely supplies on hand at each site and order proactively to ensure shortages do not occur.

3. When ordering supplies that may be scarce, specify that you will accept partial fulfillment or break large orders down into several smaller orders. (10 orders of 10 versus 1 order of 100.)

RESOURCES:

OBJECTIVE

I-FEnsure employees are properly trained and equipped with Personal Protective Equipment (PPE) appropriate to the cleaning products they will be using for the hazard they are correcting.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Determine what PPE is required.

2. Determine if additional training is needed.

3. Develop training plans and schedules.

4. Inventory and order PPE.

RESOURCES:


OBJECTIVE

I-G Create plans to increase social distancing to prevent disease transmission at school sites.

PHASE II: Plans for this objective should be developed now and implemented when two or more confirmed community transmission cases of COVID-19 and no individuals within the school test positive.ACTIONS: ASSIGNED: DUE:1. Identify all settings in which students are required to be nearer than 3 feet of each

other (classrooms, locker rooms, cafeterias, assemblies, lining up for things, school buses) and create plans to increase the distance to 3 to 6 feet. Consider classrooms, locker rooms, cafeterias, assemblies, lining up for things, etc.

2. Identify social distancing strategies that will be used in response to specific triggering criteria. Consider: a. Creating multiple recess and lunch periodsb. Dropping dress requirements for PE or having one-half or one-third of PE classes

dress on any given dayc. Reducing the number of students who can sit at a single lunch tabled. Requiring “giant step” gap between students in linee. Rearranging classroom layouts to provide more space between students,

consider removing extra furniture from roomsf. Reassigning roomsg. Closing athletic contests to spectatorsh. Canceling assemblies and events

3. Describe the triggering criteria for canceling field trips.4. Describe the triggering criteria that will be used if suspending foreign exchange

programs for students who are not currently enrolled.5. Consider using virtual meetings when possible and equitable.

RESOURCES:

OBJECTIVE

I-HCreate a plan to implement social distancing measures at other worksites. Include triggering criteria for each of the measures selected for this plan.

PHASE II: Plans for this objective should be developed now and implemented when two or more confirmed community transmission cases of COVID-19 and no individuals within the school test positive.ACTIONS: ASSIGNED: DUE:1. Identify work settings and activities which require employees to interact with others

who are within 6 feet.Consider:

Authorizing employees who can perform their work remotely to do so from home

Closing offices to walk-in visitors and requiring meetings by appointment only when e-mail correspondence, telephone conversations or virtual meetings are not possible or appropriate

Using screens or barriers to maintain 6-feet between employees and visitors when in-person meetings are necessary

Rearranging office layouts to create distance between employees Creating shifts to reduce the number of people in workspaces at one time

2. Describe the triggering criteria that will be used to cancel professional development activities and/or travel.

RESOURCES:


GOAL II: Contribute fully and appropriately as an agency partner in San Diego County’s coordinated emergency management response.

OBJECTIVE

II-A Maintain a high level of situational awareness regarding the COVID-19 threat.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Identify the key people who will actively monitor federal, state and county agencies

for developments and guidance. Include: Register the lead school health contact for the LEA or private school to receive

updates from the California Health Alert Network (CAHAN) for San Diego County.

o https://www.sandiegocounty.gov/hhsa/programs/phs/ cahan_san_diego/

Register for email updates on COVID-19 from the Centers for Disease Control and Prevention.

o https://www.cdc.gov/coronavirus/2019-ncov/index.html

Monitor Public Health Services’ COVID-19 webpage.o https://www.sandiegocounty.gov/content/sdc/hhsa/programs/phs/

community_epidemiology/dc/2019-nCoV.html Monitor the CDE’s COVID-19 webpage.

o https://www.cde.ca.gov/ls/he/hn/coronavirus.asp Register with SDCOE to receive updates for specific groups.

o School Nursing: c [email protected] o Safety: [email protected] Student Support Services: [email protected]

Note: Individual school sites should not take these steps if they are supported by a district/central office.RESOURCES:


mailto:[email protected]



https://www.cde.ca.gov/ls/he/hn/coronavirus.asp

https://www.sandiegocounty.gov/content/sdc/hhsa/programs/phs/community_epidemiology/dc/2019-nCoV.html

https://www.sandiegocounty.gov/content/sdc/hhsa/programs/phs/community_epidemiology/dc/2019-nCoV.html

https://www.cdc.gov/coronavirus/2019-ncov/index.html

https://www.sandiegocounty.gov/hhsa/programs/phs/cahan_san_diego/

https://www.sandiegocounty.gov/hhsa/programs/phs/cahan_san_diego/

OBJECTIVE

II-B

Create a plan on how staff will alert key district/school personnel and/or Public Health Services when notified of a potential or confirmed case of COVID-19. Include the following scenarios:

1. Public Health Services notifies site staff member that a student or staff member has COVID-19.2. Public Health Services notifies site staff member that a member of the community served by

the school has COVID-19.3. Public Health Services notifies a district staff member that a student or staff member has

COVID-19.4. Public Health Services notifies district staff member that a member of the community served

by the school has COVID-19.5. A parent or other individual reports to a school site staff member that a student or family

member has or thinks they have COVID-19.NOTES:

Do not accept unofficial sources as confirmation of COVID-19. Always confirm with Public Health Services.

Include procedures to protect student and staff privacy. Designate a single point of contact for the LEA for communication with Public Health

Services.PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Create written procedures for each role.2. Create forms or tools to ensure all relevant information is recorded. Include:

a. Name and contact information for the person making the report.b. Information provided.c. Questions to ask of the person making the report.d. Date and time the information was received.

3. Assign roles and responsibilities for all levels of the organization.

4. Train staff on the process.

RESOURCES:

OBJECTIVE

II-CDevelop procedures to collect on student and staff absence trends for influenza-like symptoms and for communication with Public Health Services on significant changes.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Determine baseline attendance rates for all school sites and classrooms.2. Review and revise attendance reporting systems to easily retrieve trend data on

students who are absent with flu-like symptoms by site and classroom, daily.3. Create a procedure and criteria for reporting significant changes in attendance

trends to the district office and Public Health Services.4. Create procedures and criteria for reporting other significant information to

Public Health Services.5. Establish a single point of contact for the LEA who will handle all communications

with Public Health Services.6. Create a procedure for the district office to gather trend data on employee

absences by site to include with student data reported to Public Health Services.RESOURCES:


OBJECTIVE

II-DCreate a plan to document expenses related to emergency management and response for possible state or federal reimbursement. (This process should be created and tracked by your Finance Section.)

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Select or create forms to track all expenses (purchases, contracts, leases, labor,

etc.).2. Create reporting/submission procedures and timelines.



RESOURCES:

OBJECTIVE

II-E

Create a plan to document all changes in policies and practices in a central depository. Include a description of what changes were made, the date on which the change became effective and what the triggering criteria were that prompted the change. (This information will be needed by your Planning Section during the recovery phase.)

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Select or create forms to document changes in policies and practices.

2. Create reporting/submission procedures and timelines.



RESOURCES:


Goal III: Minimize the impact of all disruptions to the delivery of instruction and related services.OBJECTIVE

III-ADevelop plans to counter the impact of school dismissals of varying lengths, promotions, graduation, and college admission.

PHASE III: Plans for this objective should be developed now and implemented when one student, teacher or staff member tests positive for COVID-19 and has exposed others at a school.ACTIONS: ASSIGNED: DUE:1. Identify the potential lasting negative impacts of school closures and dismissals

on student outcomes. Consider the following factors: Grade level Special needs (IEP, 504, ELL, low-income) Duration Timing (final exams, AP testing, state assessments) Other relevant considerations

2. Identity possible instructional strategies. (See IIIB)3. Identity possible procedural strategies.

Example: How grades will be determined if students cannot attend the last three weeks of school.

4. Identity possible structural strategies. Example: To minimize the impact from a lengthy dismissal first semester the

end of the semester might be shifted to split the loss of days with the second semester.

5. Create the plan.

RESOURCES:

OBJECTIVE

III-BDevelop plans to provide independent study as an alternative for students whose parents are unwilling to send them to school. If the use of online resources will be used, ensure equitable access for students who do not have internet access and/or computers.

PHASE I: Plans for this objective should be developed in response to a warning from the CDC that transmission within communities in the United States is likely and implemented as soon as needed.ACTIONS: ASSIGNED: DUE:1. If the use of online resources is part of the plan, allocate computer equipment

and mobile hotspots to ensure students who do not have internet access at home have equitable access to learning.

2. Identify the teachers who will assign and support independent study.3. Develop procedures creating contracts and assigning, collecting and grading

work.4. Develop documentation procedures for use in substantiating requests for

apportionment.5. Modify items 1 – 4 to include special procedures for students supported by an

IEP.RESOURCES:


OBJECTIVE

III-CDevelop plans to provide independent study and/or other distance learning solution for students during school closures or dismissals that are projected to be longer than (local decision) days.

PHASE III: Plans for this objective should be developed now and implemented when one student, teacher or staff member tests positive for COVID-19 and has exposed others at a school.ACTIONS: ASSIGNED: DUE:1. If the use of online resources is part of the plan, allocate computer equipment

and mobile hotspots to ensure students who do not have internet access at home have equitable access to learning.

2. Identify the teachers who will assign and support independent study.3. Develop procedures for creating contracts and assigning, collecting and grading

work.4. Develop documentation procedures for use in substantiating requests for

apportionment.5. Modify items 1 – 4 to include special procedures for students supported by an

IEP.RESOURCES:

OBJECTIVE

III-D Identify how essential functions will be continued if there is a shortage of key personnel or supplies.

PHASE III: Plans for this objective should be developed now and implemented when one student, teacher or staff member tests positive for COVID-19 and has exposed others at a school.ACTIONS: ASSIGNED: DUE:1. Identify critical business processes and create plans to ensure these activities are

covered if people in key positions are unable to work.2. Identify non-essential activities and the timeframes that they can be delayed

without damaging essential operations.3. Identify job functions that can be accomplished through remote access and

determine criteria for allowing or requiring that employees work remotely.4. Identify essential functions that can only be accomplished at a worksite and

develop plans to protect employees in those roles from contact with potentially infected people.

5. Test remote access.

RESOURCES:

OBJECTIVE

III-E Involve key stakeholders in the creation of operational plans for the COVID-19 threat.

PHASE I: Plans for this objective should be developed in response to a warning from the CDC that transmission within communities in the United States is likely and implemented as soon as needed.ACTIONS: ASSIGNED: DUE:1. Develop plans to enlist the support of the bargaining units.

2. Develop plans to enlist the support of parent advisory groups.3. Develop plans to enlist input from non-profit partners, expanded learning

program providers, and other contracted providers.RESOURCES:


OBJECTIVE

III-F

Develop strategies to continue meal programs for students supported by reimbursable meal programs during school closures and/or dismissals projected to be longer than (local decision). Distribution plans should not create gatherings of more than 10 people at a time or should ensure that people are kept at least 6 feet apart.

PHASE III: Plans this objective should be developed now and implemented when one student, teacher or staff member tests positive for COVID-19 and has exposed others at a school.ACTIONS: ASSIGNED: DUE:1. Create a list of meals that can be distributed at neighborhood sites.

2. Create a list of locations that can be used for meal distribution.3. Determine how meals will be packaged and transferred from employee to

recipient. Consider creating “drive-thru” locations as a means of maintaining social distancing.

4. Create schedules with times and locations for meal distribution.

5. Identify the eligible students in each distribution area.6. Create procedures for distribution of meals and documentation steps for

reimbursement.7. Create supply lists and pre-order non-perishable products.

8. Determine how parents and students will be notified of your plan.9. Create contingencies for employee shortages. Consider training and using

employees in other roles to cover food service positions if subs are not available.10. Create contingency plans business closures that could result in shortages of

supplies.RESOURCES:

OBJECTIVE

III-G Develop plans for a phased return to normal operations.

PHASE V: Plans created for this objective should be created now for implementation when the threat posed by COVID-19 has passed.ACTIONS: ASSIGNED: DUE:1. Examine plans created to scale back non-essential services, alter work settings

and schedules, and suspend certain operations and activities.2. Create plans to layer back functions to ensure the organization can support

normal operations.3. Develop communication plans and tool for use with employees, parents and

students.RESOURCES:


Goal IV: Communicate with all stakeholders on issues that could impact school/district operations.

OBJECTIVE

IV-ADevelop communications strategies to keep parents and staff members up-to-date on the (district or school)’s efforts to protect students (and staff) from COVID-19.

PHASE I: Plans developed for this objective should be implemented in response to a warning from the CDC that transmission within communities in the United States is likely.ACTIONS: ASSIGNED: DUE:1. Determine the frequency, means, and source of regular communications on this

threat and share this plan with parents, employees, contracted providers and vendors.

2. Provide site administrators with guidance on topics that they can and should not address in communications regarding COVID-19.

3. Ensure that all communications can be translated accurately and quickly enough to be released at the same time it is released in English.

4. Create scripts and letter templates for possible scenarios: An unfounded rumor student, parent or family member with COVID-19 and

the school is not responding. Short term school closure for cleaning and disinfection. Closure or dismissal for a projected number of days. Include plans to provide

instruction and school meal programs for low income students during a closure or dismissal

Cancelation of field trips, events, or sporting events.

RESOURCES:


WHILE COVID-19 CASES ARE PRESENT IN THE COMMUNITY

Plans which were revised or developed for implementation while COVID-19 cases are present in the community should be described for each of the objectives that follow.


OBJECTIVE

I-A Continue implementation of plans to infuse disease prevention behaviors into the culture of the school.

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:1. Teach refresher lessons to keep knowledge of disease prevention behaviors in the

forefront.2. Continue positive reinforcement strategies with students exhibiting these behaviors.

3.

4.

5.

RESOURCES:

OBJECTIVE

I-BContinue cleaning procedures and schedules. Revise procedures as needed. (List the action steps in your plan and assigned roles.)

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:1.

2.

3.

4.

5.

6.

RESOURCES:


OBJECTIVE

I-CEnsure supplies are on hand for disease transmission prevention. (List the action steps in your plan to closely monitor cleaning and medical supplies and assigned roles.)

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:

1.

2.

3.

4.

5.

6.

RESOURCES:

OBJECTIVE

I-DImplement social distancing measures to reduce the possibility of disease transmission at school sites. (List the actions and assigned roles.)

PHASE II – IV: Plans for this objective should be implemented when two or more confirmed community transmission cases of COVID-19 and no individuals within the school test positive.ACTIONS: ASSIGNED: DUE:1.

2.

3.

4.

5.

6.

RESOURCES:

OBJECTIVE

I-EImplement social distancing measures to reduce the possibility of disease transmission at other work sites. (List the actions and the assigned roles.)

PHASE II – IV: Plans this objective should be implemented when two or more confirmed community transmission cases of COVID-19 and no individuals within the school test positive.ACTIONS: ASSIGNED: DUE:

1.

2.

3.

4.

5.

6.

RESOURCES:



OBJECTIVE

II-AImplement planned reporting criteria for changes in attendance and other important information to Public Health Services. (Note: School districts and multi-site charter and private school systems should have a single point of contact for communication with Public Health Services.)

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:1. Attendance clerks will…

2. School nurses and health technicians will…

3. Site principals will…

4. Human Resources will…5. The central office will communicate with Public Health Services under the following

circumstances:RESOURCES:

OBJECTIVE

II-B Continue all assignments related to maintaining situational awareness.

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:1. __ will monitor and share with ___ updates from CAHAN.

2. __ will monitor and share with ___ updates from the CDC.

3. __ will monitor and share with ___ updates from SDCOE school nurse and safety.

4. __ will monitor and share with ___ updates from Public Health Services.5. The (superintendent or chief executive) will monitor updates from the County

Superintendent.RESOURCES:

OBJECTIVE

II-CImplement plan to document expenses related to emergency management and response for possible state or federal reimbursement. (List the action steps in the plan and responsible parties.)

PHASE I - V: Plans developed for this objective should be implemented before COVID-19 cases are present in the community, continued while the threat remains active and conclude during Phase V.ACTIONS: ASSIGNED: DUE:1.

2.

3.

4.

RESOURCES:


Goal III: Minimize the potential for disruption to the delivery of instruction and all related services.

OBJECTIVE

III-A

Implement plan to provide independent study as an option for parents who are uncomfortable having their children attend school. (List the actions steps and assignments. Include actions related to students supported by IEPs, English Learners and equity of access for families that do not have internet access and/or computers.)

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:

1.

2.

3.

4.

5.

RESOURCES:

OBJECTIVE

III-B

Provide independent study to students in the event of school closures and dismissals anticipated to be longer than (local decision) days. (List the actions steps and assignments. Include actions related to students supported by IEPs, English Learners and equity of access for families that do not have internet access and/or computers.)

PHASE III - IV: Plans for this objective should be implemented when one student, teacher or staff member tests positive for COVID-19 and has exposed others at a school.ACTIONS: ASSIGNED: DUE:

1.

2.

3.

4.

5.

RESOURCES:


OBJECTIVE

III-DImplement measures to ensure critical business processes are maintained during employee absences. (List action steps, triggering criteria and assigned roles.)

PHASE II – IV: Plans for this objective should be implemented when employee absence trends become significant. (Districts, charters and private schools should pre-determine trigger criteria for “significant.”).ACTIONS: ASSIGNED: DUE:

1.

2.

3.

4.

5.

RESOURCES:

OBJECTIVE

III-EImplement measures to delay non-essential activities during shortages of employees or supplies. (List action steps, triggering criteria and assigned roles.)

PHASE II – IV: Plans for this objective should be implemented when employee absence trends become significant. (Districts, charters and private schools should pre-determine trigger criteria for “significant”.)ACTIONS: ASSIGNED: DUE:1.

2.

3.

4.

5.

RESOURCES:

OBJECTIVE

III-GImplement distribution of reimbursable meals to qualifying students during school closures or dismissals that are projected to be longer than (locally defined) days. (List action steps and assigned roles.)

PHASE III - IV: Plans for this objective should be implemented during school closures or dismissal projected to be longer than (locally defined) days.ACTIONS: ASSIGNED: DUE:1.

2.

3.

4.

5.

RESOURCES: (add SDCOE selected resources)



OBJECTIVE

IV-A Update the communication plan as new information becomes available.

PHASE I - IV: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued while the threat remains.ACTIONS: ASSIGNED: DUE:1. The ___ will update the communication plan and related resources in response to

new or anticipated developments.2. Updates will be shared with key staff as needed.

3.

4.

5.

6.

RESOURCES:

AFTER THE COVID-19 THREAT

Recovery begins at the onset of the emergency and continues until the (district or school) has fully resumed normal operations and all aspects of the emergency response have ended.

In this pandemic threat, recovery efforts will be complicated by length of time symptoms of COVID-19 mirror seasonal influenza, how long the virus remains active (at the local, national and international level) and by the possibility of a resurgence. The number of staff and students impacted by the virus and any loss of life in the school community will also be factors in the recovery process. Economic impacts due to declines in enrollment, attendance, school closures/dismissal and reduced tax revenues within the state could also produce lasting impacts.

Planning for recovery before an event occurs will assist staff, students, stakeholders, and the (school or district) to make the transition as seamless as possible.

When addressing the objectives described for this phase of the EOP, planning teams should review the plans created by teams assigned to “before” objectives:

II-E: Create a plan to document all changes in policies and practices in a central depository. Include a description of what changes were made, the date on which the change became effective and what the triggering criteria were that prompted the change.

III-G: Develop plans for a phased return to normal operations.



OBJECTIVE

I-A Continue to teach and reinforce disease prevention behaviors.

PHASE I – V: Plans developed for this objective should be implemented before COVID-19 cases are present in the community and continued through the recovery phase as a means of building resiliency against infectious disease transmission.ACTIONS: ASSIGNED: DUE:1. Continue to provide hand sanitizer in all classrooms and office.2. Develop alternatives to traditional attendance incentives that encourage attendance

without imposing a penalty for staying home when sick.3.

RESOURCES:

OBJECTIVE

I-BResume normal cleaning routines when advised by Public Health Services that extra measures are no longer needed.

PHASE V: Plans developed for this objective should be implemented when COVID-19 is no longer a threat.

ACTIONS: ASSIGNED: DUE:

1.

2.

3.

RESOURCES:

OBJECTIVE

I-C Resume normal inventory and supply procedures for cleaning and medical needs.


ACTIONS: ASSIGNED: DUE:1.

2.

3.

RESOURCES:



OBJECTIVE

II-AImplement plans to layer back functions that were scaled back or discontinued ensuring that each phase lays the foundation for the next. Include plans to communicate with employees and parents.



1.

2.

3.

4.

5.

6.

RESOURCES:

OBJECTIVE

II-B Scale back attendance monitoring systems to the level needed to meet instructional goals.



2.

3.

RESOURCES:

OBJECTIVE

II-C Complete financial reports detailing the expenses related to emergency response.



2.

3.

RESOURCES:


OBJECTIVE

II-DAnalyze the impact of the emergency on attendance, instructional minute requirements and apportionment, and apply for emergency relief.



1.

2.

3.

RESOURCES:

Goal III: Minimize the potential for disruption to the delivery of instruction and all related services.

OBJECTIVE

III-AImplement plans to resume operation of school sites that were closed or from which students were dismissed.

PHASE III-V: Plans developed for this objective should be implemented when Public Health Services advises that it is safe for students and staff to return.ACTIONS: ASSIGNED: DUE:

1.

2.

3.

RESOURCES:

OBJECTIVE

III-B Implement plans to transition students from independent study back to school sites.

PHASE III-V: Plans developed for this objective should be implemented when Public Health Services advises that it is safe for students and staff to return.ACTIONS: ASSIGNED: DUE:1.

2.

3.

RESOURCES:

OBJECTIVE

III-B Implement plans to transition students who are supported by IEPs back to school sites.


1.

2.

3.

RESOURCES:


OBJECTIVE

III-C Implement plans to resume meal programs at school sites.


1.

2.

3.

RESOURCES:


OBJECTIVE

IV-A Create notifications for employees to support phased return to normal operations.

PHASE III-V: Plans developed for this objective should be implemented when Public Health Services advises that it is safe for students and staff to return.ACTIONS: ASSIGNED: DUE:1. Create templates to allow customization for individual job classes and locations.

2. Create FAQs and talking points to assist managers.

3.

4.

RESOURCES:

OBJECTIVE

IV-B Create notification for parents and students on transitioning from Independent Study to school sites.

PHASE III-V: Plans developed for this objective should be implemented when Public Health Services advises that it is safe for students and staff to return.ACTIONS: ASSIGNED: DUE:1. Create templates to allow customization for individual locations.

2. Create FAQs and talking points.

3. Plan for parents who want to keep their students on Independent Study.

4.

5.

RESOURCES:


ADDITIONAL GUIDANCE (This page is available to list additional resources or guidance identified by the district or school as useful.)


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