Hybrid Learning Plan: Alder Elementary

• Implement measures to limit the spread of COVID-19 within the school setting.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.
• Provide all logs and information to the LPHA 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 any ill or exposed persons from physical contact with others.
• 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).

• Classroom sanitization will occur each day when students are not present.
• Classroom touch-point areas (door handles, sink handles, etc) will be wiped down throughout the day as needed. Teachers (following safety protocols) and custodians will both work to wipe areas of the classroom that are highly used. Students may use wipes (currently limited availability) but may not use the current spray formula (following directions on bottle). • Students will have their own labeled supplies. Any shared supplies will be “sanitized” between use.
• Students will be assigned an arrival/dismissal building access point to limit exposure to large group of students. Any entrance with more than one classroom assigned will have a safety protocol defined and posted. Prior to return to the building parents, students, and staff will be informed of the arrival/dismissal protocols and expectations. Late arrivals will all come through the front entrance.
• Classrooms will be assigned bathroom break times to promote handwashing and limit hallway use throughout the day. Students will be allowed to use the restroom as needed but will be encouraged to try to stay on the bathroom break schedule. Break schedules will be published so individual restroom use to be rerouted to health room. Staff restroom protocol will be posted.
• The principal will ensure proper guidance (signage, branding, training, messaging home and school) to ensure physical distancing is utilized to keep all participants safe.
• All Alder staff has the authority to support and reinforce physical distancing requirement. (Keeping language soft and supportive and considering the challenge of maintaining our own distance. Perhaps a common phrase)
• Within the first four days of school preparation (August 31, Sept 1, Sept 2, Sept 8 all staff will be trained in sections 1-3 of Ready School, Safe Learners details.
• Signs will be posted in common areas to signify when the area was last used and last cleaned. Examples: If a class were to enter the library for use, they would document on paper date and time of entrance. Then when the area is sanitized custodian will date and sign it was sanitized and ready for next use.
• Staff walking through the entrance of the school will serve as self- reporting that they are meeting health guidelines to work.
• Both areas with windows into the office- principal office and counselor office will be used for isolation areas as needed. Documentation will be used to identify the area when in use. Thorough sanitization will occur prior to and after use for isolation space.
• If a potential case is presented at Alder we will send home a standard letter, auto-dialer (email and phone messages), and classroom level Remind text (message referencing letter). Content will include an optional Zoom for further information. Also, send information in advance of what the process is (create the standard protocol)
• Synergy and daily schedule will be used to log cohort interactions. Anything outside of the regular schedule will be tracked on sanitization/use log sheets (this team will determine if tracking system will be common or individualized)
• Itinerant staff will be required to keep an updated calendar with shared access by head secretary. It is not classroom teacher’s responsibility to document other staff joining the classroom. Staff who have a consistent schedule will only document things outside the regular schedule.

• 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.
• 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.
  2. Medically Fragile: Are students who may have a life-threatening health condition and who may require immediate professional nursing services.
  3. Nursing-Dependent: Are students who have an unstable or life-threatening health condition and who require daily, direct, and continuous 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 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.
  • Appropriate medical-grade personal protective equipment (PPE) should be made available to nurses and other health providers.
  • 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:
    • 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.
    • 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.’
    • OAR 333-019-0010 Public Health: Investigation and Control of Diseases: General Powers and Responsibilities, outlines authority and responsibilities for school exclusion.

• Individual student plans for medically fragile students will be written and maintained by identified school nurse in partnership with staff and school administrators.
• Signs will be placed at the entry of each space to identify the maximum occupancy in consideration of 35 square feet per person. The sign will also reflect the current/attendance number.
• Students with modified Health Management Plans, Care Plans, IEPs, 504 or other student-level medical plans (ADA and FAPE included), as indicated, will have individual needs assessed and accommodated.
• District will provide medical-grade PPE.

• 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.
• Support physical distancing in all daily activities and instruction, maintaining 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.

• Signs will be placed throughout the hallways and classrooms as reminders of 6 ft social distance requirements.
• Instruction will be planned to allow for 6 ft distancing for all activities. Custodians and Facilities Staff will mark classrooms for student spaces.
• Arrows will mark the one-way flow of traffic throughout the school including hallways, gym, cafeteria, and outside walkways.
• Any anticipated areas where a line might occur will be marked for distance.
• Cohorts will be designed to accommodate no more than 50% of the school population each day.
• All students will receive initial instruction on physical distancing. All staff will reinforce message. Videos will be created and available to reinforce the message as well.
• Staff will be required to honor physical distancing.

• 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.
• 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 disinfecting 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 academic content standards, and peers.
• Staff who interact with multiple stable cohorts must wash/sanitize their hands between interactions with different stable cohorts.

• Students will be placed in stable classroom cohorts of no more than 12-16 students, dependent on classroom capacity.
• Bus cohorts will be established based on classroom cohort assignments.
• Students will not be a part of any one cohort or cross cohorts that exceed 100 people.
• Attendance, and area records will serve as tracing.
• Utilizing scheduled restroom breaks and individual restrooms will minimize interactions.
• Teachers and custodians will disinfect surfaces throughout the day as needed.
• All students will have access to general education and peers. Support services will happen as an integrated part of the classroom when possible.
• Staff will be required to wash hands when moving between different cohorts.
• Staff will be assigned sections of Safe Schools specific to COVID 19 at the beginning of the school year.

• 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.
• 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).
• 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.
• Anyone who has come in contact with a confirmed case per the definition will receive a phone call from administrator and/or MESD nurse.

• An auto-dialer and letter will be generated for communicating a confirmed case. Anyone in close contact with the case will be contacted by phone.
• Health information will be provided in languages and format accessible to the school community.
• Staff will receive notification and details for any potential health concerns and details of who received communication.
• Follow District provided protocols in written form.

• 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 (temperature 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:
    • Trouble breathing
    • Persistent pain or pressure in the chest
    • New confusion or inability to awaken
    • Bluish lips or face (lighter skin); greyish lips or face (darker skin)
    • Other severe symptoms
• 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. See table “Planning for COVID-19 Scenarios in Schools.”
  • Additional guidance for nurses and health staff.
• 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. See table “Planning for COVID-19 Scenarios in Schools.”
• 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.

• Anyone not able to answer health questions should stay home or be directed to go back home.
• Parents are the initial screener for students and should not send students to school who are showing signs or symptoms. School will send home health screening questions for parent review and consideration.
• Bus drivers should alert staff if there are any students on the bus who are showing symptoms. Staff will meet the bus and get students to isolation ASAP.
• Classroom staff will also serve as screeners as students enter the room. Any students showing symptoms or reporting symptoms should remain outside the classroom. The teacher will call the office and a health assistant/nurse/or office staff member will come to the student.
• Students will be offered hand sanitizer at each building entrance.
• Visitors and volunteers will not enter the building at this time.

• Restrict non-essential visitors/volunteers.
  • Examples of essential visitors include: DHS Child Protective Services, Law Enforcement, etc.
  • Examples of non-essential visitors/volunteers include: Parent Teacher Association (PTA), classroom volunteers, etc.
• Screen all visitors/volunteers for symptoms upon every entry. Restrict from school property any visitor known to have been exposed to COVID-19. See table “Planning for COVID-19 Scenarios in Schools.”
• 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.

• Visitors and volunteers will not enter the building at this time.                                                                                                                

• Face coverings or face shields for all staff, contractors, other service providers, or visitors or volunteers following CDC guidelines for Face Coverings. Individuals may remove their face coverings while working alone in private offices.
• Face coverings or face shields for all students in grades Kindergarten and up following CDC guidelines for Face Coverings.
• If a student removes a face covering, or demonstrates a need to remove the face covering for a short-period of time:
  • Provide space away from peers while the face covering is removed. In the classroom setting, an example could be a designated chair where a student can sit and take a 15 minute “sensory break;”
    • Students should not be left alone or unsupervised;
    • Designated area or chair should be appropriately distanced from other students and of a material that is easily wiped down for disinfection after each use;
  • Provide additional instructional supports to effectively wear a face covering;
  • Provide students adequate support to re-engage in safely wearing a face covering;
  • Students cannot be discriminated against or disciplined for an inability to safely wear a face covering during the school day.
• 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.
  • Additional guidance for nurses and health staff.

Protections under the ADA or IDEA

• If any student requires an accommodation to meet the requirement for face coverings, districts and schools should 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 and a physician’s orders to not wear face coverings, or other health related concerns, schools/districts must not deny any in-person instruction.
• Schools and districts must comply with the established IEP/504 plan prior to the closure of in-person instruction in March of 2020.
  • 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 in-person instruction, on-site instruction with accommodations, or Comprehensive Distance Learning.

• For students not currently served under an IEP or 504, districts must consider whether or not student inability to consistently wear a face covering or face shield as required is due to a disability. 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.

• Face coverings will be required by staff and students. Face mask options will be provided by the building. Students and staff can choose to wear their own or one provided. Face coverings may be removed for eating ONLY. Students and staff will remain over 6ft apart any time a face covering is not worn. After students are finished eating they will wash hands and the area will be wiped.
• Students needing to remove face covering for any reason will need to move apart from the group. Similar to cool down space with limited items and cleaned in between use. If more than 2 students are needing this support teachers can choose to radio for support or take an outside break.
• Teachers will address students with reminders to wear face covering as appropriate
• Health assistants, nurse, and office staff will need to wear PPE grade equipment when in contact with anyone showing symptoms.
• Accommodations needed for face coverings will be considered on an individual basis. An alternate and individualized plan will be written for each student not wearing a face covering.
• IEPs will be reviewed. Any student not able to wear a face covering will have an individualized plan to address health and safety actions.
• If a student not on an IEP is consistently showing resistance to a face covering an SST meeting for problem solving and consideration of student need (including possibility of impact from a disability) will be considered.
• Any staff members needing accommodations should meet with building admin.

• 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.
• 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. If two students present COVID-19 symptoms at the same time, they must be isolated at once. If separate rooms are not available, ensure that six feet distance is maintained. Do not assume they have the same illness.
  • Consider required physical arrangements to reduce risk of disease transmission.
  • Plan for the needs of generally well students who need medication or routine treatment, as well as students who may show signs of illness.
  • Additional guidance for nurses and health staff.
• 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 6 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. Refer to table in “Planning for COVID-19 Scenarios in Schools.”
• 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.

• Written protocols for exclusions and isolation will be in writing provided by all staff and implemented as needed.
• Staff or students showing symptoms will be isolated and protocol will be followed.
• Staff or students showing symptoms will be sent home for a period of time guided by school nurse.
• Anyone participating in isolation for showing symptoms will be documented and kept on record.                                                                                                                                                                                            

• Enroll all students (including foreign exchange students) following the standard Oregon Department of Education guidelines.
• The temporary suspension of the 10-day drop rule does not change the rules for the initial enrollment date for students:
  • The ADM enrollment date for a student is the first day of the student’s actual attendance.
  • A student with fewer than 10 days of absence at the beginning of the school year may be counted in membership prior to the first day of attendance, but not prior to the first calendar day of the school year.
  • If a student does not attend during the first 10 session days of school, the student’s ADM enrollment date must reflect the student’s actual first day of attendance.
  • Students who were anticipated to be enrolled, but who do not attend at any time must not be enrolled and submitted in ADM.
• If a student has stopped attending for 10 or more days, districts must continue to try to engage the student. At a minimum, districts must attempt to contact these students and their families weekly to either encourage attendance or receive confirmation that the student has transferred or has withdrawn from school. This includes students who were scheduled to start the school year, but who have not yet attended.
• When enrolling a student from another school, schools must request documentation from the prior school within 10 days of enrollment per OAR 581-021-0255 to make all parties aware of the transfer. Documentation obtained directly from the family does not relieve the school of this responsibility. After receiving documentation from another school that a student has enrolled, drop that student from your roll.
• Design attendance policies to account for students who do not attend in-person due to student or family health and safety concerns.
• When a student has a pre-excused absence or COVID-19 absence, the school district should reach out to offer support at least weekly until the student has resumed their education.
• When a student is absent beyond 10 days and meets the criteria for continued enrollment due to the temporary suspension of the 10 day drop rule, continue to count them as absent for those days and include those days in your Cumulative ADM reporting.

• Teachers will work in PLCs to determine contact with students who have been absent 5 consecutive days.
• Attendance policy around Hybrid will be developed.
• Pre-excused students would be turned over to the attendance committee.

• Grades K-5 (self-contained): 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, online schools).
• Grades 6-12 (individual subject): Attendance must be taken at based on hybrid prior to the first day of hybrid learning. least once for each scheduled class that day for all students enrolled in school, regardless of the instructional model (OnSite, Hybrid, Comprehensive Distance Learning, online schools).
• Alternative Programs: Some students are reported in ADM as enrolled in a non-standard program (such as tutorial time), with hours of instruction rather than days present and days absent. Attendance must be taken at least once for each scheduled interaction with each student, so that local systems can track the student’s attendance and engagement. Reported hours of instruction continue to be those hours in which the student was present.
• Online schools that previously followed a two check-in per week attendance process must follow the Comprehensive Distance Learning requirements for checking and reporting attendance.
• 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.

• Attendance will be taken each day according to current attendance guidelines: two-way communication, receipt of assignment.
• Parents will be provided attendance adjustments in writing based on hybrid prior to the first day of hybrid learning.

• Update procedures for district-owned or school-owned devices to match cleaning requirements (see section 2d of the Ready Schools, Safe Learners guidance).
• Procedures for return, inventory, updating, and redistributing district-owned devices must meet physical distancing requirements.

• Each student will receive their own individual device that they will use daily at school. This device will be stored in a charging area which will be cleaned between student access or taken home daily to access distance learning.
• Families will return devices at an equipment check out event. That event will follow all social distancing guidelines and PPE will be used by all.
• Where possible we will try to provide devices for at school and at home to eliminate transport of technology.

• 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.
• 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.

• Handwashing: handwashing will be taught through a series of minilessons, branded with posters, and reinforced with reminders and hand washing scheduling prior to meals and during location transitions.
• Equipment: Any shared equipment will be wiped between use.
• Events: Large gatherings, field trips, etc. will either be canceled or offered virtually.
• Transitions/Hallways: Transitions will be scheduled to minimize crowding. Visual cues for lining up, standing, and walking direction will be present.
• Personal Property: Items brought will need to be labeled and used for personal use only. Labels will be available in each classroom as needed.

• Physical distancing, stable cohorts, square footage, and cleaning requirements must be maintained during arrival and dismissal procedures
• 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 alcohol-based hand sanitizer (with 60-95% alcohol) 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.

• Arrival: Bus cohorts will be excused one bus at a time. Students will walk to their designated entrance. Entrances will be designated by classrooms. External classroom doors will be used where available. Others will be assigned an external door.
• No more than 2 classrooms will enter at one door. Teachers will meet students at entrance to help keep physical distance and conduct visual screenings.
• Schedules will articulate arrival, dismissal, and transition times.
• Sign-ins will be designed to minimize any material sharing. potentially using QR coding. Any common sign-in sheet or area will include hand sanitizer.
• Arrival and dismissal procedures will be published to parents prior to the first day of hybrid learning.
• Parents driving students will be asked to stay in their vehicle staff on duty will ensure students get to the correct entrance.
• Parents walking students to school will connect students with staff member at drop area.
• Parent will not enter the building at arrival or dismissal.
• Late arrivals will all enter through the front office.
• Office staff will help support student arrival information.
• Teachers walk students to buses and pick-up zones.

• 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.
• 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.
• 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.

• Seating: Furniture will be arranged and marked with a minimum of 35 square feet per person.
• Materials: Students will be designated materials labeled with student names. If materials need to be shared hand sanitizer and wipes will be used between use.
• Handwashing: Each class will present a series of handwashing lessons and review lessons, signs will be placed throughout the building, reminders will be shared frequently.

• 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).
• 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, elevators and workspaces to single person usage at a time, maintaining six feet of distance between adults.

• Soap in restroom and hand sanitizers will be checked daily and refilled as needed.
• Handwashing will be scheduled in transitions from outdoors.
• Schedules will be designed to ensure only one cohort in an outdoor area at a time.
• Cleaning requirements will be reviewed by all staff, an implementation plan designating who is responsible for cleaning procedures and duration will be designed and followed in hybrid model.
• Signage will clearly state current equipment restrictions and availability
• When outdoor equipment is available for use, it will be cleaned per CDC guidelines. Outdoor use will be scheduled with additional time in-between groups for cleaning.
• Staff room use- microwave and refrigerator access will be scheduled. Other areas for the purpose of resting and eating will be designated to honoring 6 ft physical distancing.

• Include meal services/nutrition staff in planning for school reentry.
• Prohibit self-service buffet-style meals.
• Prohibit sharing of food and drinks among students and/or staff.
• At designated meal or snack times, students may remove their face coverings to eat or drink but must maintain six feet of physical distance from others and must put face coverings back on after finishing the meal or snack.
• Staff serving meals and students interacting with staff at mealtimes 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).
• Cleaning and sanitizing of meal touch-points and meal counting system between stable cohorts.
• Adequate cleaning and disinfection 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.

• Attendance will be taken each day according to current attendance guidelines: two-way communication, receipt of assignment.
• Parents will be provided attendance adjustments in writing based on hybrid prior to the first day of hybrid learning.

• Include transportation departments (and associated contracted providers, if used) in planning for return to service
• 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 should 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.
    • The symptomatic student should be seated in the first row of the bus during transportation, and multiple windows should be opened to allow for fresh air circulation, if feasible.
    • The symptomatic student should leave the bus first. After all students exit the bus, the seat and surrounding surfaces should be cleaned and disinfected.
  • If arriving at school, notify staff to begin isolation measures.
    • 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.
• 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.

• Building administration will work directly with transportation to plan safe arrival/dismissal and transportation options.
• Buses will be cleaned between cohorts
• Loading and unloading protocols will include visual screening,
• Students displaying symptoms will wear a face covering, will be placed 6 ft apart from other riders, and seated in the first row to ensure exit from bus first. Bus driver will call school office to notify of possible symptomatic student.
• Drivers will wear face coverings while student enter and exit bus
• Transportation details to include bus stop guidelines will be provided to parents prior to the start of hybrid model.
• Students will be required to wear face coverings staring on the school bus. 

• Clean, sanitize, and disinfect frequently touched surfaces (e.g. 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.
• 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.
• Schools with HVAC systems should evaluate the system to minimize indoor air recirculation (thus maximizing fresh outdoor air) to the extent possible. Schools that do not have mechanical ventilation systems should, to the extent possible, increase natural ventilation by opening windows and doors before students arrive and after students leave, and while students are present.
• 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. Consider using window fans or box fans positioned in open windows to blow fresh outdoor air into the classroom via one window, and indoor air out of the classroom via another window. Fans should not be used in rooms with closed windows and doors, as this does not allow for fresh air to circulate.
• 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).
• Consider modification or enhancement of building ventilation where feasible (see CDC’s guidance on ventilation and filtration and American Society of Heating, Refrigerating, and AirConditioning Engineers’ guidance).

• Frequently touched surfaces will be wiped down throughout the day. Custodians will wipe down common areas, office staff will wipe office, and classroom teachers will wipe within the classroom.
• Playground equipment will be disinfected between cohorts.
• Disinfectants will be properly labeled and stored away from students.
• RSD operations department will choose appropriate products to use around students and staff.
• RSD operations will be asked to evaluate HVAC system to minimize indoor air circulation. When available windows and outdoor vents will be opened to offer fresh air.
• Ventilation system filters will be changed frequently. Admin will seek guidance from operations on usage of fans and ventilation system duration.
• Areas designated for hybrid use will be disinfected daily.

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

• Identified isolation spaces will be designated prior to the start of hybrid model. When used as isolation, signs will identify use. Area will be disinfected after use.
• Alder admin will continue to work directly with health care professionals to determine health service priorities.

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

• Not applicable                                   

• In accordance with ORS 336.071 and OAR 581-022-2225 all schools (including those operating a Comprehensive Distance Learning model) are required to instruct students on emergency procedures. Schools that operate an On-Site or Hybrid model need to instruct and practice drills on emergency procedures so that students and staff can respond to emergencies.
  • At least 30 minutes in each school month must be used to instruct students on the emergency procedures for fires, earthquakes (including tsunami drills in appropriate zones), and safety threats.
  • Fire drills must be conducted monthly.
  • Earthquake drills (including tsunami drills and instruction for schools in a tsunami hazard zone) must be conducted two times a year.
  • Safety threats including procedures related to lockdown, lockout, shelter in place and evacuation and other appropriate actions to take when there is a threat to safety must be conducted two times a year.
• Drills can and should be carried out as close as possible to the procedures that would be used in an actual emergency. For example, a fire drill should be carried out with the same alerts and same routes as normal. If appropriate and practicable, COVID-19 physical distancing measures can be implemented, but only if they do not compromise the drill.
• When or if physical distancing must be compromised, drills must be completed in less than 15 minutes.
• Drills should not be practiced unless they can be practiced correctly.
• Train staff on safety drills prior to students arriving on the first day on campus in hybrid or face-to-face engagement.
• If on a hybrid schedule, conduct multiple drills each month to ensure that all cohorts of students have opportunities to participate in drills (i.e., schedule on different cohort days throughout the year).
• Students must wash hands with soap and water for 20 seconds or use an alcohol-based hand sanitizer with 60-95% alcohol after a drill is complete.

• In hybrid model, each cohort of students will receive instruction on emergency procedures (fires, earthquakes, and safety threats) each month, engage in monthly fire drills, engage in at least two earthquake and safety threat drills throughout the year.
• Evacuation maps will take into consideration physical distancing when able.
• In the case that physical distancing is not manageable the drill will be completed in less than 15 minutes.
• All staff will be trained on safety drills prior to the first day of hybrid model.
• Students will wash hands or use sanitizer after a drill.

• Utilize the components of Collaborative Problem Solving or a similar framework to continually provide instruction and skillbuilding/training related to the student’s demonstrated lagging skills.
• Take proactive/preventative steps to reduce antecedent events and triggers within the school environment.
• Be proactive in planning for known behavioral escalations (e.g., self-harm, spitting, scratching, biting, eloping, failure to maintain physical distance). Adjust antecedents where possible to minimize student and staff dysregulation. Recognize that there could be new and different antecedents and setting events with the additional requirements and expectations for the 2020-21 school year.
• Establish a proactive plan for daily routines designed to build self-regulation skills; self-regulation skill-building sessions can be short (5-10 minutes), and should take place at times when the student is regulated and/or is not demonstrating challenging behaviors.
• Ensure all staff are trained to support de-escalation, provide lagging skill instruction, and implement alternatives to restraint and seclusion.
• Ensure that staff are trained in effective, evidence-based methods for developing and maintaining their own level of selfregulation and resilience to enable them to remain calm and able to support struggling students as well as colleagues.
• Plan for the impact of behavior mitgation strategies on public health and safety requirements:
  • Student elopes from area
    • If staff need to intervene for student safety, staff should:
      • Use empathetic and calming verbal interactions (i.e. “This seems hard right now. Help me understand… How can I help?”) to attempt to reregulate the student without physical intervention.
      • Use the least restrictive interventions possible to maintain physical safety for the student and staff.
      • Wash hands after a close interaction.
      • Note the interaction on the appropriate contact log. 
    • *If unexpected interaction with other stable cohorts occurs, those contacts must be noted in the appropriate contact logs.
  • Student engages in behavior that requires them to be isolated from peers and results in a room clear.
    • If students leave the classroom:
      • Preplan for a clean and safe alternative space that maintains physical safety for the student and staff
      • Ensure physical distancing and separation occur, to the maximum extent possible.
      • Use the least restrictive interventions possible to maintain physical safety for the student and staff.
      • Wash hands after a close interaction.
      • Note the interaction on the appropriate contact log.
    • *If unexpected interaction with other stable cohorts occurs, those contacts must be noted in the appropriate contact logs.
  • Student engages in physically aggressive behaviors that preclude the possibility of maintaining physical distance and/or require physical de-escalation or intervention techniques other than restraint or seclusion (e.g., hitting, biting, spitting, kicking, self-injurious behavior).
    • If staff need to intervene for student safety, staff should:
      • Maintain student dignity throughout and following the incident.
      • Use empathetic and calming verbal interactions (i.e. “This seems hard right now. Help me understand… How can I help?”) to attempt to reregulate the student without physical intervention.
      • Use the least restrictive interventions possible to maintain physical safety for the student and staff
      • Wash hands after a close interaction.
      • Note the interaction on the appropriate contact log.
    • *If unexpected interaction with other stable cohorts occurs, those contacts must be noted in the appropriate contact logs.
• Ensure that spaces that are unexpectedly used to deescalate behaviors are appropriately cleaned and sanitized after use before the introduction of other stable cohorts to that space.

Protective Physical Intervention

• Reusable Personal Protective Equipment (PPE) must be cleaned/sanitized after every episode of physical intervention (see section 2j of the Ready Schools, Safe Learners guidance: Cleaning, Disinfection, and Ventilation).

• Self-regulation skills will be taught in each classroom. Students needing additional support may be offered small group or 1:1 instruction and support in these skills.
• Staff will receive training (Mandt, Trillium, Trauma informed care trainings) to support de-escalation, lagging skill instruction, and alternatives to restraint and seclusion.
• Staff will receive training (Mandt, Trillium, Trauma informed care trainings) support, and reminders in their own self-regulation and resilience.
• Create a resource bank for staff
• Support team will create a written plan prior to hybrid to address the follow situations with safety and support in mind:
  • Student eloping from area
  • Staff intervention for struggling student
  • Unexpected interaction with another cohort
  • Room clear
  • Physical aggression student to student
  • Physical aggression student to adult
  • This plan will include proactive and responsive efforts and include disinfecting areas/equipment and communication plan following any of the above events.

• Review the “Planning for COVID-19 Scenarios in Schools” toolkit.
• Coordinate with Local Public Health Authority (LPHA) to establish communication channels related to current transmission level.

• Alder staff will be familiar with “Planning for COIVD-19 scenarios in School.”
• Alder administrative staff will be well versed in applying the practices in “Planning for COIVD-19 scenarios in School.”
• Alder Elementary School will follow and coordinate with Reynolds School District and Local Public Health Authority to establish communication channels related to current transmission level.

• Review and utilize the “Planning for COVID-19 Scenarios in Schools” toolkit.
• Ensure continuous services and implement Comprehensive Distance Learning.
• Continue to provide meals for students.

• Alder staff will be familiar with “Planning for COIVD-19 scenarios in School.”
• Alder administrative staff will be well versed in applying the practices in “Planning for COIVD-19 scenarios in School.”
• In response to an outbreak, all Alder students will be offered Comprehensive Distance Learning.
• Reynolds School District will be offered meal services during any closures due to COVID-19 impact.

• Review and utilize the “Planning for COVID-19 Scenarios in Schools” toolkit.
• 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.
• When bringing students back into On-Site or Hybrid instruction, consider smaller groups, cohorts, and rotating schedules to allow for a safe return to schools.

• Follow ODE Guidance
• Alder administrative staff will be well versed in applying the practices in “Planning for COIVD-19 scenarios in School.”
• Alder will 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.
• Alder administration and planning committee will consider smaller groups, cohorts, and rotating schedules to allow for a safe return to schools from any transitions for CDL to hybrid.

2 hours, 20 minutes per day

11 hours, 40 minutes per week (Required Minimum)

Daily/weekly

No Required Minimum

2 hours, 30 minutes per day

12 hours, 30 minutes per week (Required Minimum)

Daily/weekly

No Required Minimum

2 hours, 50 minutes per day 

14 hours, 10 minutes per week (Required Minimum)

Daily/weekly

No Required Minimum

2 hours, 45 minutes per day

13 hours, 45 minutes per week (Required Minimum)

Daily/weekly

No Required Minimum