Oakridge Junior High School COVID-19 Management Plan
School Year 2023-2024
School/District/Program Information
District or Education Service District Name and ID: Oakridge School District 76
School or Program Name: Oakridge School District
Contact Name and Title: Kyle Kivett, Principal
Contact Phone: 541-782-2231 Contact Email: kyle.kivett@oakridge.k12.or.us
Table 1.
Policies, protocols, procedures and plans already in place Provide hyperlinks to any documents or other resources currently utilized in your school/district. Consider adding a brief description about how each is used within your school. | |
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School District Communicable Disease Management Plan | The Oakridge School District follows the published Communicable Disease Management Plan.
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Exclusion Measures Exclusion of students and staff who are diagnosed with certain communicable diseases | ● Screening/Isolation: Visual screening of all students and staff is outlined in 1e. ● Potentially symptomatic students will be isolated following guidance Applicable documents:
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Isolation Space Requires a prevention-oriented health services program including a dedicated space to isolate sick students and to provide services for students with special health care needs. | Isolation spaces are required. Per OAR 581-022-2220 schools must maintain supervised space to isolate the sick that is separate from the space where other health care tasks take place and cannot be shared spaces or occupied working offices. In SKPS, protocols are established in each building for a health room and an isolation room (for ill or exposed) to separate people who have or may have a contagious disease from people who are not sick required by OAR 581-022-2220. District policies and procedures incorporate a layered approach to identifying and mitigating outbreaks of communicable diseases including COVID-19. Each school location has established protocols to include an isolation room for ill staff or students or for suspected illness. Identify isolation room by the start of school. |
Educator Vaccination | OSD fully complies with the OHA vaccine mandates of fully vaccinated and/or medical or religious exceptions. The process for vaccination or exception is tracked and verified by human resources. |
Emergency Plan or Emergency Operations Plan | The district’s safety and risk management services will provide overarching support, coordination, and continuity to district operations related to COVID-19 transmission and spread. |
Additional documents reference here: | OSD Insight76 |
SECTION 1. Clarifying Roles and Responsibilities |
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Identifying roles central to communicable disease management. Clarifying responsibilities related to communicable disease response is a first step in keeping communities healthy and safe. In general, decisions of school health and safety reside with school and district officials. Together with local public health officials, school/district administrators should consult a variety of individuals when making decisions about health and safety in school.
Table 2. Roles and Responsibilities
School planning team members | Responsibilities: | Primary Contact (Name/Title): | Alternative Contact: |
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Building Lead / Administrator |
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Kyle Kivett, Principal Dave McGrath, Interim Superintendent | Dave McGrath, Interim Superintendent |
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School Safety Team Representative (or staff member knowledgeable about risks within a school, emergency response, or operations planning) |
| Kyle Kivett, Principal Dave Mcgrath, Interim Superintendent | Dave McGrath, Interim Superintendent |
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Health Representative (health aid, administrator, school/district nurse, ESD support) |
| Kyle Kivett, Principal Jill Brannen,LESD contracted School Nurse Lane County Public Health | |
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School Support Staff as needed (transportation, food service, maintenance/custodial) |
| Transportation: Kathy Greenwald, First Student Bus Supervisor Nutrition Services: Paula mooneyhan, Director of Nutrition Services Main / Cust: Tony Hammock, Maintenance and Custodial Human Resources: Cathay Korth, | |
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Communications Lead (staff member responsible for ensuring internal/external messaging is completed) |
| Kyle Kivett-School level Dave McGrath, Interim Superintendent-District level | |
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District Level Leadership Support (staff member in which to consult surrounding a communicable disease event) |
| Dave McGrath/Interim Superintendent | |
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Main Contact within Local Public Health Authority (LPHA) |
| Dave McGrath/Interim Superintendent | |
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Others as identified by team |
Section 2. Equity and Mental Health Preparing a plan that centers equity and supports mental health |
Preparing a school to manage COVID-19 requires an inclusive and holistic approach to protect access to in-person learning for all students. In this section suggested resources are offered to help prepare for COVID-19 management while centering an equitable and caring response.
Centering Equity |
Identify existing district or school plans and tools that can be utilized when centering equity in prevention, response, and recovery from incidents of COVID-19 (e.g., district or school equity plans/stances/lenses/decision tools, Equity Committee or Team protocols, district or school systems for including student voice, existing agreements or community engagement or consultation models, Tribal Consultation, etc.)
K - 12 Curriculum: Research Foundations and Support - The Satchel Pulse Platform
Suggested Resources:
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Table 3. Centering Equity
OHA/ODE Recommendation(s) | Response: |
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Describe how you identify those in your school setting that are disproportionately impacted by COVID-19 and which students and families may need differentiated or additional support. | All students in the Oakridge School District are supported through Multi-Tiered System of Supports (MTSS). Part of the planning process involves determining if students have unfinished learning due to COVID-19 closures and are in need of supplemental support or intensive support. Any need of recovery services is determined through the MTSS team. |
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Describe the process by which the school will implement a differentiated plan for those that are disproportionately impacted, historically underserved or at higher risk of negative impacts or complications related to COVID-19. | MTSS stands for multi-tiered system of supports. It’s a framework many schools use to give targeted support to struggling students. You may also hear it called the MTSS framework, the MTSS process, or the MTSS model. MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the “whole child.” That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school). The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to “move up” to one-on-one help. MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) — the main education law for public schools — cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS. |
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What support, training or logistics need to be in place to ensure that the named strategies are understood, implemented, and monitored successfully. | MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the “whole child.” That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school). The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to “move up” to one-on-one help. MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) — the main education law for public schools — cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS. |
Mental Health Supports
Schools are encouraged to continue to prioritize cultivating care, connection, and community to support the mental, emotional, and social health and well-being of students, families, staff, and administrators.
Identify existing district or school plans and tools that can be utilized in supporting student and staff wellbeing and mental health during prevention, response, and recovery from incidents of COVID-19 (e.g., counseling services; partnerships with community mental and behavioral health providers; school district suicide prevention, intervention, and postvention plan; School Based Health Center resources; tribal resources, etc.)
The Satchel Pulse Platform: Research Foundations and Support
Helping Out Our Teens in Schools (HOOTS) - White Bird Clinic
Kelso's Choice – Conflict Management Curriculum that empowers ...
Suggested Resources:
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Table 4. Mental Health Supports
OHA/ODE Recommendation(s) | Response: |
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Describe how you will devote time for students and staff to connect and build relationships. | Time is devoted for students and staff to connect and build relationships with the following protocols:
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Describe how you will ensure class time, and individual time if needed, for creative opportunities that allow students and staff to explore and process their experiences. | Creative opportunities that allow students and staff to explore and process their experiences are identified in the following supports: Satchel Pulse K-12 Curriculum The Satchel Pulse Platform: Research Foundations and Support CASEL's five core competencies of social emotional learning
The Satchel Pulse Platform: Research Foundations and Support |
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Describe how you will link staff, students and families with culturally relevant health and mental health services and supports. | Culturally relevant health and mental health services and supports are identified in the following protocols:
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Describe how you will foster peer/student lead initiatives on wellbeing and mental health. | Fostering peer/student led initiatives on wellbeing and mental health are identified in the following protocols:
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Section 3. COVID-19 Outbreak Prevention, Response & Recovery: Implementing mitigation activities, responding to periods of increased transmission, resuming baseline level mitigation, and debriefing actions to improve the process |
Planning for and implementing proactive health and safety mitigation measures assists schools in reducing COVID-19 transmission within the school environment for students, staff, and community members. COVID-19 will continue to circulate in our communities and our schools for the indefinite future. Schools will utilize different mitigation measures based on COVID-19 transmission within their facilities and communities. In the following section, teams will document their school’s approach to the CDC, OHA and ODE advised health and safety measures at baseline, during increased COVID-19 transmission, and as they roll back the increased mitigating measures, incorporating lessons learned.
Suggested Resources:
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Table 5. COVID-19 Mitigating Measures
OHA/ODE Recommendation(s) Layered Health and Safety Measures | BASELINE MEASURES: describe what mitigating measures will the school implement all of the time, each and every day of the school year to reduce the spread of COVID-19 and protect in-person instruction? |
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COVID-19 Vaccination | CDC, OHA, and ODE recommend COVID-19 vaccination for all eligible individuals. OSD will provide information when any vaccination clinics are available in our community. |
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Face Coverings | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: Universal masking is no longer required of vaccinated or unvaccinated adults or students but welcomed and encouraged in baseline measures. At low community levels wear a mask based on your personal preference or when required by the district.
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Isolation | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: Per OAR 581-022-2220 schools must maintain supervised space to isolate the sick that is separate from the space where other health care tasks take place in addition to having a space to support healthy individuals. Isolation space at each school location is required. School to identify designated isolation space (required) for every school day. Identify an additional backup space in the event of a larger communicable disease outbreak. Health services will train school staff in isolation protocols for sick students and staff identified at the time of arrival or during the school day according to the exclusion measures. Individuals with COVID-19 symptoms will be isolated, offered a test, and sent home. School to have trained staff that can support all student health and safety needs. Staff to support students on Individualized Health Management Plans. Offer access to COVID-19 testing. |
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Symptom Screening | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: This is a standard protocol for all levels of pandemic/communicable disease. Communication and information to families and staff about symptoms of communicable disease, including COVID-19. If symptoms are present families and staff are asked to stay home when sick. Students, staff, and visitors are instructed not to come to OSD ill. Any person who becomes ill onsite will be moved to the isolation space and sent home (with COVID testing as an option). OSD will communicate with the school community and will have the COVID-19 dashboard on the website. OSD will require mandatory COVID-19 staff training on the ATL. OSD will create communications which includes symptoms for communicable disease and instructions to families and staff if/when symptoms are present. OSD will create a letter template for notifying families of illness within a classroom or communicable disease with the communications team and Health Services. The communication will include the message that staying home when sick can lower the risk of spreading communicable diseases, including the virus that causes COVID-19, to other people. Applicable documents: Communicable Disease Guidance for Schools Investigative Guidelines by County (DHA) |
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COVID-19 Testing | OHA offers both diagnostic and screening testing programs to all public and private K-12 schools in Oregon. Please include whether your school will offer diagnostic and screening testing, respectively. |
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Airflow and Circulation | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: In OSD, standard operating procedures have been established directing the inspection, maintenance, and filtration requirements of HVAC equipment as well as directions to maximize the ventilation of buildings by increasing fresh air intake, purging the building before and after occupancy, etc. Building HVAC outside air dampers will be adjusted such that their minimum damper setting meets recommended outside air infiltration rates per ADSHRAE 62.11-2019 “Ventilation for Acceptable Indoor Air Quality”. Additional mitigation measures include the assessment of individual spaces to determine the need for portable HEPA filtration systems. Facilities to train and monitor staff on HVAC, monthly service, repair, workflow Applicable documents: FAC-P021 HVAC Standard Operating Procedure FAC-W043 Portable HEPA Air Filtration System Operation Ventilation in Schools and ChildCare Programs (cdc.gov) |
Cohorting | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: OSD 76 identifies eSchool attendance as monitoring |
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Physical Distancing | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: Maintain at least 3 feet to the greatest extent possible. Areas of higher transmission, such as isolation room increase distancing. |
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Hand Washing | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: Practicing and accessibility to hand hygiene is a simple yet effective way to prevent infections. Hand hygiene, which means cleaning your hands by washing with soap and water or using an alcohol-based hand sanitizer containing at least 60% alcohol, is one of the best ways to avoid getting sick and prevent spreading germs to others. Implementation of routine hand washing, before/during/after preparing food, before/after eating, before/after caring for someone who is sick, before/after using the restroom or changing diapers, after blowing your nose/coughing/sneezing, breakfast/lunch, PE, music, etc. Staff will teach proper handwashing and covering coughs etiquette. Adequate handwashing supplies and access will be available. Access to hand sanitizer with at least 60% alcohol for use. Hand sanitizers will be stored up, away, and out of sight of younger children and will be used only with adult supervision for children ages 5 years and younger. Post signs as well as model and teach to students. Visual directions and posters are up across schools and district facilities about hand washing as well as cough etiquette. |
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Cleaning and Disinfection | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: Cleaning with products containing soap or detergent reduces germs on surfaces by removing contaminants and decreases the risk of infection from surfaces. Disinfecting kills any remaining germs on surfaces, which further reduces any risk of spreading infection. Daily cleaning of all touch points in classrooms, transportation, common areas, cafeterias with a general cleaner and per protocol. Disinfected as per protocol. During an outbreak or illness, illness cleaning will be initiated by COVID-19 response team. Applicable documents: OSD QAM Cleaning Product and Use, Disinfecting Products and Use |
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Training and Public Health Education | Continue all recommendations from Table 1 (Communicable Disease Maintenance) in addition to: OSD has established plans in collaboration with Local Public Health Authorities (LPHA) for communicating health and safety protocols to students, staff, families and to our diverse communities within the district. Ensuring succinct, accurate, and streamlined communication on safety protocols and COVID-19 guidance is a top priority. Communication incorporates a layered approach using all forms of media to relay essential information in multiple languages including English, Swahili, Spanish, Russian, Arabic, Chuukese, and Marshallese. OSD will require mandatory COVID-19 staff training on the ATL. School will work with the school safety committee to ensure that staff have a safe place to bring implementation questions and suggestions forward. School will work with the COVID-19 Response Team to ensure that staff have a safe place to bring implementation questions and suggestions forward (barcode). COVID-19 Response team to train staff on COVID-19 protocols, communicable disease, and safety protocols. Retrain health and safety protocols in the fall upon student arrival. |
Table 6. COVID-19 Mitigating Measures
OHA/ODE Recommendation(s) Layered Health and Safety Measures | MEASURES DURING PERIODS OF HIGH TRANSMISSION*: describe what mitigating measures the school will implement during periods of high transmission to reduce the spread of COVID-19 and protect in- person learning? *Within the community, high transmission is defined at the county level through CDC COVID-19 Community Levels. Within a school, high transmission may be defined as high absenteeism or unusual spread within a cohort (e.g., a large outbreak in a classroom). |
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COVID-19 Vaccination | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: During periods of high transmission SKPS collaborates with the LPHA and OHA in the establishment of vaccine clinics at any school sites requested by the health authority. Synergy is used for the student population to document vaccinations, COVID-19 was added to the platform for documentation and recording purposes. Ensure access and equity in vaccination, testing, treatment, community outreach, support services for disproportionately affected populations. School district to begin planning additional on-stie vaccination clinics in coordination with community partners. Communication and information to families for accessibility in preferred language for anyone who can benefit from accommodations. Applicable documents: Vaccines for COVID-19 | CDC Get Vaccinated Oregon. |
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Face Coverings | CDC, OHA, and ODE recommend universal use of face coverings during periods of high transmission. Please include whether your school will implement this critical recommendation. CDC, OHA, and ODE recommend universal use of face coverings during periods of high transmission. Please include whether your school will implement this critical recommendation. Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: During periods of high transmission: When a local county experiences an increase in communicable disease or when the COVID-19 community level increases, DHA and SKPS communications team will inform families of federal, state, or local recommendations for the school setting. District in collaboration with the LPHA may require or strongly recommend universal indoor masking at the direction of the superintendent. At high community levels wear a well-fitting mask indoors in public, regardless of vaccination status or individual risk and/or per state regulations. If you are immunocompromised or at high risk for severe illness wear a mask or respirator that provides you with greater protection. Create and post signage at all entrances to facilities. Masking is required under the following circumstances at SKPS: Disability Services: If a student’s IEP or 504 plan indicates a service that requires close contact (3ft) of a staff member, and that student cannot wear a face-covering due to the nature of the disability, the staff member must wear a face covering while performing that service. Applicable documents: Use and Care of Masks | CDC |
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Isolation | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: At high community levels, schools have designated trained staff that can support all student health and safety needs and be well informed of COVID-19 protocols. Staff trained in isolation room protocols, quarantine protocols, and wearing of PPE. Staff to support students on Individualized Health Management Plans and medical procedures. Offer access to COVID-19 testing. School will begin to prepare the additional spaces identified for isolation use during an active outbreak. Screening protocols at time of arrival or during the school day per communicable disease protocol. Individuals with COVID-19 symptoms will be isolated, offered a test, and sent home. District policies and procedures incorporate a layered approach to identifying and mitigating outbreaks of communicable diseases including COVID-19. |
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Symptom Screening | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: Consider setting specific recommendations for prevention strategies based on local factors when cases are high: Emphasis on school communication to only come healthy to school and work healthy. Visual screenings upon arrival Isolation of symptomatic or ill, offer testing and send home. Communication message to families about the active outbreak(s). Continue communication to families to only come to school healthy, staying home when sick can lower the risk of spreading infectious disease. Advised students and staff to monitor daily for symptoms (similar to CICO). |
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COVID-19 Testing | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: Testing for students and staff is available at all sites during all phases of the pandemic, especially focusing on high levels of community transmission and need for access. OSD to increase resources to offer this increased access such as in drive through clinics, before/after school testing sites, onsite collaboration, community outreach. Ensure access and equity in vaccination, testing, treatment, community outreach, support services for disproportionately affected populations. Communication to families offering the opportunity to opt-in to diagnostic testing or screening programs with appropriate consent. Increase access to testing with possible testing clinic options. Increase access to utilize the enhanced exposure testing, offering COVID-19 tests to students or staff at increased risk of severe illness, medically fragile individuals. Oregon Health Authority: Oregon's COVID-19 Testing in K-12 schools: COVID-19 Response: State of Oregon School Testing for COVID-19 | CDC |
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Airflow and Circulation | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: During high levels of community spread ensure all systems are working at full capacity. Plan outside school events such as lunches, classes, recess when it is safe. In SKPS, standard operating procedures have been established directing the inspection, maintenance, and filtration requirements of HVAC equipment as well as directions to maximize the ventilation of buildings by increasing fresh air intake, purging the building before and after occupancy, etc. Building HVAC outside air dampers will be adjusted to the maximum setting that will not damage the system due to freezing and that will allow the system to maintain temperatures in an acceptable range for occupancy. Additional mitigation measures include the assessment of individual spaces to determine the need for portable HEPA filtration systems. Encourage outdoor spaces for breaks, meals, and learning when safe. Relocate to an outdoor setting or postpone activities where the school community comes together while an outbreak is active, or the COVID-19 community level is high. |
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Cohorting | Schools should notify their LPHA about unusual respiratory disease activity if the following absence thresholds are met and at least some students are known to have influenza or COVID-like symptoms: 1. At the school level: ≥ 30% absenteeism, with at least 10 students and staff absent 2. At the cohort level: ≥ 20% absenteeism, with at least 3 students and staff absent |
Physical Distancing | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: During periods of high transmission encourage students and staff to maintain at least 3 feet to the greatest extent possible. Areas of higher transmission, such as isolation room increase distancing. When and where possible indoor activities will be moved outdoors to increase distance and ventilation. |
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Hand Washing | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: During times of increased transmission, increase time for hand hygiene. Across all OSD district facilities and schools, access to hand washing stations augmented by the use hand sanitizer containing at least 60% alcohol will always be available. Additional mitigation measures will be taken at higher risk activities such as breakfast/lunch, PE, and music. Visual directions and posters are up across schools and district facilities about hand washing as well as cough etiquette. |
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Cleaning and Disinfection | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: At high levels of community transmission have access to cleaning and disinfecting (for trained staff) products readily available. Clean routinely throughout the day and especially focusing on high-frequency touch points. At times when a space has increased illness or outbreak, assign appropriate staff to disinfect those areas at a higher level. Have a district plan of how to communicate that to staff and families to reduce any risk of spreading infection. Daily cleaning of all touch points in classrooms, transportation, common areas, cafeterias with a general cleaner and per protocol. Disinfected as per protocol. During an outbreak or illness, illness cleaning will be initiated by COVID-19 response team. Utilize a full room disinfecting process for areas identified to have high transmission rates or spread of illness. Training and Public Health Education |
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Training and Public Health Education | Continue all recommendations from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) and Table 7 (Recovery) in addition to: Increase communication on transparency of cases and outbreaks with staff and families. The district dashboard of data would be an ideal way for districts to communicate case rates. DHA and LPHA will work on communicable disease communication and notifications. has OSD established plans in collaboration with Local Public Health Authorities (LPHA) for communicating health and safety protocols to students, families, and to our diverse communities within the district. Ensuring succinct, accurate, and streamlined communication on safety protocols and COVID-19 guidance is top priority. Communication incorporates a layered approach using all forms of media to relay essential information. Review health and safety protocols and reteaching staff and students. |
Table 7. COVID-19 Mitigating Measures
OHA/ODE Recommendation(s) Layered Health and Safety Measures | STEPS FOR GRADUAL RETURN TO BASELINE RESPONSE: describe how does the school will gradually return to a baseline response. Describe how the school team will decide what measure(s) should remain at an increased level which others may not, prioritizing some measure(s) over others. How does the school reduce or make permanent implementation of enhanced mitigation measures once high transmission has ended? |
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COVID-19 Vaccination | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: During periods of medium transmission SKPS collaborates with the LPHA and OHA in the establishment of vaccine clinics at school sites or information about community vaccine events. This collaboration decreases as case counts lower and increases as case counts rise. Ensure access and equity in vaccination, testing, treatment, community outreach, support services for disproportionately affected populations. Additional documents: Vaccines for COVID-19 | CDC Get Vaccinated Oregon. OAR 333-019-1030 |
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Face Coverings | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: As case levels decrease to moderate slowly return to baseline. Face coverings become optional or partially optional based on district and community protocols. If you are immunocompromised or at high risk for severe illness talk to your healthcare provider about additional precautions, such as wearing masks or respirators indoors in public. Recommended use of face coverings indoors and following district protocols. Communication to families and staff about recommendations to reduce the risk of spreading disease. Masking is required under the following circumstances at OSD: Disability Services: If a student’s IEP or 504 plan indicates a service that requires close contact (3ft) of a staff member, and that student cannot wear a face-covering due to the nature of the disability, the staff member must wear a face covering while performing that service. |
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Isolation | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: As case levels decrease to moderate, continue to maintain supervised space to isolate the sick that is separate from the space where other healthy tasks take place. School to continue designated isolation space. Staff continue to follow protocols for sick students and staff identified according to the exclusion measures. Individuals with COVID-19 symptoms will be isolated, offered a test, and sent home. School to continue to have trained staff that can support all student health and safety needs. Staff to support students on Individualized Health Management Plans. Offer access to COVID-19 testing. Investigation and control of disease directed by DHA. District policies and procedures incorporate a layered approach to identifying, monitoring, and mitigating outbreaks of communicable diseases including COVID-19 and DHA works closely with LPHA. OAR 581-022-2220 |
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Symptom Screening | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: This is a standard protocol for all levels of pandemic/communicable disease. As cases decrease, continue only coming to school or work healthy. Staying home when sick can lower the risk of spreading infectious diseases. Continue to monitor and control disease. District policies and procedures incorporate a layered approach to identifying, monitoring, and mitigating outbreaks of communicable diseases including COVID-19 and school DHA works closely with LPHA. |
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COVID-19 Testing | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: At moderate levels of community transmission continue to offer access and community communication around testing options. Support students, staff, and families with promotion and access to testing. Ensure access and equity in vaccination, testing, treatment, community outreach, support services for disproportionately affected populations. Examples: Diagnostic testing BinaxNOW with consent (by admin or school health nurse) IHealth home tests as available Screening for students (though assigned laboratory) Screening for staff through OHA Testing consent forms will be incorporated into online or paper registration Applicable documents: Oregon Health Authority: Oregon's COVID-19 Testing in K-12 schools: COVID-19 Response: State of Oregon School Testing for COVID-19 | CDC |
Airflow and Circulation | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: Ventilation is one component of mitigation strategies to prevent COVID-19 in the school setting. During moderate levels of community spread ensure all systems are working correctly. Monitor need for maintenance of systems. |
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Cohorting | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: OSD identifies e-school attendance as monitoring. Areas of higher transmission, such as isolation room increase distancing. |
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Physical Distancing | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: Maintain at least 3 feet to the greatest extent possible. Areas of higher transmission, such as isolation room increase distancing. |
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Hand Washing | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: When cases are moderate, schools are still encouraged to assign times for increased and additional hand hygiene throughout the school day. Staff will teach proper handwashing and covering coughs Adequate handwashing supplies and access will be available Access to hand sanitizer with at least 60% alcohol for use. Hand sanitizers will be stored up, away, and out of sight of younger children and will be used only with adult supervision for children ages 5 years and younger. |
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Cleaning and Disinfection | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: At moderate levels of community transmission: Continue to clean routinely throughout the day and especially focusing on high-frequency touch points as per district protocols. At times when a space has increased illness or outbreak, assign appropriate staff to disinfect those areas at a higher level through the COVID-19 response team approval. |
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Training and Public Health Education | All requirements from Table 1 (Communicable Disease Maintenance) and Table 5 (Prevention) in addition to: OSD has established plans in collaboration with Local Public Health Authorities (LPHA) for communicating health and safety protocols to students, families, and to our diverse communities within the district. Ensuring succinct, accurate, and streamlined communication on safety protocols and COVID-19 guidance is top priority. Communication incorporates a layered approach using all forms of media to relay essential information. During a rise in infection levels OSD increases communication to families to help contain spread coming into schools from the community. As cases decrease the communication lessens and focuses on the primary message of staying home if you are ill. |
PRACTICING PLAN TO IMPROVE PROCESS
Training exercises are essential to preparedness ensuring individuals understand their role in a communicable disease event. Exercises can also help identify gaps in the planning, thereby building upon and strengthening the plan over time. Schools, districts, and ESDs should schedule to exercise this plan annually and when any revisions are made to update the plan. The plan, or component(s) of the plan, can be tested through conversations, practice exercises, or other activities.
INSERT THE LINK where this plan is available for public viewing.
Date Last Updated: 9/21/23 Date Last Practiced: 8/8/22