BUTLER SCHOOL DISTRICT 53 COVID 19 Fall School Return Review of - - PowerPoint PPT Presentation

BUTLER SCHOOL DISTRICT 53 COVID 19 Fall School Return

BUTLER 53 RETURN TO SCHOOL CONTENTS

• Review of Efforts to Date & Moving Forward
• ISBE & D53 Aligned Standards & Action Plan Progress

 Internal & External Communications  Health & Safety Protocols  Learning Day Options  Instructional Recommendations - General Overview  Instructional Recommendations - Special Populations  Human Resources Needs  Fiscal Considerations  School Day Summary

• Butler 53 parent and staff survey results
• ISBE - Frequently Asked Questions Regarding School Reopening
• Additional School Reopening Frequently Asked Questions
• CDC Frequently Asked Question for Reopening Schools

PLANNING EFFORTS TO DATE & MOVING FORWARD

• Meetings with Administrators & Principals & Advisors to Review State IDPH & CDC Guidelines
• Development of Responses to State Phased Recovery Program
• Review of Cordogan Clark COVID-19 White Paper & School Conceptual Plans that Align with the

Phased Restore Illinois Program

• On-Site Meeting to Review & Test Social Distance Classroom Layouts & Storage Options
• Response Team will Continue with Classroom Layouts & Social Distancing Markings/Stickers for ALL

Classrooms in the Next Two Weeks

• Procurement of ALL Necessary PPE, Sanitizing Stations, Sneeze Guards & Shields, Social Distancing

Stickers, One-way Stickers, Student Desks, Isolation Temporary Partitions/Curtains etc.

• Removal of ALL Extraneous Loose Furniture in Classrooms to Allow Maximizing Student Seating
• Locating Allowed Storage Cabinets in Strategic Locations in the Building (Gym, Corridors where there

is Adequate Floor Area, Other Spaces that will Not be used for Instruction)

• Mock-up of classrooms for social distancing to visualize layouts and student counts
• Parent and staff surveys were taken

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

PLANNING EFFORTS & GUIDELINES

GUIDING PRINCIPLES BASED ON ISBE & IDPH GUIDELINES

• The health and safety of our students and staff has

never been more important.

• Due to the nature of the Pandemic, our objective

must be to mitigate risk as opposed to eliminate risk.

• Strong consideration for in-person instruction for all

students in Phase 4 with parallel e-learning as an

• ption
• The following guidelines are subject to change

pursuant to updated public health guidance and changing public health conditions

2020-21 SCHOOL YEAR: GUIDANCE

Internal & External Communications

• Ongoing Messaging
• Self Certification Process
• Internal & External

Communications

COMMUNICATIONS WITH FAMILIES

• The District will be reviewing the plan with

BOE Committees in the next few weeks.

• The District will share finalized guidance in

mid-to late-July via email and through a webpage on the District website. SIGNAGE IN SCHOOLS & OFFICES

• Signs are being prepared for posting in buildings,

including on entrance doors, washrooms, classrooms, staff areas, office areas, etc.

• District signage will include COVID symptoms,

tips for staying healthy for ongoing awareness.

SELF-CERTIFICATION

​The safety of our students, employees, families and visitors remain D53’s top priority. As the coronavirus disease 2019 (COVID-19) outbreak continues to evolve and spreads globally, we are monitoring the situation closely and will periodically update guidance based on current recommendations from the Illinois Department of Health. Based on currently available information and clinical expertise, older adults and people of any age who have serious underlying medical conditions (e.g. serious heart disease, chronic lung disease or asthma, immunocompromised, severe liver disease, etc.) might be at higher risk for severe illness from COVID-19. If you are concerned about underlying medical conditions, please consult your primary medical care provider before returning to the office. To prevent the spread of COVID-19 and reduce the potential risk of exposure to our workforce, we are conducting a simple screening. Your participation is important to help us take precautionary measures to protect you and everyone in D53. We request you complete this screening everyday prior to entering a D53 building. Based on your response, you will be informed if you should report to the school or office. Thank you for your time.​

ISBE RECOMMENDED SCREENING QUESTIONS

Evaluation Questions:

• 1. Have you received a confirmed diagnosis for coronavirus (COVID-19) by a coronavirus (COVID-19) test or from a diagnosis by a health care professional in the past 14 days?
• 2. Have you had close contact with or cared for someone diagnosed with COVID-19 within the last 14 days?
• 3. Have you experienced any cold or flu-like symptoms in the last 14 days (“a temperature of greater than 100.4 degrees Fahrenheit/38 degrees Celsius and/or any currently known

symptoms of COVID-19, such as fever, cough, shortness of breath or difficulty breathing, chills, fatigue, muscle and body aches, headache, sore throat, new loss of taste or smell, congestion or runny nose, nausea, vomiting.” If you are able to answer "YES" to one or more of the above questions, select YES. If you are able to answer "No" to all the questions, select NO. D53 will use the information you provide for management of business operations. How do you respond to these questions? ** IF YOU ANSWER YES TO ANY OF THESE QUESTIONS STAY HOME

ISBE RECOMMENDED SELF CERTIFICATION PROCESS

Complete

 District Nurse will follow IDPH to determine protocols for tracking exposure and absences.  School Nurse will report positive cases based on IDPH recommendations.  Districts will refer to local health department guidelines when informing the school community

• f outbreaks per local and state health department guidelines while maintaining student and

staff confidentiality rights.

 Work with the local public health department to gain a clear understanding of the notification

process for reporting suspected and confirmed cases

 Create a method for parents/students and employees to contact the district outside regular

hours when they have symptoms of or have been exposed to COVID-19 Prep epare s e sample c e communic unicatio ions ns t to p parent ents/gua uardia ians ns, s , such as:

• Information on the health and safety measures the district is taking to ensure students can

return to school buildings safely.

• The district will work closely with the local health department to develop appropriate safety

protocols for students and others entering school facilities

• The expectations of parents and students if the district moves to Remote Learning or

modified school openings (i.e. staggered start, changes in bus routing, etc.

• Information on COVID-19 & measures families can take to stay safe when not at school
• Reference to provisions in student handbooks related to when to keep a student home and

the process for notifying the school

• Information on trauma-informed practices

Prep epare c e communic nication t n to the s e student ents & s & public ic, s , such a as:

• Hang posters in buildings, provide other messaging on hand washing, coughs and sneezes.
• Post reminders at entryways not to enter the school if there are symptoms of COVID-19.
• Provide information on changes to procedures regarding visitors to schools and public

access to facilities on the district’s web page and in other communications.

STATE GUIDELINES



Check in with nurse upon return and prior to going to class



Encourage families to report positive diagnoses or exposure when reporting absences



Confirmed cases of COVID-19 should be reported to the local health department by the school nurse or designee



Schools will offer assistance to local health departments when contact tracing is needed after a confirmed case of COVID-19 is identified



Districts should inform the school community of outbreaks per local and state health department guidelines while maintaining student and staff confidentiality rights.

COMMUNICATIONS – INTERNAL & EXTERNAL

In Progress Not Started

x x x x x x x x x x x x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

GUIDING PRINCIPLES FOR SCHOOL FACILITIES

Complete



Evaluate how hygiene products like soap, paper towels, tissues, and toilet paper are dispensed (no-touch) and how frequently they are replenished.



Ensure initial and ongoing cleaning and disinfecting of all buildings, desks, equipment, and other "high touch" surfaces prior to and after students return using CDC and OSHA guidelines.



The use of cloth toys and other cloth materials that cannot be disinfected will be eliminated.



Soft surface items (carpets, rugs, curtain, furniture) will be minimized to the greatest extent possible.



Cleaning schedules will be created and completion documentation provided in high use/touch areas such as restrooms, water fountains and railings.



Reorganization of custodian work schedules will be considered in order to complete necessary cleaning and disinfecting.



In order to address sanitation needs, accessibility outside of school hours of

• peration may be limited.



Schedule Water quality inspections for drinking fountains and bathrooms.



Plan to contract with cleaning service to treat facilities if there is a case of COVID-19 on campus (if needed)

STATE GUIDELINES



Determine and create a cleaning schedule to regularly sanitize surfaces and frequently touched areas.



Documentation upon the completion of cleaning.

In Progress Not Started

x x x x x x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

SCHOOL FACILITIES GUIDELINES – SANITATION PROCEDURES

x

Complete



Playground equipment will be restricted until further notice.



Blacktop and open spaces will be utilized for outside activities and social distancing will be enforced.



Students and staff will sanitize hands upon re-entry to the building.



Playground equipment, if and when allowed, will be disinfected as required.



For outdoor spaces, the guidance provides that groups of up to 50 are allowed and if social distancing is maintained, there is no need for face coverings. Additional groups of up to 50 must be at least 30 feet away.

STATE GUIDELINES



Playground equipment that is to be used should be monitored, and the number of students using each piece of equipment should be limited.



Maintain appropriate cleaning

• f playground equipment



Students should perform hand hygiene prior to touching playground equipment and upon return from the playground.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

SCHOOL FACILITIES GUIDELINES – PLAYGROUNDS

x x

Complete



Students, Parents & Staff will certify that they are free from symptoms & exposure to COVID-19 as defined in the Self-Certification process.



Schools will designate areas for students (COVID and other injury /illnesses).



Teachers will communicate student non-COVID health needs to nurse to determine if the issue can be addressed in the classroom or requires a trip to the nurse's office.



Visitors are encouraged to conduct school business through teleconferencing and other electronic means. If absolutely needed, visitors will be required to wear a mask and have limited access.



Ensure masks are readily available for nurse/health room staff, any employee working with fragile child, and for any persons exhibiting symptoms



Review areas used to house ill students and those requiring specialized nursing services



Provide separate room for students/staff who might have COVID-19 or

• ther communicable disease and are awaiting pickup. Ensure frequent

disinfecting of and restricted access to the room

STATE GUIDELINES



Provide a supervised quarantine space for students/staff who are experiencing COVID-19-like symptoms and may be awaiting evaluation and/or pickup.



Implement strategies to reduce unnecessary visits from students, staff, and visitors.



Healthy students reporting to the health office for medical management must be treated in a separate clean designated area.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

SCHOOL FACILITIES GUIDELINES – HEALTH & STUDENT SCREENING

x x x

Complete



Ensure the use of non-contact thermometers or that a plan is in place to increase sterilization to minimize the risk of reinfection resulting from reuse of equipment.



Determine the feasibility of telehealth options for district, staff, and family.



Communicate changes in procedures with families and staff.



Contact all parents of students with medical plans in cases where changes may be needed to address practices aimed at minimizing the risk of infection.



Revise medication schedules to minimize the number of students in the nurse's office at one time.



Prepare lists of medical/dental resources to share with families.



District Certified Nurse will partner with District administration to ensure strict compliance with all state guidance on how to respond when a student

• r staff member gets sick.



District will comply with DuPage Health Department guidelines and track sick students/staff and monitor their return date. All this will be done in consideration of ADA, HIPPA and FERPA requirements.



Families and staff should also report possible cases to the school where the individual attends school or works to initiate contact tracing.

STATE GUIDELINES



Collect symptom reports when absences are reported.



Students or staff returning from illness related to COVID-19 should call to check in with the school nurse or building administrator (if a nurse is unavailable) following quarantine.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

SCHOOL FACILITIES GUIDELINES – STAFF & STUDENT ILLNESS

x x x

Complete



When and where necessary, plexiglass shields and other physical barriers will be installed to limit contact.



Hand sanitization materials and hand washing supplies will be provided in all offices.



Ensure furniture and other surfaces can be easily disinfected.



Ensure trash cans and other receptacles are no-touch.



Verify where staff and students can be tested for COIVD-19



Notify the health department when student or staff absences drop below predetermined threshold



Determine if there is a need for other protective devices for employees with repeated exposure to the public such as clear plastic barriers in school building offices.

STATE GUIDELINES



Consider installing physical barriers within main offices, as needed.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

SCHOOL FACILITIES GUIDELINES – ADMIN. & WORK SPACES

x x

Complete



IEP/504/problem solving meetings will be virtual to the greatest extent possible.



Attempts may be made to schedule outside contract services beyond the school day when students are not in attendance.



Communicate virtual visitation protocol to all parties.

STATE GUIDELINES



Limit any nonessential visitors, volunteers, and activities involving external groups or organizations, as possible.



Restrict where visitors can go in the building.



Maintain accurate records

• f visitors.



Consider outside drop-off for items.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

SCHOOL FACILITIES GUIDELINES – VISITORS & EXTERNAL GROUPS

Complete



Staff will monitor number of students using hallway washrooms.



Air hand dryers will be disabled, and extra paper towel dispensers will be installed.



Evaluate how hygiene products like soap, paper towels, tissues, and toilet paper are dispensed (no-touch) and how frequently they are replenished.



Schedule Water quality inspections for drinking fountains and bathrooms.

STATE GUIDELINES



Limit any nonessential visitors, volunteers, and activities involving external groups or organizations, as possible.



Restrict where visitors can go in the building.



Maintain accurate records

• f visitors.



Consider outside drop-off for items.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

SCHOOL FACILITIES GUIDELINES – RESTROOMS

x

Complete



A maximum of 50 people will be in the lunchroom/cafeteria during Phase 4.



Utilize Gymnasium at BJH if students can not be accommodated in Multi-purpose room to abide by social distancing requirements.



Student seating will be intentional to maximize social distancing.



Students are encouraged to bring their lunches from home or purchase box lunches (elementary).



Boxed lunches will be offered for purchase (BJH).



Elementary students will eat lunch in their classrooms.



Establish ordered seating and exiting procedures in cafeteria.

STATE GUIDELINES



Alternate scheduling or add meal service times to adhere to capacity limits.



Consider delivering meals to classrooms or having students eat outdoors while ensuring social distancing is implemented.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

SCHOOL FACILITIES GUIDELINES – CAFETERIA & FOOD SERVICES

x

HEALTH & SAFETY ISBE & IDPH PARAMETERS

GU GUIDIN IDING PR G PRIN INCIP IPLES ES

 Require use of appropriate PPE, including face coverings  Prohibit more than 50 individuals from gathering in one space  Require 6’ social distancing be observed, as much as possible  Parents and staff will self-certify that students and they are

free of symptoms before entering school buildings and district transportation

 Staff and students should abstain from physical contact,

including, but not limited to, handshakes, high fives, hugs, etc.

Complete



Signage and/or floor decals will be provided to provide guidance for social distancing. Identified traffic patterns will be developed and posted for students to follow in the hallways and stairwells (e.g., stay to the right).



Passing periods will be staggered to encourage social distancing.



Teachers will be at their classroom door to monitor social distancing and PPE compliance.



BJH locker use will be minimized to avoid social distancing issues.



Elementary school students will access lockers in shifts to abide by social distancing requirements.



Drinking fountains will not be accessible. Students & Staff should bring their own liquids to maintain hydration levels.

STATE GUIDELINES



Limit number of persons within hallways at any given time to the greatest extent possible.



Limit required movement of students between classes.



Provide hallway supervision using hall and bathroom monitors to ensure a limited number of persons enter bathrooms at one time.



Hallways could have marked one- way paths and certain staircases could be designated one-way only, as possible.



Place floor markings to delineate 6- foot distance between students in locations where they line up.



Suspend the use of lockers, if possible.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

HEALTH & SAFETY – INSTRUCTIONAL & SCHOOL SPACES

Complete



Signage will be provided in restrooms with CDC guidelines for hand washing.



Hand sanitizers will be provided in all classrooms and offices.



Alcohol based hand sanitizers will be placed at all entrances, bathrooms, hallways and lunchrooms.



Increased frequency of handwashing will be encouraged throughout the school day.



Nurses will provide lessons on proper handwashing techniques.



Evaluate how hygiene products like soap, paper towels, tissues, and toilet paper are dispensed (no-touch) and how frequently they are replenished.

STATE GUIDELINES



Ensure availability of supplies, such as soap and paper towels, hand sanitizer, tissues, etc., for all grade levels and in all common areas of the building.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

HEALTH & SAFETY – HAND HYGIENE

Complete



Nurses will meet with teachers to identify and discuss the details regarding high-risk students.



Plans may be developed to support high-risk students who are in attendance.



Plans will be developed to provide remote instruction for those high-risk students who are unable to attend in person.



Nurses will communicate with parents of students who are high-risk prior to the start of the school year to discuss plans for students to attend in-person.

STATE GUIDELINES



Whether the student’s medical condition is conducive to in-person attendance or if needs would best be met remotely.



The student’s behavior and capacities to follow health protocols.



Number of students per classroom and ability to maintain 6-foot distance.



Nurses to meet with individual teachers and staff members to review health concerns for medically high- risk students.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x

HEALTH & SAFETY – VULNERABLE STUDENTS

Complete



Establish and train a crisis management team or activate crisis management teams to address psychological and emotional concerns in conjunction with the local mental health services, including post- traumatic stress syndrome counseling.



Prepare and revise lists of professional mental health services, particularly those willing to provide services via telehealth.



Develop a process for screening students for mental health and ensure that appropriate district staff are trained to implement the process.



Review actions if a student screens positive for a mental health crisis.



Review the district’s suicide awareness and prevention policy and ensure an appropriate number of staff have been trained to respond to an incident and screen high-risk students.



Plan re-engagement activities to get parents and students comfortable with a return to the school building.



If there has been a loss of a student, staff member or a member of the school community, plan appropriate messaging to the school community and include the availability of appropriate resources to support students and staff.

STATE GUIDELINES



Consider monitoring the mental and emotional well-being of students and staff members.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

HEALTH & SAFETY – SOCIAL & EMOTIONAL HEALTH

x x x

GUIDING PRINCIPLES FOR INSTRUCTION AND THE CLASSROOM

Complete



Ensure that all buildings have been inspected to determine readiness for re-entry and obtain appropriate safety inspections.



Fire code/safety inspections of all occupied buildings.



Classroom arrangement will provide for social distancing to the greatest extent possible.



Non-essential furniture will be removed from the classroom to ensure proper spacing of desks.



Cohorts in BJH will move as a group throughout the building as much as possible.



Classrooms will have a marked path of travel within the classroom to maximize social distancing.



Hand sanitizer and surface area wipes will be available in classrooms.



Time will be built into classroom schedules for hygiene practices.



Students will have assigned seats and individual workspaces.



Classrooms and common areas will be cleaned frequently throughout the day

STATE GUIDELINES



Develop a marked path of travel inside the classroom to maximize social distancing from the entry point of the classroom to the student’s assigned seat.



Rearrange desks to maximize social distancing.



Open windows if possible.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x x

SCHOOL FACILITIES GUIDELINES – CLASSROOMS

x x x

Complete

PHYSICAL EDUCATION, GYMNASIUMS & LOCKER ROOMS



Students will not change into a PE uniform.



Gym classes will utilize full gym, wrestling room and atrium as needed to attain social distancing



No use of locker rooms.



PE will be outside as much as possible. LIBRARY AREAS



Library check out will be brought to the classroom.



Library will be utilized for larger classes and/or storage of classroom furniture that does not fit in classrooms in a social distanced set-up.



All library materials will be disinfected between check-outs.

STATE GUIDELINES

PHYSICAL EDUCATION, GYMNASIUMS & LOCKER ROOMS



Consider eliminating the need for use of locker rooms, as well as allowing students to participate in activities without changing clothing LIBRARY AREAS



Consider using the library space as a regular classroom if the school needs additional classroom space to adhere to capacity limits and social distancing requirements

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

SCHOOL FACILITIES GUIDELINES – PE, GYM, LOCKER ROOMS & LIBRARY

x

Complete

• All students have at least one device assigned to them but in some

cases, students have more than one.

• K-2 have iPads that were previously stored in classroom carts. They

will be distributed to students at the start of the school year.

• 3rd-5th use Chromebooks that are currently stored in classroom but

will also be distributed to students.

• 6-8th graders take devices home and currently have their devices.
• Rising 3rd and 6th graders will receive new Chromebooks.
• 3rd-5th graders will receive new cases to transport the devices

between school and home. All iPads already have covers.

• The district maintains a good backup supply of all devices.
• There are shared devices in each school library and/or STEM areas.

Efforts will be made to ensure students share devices as little as

• possible. Where 100% necessary for classwork (such as digital media

at the middle school), teachers will need to implement a system of disinfecting devices between student use. All non-critical sharing of devices or related equipment will be prohibited

STATE GUIDELINES



Every effort should be made to provide students and families with the technology devices and internet access necessary to successfully participate in remote learning. Every school district must be prepared to return to full remote learning if coronavirus transmission spikes again.

In Progress Not Started

x x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x x x

SCHOOL FACILITIES GUIDELINES – TECHNOLOGY

x

Complete



Parents to conduct symptom check before students utilize bus service in accordance with self-certification process.



Students will be assigned a seat on the bus and students from the same family home will be assigned to sit together



Thoroughly ventilate, clean, and disinfect all buses and other district vehicles.



Obtain a firm commitment from approved riders that they plan to use the district provided transportation service.



Parents will be encouraged to transport students whenever possible.



All riders will be required to wear a mask while riding.



Restrict the number of riders to fewer than 50 students (72 passenger bus)



Restrict riders to their assigned bus only.



Bus Service to increase social distancing when possible.

STATE GUIDELINES



All individuals on a bus must wear a face covering



No more than 50 individuals should be on a bus at one time



Social distancing must be maintained to the greatest extent possible.



Students must undergo symptom and temperature checks, which may include self-certification, before boarding a bus.



Drivers and monitors must wear approved and appropriate PPE and perform regular hand hygiene and perform symptom checks



Sanitization should be completed daily or between use on all vehicles used for student transportation

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x x

SCHOOL FACILITIES GUIDELINES – TRANSPORTATION

x x x

HEALTH & SAFETY - TOPICS TO BE RESOLVED PENDING STATE/LOCAL/LEGAL GUIDANCE



Return to school/work protocols (Pending BOE approval)



The parental self-certification process (Pending BOE approval)



Subdividing large spaces



Reimbursement opportunities from Federal Funding through the State for COVID related expenses

2020-21 SCHOOL YEAR: GUIDANCE LEARNING DAY OPTIONS

• In-Person Learning
• Parallel Remote Learning
• Blended Remote Learning
• Full Remote Learning

Complete

CURRENT PHASE 4:



Plan for in-person instruction with an option of parallel remote instruction for students with health/medical needs



Illinois Learning Standards are aligned to in-person and parallel remote instruction per unit maps designed by D53 teachers.



Classroom teacher (in-person or remote) will communicate student progress and provide feedback on participation, daily work, homework and assessments



A standards/skills review has been planned in each content area for the fall in both in-person and remote instructional settings



D53 Guidelines does not include return to Phase 3 which require additional input and research.



Verify that plans include established procedures for educator teams to meet and address student learning needs for both in- person and remote instruction

STATE GUIDELINES

 Accessibility of the remote instruction

to all students

 Ways for students to access teachers

and communication protocols

 Needs of students with IEPs, 504s, EL,

Homeless and vulnerable students

 Attendance and participation process  All statutory curricular mandates and

• fferings must be met

 Remote learning grading expectations  Ensure at least 5 clock hours of a

combination of instruction & schoolwork for each student participating in Remote or Blended Remote Learning Days

 Process to determine learning loss from

last year and strategies to close gaps

 Consider community partnerships  Plan to transition back to in-person

learning

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x x x

LEARNING - IN-PERSON LEARNING DAY PLAN

Complete



Draft frameworks for in-person, remote learning or blended remote learning have been discussed and considered.



District has developed remote learning/blended remote learning plan that was approved by the ROE and will be utilized for remote learning framework and may be modified as needed when additional guidance is received from the state.



Verify that plans include established procedures for educator teams to meet and address student learning needs for both in- person and remote instruction.



Professional development plan in place with Flip the Classroom (FTC) model programprior to beginning of the school year.

STATE GUIDELINES



Accommodate small groups of students in blocks of time: ○ Adhere to capacity requirements ○ Adequate social distancing



Consider schedules in preparation for the transition back to in-person instruction, blended remote instruction,

• r both.



Determine if teachers can rotate instead

• f students.



Consider “High Priority” students when building the schedule.



Prioritize in-person instruction for subjects that students are less able to engage in independently from home, such as classes that require a lab or hands-on component.



Leverage video streaming of class lessons consider both synchronous and asynchronous where appropriate.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

LEARNING – REMOTE AND/OR BLENDED REMOTE LEARNING DAY PLAN

x

Complete



Verify that plans address educational and health services if a) a doctor determines it is not safe for the student to attend school, b) the district’s Remote Learning Plan is implemented, or c) modifications are made to school opening (i.e. staggered starts, etc.)



Plan to deliver transition services and supports designed to address learning loss.



Options for providing telehealth or virtual services to students



Special education students will be serviced based on their IEP in person except where health conditions or disability prevent in-person attendance.



Remote learning/Blended remote learning options will be considered on an individual basis if students are unable to attend in-person.



Students with 504s will be provided accommodations indicated on their current plans.



Parents may request meetings with school staff to discuss reintegration plans for students with specific health or learning needs as soon as practicable.

*Additional guidance may be forthcoming from the State on these topics.

STATE GUIDELINES



Students who have Individualized Education Programs (IEPs)

 Consider appropriate in-person

instruction



Students who have 504 Plans

 Consider individualized transition plans 

Students who receive English language supports

 Consider individualized transition plans 

Prioritizing in-person instruction for students under the age of 13:

 Especially those who may not have

adequate child care or supports



Those who have had greater difficulty learning remotely

 Consider holding a reintegration

meeting with school staff, parents/guardians/caregivers, and students to address any specific health concerns or learning needs or gaps identified during remote learning

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

LEARNING – HIGH PRIORITY RETURN-TO-SCHOOL STUDENTS

x x x x

2020-21 SCHOOL YEAR: GUIDANCE

Instructional Recommendations General Overview

• Vertical Grade Level Articulation
• Addressing Learning Loss
• Grading
• Professional Learning & Staffing

Complete



Verify that school reopening plans include a diagnostic assessment component for all students returning to school to determine learning loss, to inform modifications to curriculum standards and expectations, to identify support services that may be required, etc.



Verify that plans include established procedures for educator teams to meet & address student learning needs for both in-person and remote instruction.



Where applicable, Common Assessments and District-Wide Standardized assessments will be administered. Virtual articulation meetings that comply with suggested guidelines for on-site articulation meetings will be held.



Staff will focus on social-emotional classroom activities to provide closure and support student transition this year.



Teachers collaborated to review standards and determine priority standards and assessments needed for the Fall. Efforts have been made to layer standards and integrate previous grade level standards with current grade level standards when appropriate.



Teachers determined alignment between trimester 3/Q4 priority standards taught and the needed priority standards for the Fall.



Revised curriculum maps and standards review planned for the school year to focus on needed content due to remote learning.

STATE GUIDELINES

VERTICAL GRADE LEVEL ARTICULATION



Consider communication across vertical teams regarding student progress or gaps from last year.



Consider activities that allow for closure from last year. ASSESSING STUDENT SKILL LEVEL



Formative assessments to ensure mastery of standards.



Identification of standards to review for further instruction.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x x x

INSTRUCTIONAL - VERTICAL ARTICULATION & ASSESSING STUDENT SKILL LEVEL

Complete



Early and ongoing support will be planned for students through core instruction and interventions.



Fall MAP and AIMSweb will be administered. Remote learning considerations will be reviewed if necessary.



Intervention time is scheduled at each building.



Additional time for student academic intervention and enrichment will be considered.

STATE GUIDELINES



Create and implement supports to differentiate instruction appropriately.



Provide time for students to address incompletes from last year.



At the start prioritize a strong review and infusion of the critical standards and key skills that were not addressed or mastered from the previous year.



Ensure intervention time within the school day to help fill learning gaps for individual students.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x

INSTRUCTIONAL – ADDRESSING LEARNING LOSS

Complete



To attain remote learning success, students in grades K-8th already have a device. 6th-8th take them home but we will allow K-5th to also take them home.



Return to D53 grading practices for in-person learning to the fullest extent possible.



Grading practices for full-remote learning will be determined based

• n ISBE-issued guidance.

STATE GUIDELINES



Can return to traditional grading practices.



Ensure that students have all the necessary tools, technology, and teacher supports at school and at home to complete all assignments, take assessments, and complete projects in a timely manner.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

INSTRUCTIONAL – GRADING

Complete



Provide a timely and relevant professional development program to all staff.



Review procedures for tracking and reporting of staff attendance and assistance requests.



District student assistance team will develop ongoing training for students and staff regarding social and emotional well-being, and mental health as prescribed in the ISBE guidance.



Multi-Tiered Systems of Support (MTSS) processes will be followed.



D53 Teacher Leaders, District-designated mentors, and other educational consultants will be utilized to support D53 staff.

STATE GUIDELINES



Use professional development days to prepare evidence-based instructional methods & materials, to plan to attend to students’ social- emotional and mental health needs, and for training on new health and safety protocols.



Optional summer learning

• pportunities, synchronous and

asynchronous opportunities, and informal lessons may be considered.



Consider professional learning topics regarding: ○ Diversity and equity ○ Mental health and social emotional supports ○ Reviewing student data and progress ○ Remote and blended learning instructional practices

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x

INSTRUCTIONAL – PROFESSIONAL LEARNING & STAFFING

x

2020-21 SCHOOL YEAR: GUIDANCE

Instructional Recommendations Special Populations

• Special Education
• English Language Learners
• Self-Contained Classrooms
• Staff

* Specifics regarding recommendations for Special Populations are still being developed. This plan is subject to change

Complete



Plan for and instruct students with identified special education needs to ensure a free, appropriate, public education.



Continue to hold virtual IEP/504 meetings on schedule in collaboration with parents.



Individual Remote Learning Plans were developed for each student with an IEP and for Extended School Year (ESY).



Extended School Year (ESY) supports were provided virtually.



Initial evaluations that required face-to-face assessment(s) were not able to be completed during the March-June remote learning period but will be completed as soon as possible upon return to school.



Reevaluations were completed with existing student data when appropriate so as not to delay or discontinue access to services.



Remote teletherapy will be provided, if necessary.

STATE GUIDELINES



Districts remain responsible for ensuring that special education students receive a free, appropriate, public education.



In-person instruction prioritized for students receiving special education



Blended and/or Remote Learning Plans must address the unique needs of students eligible for special education services.



Adhere to timelines for annual IEP meetings and required evaluations.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x x x

INSTRUCTIONAL– SPECIAL EDUCATION

x

Complete



Additional translation services for District communications are available for families who indicate that English is not their first language.



Communication in a family’s primary language will be provided in hard-copy form for families who require this support.



Clear face masks may be provided to ESL students.



State standards will be followed for ESL students for in-person and parallel remote learning as required.

STATE GUIDELINES



In-person instruction should be prioritized for English Learners.



Help students continue their native language learning.



Use face coverings with clear windows during instruction or consider pre-recording these demonstrations.



Apply the Illinois English Language Development Standards and utilize the WIDA Can-Do Descriptors.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS

INSTRUCTIONAL – ENGLISH LEARNER CONSIDERATIONS

x x

Complete



Medically fragile students may opt for/require parallel remote learning option.



School teams will address any student-specific considerations.



Special accommodations, if needed, will be provided for staff providing care for medically fragile students.

STATE GUIDELINES



Risk of infectious disease exposure may be much higher for staff providing care for medically fragile students.



Social distancing may not be possible.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

INSTRUCTIONAL – SELF-CONTAINED SPECIAL NEEDS CLASSROOMS

Complete



Staff will maintain collaborative team planning times within the school week either in-person or remote.



District communication will continue to inform staff of updates in a timely fashion.



Staff are involved in this Transition Team to support discussions regarding planning.



Verify contact and emergency contact information of all staff.



Verify the health and safety of the employee and their family.



Communicate a return-to-work plan.



Inform them of available benefits and programs such as the EAP.



Review safety procedures for employees and provide appropriate gear for those with repeated interaction with the public (plexiglass barriers, gloves, etc.).



Provide a timely and relevant professional development program to all staff.



Review procedures for tracking and reporting of staff attendance.

STATE GUIDELINES



Provide sufficient planning and collaboration time and supports



Communicate frequently



Engage staff in planning processes and decision-making

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

INSTRUCTIONAL – STAFF SUPPORT

x x x x x x x

2020-21 SCHOOL YEAR: GUIDANCE

HUMAN RESOURCE NEEDS

* Specifics regarding recommendations for Special Populations are still being developed. This plan is subject to change

Complete



Identify all items that may require consultation with the affected employee groups and their representatives:



Changes to the approved school calendar



Return to work procedures



Use of benefit leave; Leave of Absence Policies



Payments for course overloads, additional supervision, etc.



Expectations during remote learning



Transition of students and staff from in-person to remote learning (and back to in person)



Changes to job descriptions and responsibilities necessitated by shift to remote learning



Extracurricular stipends impacted by extended school closings



Emergency communication procedures with staff



Prepare for increased demand for substitute teachers and support staff.



Identify potential additional costs associated with increased demand for personnel related to school closures, modified schedules, remote learning, etc.



Assess current staff and projected need for additional staffing such as nurses, aides, etc.



Review benefits and options for health services for staff such as telehealth, employee assistance programs (EAP), etc.

STATE GUIDELINES



Support staff attendance by providing sufficient planning and collaboration time and supports, communicating frequently, and engaging staff in planning processes and decision-making.



School districts should prepare to mitigate the effects of potential increases in teacher absenteeism.



Prepare for a rise in absenteeism and a corresponding increase in necessary spending.



Ensure educators who are also parents have access to affordable child care, especially for Blended Remote Learning Day schedules.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

HUMAN RESOURCES – STAFF ATTENDANCE & SUPPORT

x x x x x x x x x x

2020-21 SCHOOL YEAR: GUIDANCE

FISCAL CONSIDERATIONS

* Specifics regarding recommendations for Special Populations are still being developed. This plan is subject to change

Complete



Review the process for equipment inventory that includes a process for distributing and collecting district assets and for ensuring the collection of assets from students and staff who do not return.



Review the procurement procedures for PPE and related equipment and supplies necessary to protect the health and welfare of students, staff, and the public. Consult with legal counsel before suspending any procurement policies.



Review the procurement procedures for hardware, software, licenses, learning management systems, etc. necessary to implement Remote Learning.



Review and revise the district’s technology plan.



Determine whether an assessment or survey is necessary to determine students’ home access to reliable internet and necessary devices.



Review and restructure where possible relevant vendor contracts and contracts for services that may be impacted by school closings, modified schedules, restricted access to facilities, changes in working conditions, etc. Contact legal counsel prior to executing revised agreements.



Require proof of emergency plan from crucial vendors to prevent or minimize disruption in services to students.



Ensure contracts require proper hygiene protocols for service providers or products entering the building.



Document COVID-related expenses and keep current on rules for the expenditure of federal funds.



Determine the impact of pandemic and related disruptions in in-person learning and school closures on construction projects.

In Progress Not Started

x x

BUTLER 53 GUIDELINES & PROCESS

BUTLER 53 STATUS x

FISCAL CONSIDERATIONS

x x x x x x x

Arrival - Self-Certification Process is adhered to, which includes temperature check, ground markings for social distancing, designated entry points, revised hallway/locker procedures to minimize student contact Daily Schedule/Classes - In-person instruction, full day, five days weekly, parallel remote option for students with health needs, minimal transitions and student movement, masks worn at all times except outdoors with social distancing, increased hand-washing opportunities, social-emotional supports Classroom Arrangement - Additional furniture removed to maximize space between student seats, all Students facing one direction whenever possible

• r sneeze guards will be used, classroom floor markings for social distancing

and movement within class, no sharing supplies Lunch - Multiple lunch spaces with 50 or less people in each location or eating in the classroom, increased sanitation between sessions, students socially distanced, masks removed to eat. Utilize gymnasium if needed to accommodate larger than groups of 50 students Specials Groups - will be provided with modifications for individual courses Dismissal - Ground markings for social distancing, traffic patterns set to leave building, designated exit points, masks worn until students exit building

SCHOOL DAY SUMMARY

2020-21 SCHOOL YEAR: SURVEY RESULTS

• Families (315 Responses)
• Faculty & Staff (53 Responses)

HEALTH CONCERNS THAT WOULD PREVENT MASK WEARING

Does your child/Do you have any health concerns that would prevent them from wearing a mask?

WORKING THERMOMETER AT HOME

Does your household have a working thermometer?

SELF CERTIFICATION

Are you able to complete a daily COVID-19 self-certifying screening prior to your child entering any District 53 buildings or transportation, including taking your own temperature? Are you able to complete a daily COVID-19 self-certifying screening prior to leaving for work, including taking your own temperature?

INSTRUCTIONAL DELIVERY PREFERENCE

District 53 is currently considering various scenarios regarding the instructional delivery model prescribed forth by the ISBE guidelines for the

• nset of the 2020-2021 school year. Considering what you know at this

moment in time, please select the instructional delivery model you are the most comfortable participating in.

FAMILY: PLEASE INDICATE WHICH OF THE FOLLOWING WILL INCREASE YOUR COMFORT LEVEL REGARDING RETURNING TO IN PERSON INSTRUCTION IN THE BUILDING. PLEASE SELECT ALL THAT APPLY.

STAFF PLEASE INDICATE WHICH OF THE FOLLOWING WILL INCREASE YOUR COMFORT LEVEL REGARDING RETURNING TO IN PERSON INSTRUCTION IN THE BUILDING. PLEASE SELECT ALL THAT APPLY.

2020-21 SCHOOL YEAR: GUIDANCE

ISBE SCHOOL REOPENING FREQUENTLY ASKED QUESTIONS

* Specifics regarding recommendations for Special Populations are still being developed. This plan is subject to change

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

EX EXTEN ENDED ED S SCHOOL Y YEA EAR

• 1. How sh

should d determin minat atio ions f for Extende ded S d School Y Year S Services ( (ESY) b be made de? Determinations for ESY are individualized decisions made by the IEP team based on the extent to which a student requires ESY services in order to receive a free appropriate public education (FAPE). ESY is not synonymous to summer school. Additionally, ESY is not synonymous with compensatory services. ESY includes special education and/or related services provided beyond the normal school year or normal school hours for the purpose of providing FAPE. The purpose of ESY is to address needs that arise when a break in instruction would result in severe regression in acquired skills and not being able to recoup those skills in a reasonable time period upon a return to regular services and instruction, or to address any other need identified by an IEP team. Loss or potential severe regression in a specific skill without recoupment within a reasonable time period may qualify a student for ESY if such regression would negatively impact the child’s ability to make meaningful progress in light of his or her unique circumstances. In determining student need due to the mandatory suspension of in-person instruction, the IEP team may consider the student’s regression, if any, and the time it takes the student to regain the skills upon resuming in-person instruction. The team may consider retrospective data (existing information), predictive data (circumstantial considerations), or history of skill regression/recoupment. Participating in general summer school programs available to all students, where offered, does not require a decision by an IEP team, other than with respect to the supplementary aids, accommodations, and modifications that may be needed to support a child’s participation in summer school.

• 2. Are d

distric icts a and o

• ther se

servin ing e entit itie ies p permit mitted t to c conduct E ESY and su summe mmer sc school t through i in-pe person i instructio ion d during Ph Phase 4 4 of

• f the R

Restor

• re Ill

Illinois P Pla lan? Yes, districts and other serving entities may offer ESY and summer school instruction in-person in Phase 4; however, the determination of whether to conduct allowable activities will remain a local decision by the district or other serving entity in collaboration with their local health department. Should a district or other serving entity determine, in collaboration with their local health department, to offer ESY and summer school instruction in-person in Phase 4, the district or other serving entity must follow all safety requirements outlined by IDPH including:

• Require use of appropriate personal protective equipment (PPE), including face coverings;
• Prohibit more than 50 individuals from gathering in one space;
• Require social distancing be observed, as much as possible;
• Require that schools conduct symptom screenings and temperature checks or require that individuals self-certify that they are free of symptoms before entering school

buildings;

• Require an increase in schoolwide cleaning and disinfection.

Please reference ISBE and IDPH Part 3 Joint Transition Guidance for additional recommendations.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 3. Is t

there a a minimum i instruction

• nal h

l hour r requirement f for ESY? ?

• No. ESY services must be provided when the child’s IEP team, on an individual basis, determines that ESY services are necessary to ensure a FAPE to the student. Decisions

regarding the number of hours a student will participate in ESY should take into consideration any requirements for course completion by a school district if such course is required to address the selected IEP goals that are to be supported during ESY. Both state and federal regulation and law require that special education students who have ESY services provided for in their Individual Education Plans (IEPs) must be provided all special education services as documented on their IEP for ESY. Please note that the former requirement for schools to offer 60 hours of ESY in order to be eligible for reimbursement is no longer in effect under Evidence Based Funding. Private special education schools approved under Section 14-7.02 must also adhere to summer term

• perating schedule requirements, including hours of instruction, as outlined in 23 Illinois Administrative Code 401.10(a)(3)(B) and 401.130(b).

CO COMPENSATORY S SERV RVICES

• 4. When c

can compe pensat atory se servic ices, i includin ding c compe pensat atory se servic ices f for related se d servic ices, b be conside sidered? During the period of mandatory suspension of in-person instruction, the requirement to provide FAPE continued to exist, to the maximum extent possible. In an instance where a district or other serving entity has denied FAPE to a student, compensatory educational services may be an appropriate remedy under the IDEA. In the present circumstances, compensatory services could be an appropriate remedy in the event a district or other serving entity demonstrated inability or denial to provide FAPE during the time that the child was entitled to FAPE. Compensatory education is designed to be an equitable remedy, and as such, there is no obligation to provide day-for-day or minute-for-minute compensation of missed education. Compensatory educational services should be determined on a qualitative basis, by looking at the totality of the circumstances for each student and determining the amount of service needed to remedy the educational deficits resulting from a failure to provide FAPE. In making individualized determination as to whether a student is owed compensatory education, IEP Teams should also consider services provided during remote learning and the ability of the student to access any services during remote learning. Because compensatory education services are an equitable remedy, parental input is important and parent information and concerns should be considered in determining if compensatory education services are owed, the amount of services needed, and how the services will be delivered. Due to the nature of the COVID-19 pandemic and the resulting unprecedented circumstances of interruption to the typical operation of district and other serving entities, this guidance on compensatory education services cannot provide an answer to every circumstance. Districts and other serving entities should consult with their local board and legal counsel for additional guidance on providing compensatory education services as a remedy for denial of FAPE. Compensatory education services may be provided during the summer, school year, before school, or after school if mutually agreed upon by the district or other serving entity and the student’s parent or guardian. An offer of compensatory education services may include the intended service provider, but there is no requirement that the service provider be the same as outlined in the student’s IEP.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

EVALUAT ATIONS

• 5. How s

should I d IEP T Team ams a addr ddress e eval aluat ations f for spe pecial e edu ducat ation s services t that at w were u unable t to b be completed du d durin ing t the ma mandat atory su suspe pensio ion o

• f in-pe

person i instructio ion? The Illinois Administrative Code, at 23 IAC 226.110(d), requires that upon completion of the identified evaluation assessments, but no later than 60 school days following the date of written consent, the determination of eligibility shall be made and the IEP meeting be completed. A school day is any day that students are in attendance for instructional purposes. 34 CFR 300.11. Pursuant to the Emergency Amendment to Part 5, Remote Learning Days, which began March 31, 2020, were deemed pupil attendance days for calculation of the length of a school term under Section 10-19 of the School Code. Accordingly, Remote Learning Days after March 31, 2020 contribute to the calculation of timelines. Remote Learning Planning Days, generally, do not constitute days for calculation of timelines because students are not in attendance for instructional purposes on Remote Learning Planning Days. If 60 school days remained in the 2019-2020 school year after the date that parent consent was obtained, then the district or other serving entity is required to complete the evaluation within this timeline. If fewer than 60 school days remain in a school year after the date that parent consent was obtained, the eligibility determination must be made and the IEP meeting must be completed prior to the first day of student attendance in the following school year. Accordingly, for any evaluation initiated prior to the mandatory suspension of in-person instruction on March 17, 2020, an eligibility determination and IEP meeting must be completed prior to the first day of school for the 2020-21 school year. If any portion of the identified evaluation could not be completed due to lack of parent/guardian consent or health and safety regulations, then the district must document the missing portions in the evaluation section of the IEP, along with the reasons those portions could not be completed. IEP teams should complete missing portions of the evaluation as early as during Phase 3 in alignment with the June 4, 2020 IDPH and ISBE Part 2- Transition Joint Guidance document titled Updated Summer School and Other Allowable Activities, or as soon as possible once the district or other serving entity returns to in-person instruction, after which the IEP team should be convened to review the results and determine or revisit eligibility and develop or revise the IEP, as appropriate. Districts should make every effort to complete all unfinished evaluations initiated in their district as promptly as possible. If a student has moved and has enrolled in another district, the new district of enrollment would be responsible for completing the evaluation. The new district would enter the code 02 in I-STAR for Indicator 11 to indicate that the child enrolled in the district after parental consent was received in another district but before eligibility could be determined. Districts should, however, expedite evaluations and not delay completion due to the student being new to the district. If the student is in eighth grade in an elementary district and will be enrolling in a high school district, the elementary district would be responsible for the evaluation until such time that the student leaves the elementary district (I.e., the completion of ESY if applicable since ESY is an extension of the school year.) Evaluations can still be held virtually to the greatest extent possible; however, districts and other serving entities may conduct evaluations in person as long as they adhere to all state and local safety guidelines during the administration of evaluations.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 6. Could t

the wa waiv iver o

• f extension o
• f the 6

60-da day t time imelin ine p permit mitted f d for evaluat atio ions f for sp specif ific ic l learnin ing d disabil ilit itie ies a app pply t to e evaluatio ions f for other d disabil ilitie ies f for e evaluatio ions during t the su suspe pensio ion o

• f in-pe

person i instructio ion? The federal special education regulations at 34 CFR 300.309(c) allow the 60-school-day timeline to be extended when conducting an evaluation of a student with or suspected of having a specific learning disability. Such extension may only occur through mutual written agreement of the child’s parent or guardian and a group of qualified

• professionals. The pre-existing extension form for special learning disability evaluations regarding the 60-school day timeline may not be used for other disability areas;

however, as a general principle, during the COVID-19 pandemic, districts and other serving entities were encouraged to work with parents and guardians to reach mutually agreeable extensions of time, as appropriate. Only for evaluation extensions during the COVID-19 pandemic for which districts or other serving entities had a written mutually agreed upon extension of an evaluation, the district may code the acceptable timeline exception in I-STAR as code 09. In the absence of a written mutually agreed upon extension, then another ISTAR reason for the delay is required for Indicator 11 reporting purposes.

CLASS S SS SIZES

• 7. A

Are sp specia ial e educatio ion c classrooms ms r requir ired t d to adhere t to t the so socia ial d distancin ing r requir ireme ments o

• utlin

ined i d in ISBE’s g guida idance?

• Yes. Special education classrooms are required to follow social distancing requirements.

Schools and districts are encouraged to provide in-person instruction, especially to students with IEPs. If schools and districts are unable to provide fully in-person instruction while meeting IDPH safety requirements, remote and blended remote learning days may be utilized. If class sizes are reduced, classrooms must still adhere to regulations regarding staffing requirements and provision of services by appropriately licensed personnel.

• 8. If general

al e edu ducat ation c class s siz izes a are redu duced u upo pon r return t to in in-pe person i instructio ion, sh should d d distric icts o

• r other se

servin ing e entit itie ies su submit mit a an a appl pplic icatio ion f for deviat iatio ion a appr pproval i if there a are m mor

• re t

tha han 3 30% of

• f students w

with IE h IEPs, e exclu luding s students r receiving s speech s h services on

• nly

ly, i in a general e education c cla lass? ? Yes, to the extent practicable. The provisions for class size remain in effect upon return to in-person instruction in addition to adherence to social distancing guidelines. Districts and other serving entities should review class composition, including percentage of students with IEPs in the class period, to ensure that each class has a proportionate percentage of general and special education students and approved age range to the extent practicable. If circumstances prohibit the adherence to the general education class size provisions for special education purposes, districts or other serving entities should submit an application for deviation approval, available at https://www.isbe.net/Pages/Special-Education-Deviation-Applications.aspxto DEV@isbe.net for review for approval.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

HOMEBOUND S D SERV RVICE CES

• 9. May d

distric icts a and o

• ther se

servin ing e entit itie ies p provid ide i in-person h homebound a d and h d home in instruction? A Are t there a any s spe pecial pr precau autions distric icts o

• r other se

servin ing e entit itie ies sh should d empl ploy w when p providin iding i instructio ion i in a student’s h home me? Yes, districts and other serving entities may provide in-person homebound or home instruction when such service is required by a student’s IEP; however, districts and other serving entities are encouraged to consult with local public health officials, and/or legal counsel to ensure that the home setting is compliant with state and local orders and health and safety guidance and procedures. Districts and other serving entities may reference the June 23, 2020, IDPH and ISBE Part 3 Transition Joint Guidance document titled Starting the 2020-21 School Year for additional guidance regarding current health and safety protocols. Special precautions include the wearing of face coverings and other PPE appropriate to their duties frequent hand hygiene, conduct symptom and temperature checks before entering a student’s home, regularly clean and sanitize equipment and materials, restrict the sharing of items, and limit capacity in any space while adhering to social distancing guidelines. District or other serving entity personnel who show any signs or symptoms of illness should not enter a student’s home. Similarly, should a student show any signs or symptoms of illness, district or other serving entity personnel should not enter the student’s home. Districts and other serving entities should consider providing learning materials and tools that can remain in the child’s home. Consideration can be given to a hybrid approach of instruction which could include an individual providing services to a student virtually and in-person in order to minimize physical contact when appropriate. Depending on the circumstances, homebound or home instruction may continue to be delivered entirely through remote instruction as long as the minimum of two hours of direct instruction are provided. For special education students with IEPs, the nature, extent, and service delivery model should be determined by the child’s IEP team.

HEALTH & & SAFETY F FACT CTORS S

• 10. W

What at s should s schools c consider f for the r return o

• f stude

dents w wit ith dis disab abilities w who a are me medi dical ally-fragil ile o

• r immu

munocompromis mised t d to in in-perso son i instructio ion? Generally speaking, the board of education in each district may determine when, for compulsory attendance purposes, a student’s absence is reasonable due to concern for the safety or health of the student. Student safety must be the primary consideration when determining how to meet the needs of students with disabilities who are medically-fragile or immunocompromised upon return to in-person instruction. Schools and districts should review the Centers for Disease Control and Prevention’s list of those who are at higher risk of severe illness if they are exposed to the coronavirus. Districts and other serving entities may convene an IEP meeting to review the student’s health care plan and determine any potentially harmful effects that may result from potential risk of exposure to COVID-19 as in-person instruction resumes. IEP Teams should consider if the return to in-person instruction would place the

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

student at higher-risk of infection or severe illness. If it would, the IEP Team may consider how to address this risk to the student, including consideration of alternative placement options such as continuing the implementation of remote learning, a hybrid of virtual and in-person homebound instruction, or other appropriate service delivery and placement options in the student’s least restrictive environment. 34 C.F.R. §§ 300.114-300.116. Should the student with a disability who is medically-fragile or immunocompromised return to in-person instruction, districts and other serving entities should consider special cleaning needs and any personal protective equipment (PPE) requirements to ensure student safety. Communication with parents or guardians early and often about the process for return to in-person instruction and any additional considerations to meet the unique needs of the student should occur. Districts and other serving entities should also ensure full compliance with IDPH safety requirements, including social distancing policies as much as possible and take into consideration individual student circumstances, such as wheelchair use, when planning for new traffic patterns around a school. Districts and other serving entities may reference the June 23, 2020, IDPH and ISBE Part 3- Transition Joint Guidance document titled Starting the 2020-21 School Year for additional guidance regarding current health and safety protocols.

• 11. H

How c can s social al dis distan ancing g guide delines b be adh dhered t d to du durin ing pr provision o

• f services u

usin ing t the me methodology o

• f ph

physical al pr prompting ng and c d cuein ing? IDPH requires the use of face coverings by all individuals in a school building during Phase 4 of the Restore Illinois Plan. Gloves or other PPE may be worn by district or other serving entity staff and by the student when providing services that require hand-over-hand instruction and other methodology of physical prompting and cueing. There is significant evidence that face coverings provide protection and decrease the spread of COVID-19. Ensure that the face covering fully covers the mouth and nose, and that the covering fits snugly against the sides of the face with no gaps. All supplies and equipment used by the student and adult should be sanitized regularly.

• 12. W

What c conside sideratio ions sh should b d be made de r regardin ding se servic ice a animal imals u upon r return t to in-perso son i instructio ion? The CDC provides that COVID-19 may be contracted by service animals following close proximity to exposure of an infected individual. Districts and other serving entities should consider protecting the health of students and their service animals upon return to in-person instruction by disallowing direct contact or handling of the animal by

• ther students or personnel and by walking the animal on a leash outside the building while maintaining social distancing guidelines remaining 6 feet apart from other

students or personnel outside (measured form the student’s person as opposed to desk structure) as much as possible. Where that cannot be achieved, the need for face coverings will require enhanced monitoring/enforcement.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

IEP EP & & OTHER ER M MEET EETINGS

• 13. W

. When m may i in-pe person m meetin ings, i includin ding I IEP m meetin ings, m mediat iatio ions, a and d due process h hearin ings r resu sume me? ? Pending any travel restrictions placed upon contracted mediators and hearing officers and agreement amongst the parties, districts and other serving entities may resume in- person meetings, including IEP meetings, mediation and due process hearings, special education evaluations and staff meetings and professional development. During any in-person meeting, all IDPH requirements must be met including but not limited to wearing appropriate PPE, requiring social distancing be observed, as much as possible, complying with capacity limits, and require symptom and temperature screenings. Parents or guardians and additional participants should continue to be afforded the opportunity to participate via alternative means.

• 14. H

How sh should d distric icts a and o

• ther se

servin ing e entit itie ies d determin mine i if an I IEP m P meetin ing sh should b be held f d followin ing t the r return t to in-pe person in instruction t to dis discuss c changes t to an I IEP w when stude dent p progress m may h have b been i impac pacted b d by remote l learnin ing, i includin ing c changes r related t d to sp special ializ ized i d instructio ion n needed ( d (e.g., m , metho hodolog

• logy, c

, content, d , delivery o

• f

in instruction), min minutes pr provided f for spe pecial e edu ducat ation o

• r relat

ated s services, o

• r changes in

in edu ducat ational al pl plac acement? Districts and other serving entities should determine to hold an IEP meeting following the return to in-person instruction based on the requirements of law, required timelines and student need, including the level of documented progress of the student or following receipt of parent or guardian request for a meeting. If a child is not making expected progress toward his or her annual goals, the IEP Team must revise, as appropriate, the IEP to address the lack of progress. Although the public agency is responsible for determining when it is necessary to conduct an IEP Team meeting, the parents of a child with a disability have the right to request an IEP Team meeting at any time. If a child is not making progress at the level the IEP Team expected, despite receiving all the services and supports identified in the IEP, the IEP Team must meet to review and revise the IEP if necessary, to ensure the child is receiving appropriate interventions, special education and related services and supplementary aids and services, and to ensure the IEP’s goals are individualized and ambitious. The U.S. Department of Education clarified this aspect of student progress in its December 7, 2017 Q&A (United States Department of Education, 2017, p. 8). When reviewing IEPs, IEP Teams might consider if changes are needed to the methodology, content or delivery of instruction to allow the student to receive the necessary specialized instruction to address the impact of any lack of progress documented during remote learning. Additionally, IEP Teams may consider changes in minutes, service delivery or educational placement to meet the unique needs of the student.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

SPECIAL EDUCATIO ION A AND D RELATED S D SERV RVIC ICES

• 15. H

How m may sp special ial e educatio ion a and r related se d servic ices p provis isio ion b be impac pacted b d by stude dent o

• r adult u

use se o

• f a protectiv

ive f face c coverin ing f g for s safe fety? ? IDPH requires all individuals in school buildings, including all public and nonpublic schools that serve students in prekindergarten through grade 12, must wear face coverings at all times unless they have a medical contraindication, are younger than 2 years of age; have trouble breathing; or are unconscious, incapacitated, or otherwise unable to remove the cover without assistance. Consideration should be given to the impact that staff wearing protective face coverings may have on students with

• disabilities. Particular attention should be given to students with hearing loss or communication deficits. Districts and other serving entities may need to consider adapted

face coverings with plastic to allow for access to a speaker’s lips and facial expressions, use of assistive technology, or other supports to assist a child in receptive language processing and effective communication. Additionally, consideration should be given to the impact of protective face coverings on students who suffer from a respiratory disease, sensory processing sensitivity, and/or expel bodily fluids orally. Due to these conditions, the wearing of a face covering may not be feasible for these students. In addition, some students with disabilities may refuse to wear the face covering for various reasons unknown to staff. Students with disabilities who are unable or refuse to wear a face covering may be provided reasonable accommodations per the Americans with Disabilities Act. Schools should contact their legal counsel regarding possible exemptions and accommodations for students who may receive an educational and/or health harm due to the wearing of a face covering in the school setting. Districts and other serving entities should consider how to meet the needs of any student for whom wearing a face covering may cause harm or impediment. Districts and

• ther serving entities should consult families and medical professionals, as appropriate. It is recommended that schools require physicians notes for students and staff who

are not able to wear a face covering. Consideration of these situations must be addressed so that students and staff members understand and normalize that some persons may not be wearing a face covering and these situations do not need any intervention from others.

• 16. W

What at s should dis districts a and o d other s serving e entities c conside der w when a addr ddressing t the s social al a and e d emo motional n needs ds o

• f stude

dents w wit ith di disab abilities u upo pon r return t to in in-pe person instr tructi tion? Districts and other serving entities should consider that the impact of the COVID-19 pandemic and mandatory suspension of in-person instruction will have, and currently affect, each student differently. Districts and other serving entities can assist families in preparing students with disabilities who struggle with changes in routine or understanding personal boundaries for the return to in-person instruction by providing social narratives about the return to school and advanced notice regarding anticipated changes to the environment that the child may experience upon return. District and other serving entity personnel may offer additional social work or counseling service or increased social and emotional (SEL) programming during the time of transition. School personnel can find additional resources to meet social and emotional needs at https://www.isbe.net/mentalhealth.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 17. H

How will d distric ict a and o

• ther se

servin ing e entit itie ies p provide ide a access f for a and i integrate i itin inerant s staff a and/ d/or v visit sitin ing sp special ialis ists upon r return t to in in-pe person i instructio ion? Itinerant teachers and visiting specialists who serve students with disabilities in low-incidence populations such as Deaf or Hard of Hearing, Deaf-Blind, and Blind/Low Vision must continue to provide services for their students to uphold FAPE. Itinerant staff and visiting specialists may be responsible for students in different buildings or across districts or other serving entities. It is crucial that districts and other serving entities communicate with each other regarding established safety requirements as far as the use of PPE and whether an employee can visit more than one district or serving entity during the same school day. It is recommended that districts and other serving entities consult with their local or state health departments on these issues. It will be necessary to provide a safe space for in-person services while maintaining social-distancing requirements and for collaboration between the district or serving entity, itinerant/specialist, and family to determine which services can be done remotely versus in-person.

• 18. W

What sh should sc d schools c conside sider r regardin ding r return t to i in-pe person i instructio ion f for stude dents w who r requir ire j job coachin ing, j job sh shado dowin ing, or other po post-seconda dary t transit itio ions g goals provid ided o d off campu pus? During the limited return to in-person instruction, districts and other serving entities are encouraged to meet the transition plans of students with disabilities through appropriate methods including, but not limited to, task bins, scripted lessons, manipulatives, picture or video sequencing tasks, virtual field trips, online work experience,

• nline volunteer opportunities and career exploration research. IEP Teams are encouraged to engage in further discussion and assessments with students and their families

regarding any changes in the student’s interests or preferences displayed during the mandatory suspension of in-person instruction pertaining to current transition plans and future postsecondary goals. It is recommended that districts and other serving entities consult with their local health department and legal counsel when resuming off campus transition services.

PRIVATE S SPECIAL E EDUCATIO ION S SCH CHOOLS

• 19. I

If a student’s r reside dent s school dis district is is ope perat ating r remo motely b but t the s student is is pl plac aced in in a pr priv ivat ate s spe pecial e edu ducat ation s school t that at is is ope perat ating in in pe person, mu must t the r reside dent distric ict c contin inue t to p provide ide t transportat atio ion? Students placed in private special education schools remain the responsibility of their resident district. The district will remain responsible for provision of educational services to the student, including transportation. Provision of transportation is addressed in 23 Illinois Administrative Code 226.330(e) and 226.750(b)(6) clarifying that the school district of residence shall be responsible for the payment of tuition and the provision of transportation for a student placed in a nonpublic day program receiving in-person instruction. Please review the student transportation section of the Part 3 Joint Transition Guidance for safety measures that must be followed. Private special education schools must monitor students loading and unloading at the facility for adherence to expectations set forth by IDPH.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 20. H

How can a a priv ivate sp specia ial e educatio ion sc school e ensu sure m main intenance o

• f their

ir f facil ilit ity’s f fire i inspe pectio ion c compl plian iance? I Is a s a private s spe pecia ial e educatio ion sc school a able t to return t to i in- person i instructio ion i if a passin ing, v violat atio ion-free r report o

• f inspe

pectio ion i is e s expir ired? ? All private special education schools approved under Section 14-7.02 of the Illinois Administrative Code may obtain a fire inspection from either the Office of the State Fire Marshal or local governmental agency to meet Application for Eligibility compliance pursuant to 401.10(a)(4) and Health and Safety Requirements compliance pursuant to 401.220(a). Regulatory language specifically provides in 401.10(a)(4) and 401.220(a) that an inspection report for the private special education school is to be made available from an inspection conducted by a local governmental agency if the State Fire Marshal’s report is unavailable. Any private special education school approved under Section 14-7.02 of the Illinois Administrative Code may contact their local governmental agency to request an inspection be conducted of their building prior to expiration of the current fire inspection report. Any private special education school is encouraged to promptly contact the Special Education Department at ISBE in the event the school experiences difficulty with scheduling the fire inspection and has been denied the inspection from the State Fire Marshal and the local government agency. In the event any private special education school approved under Section 14-7.02 does not make available a copy of the most recent inspection report indicating no violations prior to the date of expiry of the existing inspection, the status of the facility will be assigned as Pending Further Review due to noncompliance with requirements outlined in Sections 401.10(a)(4) and 401.220(a) which may substantially affect the safety of, or provision of appropriate education to, the students enrolled but does not constitute imminent danger. The private special education school shall have 40 business days to remedy the noncompliance through submission of a passing, violation-free fire inspection report. As the status of Pending Further Review does not constitute imminent danger, in-person instruction may occur at the private special education school for presently enrolled students, however, a public school district shall not make new placements into the private special education school until the noncompliance has been remedied, and the status of the private special education school has been reinstated to Approved pursuant to 23 Illinois Administrative Code 401.30(a)(3).

• 21. W

Wil ill r return t to in in-pe person i instructio ion r resu sult i in changes t to p private spe specia ial e educatio ion sc schools b billin ing r resi side dent sc school d distric icts f for tuition a and/ d/or r room a and b d board pe per die diem a and d receipt o

• f pa

payment? W Wil ill r return t to in in-pe person i instructio ion r resu sult i in changes t to resid sident sc school d distric icts b being r reimb mbursed f d for these t tuition a and/ d/or r room a and b d board pe d per die diem pay ayments? As ISBE’s Emergency Amendment to Part 226 provides, “School districts will be reimbursed for special education private facility tuition expenditures per the statutory formula under Section 14-7.02 of the School Code. School districts will be reimbursed for special education room and board expenditures under Part B of the federal Individuals with Disabilities Education Act, as prescribed in Section 14-8.01 of the School Code.”

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

During return to in-person instruction, when a private special education school is designated by a student’s IEP Team as the serving school following the district’s certification

• f inability to meet the student’s needs, the resident district shall be responsible for the payment of tuition as outlined in the enacted Nonpublic Facility Placement Contract

(19-83) pursuant to 23 Illinois Administrative Code 401.110(g) and 23 IAC 226.330(e). The private special education school will bill the resident school district at the rate established by the Illinois Purchased Care Review Board and the resident school district will continue to be reimbursed for special education private school tuition expenditures per the statutory formula under Section 14-7.02 of the School Code and reimbursed for room and board expenditures under Part B of the federal Individuals with Disabilities Education Act pursuant to Section 14-8.01 of the School Code.

• 22. H

. How will o l on-site r revie iews f for pr priv ivat ate s spe pecial e edu ducat ation s schools b be condu ducted in in accordan ance w wit ith r regulat atory r requirements? Travel by Illinois State Board of Education personnel shall be determined in alignment with the framework from the Office of Governor JB Pritzker and the Illinois Department

• f Public Health. ISBE staff will adhere to all Agency safety mandates, including the use of protective face coverings and other PPE, and maintain social distancing of at least

6 feet of physical distance, when observing classrooms and interviewing staff during scheduled on-site reviews at private special education schools once travel is safely permitted.

• 23. A

Are private sp special ial e educatio ion sc schools r requir ired t d to main intain ain a adherence t to regulat atory c class si size a and a age r range r requir ireme ments durin ing r remo mote a and in d in-pe person L Learnin ing? Yes, the age range of students within a special education grouping shall not exceed four years at the elementary level and six years at the secondary level pursuant to 23 IAC 401.140(b) and 23 IAC 226.720(b) in a private special education school. If more than five students, but up to a maximum of ten, are assigned to any class in a private special education school pursuant to 23 IAC 401.140(c), the class must be staffed by both a licensed/certified special education teacher and full-time paraprofessional or other professional staff for a student to staff ratio of 10:2 in addition to any individual aides required by students IEPs. Alternately, a total of five students is permitted in a class staffed solely by a licensed/certified special education teacher for a student to staff ratio of 5:1. During in-person learning, class sizes must also maintain alignment with guidance from the IDPH and local health department.

• 24. C

Can a a pr priv ivat ate s spe pecial e edu ducat ation s school h have s smal maller c class s siz izes t than an a allowed in in 23 I IAC 4 401.140(b) a and 2 d 23 IAC 2 226.720(b) u upo pon return t to in in-perso son i instructio ion?

• Yes. Private special education schools may elect to decrease class sizes during transition to in-person instruction, at the discretion of the school, so long as staffing

compliance is maintained for provision of services by appropriately licensed personnel pursuant to 23 IAC 401.10(a)(8), 23 IAC 401.140(b)(c), and 23 IAC 401.240(a), and class sizes maintain alignment with guidance from IDPH and local health departments.

ISBE – PART 3 TRANSITION GUIDANCE: STARTING THE 2020-21 SCHOOL YEAR FAQ’S

FACE CE CO COVERIN INGS GS

• 1. Are a

all i indiv ividu iduals i in a sc school b buildin ing r requir ired t to we wear a a face c coverin ing a at a all t time mes? ( (Upda pdated 6 d 6/25/2020)

• Yes. As required by IDPH, except while eating and during band, face coverings must be worn at all times in school buildings, even when social distance is maintained. All

individuals in a school building must wear a face covering unless they have a medical contraindication, are under 2 years of age, have trouble breathing, or are unconscious, incapacitated, or unable to remove the face covering without assistance. 2. . Can s staff r remove t the heir fa face c coverings w while a alon lone i in the heir c cla lassroom or

• r of
• ffice? (Updated 8

8/17/ 7/2020 020) Teachers and staff who are alone in their classroom or offices should be allowed to remove their face covering if they are in the room alone and the doors are closed.

• 3. Are f

face c coverin ings r requir ired w when i indiv ividu iduals a are o

• utside

ide? ( (Updat pdated 6 d 6/25/2020) Face coverings are not required outside if social distance is maintained (if individuals remain 6 feet apart from each other). 4. . Can fa face s shi hields b be used i in li lieu of

• f fa

face c coverings ( (e.g. m masks)? ( (Updated 6 6/30/2020) Generally, no. Face shields are not effective protection against coronavirus and should only be used in situations when other methods of protection are not available. IDPH also appreciates that there may be a small minority of individuals who have a medical contraindication to using face coverings. If face shields can be tolerated, face shields might be utilized in these situations, understanding their limitations and the heightened need for strict adherence to social distancing. ISBE recommends that schools review information such as a physician’s note documenting the medical contraindication for any individual who is not able to wear a face covering.

• 5. Ca

Can s staff u use se face sh shie ields ds f for instructio ion? ( (Upda pdated 6 d 6/30/2020) In cases where individuals need facial visualization for instruction and communication, IDPH recommends video instruction to promote social distancing. If video instruction is not available or appropriate, face shields may be used with t h the he u understanding t tha hat t the hey h have n not b been d deemed e effective f for

• r sou
• urce c

con

• ntro
• rol. As such, heightened attention

and adherence to 6-foot social distancing is critical for individuals using face shields. Examples of limited situations when face shields may be necessary, if video instruction is not possible, include for teachers of English Learners or world languages, whose students may need to see their mouths form words to facilitate language acquisition.

• 6. How sh

should sc schools a and d distric icts v verify a a student m meets a an exc xceptio ion t to the f face c coverin ing r requir ireme ment? ( (Upda pdated 6 d 6/25/2020) It is recommended that schools require physicians notes for students and staff who are not able to wear a face covering.

• 7. H

How sh should sc d schools a and d distric icts h handl dle i indiv ivid idual als w who r refuse t to we wear f face c coverin ings? ( (Updat pdated 6 6/29/2020) It is recommended that schools and districts examine and communicate which policies apply to the requirement of wearing a face covering while in school buildings and handle violations in the same manner as other similar policy violations.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 8. Will f

face c coverin ings b be provid ided b d by the St State o

• f Illin

inois is t to sc schools? ( (Updat pdated 6 6/25/2020) The Emergency Management Agency is providing 2.5 million cloth masks to Illinois public schools with the goal of ensuring all public school students and staff receive a mask. If you are a K-12 public education entity (public school district, state-authorized charter school, special education cooperative, lab school, vocational center, or regional office

• perating an alternative program) and have not yet completed the survey to assist IEMA with mask delivery, please do so here.
• 9. Can div

divid iders b be pl plac aced a around s student a and s d staf aff de desks in in lie ieu o

• f face c

coverings? ( (Updat ated 6 6/25/2020)

• No. Schools and districts may opt to utilize dividers around desks, especially for those individuals who have a face covering exemption; however, the dividers may not be used

in lieu of face coverings for students without an exemption.

• 10. A

Are sc schools a allowe wed t d to have a a full c class o

• f stude

dents e eat i in their ir c classrooms ms w when t they a are n not we wearin ing t their ir m masks? (Updated ed 7 7/9/ 9/202 2020) 0)

• Yes. During planned meals, social distance should be maintained as much as possible.
• 11. C

. Can b bus d drivers w wear fa face s shields i in li lieu of

• f fa

face c coverings? (Updated ed 7 7/9/ 9/2020 020) ) Generally no, however, school officials should consult their human resources and legal counsel regarding accommodations for employees. Face shields are not effective for source control.

• 12. O

Our buil ildings do do not h have a air ir c condi

• ditioning. W

We are c concerned w d wit ith s students a and s d staf aff b becoming o

• verheated in

in their f face c cove verin ings, h how sh should we d we handl dle? (Updat pdated d 7/9/ 9/20 2020) 20) ISBE encourages school districts to consider opportunities for instruction and breaks outdoors, weather permitting. Individuals may remove face coverings outside when six- foot social distance is maintained.

SOCI CIAL D DISTANCI NCING NG

• 13. A

Are a all i individu iduals i in a sc school b buildin ing r requir ired t to m main intain ain so socia ial d distance ( (remain main 6 6 feet a apa part) a at a all t time mes? ( (Updat pdated 6 d 6/25/ 25/202 2020) 0) Social distance must be observed as much as possible. Desks do not need to be spaced 6 feet apart; however, it is recommended that excess furniture be removed from classrooms to allow for as much space as possible in between desks.

• 14. I

Is so s socia ial d distance r requir ired t to b be main intained o d on sc school b buss sses? ( (Upda pdated 6 d 6/25/2020)

• No. No more than 50 individuals may be on a bus at one time. All individuals on a bus must wear a face covering, unless they meet a face covering exception. Allow as much

space as possible between each individual on a bus. It is recommended that students from the same household sit together on a bus.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 15. H

How sh should sc schools h handl dle p passin ing p perio iods ds a and a allowin ing s stude dents t to move f from c m class-to to-class? ( (Updated ed 6 6/25 25/20 2020) 20) Consider the following hallway procedures to adhere to social distancing requirements and IDPH limitations on gathering sizes, when possible:

• Limit the number of persons within hallways at any given time to the greatest extent possible.
• Limit required movement of students between classes. Consider having teachers and staff rotate through classes rather than requiring movement/mixing of student

groups.

• Provide hallway supervision using hall and bathroom monitors to ensure a limited number of persons enter bathrooms at one time.
• Use marking to designate one-way paths in hallways and designate certain staircases one-way only, as possible.
• Place floor markings to delineate 6-foot distance between students in locations where they line up.
• Remove furniture or other items that may encourage congregating in certain areas.
• Limit number of riders in elevators to one or two students with an additional adult (when student needs continuous support or supervision).
• Suspend the use of lockers, if possible. Sharing lockers should be prohibited. If lockers must be used, consider staggering locker assignments and creating schedules

to stagger locker access to allow for 6-foot distancing between students. For example, students could be assigned to every other or every third locker depending on their width.

CAPACIT ITY L LIMIT ITS

• 16. W

What at do does ‘ ‘one s spac ace’ me mean an? ( (Updat ated 6 6/25/2020) Examples of one space may include one school bus, one classroom, or areas of a hallway. Capacity restrictions do not apply to an entire school building.

• 17. W

What at do does ‘ ‘one s spac ace’ me mean an w when o

• utside

de? ( (Updated 6 d 6/25/2020) Each group of 50 or fewer individuals must remain 30 feet apart. If individuals are 6 feet apart at all times, face coverings do not need to be worn.

• 18. C

Can dis districts h hold in in-pe person g gradu duatio ion c ceremo monie ies d during p phase 4 4? (Updated ed 7 7/9/ 9/202 2020) 0) Districts may hold in-person graduation ceremonies but must follow IDPH’s phase 4 requirements which include requiring the use of appropriate personal protective equipment (PPE), including face coverings, and no more than 50 individuals gathering in one space. Therefore, there would need to be separate groups or waves of 50 individuals, which may mean multiple ceremonies with groups of 50. Or, if the ceremony is in an outdoor space, groups of 50 would need to be distanced 30 feet apart.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

SYMPTOM S SCREEN EENINGS/T /TEMPER ERATURE C E CHEC ECKS

• 19. H

How sh should sy symptom sc m screenin ings b be admin minis istered? d? ( (Updat pdated 6 d 6/25/2020) Schools and districts must conduct temperature and symptom screenings or require self-certification and verification for all staff, students, and visitors entering school

• buildings. Schools not requiring self-certification should check for a temperature greater than 100.4 degrees Fahrenheit/38 degrees Celsius and currently known symptoms of

COVID-19, such as fever, cough, shortness of breath or difficulty breathing, chills, fatigue, muscle and body aches, headache, sore throat, new loss of taste or smell, congestion or runny nose, nausea, vomiting, or diarrhea. Individuals who have a temperature greater than 100.4 degrees Fahrenheit/38 degrees Celsius or one known symptom may not enter buildings. Individuals who exhibit symptoms should be sent home and referred to a medical provider for evaluation and treatment and be given information about when they can return to school. 20

• 20. Ca

Can sc schools a and d distric icts u utiliz ize se self-certif ific icatio ion t to v verify t that i indiv ivid idual als i in a sc school b buildin ding a are sy symptom f m free? (Updated ed 7 7/9/ 9/202 2020) 0)

• Yes. Schools and districts can require individuals to self-certify that they are fever- and symptom free before entering a school building each day, in lieu of conducting symptom

and temperature checks at the school building. Self-certification could consist of a simple electronic form that an individual must complete each day. A self-certification may not be completed at the beginning of the year for the entire year.

• 21. W

Who c can p perform sy m symptom sc screenin ings? ( (Upda pdated 6 d 6/25/2020) Any staff member may perform in-person temperature checks and symptom screenings. It is not required that a certified school nurse perform these checks and screenings. If schools have established a self-certification process, parents, guardians, or other individuals can perform the temperature and symptom checks.

• 22. C

Can s students u under t the a age of

• f 18 s

self lf-certify? ? (Updated ed 7 7/9/ 9/20 2020) 20) Legally emancipated students under the age of 18 may self-certify. For students who are not legally emancipated, parents/guardians or the individual who enrolled the student may certify on behalf of the student.

SELF-QUARANT NTINE NE

• 23. W

When m must a an indiv ivid idual al se self-quarantine? e? ( (Updated ed 6 6/25 25/20 2020) 20) Individuals who have tested positive for COVID-19 or who are suspected of having COVID-19 infection should seek medical attention, self-isolate, and follow CDC guidelines for discontinuation of isolation. Individuals who have had close contact with an individual who has tested positive for COVID-19 or is suspected of having COVID-19 infection should isolate at home and monitor for symptoms for 14 days. Individuals who did not have close contact can return to school immediately after disinfection. 15 minutes.

ISBE – TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

• 24. W

What i is s conside sidered “ d “close c contact”? ( (Updat pdated 6 6/25/2020) Close contact means the individual was within 6 feet of the individual who tested positive for COVID-19 or is suspected of having COVID-19 infection for more than 15 minutes.

• 25. W

What i is t s the p procedu dure i if a stude dent we were to sh show sy symptoms ms m mid-day? ( (Updated ed 6 6/25/ 25/2020 020) ) Schools should provide a supervised quarantine space for students/staff who are experiencing COVID-19-like symptoms and may be awaiting evaluation and/or pickup. Students must never be left alone and must supervised at all times while maintaining necessary precautions within the quarantine space. Judgment of nursing professionals

• r the administrator/designee (in the absence of a nurse) must determine who is placed in the quarantine space and the level of supervision (e.g., supervised by nurse or

unlicensed personnel) required for persons within the quarantine space.

REM EMOTE L E LEA EARNING

• 26. C

Can par parents o

• pt-in t

to full r remo mote in instruction f for stude dents? (Updated ed 7 7/9/ 9/202 2020) 0) This is a local decision based upon what best fits local community needs. Districts may include a process within their remote and blended remote learning plan for remote learning options to occur simultaneously with in-person instruction. Districts may also develop plans that do not do this. This is a local decision. Schools and districts should also consider planning for remote instruction for students who are medically fragile, at a higher risk of severe illness, or who live with individuals at higher risk of severe illness. Students receiving remote instruction count for attendance.

• 27. I

Is a s a sc school r requir ired t to t transit itio ion t to remote i instructio ion i if an i individ idual al w who w was i s in the b buildin ding t tests p positiv ive f for CO COVID-19? 9? ( (Updated ed 6 6/25/ 25/2020 020)

• No. Only those individuals with close contact with someone who tested positive or who is suspected of having COVID-19 are required to self-quarantine for 14 days. The school

should provide remote instruction to students who are self-quarantining, if they are well enough to engage in learning. Teachers and staff who are self-quarantining may continue to work remotely if they are well enough to do so.

ISBE – SCHOOL TRANSPORTATION FAQ’S

1.

• 1. Is

s every sc school d distric ict r requir ired t to p provid ide f free t transportatio ion se servic ices t to i its s stude dents?

• No. Per Section 29-3 of the School Code, only certain types of school districts are required by law to provide free transportation services. Specifically, community consolidated

districts, community unit districts, consolidated districts and consolidated high school districts, and combined school districts (if the combined school district includes any district that was previously required to provide transportation) shall provide free transportation for students residing one and one-half miles or more from any school to which they are assigned for attendance maintained within the district. See Illinois State Board of Education (ISBE) District Transportation Requirements for a detailed list regarding which districts are required or not required to provide transportation for free.

• 2. Is t

the dis district r required t to tran ansport s stude dents w who l liv ive l less t than an o

• ne and o

d one-hal alf m miles f from t m their ir a assig igned a d attenda dance c center? ?

• No. School boards may

ay provide transportation for students living less than one and one-half miles as measured by the customary route of travel from the school attended and may make a charge for such transportation in an amount not to exceed the cost thereof, which shall include a reasonable allowance for depreciation of the vehicles so used.

• 3. If a pa

parent o

• r guar

ardian h has h heal alth c concerns f for their c chil ildren t to ride ide t the b bus a and e d elects t to tran ansport t them t to school, is is th the dis district r required t d to r reimb imburse t the pa parent f for their mile leage?

• No. The district is not required to reimburse parents if free transportation is offered for all eligible students; however, districts may determine locally to offer such

reimbursement. Contractual agreements between districts and the student’s parent or guardian is permitted per the Part 120 Transportation rules [23 Il Admin 120.50(b)(1)(B)]. The decision to enter into contractual agreements with parents or guardians is a local decision; however, districts must have a written policy to outline the basic requirements

• f the agreement, such as:
• Parent or guardian address and round-trip mileage verification to school each day.
• Utilize uniform federal mileage rate. The 2020 rate is 57.5 cents per mile.
• Consider a maximum reimbursement amount per parent or guardian. As a guide, the General Assembly last funded the parent guardian transportation program in fiscal

year 2009. The maximum transportation reimbursement amount paid by ISBE for a parent or guardian at that time was $102. Adjusting for inflation to FY 2020, the rate would be $122.

• Payment process and frequency to the parent or guardian.

Contractual payments made to parents or guardians during the year may be claimed on the 2020-21 Pupil Transportation Reimbursement Claim on Line 14(d) - Contractual Transportation Services.

ISBE – SCHOOL TRANSPORTATION FAQ’S

4. . Can d districts c cla laim fu full c ll cos

• sts f

for

• r a ble

lended le learning m mod

• del, w

where on

• ne or
• r mor
• re d

days of

• f the w

week a are r remote le learning a and n no or limit mited t d transpo portat ation i is p s provide ided ( (i.e., p pay tran ansportation c contrac actor f for full r routes e even if if not f fully u util ilized o d on remo mote l learning da days)? Should t the n need a aris ise f for sc schools t to provide ide f full r remote l learnin ing w where t transportat atio ion i is n s not p provide ided d d due to p potential ial sp spik ikes i s in C COV OVID-19 t transmis issio ion, w will t the sa same me claima mable r rules a s appl ply a as i in 2019-20 sc school y year? Yes to both questions. Per the emergency amendment to Section 120.30(e) of the Part 120 Transportation rules [23 Il Admin 120.30(e)], “Due to the outbreak of the Coronavirus Disease 2019 (COVID-19), beginning on March 17, 2020, and through the end of the 2019-20 school year, to ensure the continuity of education, including the provision of any direct or related service for the health and well-being of all public school students in prekindergarten through Grade 12, all transportation costs incurred that are beyond transporting students, such as costs paid by a Local Education Agency for all employees related to the provision of transportation or a transportation provider under a written agreement, regardless of any service that may be provided, or costs related to the distribution of food, distribution and pickup of student assignments and work, and use of vehicles to provide Wi-Fi and other similar costs, shall be allowable and reimbursed by the formula under Section 29-5 of the School Code.” ISBE has proposed a rulemaking that would make this provision applicable any time the Governor declares a disaster due to a public health emergency under Section 7 of the Illinois Emergency Management Agency Act. The proposed rules are currently awaiting adoption. ISBE will base transportation reimbursement on expenditures. All allowable transportation expenditures incurred during limited or full closure will be claimable for transportation reimbursement. Districts should work with their bus contractors to make payments to ensure that all personnel, including bus monitors and bus drivers, can continue to be paid. If school districts choose to negotiate and execute a contract amendment with their bus contractors to make payments to ensure transportation personnel will be paid in full, those expenditures will be reimbursed for state transportation reimbursement. Consultation with the district’s legal representation is advised.

• 5. If a distric

ict e elects t to p provide ide r remote l learnin ing a at a a commu munit ity l locatio ion ( (su such a as a s a YMCA, p park d distric ict f facil ilit ity, c child c d care c center, e , etc.) .) a and i it i is s staffed b by an emplo loye yee ( (or employees) o

• f the dis

district in in which t the s stude dents a are e engag aged in d in remo mote l learning w wit ith a a vir irtual t teac acher, c can t the l locat ation b be conside dered a an edu ducat ational al s sit ite? I Is it it po possible t to have transportat atio ion r reimb mbursed u d under t those c circums mstances? I Is t s there a anythin ing e else se t that n needs t to be consid sidered? ?

• Yes. Any alternate location can be considered an educational site, whether a district formally assigns students to it or voluntarily offers it for remote learning to parents who

may have child care issues; however, each district must ensure that all facilities comport with health, life, and safety requirements. District staff must be present to supervise the students who are remote learning at these locations. Regular transportation can be provided for students to alternate school sites. The miles and expenditures are claimable for transportation reimbursement for the 2020-21 school year. A student who lives more than 1.5 miles from their normally assigned school but now lives less than 1.5 miles from the alternate school site may still be transported and reported on the Pupil Transportation Reimbursement Claim as living more than 1.5 miles for reimbursement. Conversely, a student who previously lived less than 1.5 miles from their normally assigned school but now lives more than 1.5 miles from the alternate school site must be transported to the alternate site and reported on the Pupil Transportation Reimbursement Claim as living more than 1.5 miles for reimbursement.

IDPH REOPENING SCHOOLS FAQ’S

MA MANAGEMENT O T OF ILL S ILL STU TUDENTS TS A AND S STAFF What a actio ions sh should b be taken b by students/staff se sent h home me w with CO COVID-lik ike s sympt ptoms? s?

• All students and staff sent home with COVID-like symptoms should be diagnostically tested. Student and staff should remain home from school until they receive the test

results.

• Students and staff who are confirmed or probable cases of COVID-19 must complete 10 calendar days of isolation from the date of first symptom onset and be fever-free for

24 hours without use of fever-reducing medications and other symptoms have improved before returning to school.

• Students and staff returning to school after experiencing COVID-like symptoms but being diagnosed with a non-COVID illness must meet the criteria for returning to school

for the illness with which they have been diagnosed. At a minimum, the individual must be fever-free for 24 hours without the use of fever-reducing medication and have had no diarrhea or vomiting in the previous 24 hours. Other diseases have specific criteria for when a student or staff member can return to school. Follow school health policies and communicable disease guidance for those illnesses. A doctor’s note documenting the alternative diagnosis and a negative COVID-19 test result should accompany a student or staff member returning to school with an alternative diagnosis after experiencing COVID-like symptoms. Schools and districts should assist families in locating free or reduced cost medical clinics for assistance where needed.

• Students and staff with COVID-like symptoms who do not get tested for COVID-19 and who do not provide a healthcare provider’s note documenting an alternative diagnosis,

must complete 10 calendar days of isolation from the date of first symptom onset and be fever-free for 24 hours without use of fever-reducing medications and other symptoms have improved before returning to school.

• Medical evaluation and COVID-19 diagnostic testing is strongly recommended for all persons with COVID-like symptoms.

If a student i is se s sent h home me si sick w with su suspe pected CO COVID-19 s symptom

• ms (

(e.g .g., r ., runny n nose, f , fever, d , diarrhea, e , etc.) .), m , must a all t l their s sibli lings/ho household m members b be sent h hom

• me a

as w well a ll and quar aran antined f d for 14 c calendar da days? Yes, if one of the household members is being evaluated for COVID-19, the rest of the household must be quarantined until an alternative diagnosis is made or negative result

• received. If the sick student becomes a confirmed case (i.e., tests positive for COVID-19) or a probable case (i.e., has COVID-like symptoms and is epidemiologically linked to

known case), the local health department (LHD) conducting contact tracing will place household contacts, including siblings, in quarantine for 14 calendar days. The health department also will provide guidance on how to safely quarantine and isolated within the household. How m many sy symptoms ms d does a a person n need t to have t to b be conside sidered su d suspe pect CO COVID-19 19? Students and staff exhibiting one or more COVID-like symptoms should be immediately isolated and evaluated. Schools should evaluate each student/staff to determine if this symptom is new or if it is part of an existing condition for this student/staff.

IDPH REOPENING SCHOOLS FAQ’S

Our current sc school p polic icy r recomm mmends ds se sendin ding c childr dren h home me w with a a tempe perature o

• f 100.0oF o
• r greater. T

The I ISBE and CD CDC g guidan idance b both s say 1 100. 00.4o 4oF o

• r grea

eater

• er. W

Which ch sh should we we use se? For consistency with CDC and Illinois Joint Guidance for Schools, it is recommended that schools use ≥100.4oF as the threshold for fever. If the s sick p person

• n h

has a a known c condition

• n c

causing t the s symptom

• ms, e

, e.g., a ., alle lergies, m , migraine, e , etc., c , can t this b be taken i into c

• consideratio

ion? Every symptomatic person should be evaluated by their healthcare provider on a case-by-case basis and decisions to test for COVID-19 should be based on their personal health history. Diagnostic testing is strongly encouraged whenever an individual experiences COVID-like symptoms as it is possible to have COVID-19 and other health conditions at the same time. Early diagnosis can prevent further transmission. Individuals who have undergone testing should remain home away from others while waiting for COVID-19 test results. CO CONTACT CTS T TO CA CASE SES What at is is c contac act t tracing? Contact tracing is used by health departments to prevent the spread of infectious diseases. In general, contact tracing involves identifying people who have a confirmed or probable case of COVID-19 (cases) and people who they came in contact with (close contacts) and working with them to interrupt disease spread. This includes asking people with COVID-19 to isolate and their contacts to quarantine at home voluntarily. Who is is a close c contac act? A close contact is anyone (with or without a face covering) who was within 6 feet of a confirmed case of COVID-19 (with or without a face covering), for at least 15 minutes throughout the course of a day. The period of close contact begins 2 calendar days before the onset of symptoms (for a symptomatic person) or 2 calendar days before the positive sample was obtained (for an asymptomatic person). If the case was symptomatic (e.g., coughing, sneezing), persons with briefer periods of exposure may also be considered contacts. Close contacts to a confirmed case of COVID-19 are required to remain in quarantine at home for 14 calendar days starting from the last day of contact with the confirmed case.

IDPH REOPENING SCHOOLS FAQ’S

Who w wil ill do do contac act t trac acing? Contact tracing will be performed by the Local Health Department (LHD), sometimes in partnership with DPH or a community-based organization. However, schools can assist the LHD by identifying all close contacts with a confirmed case. Documentation of assigned seats and taking photos of assembled classes can be useful in helping schools determine who was within 6 feet of a given case. Schools must be aware of records and confidentiality laws pertaining to school student records, including exceptions for release of information in the event of an emergency and requirements to notify parents and create a record of emergency releases of information. (105 ILCS 10/6(a)(7); 23 Il. Admin. Code 375.60). Is contac act t trac acing o

• nly pe

performed w when a a po positive t test is is r receiv ived? d? Contact tracing is performed for a confirmed case (laboratory confirmed positive) or a probable case (person with clinically compatible COVID-like symptoms and epidemiologically linked (known exposure) to a confirmed case or testing positive by an antigen test). If a confirme med o d or probable CO COVID c case se i is s identif ifie ied i d in a classroom, m, o

• r on a sc

school b bus, s, w who w will b be conside sidered c d close se c contacts th that at n need t d to be quar aran antined f for 14 calendar ar days? W Will ll t thi his i inclu lude t the he e entire c cla lassroom or

• r all

ll t the he s students on

• n the

he b bus? Exposure in a classroom should be limited to everyone with whom the confirmed or probable COVID case had close contact, within 6 feet, for at least 15 minutes throughout the course of a day. Exposure on a bus must include everyone who sat within 6 feet of the confirmed or probable COVID case for 15 minutes or longer. A possible approach to identifying close contacts on a bus would be to include persons who sat 3 rows in front and 3 rows behind the confirmed or probable COVID case. If If the c clos lose c con

• ntact a

and t the C COVID ID c case w were b both w h wearing t their c clo loth fa face c coverings w when t the e exposure oc

• ccurred, i

is t the c clos lose co contac act s still r required t d to b be quar aran antined?

• Yes. While there is strong evidence that face coverings significantly reduce the risk of infection, the likelihood for transmission cannot be ruled out.

Is s a physician ian’s n note r requir ired t d to return t to sc school a after a a ‘close c contact’ t to a case se c compl pletes 1 14 calenda dar d days i in quarantin ine? Persons who remain asymptomatic throughout 14 calendar days of quarantine do not need a physician’s note to return to school. During the quarantine period, a contact tracer will be closely monitoring the contact to confirm they remain asymptomatic. What at is is t the de defin inition o

• f an o
• utbreak

ak in in schools? Two confirmed cases of COVID-19 infections occurring within 14 calendar days of each other in individuals in the same classroom would meet the case definition for an

• utbreak. This is because the cases would be epidemiologically linked (known exposure to) with respect to place (same classroom) and time (within 14 calendar days). This

would prompt an investigation by the LHD that may result in recommendations for testing and quarantining all students/staff in the affected classroom.

IDPH REOPENING SCHOOLS FAQ’S

SPE SPECI CIAL SI SITUATIONS/O S/OTHER G GROUPS PS Ca Can t the sc school n nurse se a admin minis ister n nebuliz izer t treatme ments o

• n campu

pus? Where possible, nebulizer treatments should be scheduled to be administered at home or the student may switch to metered dose inhalers with spacers for use at school. Nebulizer treatments, if required to be administered at school, should be done in a separate room with only the school nurse and student present. Nebulizer treatments should be administered to only one student at a time. If a window or fan is available, open the window and vent the fan to blow out of the window. The person administering the treatment should wear personal protective equipment (PPE) including a fit-tested N95/KN95 respirator, a face shield or goggles, gown, and gloves. Hand hygiene (washing) should be performed before donning (putting on) and after doffing (removing) PPE. Upon completing the nebulizer treatment, the student should perform hand hygiene. The room should be left vacant for a period of time (suggested minimum of 2 hours) then thoroughly cleaned and disinfected. Consult with individual student health care providers, if applicable, and Individualized Education Program teams to determine the best modality to meet students’ needs on an individualized basis. Appropriate consents must be

• btained for communication with outside providers. Review IEPs, 504 Plans, asthma action plans, or Individualized Health Plans to determine if these plans will need to be

amended or modified. Pl Playin ing o

• f so

some me m music ic i instruments a and si singin ing a are r recogniz ized a d as w s ways CO COVID c can be sp spread m d more e easil ily b by respir piratory d dropl

• plets. Ho

How c can we pr prevent t tran ansmission in in band o d or musi sic c class sses? s? Whenever possible, hold music classes outside. When possible, music classes held indoors should occur in well-ventilated spaces and if possible, with windows open. Ensure students (and teachers) are physically distanced from each other by at least 6 feet and consider increasing the amount of social distancing more than 6 feet if space allows. Have students in one line or stagger spacing to ensure maximum distancing. Students should not face each other. Instruments where air is blown into or through should be turned so that expelled air does not go towards others. Consider using instrument covers to prevent spread. Occasio sional ally, s students sh share m music ic, e equipm ipment, a and e even i instrume

• ments. H

How d do we we manage t these si situat atio ions? Avoid sharing instruments. If instruments must be shared (e.g., drums), they should be cleaned and disinfected between students. Music reeds and mouthpieces should not be shared. Note that some instrument surfaces may be damaged by cleaning and disinfecting products, so contact your instrument dealer for guidance on disinfection, and follow the manufacturer’s instructions for cleaning. Discourage the sharing of music stands so that students do not inadvertently move closer to each other to see the music. If an athlete is is diag diagnosed w wit ith C COVID, is is it it u up p to t the s school t to notify a all o

• ther t

team ams t that at t the a athlete h has as b been in in contac act wit ith? h? Yes - the school should make generic notifications to other schools and teams with which the confirmed or probable COVID athlete may have had contact without identifying the person’s name. Provide minimal information to protect confidentiality, but enough for the school to respond as needed. The LHD can assist in making this notification. What at is is t the r role o

• f the L

Local al H Health D Department in in a sit ituat ation in involving a an a athlete diag diagnosed w d wit ith C COVID-19 19? The LHD will conduct contact tracing to identify close contacts (including household, social, and sport-related) to the case and place them in quarantine for 14 calendar days.

IDPH REOPENING SCHOOLS FAQ’S

TE TESTI TING What i is t the a average a amou

• unt of
• f time a

after r receiving a a COVID ID t test t tha hat r results w will ll b be received? Turnaround time (TAT) for laboratory test results is dependent on laboratory capacity. Typically, the TAT for test results from the state lab is 2-3 calendar days. The TAT can increase when the demand for testing is high. Private reference labs may be able to offer a shorter TAT and should be considered as an option for testing. Ca Can t the sc school b be notif ifie ied o

• f a confirme

med o d or probab able c case se a as q s quic ickly a as p s possib ible? Schools should ask parents/guardians to notify the school as quickly as possible with any confirmed or probable COVID-19 cases. It is important that schools communicate this expectation to parents/guardians early and often. The local health department (LHD) will also receive a report of a confirmed or probable case from either a lab or

• provider. However, the report does not necessarily include school information (unless the school was the test submitter). This means that the LHD must obtain this information

by interviewing the case/parent/legal guardian. The LHD will notify the school as soon as they have acquired the school information. Schools should identify a point of contact for LHDs, including someone who can be reached after hours. If a student o

• r staff m

f member p presents a a not

• te o
• r negative C

COVID ID -19 t test r result, f for

• r how m

many d days i is t tha hat t test r result v vali lid? A negative polymerase chain reaction (PCR) test is valid only for the day on which it was reported. It denotes that on the day that the sample was collected, the individual being tested did not have any detectable virus in their system. Because the incubation period (time from exposure to infection) for COVID-19 is 2-14 calendar days, a person with a negative test may still develop infection at some point during the incubation period. PERS ERSONAL P PROTEC ECTIVE EQ E EQUIPMENT (P (PPE) E) What PP PPE i is r s requir ired t d to wo work i in or attend sc school? All persons on school grounds including students, teachers, school nurses, administrative and secretarial staff, food service personnel, custodial staff, public safety personnel, etc., must wear a face covering at all times when in school or in transit to and from school via group conveyance (i.e., school buses), unless a specific exemption applies. What i is t s the p prima imary p purpo pose o

• f a face c

coverin ing? The primary purpose of a face covering is to prevent the wearer from potentially exposing or infecting others. To be effective, face coverings must be worn properly and must completely cover both the nose and mouth. How s shou

• uld c

clo loth fa face c coverings b be cle leaned a and s stored? Personal cloth face coverings should be taken home, laundered daily, dried in a dryer, and reused. Personal cloth face coverings should be stored between uses in a clean sealable paper bag or breathable container.

IDPH REOPENING SCHOOLS FAQ’S

Can fa face c coverings b be removed a at c certain t times? Yes - face coverings may be temporarily removed at school:

• When eating
• When outdoors and physical distancing of at least 6 feet can be maintained
• When playing a musical instrument outdoors with at least 6 feet social distancing
• If using a face shield when other methods of protection are not available or appropriate

Strict adherence to social distancing should be maintained when face coverings are removed in limited situations. What at if if a student o

• r staf

aff me memb mber is is u unable t to t tolerat ate w wearing a a face c covering? Individuals who have a condition or medical contraindication (e.g., difficulty breathing) that prevents them from wearing a face covering are required to provide documentation from the individual’s physician. These persons may wear a face shield in lieu of a face covering; however social distancing must be strictly enforced. Measures to reduce risk of exposure for these persons should be implemented where possible. What PP PPE i is r s requir ired b d by sc school n nurse ses w who a are a assessin ing a a stude dent o

• r staff m

memb mber r reporting CO COVID-like s sympt ptoms? ms? When performing clinical evaluation of a sick individual, school nurses will use enhanced droplet and contact transmission-based precautions. Staff performing this evaluation should use appropriate personal protective equipment (PPE) including:

• Fit-tested N95 respirator
• Eye protection with face shield or goggles
• Gown
• Gloves

Any staff member who may be involved in the assessment or clinical evaluation of a student or staff member with COVID-like symptoms should be trained on the type of PPE required and how to don (put on) and doff (remove) it correctly and safely. Respirators such as N95s must be used as part of a written respiratory protection program. OSHA requires that N95 masks be fit tested prior to use. This is an important step to ensure a tight fit for the mask to be effective in providing protection. Ca Can a a face sh shie ield b d be wo worn instead o ad of a face c coverin ing? Because respiratory droplets may be expelled from the sides and bottom of face shields, they do not provide adequate 'source control' and should only be used as a substitute for face coverings in the following limited circumstances:

• Individuals who are under the age of 2
• Individuals who are unconscious, incapacitated, or otherwise unable to remove the cover without assistance
• Students who provide a physician’s note as documentation that they have a medical contraindication (a contraindication or condition that makes masking absolutely

IDPH REOPENING SCHOOLS FAQ’S

Ca Can a a face sh shie ield b d be wo worn instead o ad of a face c coverin ing? Because respiratory droplets may be expelled from the sides and bottom of face shields, they do not provide adequate 'source control' and should only be used as a substitute for face coverings in the following limited circumstances:

• Individuals who are under the age of 2
• Individuals who are unconscious, incapacitated, or otherwise unable to remove the cover without assistance
• Students who provide a physician’s note as documentation that they have a medical contraindication (a contraindication or condition that makes masking absolutely

inadvisable) to wearing a face covering

• Teachers needing to show facial expressions where it is important for students to see how a teacher pronounces words (e.g., English learners, early childhood, foreign

language, etc.). However, teachers will be required to resume wearing face coverings as soon as possible. Preferred alternatives to teachers wearing face shields include clear face coverings or video instruction. There must be strict adherence to social distancing when a face shield is utilized. Who h has as t the c crede dentials t to b be able t to pr provide de a a me medi dical al n note o

• r pe

perform a a routine h heal alth c check-up? p? IDPH recommends that a physician licensed to practice medicine in all branches of medicine, as defined in 105 ILCS 5/27-8.1, be referred to for providing medical notes and performing routine health check-ups. How sh should sc d schools h handl dle s stude dents w with I IEPs Ps o

• r 504 p

plans w who c cannot t tolerate a a face c covering o

• r a face sh

shie ield? d? Students with an Individualized Education Program (IEP) or 504 Plan who are unable to wear a face covering or face shield due to a medical contraindication may not be denied access to an in-person education if the school is offering in-person education to other students. Staff working with students who are unable to wear a face covering or shield due to a medical contraindication should wear approved and appropriate PPE based on job specific duties and risks and maintain social distancing as much as

• possible. Other students should also remain socially distant from students who are unable to wear a face covering or face shield due to a medical contraindication. Schools

should consult with their local public health department regarding appropriate PPE for these situations. Can a athl hletic fa face c coverings, e e.g .g., n neck w warmers b be used a as a a substitute f for

• r clo

loth fa face c coverings? CDC recommends that people wear cloth face coverings in public settings and when around people who don’t live in your household, especially when other social distancing measures are difficult to maintain. Cloth face coverings are recommended as a simple barrier to help prevent respiratory droplets from traveling into the air and

• nto other people when the person wearing the cloth face covering coughs, sneezes, talks, or raises their voice. This is called source control. It is not known if athletic face

coverings/neck warmers provide any benefit as source control to protect others from the spray of respiratory particles. CDC does not recommend use of athletic face coverings/neck warmers as a substitute for cloth face coverings.

IDPH REOPENING SCHOOLS FAQ’S

Ca Can y you provide ide r recomme mmendat datio ion o

• n cleanin

ing? Schools should follow CDC’s guidance for cleaning and disinfecting public spaces, workplaces, businesses, schools and homes. Cleaning and disinfection products should not be used by children or near children, and staff should ensure that there is adequate ventilation when using these products to prevent children or themselves from inhaling toxic fumes. What k kind o d of PP PPE i is r s requir ired f d for staff w who c clean a areas u use sed b by a su suspe pected o d or known CO COVID c case se? Personnel responsible for cleaning areas used by an individual known or suspected to have COVID-19 should use appropriate personal protective equipment (PPE) including:

• Fit-tested N95 respirator
• Eye protection with face shield or goggles
• Gown
• Gloves

SCHOOL OOL C CLOS OSUR URE If there is is a confir irmed o d or pr probable c case o

• f COVID-19 w

within in a a sc school, w what a are t the r recomme mmendat dations f for sc school c closure? Decisions for temporary closure of a school will be made by school leaders in consultation with the LHD during its investigation of a case or cluster of cases. If the LHD determines that there is a risk to the school community, the school may be closed temporarily for cleaning and disinfection. This initial short-term dismissal allows time for the local health officials to gain a better understanding of the COVID-19 situation impacting the school. This also allows the local health officials to help the school determine appropriate next steps, including whether an extended dismissal duration is needed to stop or slow further spread of COVID-19. Are t there a alternative s strategies t to school c

• ol closure t

that m may b be considered o

• r emplo

loye yed? Alternative strategies, less drastic than closure, might include:

• Quarantining the affected classroom where social distancing is challenging (e.g. early childhood).
• Suspending affected classes or closing playgrounds.
• Canceling non-essential activities and meetings.
• Keeping students in constant class groups or classrooms and moving teachers routinely between classes.
• Increasing spacing between students in classes.
• Shortening the school week.
• Staggering school start and lunch/break times across year groups or classes.

IDPH REOPENING SCHOOLS FAQ’S

COM OMMUN UNICATION ON AN AND R REPOR ORTING Are sc schools r requir ired t d to report i informat matio ion t to t the l local h health d depa partment i includin ing c case ses, t type pe a and o

• nse

set o

• f sy

symptoms ms, n number of expose sed p perso sons, s, e etc.? Yes - schools must cooperate with the LHD to provide relevant information needed for mitigating the spread of COVID-19 infection and must be reported to the LHD for use in surveillance and contacting tracing public health activities. Schools must be aware of records and confidentiality laws pertaining to school student records, including exceptions to release of information in the event of an emergency, and requirements to notify parents and create a record of emergency releases of information. Is s there a a templ plat ate l letter f for sc schools t to use se w when n notif ifyin ing p parents/guar ardian dians, s stude dents, a and s staff o

• f a case

se o

• f CO

COVID-19 19? Yes - contact your local health department to obtain a copy. Is it it a a Family E Edu ducat ational al R Rig ights a and P d Priv ivac acy A Act ( (FERPA) v vio iolation t to notify t the L LHD/IDPH o

• r staf

aff a and par d parents o

• f a confir

irmed o d or probab able c case se(s) i in our sc school? No - a laboratory confirmed case of COVID-19 is reportable within 3 hours to the Local Health Department per the Communicable Disease Code. Identifiable information on a student or staff member including name and contact information, is reportable to IDPH or to the local public health authority for any notifiable disease or condition. Schools must be aware of records and confidentiality laws pertaining to school student records, including exceptions to release of information in the event of an emergency, and requirements to notify parents and create a record of emergency releases of information. (105 ILCS 10/6(a)(7); 23 Il. Admin. Code 375.60). Does c contac act t trac acing v vio iolat ate t the H Heal alth I Insuran ance P Portab ability a and A d Accountability A Act ( (HIPAA)?

• No. The HIPAA Privacy Rule allows for reporting by covered entities to public health for the purpose of preventing the spread of infectious diseases. HIPAA recognizes the

legitimate need for public health authorities, and others responsible for ensuring public health and safety, to have access to protected health information to carry out their public health mission. If If we h have a c case of C

• f COVID-19 i

in a stude dent a at o

• ur sc

school, w what i is o s our respo ponsib ibil ility f for notif ifyin ing sc schools a attende ded b by si siblin ings of

• f the

he c case? There is no need to notify a school attended by siblings of a sick individual. If the sick individual tests positive for COVID-19 or becomes a probable case, the LHD conducting contact tracing will place siblings in quarantine for 14 calendar days and facilitate parental notification to the school(s) attended by siblings of the case. Besi side des p public h health a authorit itie ies, w who sh should b d be notif ifie ied o d of a case se o

• f CO

COVID-19 a at o

• ur sc

school? M Must we we notif ify t the e entir ire d distric ict, o

• r only t

the c classroom o m or the b buildin ding? Communication of a confirmed or probable case of COVID-19 to the district and school community should align with the school’s policy for notification of cases of communicable diseases. The communication message should counter potential stigma and discrimination. In such a circumstance, it is critical to maintain confidentiality of the student or staff member as required by the Americans with Disabilities Act, the Family Education Rights and Privacy Act, and the Illinois School Student Records Act

IDPH REOPENING SCHOOLS FAQ’S

TRA RAVEL EL RES RESTRI RICTIONS Are t there a any c current do dome mestic o

• r in

internat ational al t travel r restrictions f for whic ich w we should b d be mo monitoring a and e d excludi ding s students an and st staff? There is widespread, ongoing transmission of novel coronavirus worldwide. Anyone who has traveled internationally in the past 14 calendar days should stay home and monitor their health. There is no current statewide guidance in Illinois for quarantining domestic travelers. However, some counties or municipalities do require or recommend 14 calendar days of quarantine for travelers returning from states with high community prevalence of COVID-19. IDPH does receive frequent notifications of travel-related

• exposures. If public health is notified that a student or staff member is a contact to a COVID-19 case as a result of travel, quarantine for 14 calendar days will be required. As

an employer working with vulnerable populations, school administrators may consider advising staff who travel that they are required to quarantine (if exposed) due to travel. CLEANI NING A AND DI ND DISINF NFECTION What k kind o d of cleanin ing a and d disin sinfectio ion sh should o d our sc school b be doing r routin inely? Enhance your standard cleaning and disinfection practices. Increase the frequency of cleaning and disinfection with a focus on areas that are commonly touched, such as doorknobs, stairwells, light switches, elevator buttons, etc. Disinfect seats and rails on school buses at least daily. Shared objects such as toys, games, art supplies, should be cleaned and disinfected between uses. Ensure cleaning and disinfection products are EPA-approved and used safely and in accordance with label directions. What a are e exact c cleanin ing r requir ireme ments f for areas u use sed b by a su suspe pected o d or confirme med CO d COVID-19 19 c case? Areas used by an individual with COVID-like symptoms, e.g., examination room in the school nurses’ office, should be closed off for as long as practical before beginning cleaning and disinfection to minimize potential for exposure to respiratory droplets. Outside doors and windows should be opened to increase air circulation in the area. If possible, wait up to 24 hours before beginning cleaning and disinfection. Environmental cleaning staff should clean and disinfect all areas (e.g., offices, bathrooms, and common areas) used by the ill persons with COVID-like symptoms, focusing especially on frequently touched surfaces. For disinfection, most common EPA-registered household disinfectants should be effective. A list of products that are EPA-approved for use against the virus that causes COVID-19 is available here. Personnel performing environmental cleaning should use personal protective equipment (PPE) including fit-tested N95 respirator, eye protection with face shield or goggles, gown, and gloves.

ADDITIONAL TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

What w will ll the p protocol l be if a stude dent g gets C COVID? Answe wer: If a student, who is presently in a District building, is confirmed or suspected of having coronavirus, the student will be safely and promptly separated from the general school community in a manner intended to reduce the student’s exposure to other members of the school community. The student will be moved to a designated location within the school, separate from the larger school community, until such time as the student can be safely released from school to a parent or guardian. Thereafter, the student will be directed to remain away from District property until the student meets applicable criteria for return. If a student, not presently in a District building, is confirmed or suspected of having coronavirus, the student will be directed to quarantine away from District property until he/she meets applicable criteria for return. The return criteria includes the following:

• If a student is confirmed or suspected of having coronavirus and is exhibiting symptoms of the virus, the student may not return to District

property until: medically cleared to return by a healthcare professional, or (a) at least three (3) days have passed since his/her fever resolved without use of fever-reducing medicine, (b) the student’s respiratory symptoms have improved, AND (c) at least ten (10) days have passed since the student’s symptoms first appeared.

• If a student is confirmed or suspected of having coronavirus, but is not exhibiting symptoms of the virus, the student may not return to District

property until at least ten (10) days have passed since the date of his/her first positive coronavirus diagnostic test. If a student with a confirmed case of coronavirus, but who has not been exhibiting symptoms of the virus, begins to exhibit symptoms, the student must not return to District property until the student has met the above criteria regarding individuals with suspected or confirmed cases of coronavirus who are exhibiting symptoms of the virus. In addition, if a student is confirmed or suspected of having coronavirus, the District will notify the local health department, the Illinois Department of Public Health, and all members of the school community who potentially had close contact with the student within the preceding fourteen (14) days. Close contact is defined as being within 6 feet for more than 15 minutes. When providing notice of a suspected or confirmed case of coronavirus, the District will maintain the confidentiality relative to the infected student’s identity to the extent possible. Students and staff who have had close contact with a student with a confirmed case of coronavirus, must quarantine away from school for 14 days.

ADDITIONAL TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

Wh What at hap appens ens if if a a teac eacher or staf aff m mem ember gets C COVID ID? Answe wer: If an employee, who is currently in a District building, is confirmed or suspected of having coronavirus, the employee will be safely and promptly separated from the general school community in a manner intended to reduce the employee’s exposure to other members of the school

• community. The employee will be directed to leave District property in a manner safe manner. Thereafter, the employee will be directed to remain

away from District property until the employee meets applicable criteria for being permitted to return. If an employee, not presently in a District building, is confirmed or suspected of having coronavirus, the employee will be directed to quarantine away from District property until he/she meets applicable criteria for return. The return criteria includes the following:

• If an employee is confirmed or suspected of having coronavirus and is exhibiting symptoms of the virus, the employee may not return to District

property until: medically cleared to return by a healthcare professional, or (a) at least three (3) days have passed since the employee’s fever resolved without use of fever-reducing medicine, (b) the employee’s respiratory symptoms have improved, AND (c) at least ten (10) days have passed since the employee’s symptoms first appeared.

• If an employee is confirmed or suspected of having coronavirus, but is not exhibiting symptoms of the virus, the employee may not return to

District property until at least ten (10) days have passed since the date of the employee’s first positive coronavirus diagnostic test. If an employee with a confirmed case of coronavirus, but who has not been exhibiting symptoms of the virus, begins to exhibit symptoms, the employee must not return to District property until the employee has met the above criteria regarding individuals with suspected or confirmed cases of coronavirus who are exhibiting symptoms of the virus. If an employee is confirmed or suspected of having coronavirus, the District will notify the local health department, the Illinois Department of Public Health, and all members of the school community who potentially had close contact with the student within the preceding fourteen (14) days . Close contact is defined as being within 6 feet for more than 15 minutes with no facial covering. When providing notice of a suspected or confirmed case

• f coronavirus, the District will maintain confidentiality relative to the identity of the employee to the extent possible. Students and employees who

have had close contact with a student or staff member with a confirmed case of coronavirus, must quarantine away from school for 14 days.

ADDITIONAL TRANSITION TO IN-PERSON INSTRUCTION FAQ’S

What safety measures will be implemented for a full return in the fall? Answer: The District is implementing health and safety guidelines consistent with those published by relevant Federal, State, and local authorities including the U.S. Center for Disease Control and Prevention (CDC), the Illinois Department of Public Health (IDPH), and the Illinois State Board of Education (ISBE). At present, these safety measures include limiting the number of individuals who may gather in one space, enforcing social distancing to the extent practicable, required use of appropriate personal protective equipment including face coverings, and requiring certification that each individual entering school buildings or district transportation are free of symptoms currently identified as being associated with coronavirus. Given the dynamic nature of the situation surrounding the COVID-19 pandemic, and frequent changes in the related guidance, the District will continue to monitor for and implement applicable health and safety measures as they arise. What will happen if we have to go back to a “lockdown” scenario? Answer: The District has developed an e-learning plan that has been reviewed and approved by the Regional Office of Education. Should the District, or any part of it, be required to return to a “lockdown” scenario, the District will implement the e-learning plan to provide continued instruction.

CDC REOPENING SCHOOLS FAQ’S

PLANNING AND RESPONDING TO COVID-19 What can communities do to support schools to reopen safely for in-person instruction? Schools are an essential part of the infrastructure of communities, as they provide safe, supportive learning environments for students, employ teachers and other staff, and enable parents, guardians, and caregivers to go to work. Schools also provide critical services that help to mitigate health disparities, such as school meal programs, social, physical, behavioral, and mental health services. Communities should make every effort to support the reopening of schools safely for in person learning in the fall. From other countries, we know that schools can reopen safely for in-person learning in communities with low rates of COVID-19 spread if appropriate precautions are taken. The creation of a local cross-sectional task force comprised of local decision makers, education leaders, and representatives of school staff, families, local health officials, and other community members can support identifying mitigation strategies for their community, given their local context, that can decrease community transmission levels now and throughout the fall. The health, safety, and well-being of students, teachers, staff, and their families are the most important consideration in determining whether schools should reopen for in-person learning. What is cohorting, and how does it work? One important strategy that administrators can consider is cohorting (or forming “pods”). Cohorting forms groups of students, and sometimes teachers or staff, that stay together throughout the school day to minimize exposure for students, teachers, and staff across the school environment. Ideally, students and staff within a cohort would only have physical proximity with others in the same cohort. This practice may help prevent the spread of SARS-CoV-2, the virus that causes COVID-19, by limiting cross-over of students, teachers, and staff to the extent possible, thus:

• decreasing opportunities for exposure to or transmission of SARS-CoV-2,
• facilitating more efficient contact tracing in the event of a positive case, and
• allowing for targeted testing, quarantine, and isolation of a single cohort instead of school-wide measures in the event of a positive case or cluster of cases.

Cohorting can be done as part of a traditional model with all students attending school in-person, on a full-time basis, or as part of a of a hybrid school model (i.e., students attending in-person school on an alternating schedule). Different strategies may be needed for elementary, middle, and high schools. Cohorting is a commonly used strategy in many elementary schools, in which students have the same teacher and classmates during the entire day and often for the entire school year. Implementation of this strategy varies, depending on setting and resources. For example, schools may keep cohorts together in one classroom, and have teachers rotate between cohorts. Alternatively, schools may assign student cohorts to specific days or weeks for in-person and online learning.

CDC REOPENING SCHOOLS FAQ’S

How is cohorting different from class size? Are there maximum or minimum cohort sizes that might help reduce SARS-CoV-2 transmission? To date, there is no published scientific study on optimal maximum or minimum cohort sizes in reducing SARS-CoV-2 transmission among school-aged children in a camp or school setting in the United States. However, CDC modeling demonstrates that smaller cohort sizes are generally associated with less transmission in schools. Smaller cohorts means more limited contacts, but there is no specific threshold for optimal size. Even with smaller groups, cohorts may not be truly independent of one another. Families may have children of different ages (i.e., siblings) who act as connections between cohorts within a school. Teachers, especially with specialized expertise, may also connect multiple cohorts within a school because their expertise is used/needed across cohorts. Use of cloth face coverings and distancing when possible are particularly important when teachers are moving amongst groups of students. Cohorting may be implemented as one of a variety of mitigation strategies that schools can use to help minimize SARS-CoV-2 transmission. It is important that schools balance community transmission risk, various mitigation strategies (e.g., limiting class sizes, use of cloth face coverings, proper hygiene, school cleaning), and students’ educational and emotional needs when developing plans for reopening. What is meant by an alternating schedule and what are its advantages or disadvantages? An alternating schedule is when students rotate when they physically attend school. This is also sometimes called a hybrid schedule (mix of in-person and virtual school). For example, certain grades or classrooms may attend school on Monday and Tuesday while other grades or classrooms may attend on Thursday and Friday. The school would be thoroughly cleaned on Wednesday. As another example, some schools internationally have rotated in-person attendance weekly with one group of students attending during a week, followed by a different group the next week in rotation. CDC is currently examining different alternating scheduling durations and strategies to assess their potential impact on SARSCoV-2 transmission risk in school. Preliminary modeling results suggest that – similar to cohorting – alternating schedules can help reduce contact between students and staff, and both alternating days and alternating weeks of in-person instruction have the potential to reduce in-school transmission of SARS-CoV-2 compared with daily in-person instruction. While alternating schedules may reduce SARS-CoV-2 transmission risk, there may be additional costs related to lesson planning for teachers, childcare costs for parents, and other potential costs. More research is needed on the layered impact of alternating schedules with other SARS-CoV-2 mitigation strategies (e.g., social distancing, cloth face coverings, proper hygiene, and cohorting) as well as the impact of alternating schedules on students’ learning and well-being.

CDC REOPENING SCHOOLS FAQ’S

What can school staff do to protect themselves and others from getting sick with COVID-19? School staff can take everyday preventive actions to protect themselves and others from getting sick with COVID-19:

• Washing hands often with soap and water for at least 20 seconds. If soap and water are not readily available, use a hand sanitizer that contains at least 60% alcohol. Cover all

surfaces of your hands and rub them together until they feel dry.

• Covering coughs and sneezes with a tissue or inside of elbow, throwing the tissue away, and then washing hands.
• Avoiding touching one’s eyes, nose, mouth, and cloth face covering.
• Maintaining distance of at least 6 feet from other adults, and from students when feasible.
• Wearing a cloth face covering especially when other social distancing measures are difficult to maintain.
• Cleaning and disinfecting frequently touched surfaces, including tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, and sinks.
• Staying home when sick, or after being in close contact with a person with COVID-19.
• Limiting use of shared objects (e.g., gym or physical education equipment, art supplies, games) when possible, and cleaning and disinfecting these objects frequently.

How can students ride the school bus safely? School systems can implement a number of strategies to reduce the risk of transmission on buses:

• Drivers should practice all safety actions and protocols as indicated above for other school staff (e.g., hand hygiene, cloth face coverings). Similar to frequently touched

surfaces, buses should be cleaned and disinfected at least daily using EPA approved disinfectants .

• Drivers can create distance between children on school buses, including seating children one student per row facing forward and skipping rows between students. However,

students who live in the same household may sit together if needed. Schools may consider alternative strategies to accommodate the reduced number of students in buses, such as staggered pick up and drop off times or additional bus routes.

• Schools should consider having spare, clean cloth face coverings available to ensure all students wear cloth face coverings on the school bus.
• Drivers can open bus windows to increase circulation of outdoor air, but should ensure that doing so does not pose a safety or health risk (e.g., risk of falling).
• During dismissal, schools may provide physical guides, such as signs and tape on the sidewalk, to ensure that students and school staff remain at least 6 feet apart while

waiting for transportation. What strategies can schools use to help students, teachers and staff be successful in reducing the risk of spreading SARS-CoV-2, the virus that causes COVID-19? Currently, the most effective way to reduce the spread of SARS-CoV-2, the virus that causes COVID-19, is using multiple mitigation strategies in combination. This may include students, teachers, and staff staying home when sick; appropriately covering coughs and sneezes; wearing cloth face coverings; social distancing; cleaning and disinfecting frequently touched surfaces; and washing hands often with soap and water or using an alcohol-based hand sanitizer with at least 60% alcohol.

CDC REOPENING SCHOOLS FAQ’S

Some of these strategies may be new for students, teachers, and staff to implement in the school setting. Therefore, increased education, training, and having protocols to ensure these strategies are implemented as intended are necessary to increase the likelihood of reducing the transmission of SARS-CoV-2. Schools can educate staff and families about when they or their child(ren) should stay home and when they can return to school, while actively encouraging employees and students who are sick or who have recently had close contact with a person with COVID-19 to stay home. Schools can teach and reinforce handwashing practices among all students, teachers, and staff. Schools can also use physical guides, such as tape on floors or sidewalks, one-way routes in hallways, and signs on walls to help students, teachers, and staff remain at least 6 feet

• apart. Schools can implement flexible sick leave policies and practices that enable staff to stay home when they are sick, have been exposed, or are caring for someone who is sick.

Can physical distance between students in the classroom be less than 6 feet? In general, the closer, longer, and more frequent the interaction between students, teachers and staff, the higher the risk of respiratory droplets being passed between people. Therefore, CDC recommends keeping a distance of at least 6 feet from other people, in addition to practicing other behaviors that reduce the spread of COVID-19 like wearing cloth face coverings, washing hands often with soap and water, and staying home when sick. Additionally, it is important to ensure ventilation systems operate properly to increase circulation of outdoor air as much as possible. When maintaining 6 feet of distance is not feasible, try keeping as close to 6 feet apart as possible, recognizing that the closer you are, the more likely it is for respiratory droplets to be passed between people. In situations where maintaining physical distance is difficult, it is especially important to wear cloth face coverings. In areas where it is difficult for individuals to remain at least 6 feet apart (e.g., reception desks), schools can consider additional strategies such as installing physical barriers, such as sneeze guards and partitions. Schools can also consider using outdoor space, weather-permitting, to enable social distancing. What have other countries done when they reopened school for in-person learning?

• 1. Internationally, schools have responded to COVID-19 by using a variety of approaches. Most countries have changed the way their schools operate. These changes have included

reducing class sizes, increasing physical distance between students, and cohorting. Many countries have staggered attendance and their start and dismissal times, or they have created alternating shifts of students to enable social distancing. In some places, this approach has meant that only certain students have returned to in-person learning, either by varying grades attending in-person, or varying attendance by need. For example:

CDC REOPENING SCHOOLS FAQ’S

• Denmark was the first European country to reopen schools. Denmark staggered students’ reentry dates (e.g., one group started school first, followed by another group at a

later date). Denmark limited class sizes and used other social distancing measures. Younger students (under age 12) returned first based on their likely lower health risk, need for more supervision, and lower benefit from virtual learning compared to older students. Class sizes were reduced to allow physical distancing. Denmark has seen decreased infections among all age groups since schools reopened.

• In comparison to Denmark, Germany reopened for older students with students attending in alternating shifts to ensure a maximum class size of 10.

Could reopening schools lead to increased rates of COVID-19? Evidence from schools throughout the world suggests that reopening schools may be low risk in communities with low SARSCoV-2 transmission rates. Computer simulations from Europe have suggested that schools reopening may further increase spread in communities where transmission is already high. As schools reopen, more will be learned about the feasibility and effectiveness of mitigation strategies such as wearing cloth face coverings and keeping people 6 feet apart through social distancing. Regardless of the level of community transmission, vigilance to practicing behaviors that prevent spread among everyone at school and taking other recommended actions to plan, prepare, and respond to COVID-19 will lower the risk of SARS-CoV-2 transmission than it might otherwise would be. What should schools do if a student or school staff member tests positive for COVID-19? Schools should have a plan to respond if someone within the school — a student, teacher, or staff member — tests positive for COVID-19. The plan should be communicated to parents, bearing in mind privacy concerns. Assessing the level of risk is important in determining an appropriate response. School administrators can also refer to CDC’s Interim Considerations for K-12 School Administrators for SARS-Co-V-2 testing, which describes scenarios when K-12 students or staff may need to have a viral diagnostic test. In most instances, a single case of COVID-19 in a school would not warrant closing the entire school. Community spread and how much contact the person with COVID-19 had with

• thers, as well as when such contact took place, need to be considered. These variables should also be considered when determining how long a school, or part of the school, stays
• closed. If the spread of SARS-CoV-2 within a school is higher than in the community, or if the school is the source of an outbreak, administrators should work with local health officials

to determine if temporarily closing the school building is necessary. Students, teachers, and staff who test positive or had close contact with anyone who tested positive should be provided with guidance for when it is safe to discontinue self-isolation or end quarantine.

CDC REOPENING SCHOOLS FAQ’S

What about students and staff (or their family members) who are at increased risk for severe illness from COVID-19? Some students and school staff (or their family members) may be at increased risk for severe illness from COVID-19. Schools may offer options for staff at increased risk for severe illness that limit their risk of exposure to SARS-CoV-2 (e.g., telework, modified job responsibilities). Schools may also offer options for students at increased risk that limit their risk of exposure to SARS-CoV-2 (e.g., virtual learning opportunities). Schools should establish policies to protect the privacy of students, teachers, school staff, and families at increased risk for severe illness because of age or certain underlying medical conditions, in accordance with applicable privacy laws (e.g., Family Educational Rights and Privacy Act, Americans with Disabilities Act). Schools may also consider planning for life events and circumstances that can affect students and staff members (e.g., unexpectedly caring for a family member at increased risk for severe illness). What is symptom screening and does CDC recommend it for students and staff? Based on the available evidence, CDC does not currently recommend universal (widespread) symptom screenings be conducted by schools. Parents or caregivers should be strongly encouraged to monitor their children for signs of infectious illness, and students who are sick should not attend school. What is universal testing and does CDC recommend it for students and staff? Universal testing refers to testing all students and staff in school settings for SARS-CoV-2, regardless of whether they are showing symptoms or have a known exposure to someone with COVID-19. CDC does not recommend universal testing of all students and staff for several reasons:

• Viral testing only provides COVID-19 status for individuals at the time of testing.
• One-time or universal entry testing could miss COVID-19 cases in the early stages of infection, and it could miss exposures that happen after testing.
• Implementing a universal approach to testing in schools may pose challenges, such as the lack of infrastructure to support routine testing and follow up in the school setting;

unknown acceptability of this testing approach among students, parents, and staff; lack of dedicated resources; practical considerations related to testing minors; and potential disruption in the educational environment. How should schools serve meals to students and staff? In addition to having nutrition services staff continue to follow recommended food safety practices for preparing and serving food:

• Schools should avoid offering any self-serve food or drink options, such as hot and cold food bars, salad or condiment bars, and drink stations.
• Schools should serve individually plated or pre-packaged meals, while ensuring the safety of children with food allergies.
• As feasible, schools should have students and staff eat meals in classrooms, while maintaining social distancing as much as possible, instead of in a communal dining hall or

cafeteria.

CDC REOPENING SCHOOLS FAQ’S

• If communal dining halls or cafeterias are used, schools should encourage social distancing in food service lines and at tables while eating.
• Students and staff should wash their hands with soap and water for 20 seconds or use a hand sanitizer that contains at least 60% alcohol before and after eating.
• Schools should clean and disinfect food line areas, tables, and chairs between uses.
• Schools should encourage students and staff not to share food or utensils and use disposable food service items (e.g., utensils, trays). If use of disposable items is not possible,

ensure that all non-disposable food service items and equipment are handled by staff with gloves and washed with dish soap and hot water or in a dishwasher.

• Individuals should wash their hands after removing their gloves or after directly handling used food service items.
• Lastly, if food is offered at any event, schools may consider:
• Having pre-packaged boxes or bags for each attendee instead of a buffet or family-style meal.
• Providing tissues and no-touch or foot pedal disposal receptacles for use by students, staff, and food service volunteers.
• If possible, installing touchless payment methods. If touchless payment is not possible, providing hand sanitizer to students and staff for use right after handling money,

cards, or keypads. At what point should schools close for in-person learning? The decision to close schools for in-person learning should be made together by local officials – including school administrators and public health officials — in a manner that is transparent for students, staff parents, caregivers and guardians, and all community members. The decision to close schools for in-person learning should take into account a number of factors, such as:

• the importance of in-person education to the social, emotional, and academic growth and well-being of students;
• the level of community transmission;
• whether cases have been identified among students and staff;
• ther indicators that local public health officials are using to assess the status of COVID-19 in their area;
• And whether student and staff cohorts have been implemented within the school, which would allow for the quarantining of affected cohorts rather than full school closure.

THANK YOU!

To the administration/transition team (director of buildings and grounds, director of technology, principals, nurse, assistant principal, school psychologist, social workers, executive assistant to the superintendent, registrar, architect, board members & parents) Also thanks to the park district superintendent, Illinois Department of Public Health (IDPH), Illinois State Board of Education (ISBE), DuPage County Department of Health (IDPH), Regional Office of Education (ROE), Oak Brook Education Association (OBEA), Illinois Association of School Administrators (IASA), and District 86 local superintendents collaborative. A special thanks to D181 for their help with content components and collaboration with content.