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IDAHO BACK TO SCHOOL FRAMEWORK 2020 Disclaimer: The Idaho Back to School Framework provides expectations, guidelines and best practices to ensure a safe and successful 2020-2021 school year. This document is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against any person or entity, including but not limited to the State of Idaho, its departments, agencies, entities, officers, employees, agents, any school district, or any public school. Multiple state plans and reference documents were used to develop the Idaho Back to School Framework.
LETTER FROM THE GOVERNOR July 9, 2020 | 2
DEAR IDAHO SCHOOL LEADERS, EDUCATORS, SCHOOL STAFF, AND PARENTS,
T he last several months have presented extraordinary
challenges for Idaho students, parents, educators, and
staff.
For that to happen, local leadership will be paramount.
Leadership and courage across Idaho’s K-12 system –
elected trustees, administrators, building leaders, and
I’m sincerely thankful to our educators and school all staff – is the critical ingredient in navigating the
staff for continuing to serve our youngest citizens. The operational and health challenges schools will face in the
rapid closure of schools in the spring demonstrated coming months.
the importance of Idaho’s public school system to our Before COVID-19, many Idaho students faced a significant
families, communities, and larger economy. achievement gap and ongoing risks to their mental and
I expect all our school buildings to safely reopen in the social well-being. The pandemic has exacerbated this gap
fall for in-person instruction. Despite incredible advances and poses a potential ongoing disruption to our state’s
in digital learning, you can never replace the value and momentum on many different fronts – from early literacy
impact of in-person interaction with a professional, and college and career readiness, to addressing our
dedicated teacher. students’ overall well-being.
The Idaho Constitution outlines our duty to establish a My goal has always been to make Idaho the place where
thorough and uniform system of education. The COVID-19 our children and grandchildren choose to stay, and for
pandemic has tested our ability to meet this obligation. the ones who have left to choose to return. Reopening
The Idaho Back to School Framework outlines the schools for in-person learning in the fall is the foundation
expectations, support for local governance and decision- of our students’ success and helps us achieve that goal.
making, and guidance and best practices on the key
operational components for safe reopening in the fall.
The 2020-2021 school year certainly will not look the
same as in previous years. However, we must prioritize
the opening of school buildings for in-person instruction
and prepare schools to offer different kinds of learning
in order to deliver a seamless learning continuum for all
Idaho students.
Sincerely,
Brad Little
Governor of IdahoCONTENTS July 9, 2020 | 3
LETTER FROM THE GOVERNOR���������������������������������������������2
INTRODUCTION����������������������������������������������������������������������������4
ROLES AND RESPONSIBILITIES��������������������������������������������5
WHAT THIS FRAMEWORK IS AND IS NOT������������6
FRAMEWORK FOR DECISION MAKING������������������������������ 7
IDENTIFY LEVEL OF TRANSMISSION/RISK����������� 7
CATEGORY INFORMATION�������������������������������������������8
CONFIRMED CASE IN SCHOOL BUILDING�����������8
PREVENTATIVE MEASURES�����������������������������������������9
TESTING����������������������������������������������������������������������������� 11
PERSONAL PROTECTIVE EQUIPMENT (PPE)�����12
FAMILY CONSIDERATIONS����������������������������������������13
STAFFING CONSIDERATIONS�����������������������������������15
COMMUNICATIONS����������������������������������������������������� 16
PROFESSIONAL DEVELOPMENT�����������������������������18
STUDENT ASSESSMENT��������������������������������������������19
INSTRUCTION������������������������������������������������������������������21
SOCIAL EMOTIONAL LEARNING: STRATEGIES
AT THE SCHOOL LEVEL�����������������������������������������������22
STUDENT LEARNING���������������������������������������������������23
AT-RISK POPULATIONS����������������������������������������������26
FOOD SERVICE���������������������������������������������������������������29
TRANSPORTATION���������������������������������������������������������31
STUDENT ATHLETICS���������������������������������������������������31
DEFINITIONS�������������������������������������������������������������������������������32INTRODUCTION July 9, 2020 | 4
T he Governor’s Office, State Board of Education, and
State Department of Education, with guidance from
the Idaho Department of Health and Welfare and Idaho’s
Local contingency plans are only effective through a
collaborative effort by all community stakeholders.
Schools and communities working together with students
seven local public health districts contributed to the and families can meet the state’s responsibility to provide
Idaho Back to School Framework. A committee of K-12 instruction that moves students through the education
education stakeholders convened by the Governor and continuum while keeping students and families safe under
the State Board of Education developed the framework. the “new normal” of conducting school operations. The
The Idaho Back to School Framework identifies guidelines and best practices are not designed to be
expectations, guidelines, and best practices to support overly prescriptive, but seek to provide local education
local governance and the successful completion of agencies with a framework for decision making as
the 2020-2021 school year, delivering on our state’s they develop a district contingency plan, using local
constitutional obligation for a free, uniform, and thorough community health trends and statewide data.
public education system during these extraordinary times. Procedures outlined within this document are based on
School districts and charter schools will use this recommendations from federal and state resources,
framework to help guide their response based on their education stakeholders, and best practices. Some
local community’s situation. local education agencies will not be able to address or
implement all the strategies outlined in the framework,
It is expected students will return to school buildings in and circumstances may dictate that some districts alter
the fall. strategies as the health situation in their area changes.
This document presents several strategies and Each local education agency should use this document as
considerations to establish expectations and provide a guide, consulting with school district or charter school
guidance to school districts and charter schools (e.g. local legal counsel and relevant stakeholders to determine
educational agencies) in preparing for and conducting which procedures fit their circumstances.
a successful 2020-2021 school year. As the situation is
continually evolving, this guidance will likely change, be
amended, or augmented as conditions change. Many local
education agencies have been coordinating with local
public health authorities to develop operational plans that
keep students and staff safe and prepare for a successful
school year. It is recommended that local education
agencies adhere to the most recent recommendations
from the Centers for Disease Control and Prevention and
follow state and local health requirements.ROLES AND RESPONSIBILITIES July 9, 2020 | 5
Roles and Responsibilities: Authority Includes:
LOCAL BOARDS OF Provide uniform and thorough instruction to all Idaho Code, 33-512
TRUSTEES/BOARD OF students which progresses them through the
education continuum.
DIRECTORS
Ensure the health and safety of their staff and
students.
Develop plans and procedures for responding to
the pandemic while providing student instruction.
LOCAL HEALTH Identify category of transmission level within a Idaho Code, 39-414
DISTRICT community using scientifically-driven metrics. Idaho Code, 39-415
Advise local education agencies on operation and Idaho Code, 33-512(7)
health safety plans and procedures.
STATE Distribute funding to school districts and charter Idaho Code, 33-125
SUPERINTENDENT OF schools.
PUBLIC INSTRUCTION Provide resources to school districts and charter
schools, and implement the education laws and
policies of the State Board of Education.
STATE BOARD OF Provide governance and oversight of Idaho public Idaho Constitution, Article IX,
EDUCATION education K-20. Section 2
Set minimum standards and expectations for Idaho Code, 33-116
student instruction and student outcomes.
Set guidelines for public schools to respond to the
pandemic.
DEPARTMENT OF Set statewide health and safety standards to Idaho Code, 56-1003(7)
HEALTH AND WELFARE promote and protect the health and safety of Idaho Code, 33-512(7)
Idahoans.
Protect the public from the spread of infectious and
communicable diseases.
GOVERNOR Exercise executive authority to uphold the state Idaho Constitution, Article IV,
constitution and meet the state's obligations to Section 5
students. Idaho Code, 46-601(2)
Protect the health and safety of Idahoans. Idaho Code, 46-1008
Facilitate an environment for a strong economic
recovery.ROLES AND RESPONSIBILITIES July 9, 2020 | 6
Responsibility and Expectations Planning and Preparation
Every school district and charter school is responsible With advice from the local public health district, each
for providing a safe and healthy learning environment local education agency should develop a plan that outlines
for all students and a safe work environment for all staff. how it will respond to the three identified categories of
Parents and guardians can expect their local public disease transmission within their community, enabling
schools to provide a quality education that meets the them to continue to provide instruction and educational
state’s minimum standards and prepares the students services to their students. Local education agencies
for their next level of education or to move into the will need to be nimble and be prepared to move
workforce. To that end, local education agencies are between categories throughout the school year as local
responsible for providing instruction and other related circumstances dictate.
educational services to all students during these difficult
times, and they will need to use a variety of strategies to
Blended Learning
ensure all students have access to consistent learning
opportunities, including students receiving special Until a vaccine and/or therapeutics are available for
education services. COVID-19, schools must be prepared to provide varied
learning opportunities to their students using a variety of
In order to meet this responsibility, schools must be
modalities. The decision regarding their use will depend
prepared to implement a variety of learning modalities to
on the level of transmission in the local community, the
serve all students. While not all students may be taught,
physical and staffing resources available to the school,
using the same learning modalities, all students must
and parental choice for enrollment. This may require a
be educated in a way that results in the similar learning
school to transition between traditional, hybrid, on-line
outcomes. It is the responsibility of the local education
and distance learning for all or a portion of their students
agency to tailor the educational opportunities during
at any time. Blended learning is an approach to education
this time in a way that meets the individual student’s
in which students learn via electronic and online media
needs while keeping students and staff safe, based on
as well as traditional face-to-face teaching. When used, a
local levels of disease transmission and state and local
local education agency can meet their responsibility for
restrictions that may be in place at any given time.
improving outcomes for students through powerful and
smart use of learning technologies.
WHAT THIS FRAMEWORK IS AND IS NOT
What this framework is: What this framework is not:
A document that outlines statewide expectations A document that provides legal advice.
for the fall start of school, particularly in delivering
learning and services to students.
An exhaustive blueprint on every action for operations
and delivering blended learning.
A document that clarifies the governance structure of
K-12 education.
The creation of any right or benefit, substantive or
procedural, enforceable at law or in equity by any party
A document that provides guidance and best practices against any person or entity, including but not limited to
on the many different school operational issues, the State of Idaho, its departments, agencies, entities,
informed by school leaders and staff. officers, employees, agents, any school district, or any
public school.FRAMEWORK FOR DECISION MAKING July 9, 2020 | 7
IDENTIFY LEVEL OF TRANSMISSION/RISK
Level of Learning Model Response
Community Spread
Category 1 Traditional School buildings open
No Community
Transmission
Category 2 Traditional School buildings open
Minimal to Moderate
Community
Transmission
Hybrid/Blended Limited/Staggered Use of School
Buildings
• Targeted Closure
• Short-term Closure (1 to 4 weeks)
• Mid-term Closure (4 to 6 weeks
Full Distance/Remote Learning Minimal Use of School Building -
Limited in-person instruction for
special education and special needs
populations
Category 3 Full Distance/Remote Learning School Buildings Closed for Extended
Substantial Period of Time (longer than 6 weeks)
Community
TransmissionFRAMEWORK FOR DECISION MAKING July 9, 2020 | 8
Category 1: Category 2: Minimal to Category 3:
No Community Moderate Community Substantial
Transmission Transmission Community Transmission
Definitions Evidence of isolated cases, Widespread and/or sustained Large-scale community
case investigations underway, transmission with high transmission, healthcare
no evidence of exposure in likelihood or confirmed staffing significantly
large communal setting, e.g., exposure within communal impacted, multiple cases
healthcare facility, school, settings, with potential for within communal settings like
mass gathering. rapid increase in suspected healthcare facilities, schools,
cases. mass gatherings, etc.
Level of School buildings open with School buildings open but Targeted, short-term, or
Operations physical distancing and option of limited/staggered extended building closure
sanitation use of school buildings with
physical distancing and
sanitation
Category (level) of transmission within a community where a school is located in will be identified by the local public health district using metrics and criteria established
in the Idaho Rebounds plan for opening. These definitions are based on the definitions provided by the local public health districts and the State Department of Health and
Welfare, these definitions with supporting guidance may be found at https://coronavirus.idaho.gov/wp-content/uploads/2020/06/COVID-19-Guidance-Schoolsv2-06-19-20.pdf
Confirmed Case in School Building
A confirmed case or contact within a school may • Begin identifying anyone who may have been in close
require different procedures based on the individual contact with a confirmed or suspected COVID-19
case dynamics in consultation with local public health case. Close contact is less than 6 feet for more than
officials. Schools should be ready to respond to cases 15 minutes.
within the school community regardless of the level of • Follow local public health guidance for course of
community spread. If an infected person has been in a action. Recommendations will be given on a case-by-
school building, any school in any community may need case basis, and could include:
to implement short-term closure procedures regardless
of the level of community spread. The response to an o Excluding positive, suspected, and close contacts
infected individual in a school building will be dealt from school as they follow isolation or self-
with on a case-by-case base and schools will need to quarantine instructions until they can safely
consult with their local public health district to identify return.
the best course of action. Local education agencies are o A short-term dismissal of students and most staff
encouraged to work with their local public health district for 1-2 days.
in advance to develop a response protocol for confirmed o Extended school dismissal.
cases in a school building. This response protocol would
• Communicate with staff, parents, and students
be outside of the response protocol a local education
regarding dismissal decisions and possible COVID-19
agency develops in response to the level of community
exposure.
transmission (e.g. Category 1, Category 2, and Category 3).
• Clean and disinfect thoroughly.
• Reinstate strategies to continue education and
related supports to students as needed.
See https://coronavirus.idaho.gov/wp-content/uploads/2020/06/COVID-19-
Guidance-Schoolsv2-06-19-20.pdfFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 9
A local education agency may move up or down through the categories of transmission. As a local education agency
moves up through the categories of transmission, the guidance from the proceeding category is built upon and
includes the lower category. The areas identified in the table below are not mandated responses; rather they are a
compilation of suggested areas of consideration and best practices.
Preventative Measures
Category 1 Information/Education Facilities
No Community • Coordinate with local health officials • Use clearly visible signage on
Transmission to develop prevention and mitigations entrances/buses to communicate
plans (see local health district symptoms, preventative measures,
COVID-19 Guidance for Schools (https:// good hygiene, and school/district
coronavirus.idaho.gov/wp-content/ specific protocols including staying
uploads/2020/06/COVID-19-Guidance- home when sick.
Schoolsv2-06-19-20.pdf ). • Provide hand soap or hand sanitizer
• Implement standard operating with at least 60% alcohol, paper
procedures while taking preventive towels, and no-touch trashcans in all
measures (see local health district and bathrooms, classrooms, and frequently
CDC guidance). trafficked areas.
• Implement a reasonable and feasible • Clean/disinfect frequently touched
infection control plan for a safe surfaces at least daily and shared
workplace (see resources). objects after each use
o Utilize stakeholders in • Take steps to ensure all water systems
development of plans. and features are safe.
o Plans should include exposure • Ensure ventilation systems operate
response strategies for both staff properly and increase circulation of
and students. Exposure response outdoor air as much as possible, as
includes sending students/staff long as this does not pose a safety or
home from school. health risk to students or staff.
• Encourage parents to screen students • Conduct deep cleaning of schools prior
every morning before attending to students/staff returning; schedule
school. Teach and reinforce good periodic cleanings during weekends or
hygiene measures such as hand school holidays/breaks (to the extent
washing, covering coughs, and face practicable).
coverings
• Educate and support families on
identifying the symptoms that indicate
the need to stay home. (CDC COVID-19
Self-Checker).
PREVENTATIVE MEASURES CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 10
Preventative Measures (continued)
Category 2 Staff and Students • Advise sick staff or students not to
Minimal to Moderate • Conduct daily health screenings of return until they have met CDC criteria
Community employees and students for COVID-19 to discontinue home isolation.
Transmission symptoms upon entry to the facility, • Establish a protocol for screening
including a check for low-grade fever visitors and volunteers.
with no-touch thermometer and/ • Develop a flowchart regarding when
or daily symptom checking. (See to isolate and send home. Send ill
resources on conducting screenings.) students home as soon as possible to
Screen students upon arriving at avoid spread of infection.
school in classroom/first class with
screening questions/checklist. If • Close off areas used by a sick person
screening indicates potential risk send and do not use before cleaning and
the student to the health staging area disinfection. Wait 24 hours before you
for additional screening. clean or disinfect if possible. If it is not
possible to wait 24 hours, wait as long
• Encourage parents to screen students as possible. Ensure safe and correct
every morning before attending application of disinfectants.
school. (Screenings may include
taking temperature and assessing for • Maintain privacy and confidentiality.
symptoms.)
• Establish a protocol for screening Facilities
students who are not able to articulate • Establish a health office with a
symptoms. separate isolation area for effective
• Establish a protocol for screening infection control management for
students/staff who feel ill/experience students and staff exhibiting signs and
symptoms when they are at school. symptoms of infection.
• Isolate and send home students and
staff that show symptoms (see CDC
guidelines).
• Encourage staff and families to self-
report to the school if they or their
student have symptoms of COVID-19,
a positive test, or were exposed to
someone with COVID-19 within the
last 14 days. Maintain privacy and
confidentiality.
Category 3 Continue coordination with local health
Substantial officials.
Community
TransmissionFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 11
Testing
Category 1 • Develop testing protocol and • Develop contact tracing protocol
No Community procedures for staff and students in when staff or student in building is
Transmission coordination with the state testing confirmed positive.
taskforce.
Category 2 • Develop testing protocol and • Develop contact tracing protocol
Minimal to Moderate procedures for staff and students in when staff or student in building is
Community coordination with the state testing confirmed positive.
Transmission taskforce.
Category 3
• Develop testing protocol and • Develop contact tracing protocol
Substantial
procedures for staff and students in when staff or student in building is
Community
coordination with the state testing confirmed positive.
Transmission
taskforce.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 12
Personal Protective Equipment (PPE) - (See Definition of PPE)
Category 1 Staff and Students Equipment
No Community • Develop a plan for staff, student and • Use of sneeze guards at appropriate
Transmission parent training and use of personal locations.
protective equipment with guidance • Use non-latex gloves for direct
from the local health district. student contact activities such as face
• Identify sources and availability of cleaning, feeding, etc.
personal protective equipment.
• Educate and give direction on cleaning Facemasks/Shields/Coverings
cloth face coverings.
• Encourage students, staff, and visitors
• When teaching students school to bring and wear cloth face coverings
routines at the beginning of the school from home.
year, include routines for wearing
cloth face coverings, washing hands, • Mask/face shields recommended but
using hand sanitizer and physical not required for staff/students.
distancing. • Provide masks/face shields and other
appropriate PPE to staff.
Facilities • Consider additional protection
for medically vulnerable staff and
• Establish and maintain hand hygiene students as well as students with
stations in key locations in school special needs.
buildings.
Category 2 Staff and Students Facemasks/Coverings
Minimal to Moderate • Educate and give direction on • Recommend students, staff, and
Community cleaning cloth face coverings. visitors to wear cloth face coverings
Transmission Educate students, staff and visitors when practical, and provide for those
on the proper and safe way to use who do not have one but wish to wear
face coverings and other personal one.
protective equipment (PPE). • When physical distancing cannot take
place, further reinforce the use of face
Equipment coverings.
• Provide masks or cloth face coverings
and other appropriate PPE to staff as
available based on the LEAs resources.
Category 3 Staff and Students • If districts allow individual staff and/
Substantial • If staff are allowed in the buildings or student tutoring / conference
Community all staff must follow all CDC sessions, all staff and students should
Transmission recommended PPE guidelines. be screened.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 13
Family Considerations
Category 1 • Identify and provide considerations for • Provide resources to parents
No Community parents with literacy needs so when on how to help their students be
Transmission the district goes into category 2 and successful in a blended or online
category 3, those barriers are being learning environment and provide
addressed so parents are able to individualized resources for parents
support their children at home. with students with disabilities.
• Survey families’ interest in continuing
online learning to reduce the number
of students requiring face-to face,
traditional instruction.
Category 2 • Survey families to gauge which o Consider A/B schedules.
Minimal to Moderate students may want to conduct their o Consider hybrid instructional
Community schooling virtually for the 2020-2021 Models if absolutely necessary
Transmission school year; schools can offer their and after factoring in additional
own online courses. logistical requirements/costs
• Implement physical distancing including childcare requirements
and remote/blended learning as placed on working families and
determined by the local school Board/ unnecessary burden on staff.
Board of Directors: o Consider allowing special
o Use the master schedule to education students to continue
balance class numbers as much in person instruction as these
as possible – remove unused students often rely on daily
desks and furniture in classrooms; routines and social interactions to
maximize social distancing (to the address their individual learning
extent practicable). needs.
o Limit physical interaction through o Variety of effective communication
partner or group work. to provide support for parents and
o Establish distance between students especially in the remote
the teacher’s desk/board and areas such as using Spanish radio,
students’ desks. social media platforms, group
texting, etc.
o Identify and utilize large spaces
(e.g. gymnasiums, auditoriums, o Distribute printed instructional
outside spaces – as weather packets/materials and district/
permits) for social distancing. school communications along
with meals; designate and
o Consider targeted distance/ communicate collection/drop off
remote learning. points.
FAMILY CONSIDERATIONS CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 14
Family Considerations (continued)
Category 3 • Make considerations for family • Provide professional development
Substantial support for packets being sent home opportunities for parents, students,
Community or online instructions for economically and teachers regarding mental health
Transmission disadvantaged and English language illness and support.
learner student families. Provide
resources and instruction on how
to use platforms and navigate
software. Use of bilingual instructional
paraprofessionals to work with family
and students on packets or navigating
the online program.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 15
Staffing Considerations
Category 1 • Develop plans and policies • Develop and communicate telework
No Community for communicating with staff, policies for all staff, including
Transmission implementation plans and identification of essential workers and
expectations for staff in each category medically vulnerable staff.
level. • Adhere to applicable Health Insurance
• Understand vulnerable staff may be Portability and Accountability Act
defined based on CDC definitions or (HIPAA) requirements.
per physician documentation. • Adhere to state and federal
• Ensure administrators are familiar employment law and extended leave
with employee contracts and allowances.
agreements, and workplace policies • Encourage open lines of
and procedures. communication between vulnerable
• Survey at-risk staff members to gauge staff and supervisors.
their intentions in returning to work • Vulnerable staff may contact their
while maintaining confidentiality administration to explore employee
consistent with the Americans with rights related to essential job
Disabilities Act (ADA) and other functions such as:
applicable federal and state privacy
laws. o The district ADA accommodation
process.
• Consider offering special
accommodations. LEAs are o District policies, procedures and
encouraged to consult with local protocols for requesting flexible
board attorneys or district human leave options.
resources officials to identify o Federal leave policies including
appropriate special accommodations the Families First Coronavirus
(such as an alternative teaching Response Act and Family Medical
assignment) for personnel who are Leave Act.
members of vulnerable populations. • Encourage use of district Employee
Assistance Program if available.
Category 2 • Implement telework policy for • Establish a process for regular check-
Minimal to Moderate vulnerable staff. ins with the supervisor for vulnerable
Community staff.
Transmission
Category 3 • Implement telework policy for all staff. • If the telework option is not feasible,
Substantial • Reduce onsite work to essential job vulnerable staff should contact their
Community functions only. administration to reassess options
Transmission related to essential job functions.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 16
Communications
Category 1 All Parents and Students
No Community • Devise and communicate a plan for • Communicate with parents and
Transmission the potential closure of the school students the types of blended learning
building. Include clear explanation that that will be available for their students.
a closed building does not mean “no • Communicate with parents and
school/instruction.” students where to find training and
• Communicate expectations for resources on how to support their
remote learning in the event of a student’s instruction and use devices
building closure or physical distancing or access blended and distance
requirements. learning opportunities.
• Establish communication plans • Ensure all contact information for
for each category of transmission, families is current.
including on site infection. Answer the • Create a centralized communication
following questions: team for the dissemination of district/
o What increases the chance of school wide information.
school closures? • Use multiple channels for
o My child attends a school where communication.
a COVID-19 case has been • Make sure information is easy to find
confirmed. What should I do? on your website.
o What is considered a “close • Elicit and address questions from
contact”? students about how they will be able
o When can a student or staff to remain in communication with
member discontinue home teachers, staff, and students.
isolation?
o What should I include in my Community/State
message to our school community
of a confirmed case that has been • Coordinate with the local health
in our school? district and Idaho Rebounds plan
on the dissemination of information
and use of consistent terminology.
(See local health district guidance:
COVID-19 Guidance for Schools)
COMMUNICATIONS CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 17
Communications (continued)
Category 2 School Personnel Parents and Students
Minimal to Moderate • Communicate with school personnel • Communicate with parents what can
Community expectations for telework and on-site be expected for continued instruction
Transmission work options. and available student services.
• Communicate with parents and
students how school sites will
transition between onsite instruction
and distance instruction.
• Communicate with parents and
students where information regarding
the level of communication in the
school community can be found,
where student assignments and
instructions may be found, and who
to contact when they have questions
about student assignments.
• Communicate with parents and
students on how they can support
their student’s instruction.
• Communicate in the language of the
family.
Category 3 All
Substantial • Maintain open lines of communication
Community between staff, students and parents.
Transmission
• Communicate timelines for assessing
and transitioning between pandemic
response levels.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 18
Professional Development
Category 1 • Implement student, parent and staff • Identify staff needs for professional
No Community education prior to the start of the development related to:
Transmission school year before student attendance o Reducing Transmission
(http://www.sde.idaho.gov/re-opening/
index.html). o Delivering Blended Learning
• Develop/identify professional o Using Technology
development on the use of PPE, o Connecting with Students
reducing transmission, identifying Remotely
symptoms, and using cleaning o Identifying Students At-Risk
equipment and supplies.
o Delivering Additional Student
• Deliver identified professional Services Remotely (SEL/Behavioral
development as applicable to the staff Health, Counseling, etc.)
position (classified and certificated).
o Parent Support of Student
Learning at Home.
Category 2 • Periodically revisit educational training • Continue to reassess areas of needed
Minimal to Moderate needs for staff, students, and parents. professional development.
Community • Implement ongoing professional
Transmission development plans.
Category 3 • Continue with implementation of • Maintain open lines of communication
Substantial professional development. between staff, students and parents.
Community
TransmissionFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 19
Student Assessment
Category 1 • Implement standard operating Kindergarten Considerations
No Community procedures for the administration of • Administer a uniform Kindergarten
Transmission assessments. readiness screener of the district’s
• Develop a plan for assessing student choice in small groups.
blended and remote learning
modalities.
English Language Proficiency
• Assess students’ current level Assessment
of understanding and identify
remediation areas due to spring • Administer the WIDA ACCESS 2.0 using
instructional interruption. the typical administration protocols.
• All assessments should be English Language Arts, Mathematics, and
administered at the student’s current Science assessment guidance is available
grade level. on the Resource Website (http://www.sde.
idaho.gov/re-opening/index.html).
• Emphasize formative assessment.
• Other content areas: consider
• Test security/administration. providing a common screener of
• Procedures should be emphasized for current student abilities at the
reliable results. beginning of each course relevant to
• See Assessment guidance and the target learning objectives of their
consideration on Resource Site (http:// enrolled course.
www.sde.idaho.gov/re-opening/index.
html).
STUDENT ASSESSMENT CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 20
Student Assessment (continued)
Category 2 • All assessments should be English Language Proficiency
Minimal to Moderate administered at the student’s current Assessment
Community grade level. • WIDA is launching a paper-based
Transmission • Emphasize formative assessment. Remote Screener as a temporary
• Assessments should be administered solution; Grades K-1 materials will be
in person as appropriate. available July 16, 2020; Grade 2-12
materials will launch in early August
• Test security/administration 2020.
procedures should be emphasized for
reliable results. English Language Arts, Mathematics, and
Science assessment guidance is available
• Check remote administration guidance on the Resource Website (http://www.sde.
for each assessment for specifics. idaho.gov/re-opening/index.html).
• Other content areas: consider
Kindergarten Considerations providing a common screener of
• Administer a uniform Kindergarten current student abilities at the
readiness screener of the district’s beginning of each course relevant to
choice in small groups. the target learning objectives of their
enrolled course.
Category 3 • Check remote administration guidance English Language Proficiency
Substantial for each assessment for specifics. Assessment
Community • Provide clear guidance to families • WIDA is launching a paper-based
Transmission and students on how they access the Remote Screener as a temporary
assessment, what the results mean, solution; Grades K-1 materials will be
and any administration safeguards available July 16, 2020; Grade 2-12
added. materials will launch in early August
2020.
Kindergarten Considerations
• Administer a uniform Kindergarten English Language Arts, Mathematics, and
readiness screener of the district’s Science assessment guidance is available
choice in small groups. on the Resource Website (http://www.sde.
idaho.gov/re-opening/index.html).
• Other content areas: consider
providing a common screener of
current student abilities at the
beginning of each course relevant to
the target learning objectives of their
enrolled course.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 21
Instruction
Category 1 • Schools provide in-person instruction • Schools observe local and state
No Community as applicable to their programs restrictions as applicable to the level
Transmission and develop plans for transitioning of virus transmission within their
learning to different modalities that community.
provide for quality instruction for all
students.
Category 2 • Provide remote/distance learning • Communicate in the language of the
Minimal to Moderate opportunities for vulnerable student family.
Community populations in consultation with • Ensure equitable access to resources
Transmission parents and public health officials. for all students and families.
• Schools implement their instructional • Provide instructional support to
plans as applicable to the level of parents for virtual learning.
community transmission. Instruction
should be delivered in a way that • Encourage consistent and routine
progresses students through the virtual learning practices at home.
educational continuum, meets state • Allow for individualization in work
standards, and prepares them for the completion.
next grade level or graduation. • Schools observe local and state
• Connect with every student/family. restrictions as applicable to the level
of virus transmission within their
community.
Category 3 • Schools implement their instructional • Schools should observe local and
Substantial plans as applicable to the level of state restrictions as applicable to the
Community community transmission. Instruction level of virus transmission within their
Transmission should be delivered in a way that community.
progresses students through the
educational continuum, meets state
standards, and prepares the for the
next grade level or graduation.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 22
Social Emotional Learning: Strategies at the School Level
Category 1 • Assume that all students are in need • Prepare staff to teach SEL skills
No Community • Define social emotional goals for the through modeling and integrated
Transmission school as a whole, including behavior instruction.
expectations. • Ensure that each student has one
• Develop a school-wide infrastructure caring adult who checks in with him/
that can support SEL, including her regularly.
planning cycles and assessment. • Create and provide opportunities
• Coordinate SEL programs to align with for students to practice SEL skills,
the school’s overall goals. focusing on stress-management,
communication and listening skills,
collaboration, and help providing and
help-seeking behaviors.
Category 2 Implement plans developed in Category 1.
Minimal to Moderate
Community
Transmission
Category 3 • Evaluate effectiveness of SEL impacts • Authentically discuss and reinforce
Substantial on students and adjust to meet social emotional goals and behavior
Community student needs. expectations during an emergency
Transmission school closure.
• Parent/student check in to make sure
all students are connecting.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 23
Student Learning
Category 1 • For all instructional environments, • Target interventions and supports
No Community provide specific information in IEPs o Provide additional instructional
Transmission or 504s for identification of student supports to:
needs in the various scenarios. Include
expectations for related services and • Students at risk of not
therapies. graduating on time
• Implement standard operating • Students with disabilities
procedures while taking preventative • Students who struggled in the
measures. prior distance/remote learning
o Recommended cleaning and environments
sanitizing procedures. • Students who are English
o Surveying families’ interest in Learners
continuing online learning to • Students identified by teachers
reduce the number of students and parents as being behind
requiring face-to-face traditional academically
instruction. o Address learning loss with
• Accountability/Academic Baseline extended learning opportunities
Determine Learning loss/identify • Before/after school programs
gaps (See assessment guidance
• Saturday school
and content specific assessment
resources on Resource website (http:// • Prepare for potential future distance/
www.sde.idaho.gov/re-opening/index. remote learning by increasing current
html) blended learning
• Identify essential standards/concepts/ o Develop a digital learning plan
skills by grade-level. o Integrate virtual learning practices
o Identify interventions o Digitizing lessons
o Identify enrichments • Require a certain number of online
assignments for each grading period
• If not embedded in the current
curriculum, practice using online
resources.
STUDENT LEARNING CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 24
Student Learning (continued)
Category 2 • Survey families to gauge which • Consider allowing special education
Minimal to Moderate students may want to conduct their students to continue in-person
Community schooling virtually for the 2020- 2021 instruction as these students often
Transmission school year. rely on daily routines and social
o Schools can offer their own online interactions to address their individual
courses/programs. learning needs.
• Utilize courses through a distance • Targeted Distance/Remote Learning:
learning plan. Elementary Face-to-Face with
Secondary Distance Learning:
• Schools can deliver traditional Prioritize 6-12 or 9-12 for continuous
instruction under Minimal/Moderate distance learning while other
Spread by implementing applicable students have access to face-to
social distancing and sanitation face instruction spread out across
protocol. unused schools and classrooms; using
• Consider using clear masks for early certification flexibility to relocate
phonics instruction and speech teachers as needed and allowable.
interventions. • Watch for students who are struggling
• Implement district or school-wide with age appropriate behavior,
distance/remote learning plan. especially in key areas such as
• Consider a policy for online choice self-control, self-awareness, social
accountability (e.g. families allowed to awareness, and responsible decision
choose between online, in-person, or making.
hybrid modality each term). • Communicate clearly and
• Hybrid models may be implemented compassionately with families about
and should factor in additional concerns about the student.
logistical requirements/costs as well
as childcare requirements placed on
working families and burden on staff.
STUDENT LEARNING CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 25
Student Learning (continued)
Category 3 • Implement a robust distance learning • Distribute printed instructional
Substantial plan that: packets/materials and district/
Community o Provides continued instruction and school communications; designate
Transmission advances students as applicable and communicate collection/drop off
to their student needs points
o Provides individualized services o Include elements for families and
and instructions using trauma- for rigor
sensitive teaching for all students, o Provide clear instructions and
including at-risk students answer keys
o See additional guidance and o Individualize
considerations on trauma- • Help families with sample schedules
sensitive teaching on Resources and expectations.
website (http://www.sde.idaho.gov/
re-opening/index.html) • Watch for students who are
disengaged in/from the virtual setting.
• Communicate clearly and
compassionately with families
about concerns about the student,
particularly to determine if lack
of access to resources, such as
technology, may be contributing to
disengagement in the virtual setting.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 26
At-Risk Populations
(Includes state definition of academically at-risk students and medically vulnerable students across all grades. See definition below. For students receiving special education
services, decisions are informed by the Individuals with Disabilities Education Act (IDEA). Decisions are made on a case-by-case basis by the IEP team.)
Category 1 Student Considerations School Considerations
No Community • Students at risk may need explicit • Implement standard operating
Transmission instructions and practice on physical procedures while taking preventative
distancing and sanitation using measures such as:
additional clear visual information. o Providing hand sanitizer for
• Students at risk may need explicit students and staff
instruction and several opportunities o Conducting cleaning of
to practice using software and classrooms and high-touch
learning platforms. surfaces each day
• Educate and or assure access of o Limiting physical interaction
students and family to wrap around through partner or group work
services on basic needs, social and
mental health services at school. • Establish an academic baseline by
administering formative assessments
• Identify compensatory services for toward the start of the school year as
students with disabilities. part of the district MTSS process.
• Address learning loss by providing • Conduct meetings with teachers
additional intervention or extended to identify where students are
learning opportunities before and after academically.
school programs, Saturday school, etc.
• Provide targeted interventions and
support to students at risk based on
academic testing in the fall.
• Provide additional instructional
supports to:
o Students at risk of not graduating
on time
o Students who struggled in the
prior distance/remote learning
environment (i.e. early grades,
English Learners, etc.)
• Develop a plan to ensure a review
of each child and adolescent with
an IEP to determine the needs for
compensatory education to adjust for
lost instructional time as well as other
related services in a blended learning
environment.
AT-RISK POPULATIONS CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 27
At-Risk Populations (continued)
(Includes state definition of academically at-risk students and medically vulnerable students across all grades. See definition below. For students receiving special education
services, decisions are informed by the Individuals with Disabilities Education Act (IDEA). Decisions are made on a case-by-case basis by the IEP team.)
Category 1 • Discuss the shared experience: • Consider using a clear mask or face
No Community o When Schools Start Back: Helping covering for at-risk student educators
Transmission Students and Yourself Cope with such as intervention staff, related
Crisis and Loss (webinar series) services staff, English Learners staff,
general and special education staff
o Helping Children Cope with since most at-risk students rely
Changes on non-verbal cues such as facial
o Talking to Children about COVID-19 expressions including the mouth.
• Identify essential concepts/skills • Use a variety of effective
grade levels and provide access to communication to provide support for
enrichment (fine arts, music, world parents and students especially in the
language, CTAE, computer science, AP/ remote areas such as using Spanish
IB, dual enrollment, physical education/ radio, social media platforms, group
play, STEM/STEAM, etc.) texting, etc.
• Distribute printed instructional
packets/ materials and district/
school communications along with
meals; designate and communicate
collection/drop off points
Category 2 Student Considerations • Additional considerations should
Minimal to Moderate • Provide masks or cloth face coverings be given to students receiving
Community to students whose families may not be special education services who
Transmission able to provide them for their students. may be more negatively affected
by distance-learning and may be
• Smaller groups for student learning disproportionately impacted by
that benefit the at-risk population. interruptions in regular education.
• Special services continue to be It may not be feasible, depending
provided such as special education on the needs of the individual child
classes. EL classes, study skills, after and adolescent, to adhere both to
school programming (e.g. cultural distancing guidelines and the criteria
classes), either in person or online. outlined in a specific IEP. Attempts to
• Coordinate with state agencies and meet physical distancing guidelines
non-governmental organization should meet the needs of the individual
to provide services to students child and may require creative
with disabilities and professional solutions, often on a case-by-case
development for educators serving basis.
students with disabilities.
AT-RISK POPULATIONS CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 28
At-Risk Populations (continued)
(Includes state definition of academically at-risk students and medically vulnerable students across all grades. See definition below. For students receiving special education
services, decisions are informed by the Individuals with Disabilities Education Act (IDEA). Decisions are made on a case-by-case basis by the IEP team.)
Category 3 Student Consideration School Considerations
Substantial • Assign Case Manager for each at-risk • Use a variety of effective
Community student to contact students daily for communication to provide support for
Transmission check in for need of support in terms parents and students especially in the
of SEL, technical, or other basic needs. remote areas such as using Spanish
(See Resources Site for additional radio, social media platforms, group
guidance on Social Emotional Learning) texting, etc.
• Connect students with wraparound • Distribute printed instructional
services with support from case packets/ materials and district/
managers. school communications along with
• Implement a robust distance learning meals; designate and communicate
plan for students with disabilities and collection/drop off points
other students considered by building
team to be at-risk.
• See additional guidance and
considerations on implementing social
emotional learning on Resources Site
(https://www.sde.idaho.gov/re-opening/
index.html)FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 29
Food Service
Category 1 • Implement standard operating • Determine capacity for production and
No Community procedures while taking preventative service of student meals.
Transmission measures such as: • Determine maximum number of people
o Provide hand sanitizer for students per room/gathering, and spacing.
and staff. • Determine which USDA Nutrition
o Encourage students and staff to Program regulations and waivers need
wear face masks or coverings to be applied to student meal service.
while in large group gatherings. • Coordinate food and nutrition service
o Conduct cleaning of cafeterias and to determine health and safety factors
high-touch surfaces throughout related to student nutrition programs
the school day. with your local health department.
• Evaluate school food service
preparation facilities and structures
for availability to continue operations.
Category 2 • Encourage/ Require student hand • Alternative Serving Models:
Minimal to Moderate washing before and after meal service. o Serving meals in classrooms
Community • Provide hand sanitizer for students • Use disposable supplies
Transmission and staff.
o Serving meals in cafeterias with:
• Use disposable plates, utensils, etc. if
applicable and practical. • Spaced serving lines (marked
on floors)
• Mark spaced lines to enter e cafeteria
and serving lines (to the extent • Spaced seating (utilize outdoor
practicable); designate entrances and space as practicable and
exit flow paths; stagger use. appropriate)
• Conduct cleaning of cafeterias and • Consider facing all students in
high-touch surfaces throughout the one direction.
school day. • Longer meal periods for more
staggered meal delivery
(utilizing state seat time waiver
to extend meal periods)
• Consider prepackaged boxes or bags
for each student instead of traditional
serving lines.
• Consider opening up spaces (e.g.
outdoors if weather permits, gym,
library, etc.) to ensure physical
distancing.
• Avoid sharing of foods and utensils.
FOOD SERVICE CONTINUES ON NEXT PAGEFRAMEWORK FOR DECISION-MAKING July 9, 2020 | 30
Food Service (continued)
Category 3 • Practice established social distancing • Reduce contact by delivering a week’s
Substantial protocols to the greatest extent worth of meals during a designated
Community practicable. time. Allow meal service time
Transmission • Provide PPE to participating staff. flexibility with a waiver.
• Reduce contact with congregated • Distribute instructional materials and
feeding waiver if allowed. menus along with meals.
• Suggest using transportation for
meals to deliver to students while
school is closed.FRAMEWORK FOR DECISION-MAKING July 9, 2020 | 31
Transportation
Category 1 • Implement standard operating o Limit field trips to areas with no
No Community procedures while taking preventative community transmission.
Transmission measures such as: o Clean and disinfect frequently
o Provide hand sanitizer for students touched surfaces on the bus at
and bus drivers. least daily.
o Encourage bus drivers and o Space students by family groups
students to wear face masks/ on buses.
coverings. o Air out and deep clean buses when
not in use.
Category 2 • Provide and recommend hand sanitizer • Eliminate field trips.
Minimal to Moderate for students and bus drivers. • Clean and disinfect frequently touched
Community • Provide and require face coverings surfaces on the bus at least daily.
Transmission or masks for bus drivers; encourage • Establish protocols for bus stops,
students to wear face coverings or loading/unloading of children from
masks. different households.
• Work with contractors as applicable to • See CDC Guidance: What Bus
establish bus driver requirements. Operators Need to Know.
• Screen students and bus drivers for
symptoms of illness and utilize spaced
seating (to the extent practicable).
Category 3 • Limit transportation of small groups of • Use buses to deliver meals and
Substantial students from same family that need instructional material to students and
Community to come to school facilities to receive families.
Transmission services. • Schedule delivery/pick-up in ways
• Sanitize buses between groups of that reduce contact to the number of
students. students and families.
• Deliver weekly to a limited number of
families each day of the week.
Student Athletic Events
• Follow the Idaho High School Activities Association guidelines for sporting events and practices.You can also read
