Washington Office of Superintendent of PUBLIC INSTRUCTION Reopenin Washington Schools 2 20 District Planning Guide REOPENING WASHINGTON SCHOOLS 2020: DISTRICT PLANNING GUIDE 2020 Chris Reykdal Superintendent of Public Instruction Prepared by: • Dr. Michaela W. Miller, Ed.D., NBCT, Deputy Superintendent michaela.miller@k12.wa.us • Tennille Jeffries-Simmons, Assistant Superintendent of System and School Improvement tennille.jeffries-simmons@k12.wa.us • Cindy Rockholt, NBCT, Assistant Superintendent of Educator Growth and Development cindy.rockholt@k12.wa.us Page 2 TABLE OF CONTENTS Letter from Superintendent Reykdal ............................................................................................................................. 4 OSPI Vision, Mission, Values, and Equity ..................................................................................................................... 6 Acknowledgments ................................................................................................................................................................ 7 OSPI’s 2020–21 Commitment........................................................................................................................................... 8 Reopening Washington Schools Workgroup .......................................................................................................... 10 Reopening Washington Schools: Health & Safety Requirements ................................................................... 16 Reopening Washington Schools: Key Statutory Requirements........................................................................ 24 Scheduling Concepts for Consideration .................................................................................................................... 27 Actions for Implementation ........................................................................................................................................... 30 Condensed Template for Reopening ........................................................................................................................ 37 Conclusion ............................................................................................................................................................................ 40 References............................................................................................................................................................................. 41 Appendices ........................................................................................................................................................................... 43 Appendix A: Themes: Additional Resources and Actions for Implementation ................................. 43 Appendix B: Reopening Washington Schools Workgroup Membership............................................ 45 Appendix C: Operational Groups Membership ............................................................................................ 49 Legal Notice ......................................................................................................................................................................... 54 Page 3 LETTER FROM SUPERINTENDENT REYKDAL Dear Superintendents and School Leaders: Nothing we have been through these past three months was in the training manual. Not in your formal education, probably not in your lived experience, and certainly not faced by the system as a whole. Thank you for your leadership in uncertain times, and thank you for the grace you have shown our team at the Office of Superintendent of Public Instruction (OSPI) as we have tried to listen to you and health experts in developing guidance and advocating on your behalf with the Governor’s Office, legislators, and other critical education stakeholders. Below is our initial fall reopening guidance. This guidance is grounded first and foremost in the public health science and data provided by the state Department of Health (DOH). DOH is providing the regulatory framework when it comes to hygiene, physical distancing, and other public health considerations. OSPI is complementing the DOH guidelines with reopening guidance derived from the 120+ person Reopening Washington Schools Workgroup—the listening and learning we have engaged in with educators, education leaders, policymakers, parents, students, community-based organizations; the international and national research done by our partner Kinetic West; and the expertise of our staff in their respective fields. As such, the guidance both addresses public health science and data and provides consideration for how reopening schools can further our call to transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. The Workgroup was influenced by the civil unrest across the country in response to overt racial injustice and inequality. We are educators. We know that despite real progress, educational systems and institutions continue to contribute to racial inequality and injustice. We know that we have a much higher responsibility than teaching content in classrooms. We know that each of us owns a piece of injustice. We have an opportunity in the reopening of our schools to take another step forward in what must be a lifetime of energy toward a more just world. This guidance is grounded in my belief that the most equitable opportunity for educational success relies upon the comprehensive supports for students provided in our schools with our professionals and the systems of supports we have built. We will do this together, keeping student and staff safety and well-being as our highest priority in the reopening. To be very clear, it is my expectation that schools will open this fall for in-person instruction. This guidance is specific to K–12 public and private schools, regardless of what Phase of the Governor’s Safe Start Plan their county is in. Counties in Phases 1 or 1.5 of the Plan must receive approval to reopen from their local health authority. Changing health conditions in a county or region may cause a local health authority or even the Governor to have to reconsider this opportunity to open, but the primary planning of most districts should be a presumption of a fall opening. Page 4 For some of you, in order to meet DOH requirements, your fall opening may be a hybrid face-toface/online model or any combination of modalities and schedules that meet your local community needs, while also affording all students in your district access to their basic education rights. In addition, every district will need an alternative plan to return to full continuous remote learning in the event you cannot open or a local health authority or the Governor mandates a short- or longterm closure after you open. We do not expect that, but a resurgence of COVID-19 is possible if we do not collectively do our parts to limit the spread of the virus. The guidance provided here is the foundational framework you need to advance your reopening plans if you have started them or to initiate them with urgency if you have not yet started. I encourage you to engage your community in your planning efforts and bring many voices to the table—parents and guardians, students, teachers, nurses, counselors, community-based organizations, and many others. You can expect additional pieces of guidance over the next several weeks. Some of this we have already identified, and some of which will become a priority of OSPI based on your planning efforts and questions that emerge from your reopening work. The OSPI team has reset much of our work to being all-hands on deck to support your planning efforts. We are confident that our basic education funds are stable and will be the Legislature’s top priority. The team at OSPI will also partner with you and the network of education advocates to both protect the small percentage of funds that are not defined in basic education statutes, and to secure federal resources and some additional state resources to build even more comprehensive systems of support for our students as they return to the classroom. Please take the opportunity over the next three months, to not just reopen schools, but to make changes you have wanted to make for years or to make permanent a practice you thought was a temporary response to the COVID-19 shutdown, but now you realize it’s simply a better practice. Dive into your grading policies, homework policies, disparate technology access, learning standards, mastery and competency-based learning models, flexible options for students, multitiered systems of support, and other innovations. There has never been a bigger moment to examine our education system and improve our practices to further close opportunity gaps. This is a moment to reconsider and shift past practices that have contributed to racial inequality and a lack of equitable opportunities for so many of our students. I trust your first priority will be to safely open schools, but I also know you are committed to using this moment to build more transformative systems for our students. In your service, Chris Page 5 OSPI VISION, MISSION, VALUES, AND EQUITY Vision All students prepared for postsecondary pathways, careers, and civic engagement. Mission Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values • • • • Ensuring Equity Collaboration and Service Achieving Excellence through Continuous Improvement Focus on the Whole Child Equity Statement Each student, family, and community possess strengths and cultural knowledge that benefits their peers, educators, and schools. Ensuring educational equity: • • Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools. Page 6 ACKNOWLEDGMENTS Dedicated members of the OSPI staff served as facilitators and contributors to the Reopening Washington Schools Workgroup. Instructional Leadership Team • • • • • • • • • • • • • • Cindy Rockholt, NBCT, Assistant Superintendent of Educator Growth and Development Dr. Deb Came, Assistant Superintendent of Assessment and Student Information Gayle Pauley, Assistant Superintendent of Special Programs and Federal Accountability Glenna Gallo, Assistant Superintendent of Special Education Dr. Kathe Taylor, Assistant Superintendent of Learning and Teaching Katherine Mahoney, Assistant Director for Policy for System and School Improvement Maria Flores, Executive Director of the Center for the Improvement of Student Learning Martin Mueller, Assistant Superintendent of Student Engagement and Support Rebecca Wallace, Executive Director of Career and Technical Education Sue Anderson, Director of Educator Effectiveness Tennille Jeffries-Simmons, Assistant Superintendent of System and School Improvement Terese Emry, Program Supervisor of BEST/TPEP Veronica Gallardo, Director of Migrant and Bilingual Education Dr. Michaela Miller, Deputy Superintendent Operational Leadership Team • • • • • • T.J. Kelly, Chief Financial Officer Leanne Eko, Director of Child Nutrition Services Michelle Matakas, Director of School Apportionment and Financial Services Patti Enbody, Director of Student Transportation Randy Newman, Director of School Facilities and Organization Jamila Thomas, Chief of Staff Page 7 OSPI’S 2020–21 COMMITMENT The Office of Superintendent of Public Instruction (OSPI) is following a process to evaluate and prioritize our supports and expectations for school districts as a parallel exercise to the work school districts have engaged in this spring to narrow and focus educational delivery. The following is an articulation of our commitments for 2020–21, and we expect districts will make these priorities in their work. 1. Support Students Furthest from Educational Justice The impacts of fear, hatred, and systemic and structural racism within institutions cannot be ignored, and they yield tragic outcomes. Washington’s public education system must engage in anti-racist capacity building, leadership, and resource allocation. Dismantling systemically racist structures will make progress on inclusivity and will better serve students of color, students with disabilities, students who are English learners, students who are migratory, students experiencing homelessness, students in foster care, students experiencing intergenerational poverty, and students who identify as LGBTQ+. The work of Washington public schools is to prepare students for postsecondary pathways, careers, and civic engagement. Washington must create the conditions for each student to be educated in racially literate, culturally sustaining, positive, and predictable environments that intentionally prioritize the instruction and development of social-emotional skills, and mental health in addition to our primary focus on academic content. 2. Prepare for Health and Safety in 2020–21 OSPI is committed to supporting learning environments that protect student and staff health and safety. To do this, OSPI will partner with the Department of Health, the Office of the Governor, and the Department of Labor and Industries and will communicate any changing requirements for reopening schools. OSPI recognizes that school districts will continue working in partnership with local health authorities. Districts should establish plans for rapid transitions between face-to-face and continuous remote learning. Districts may be required to close based on decisions by a health authority. To prepare for the 2020–21 school year, school districts will need to do the following: • Establish plans for rapid transitions between face-to-face and continuous remote learning, which may be required based on health authority decisions. • Create a flexible school calendar with additional days included to address emergency shortterm school closures and the need to transition learning environments. • Build a more effective and sustainable continuous remote learning model that will be ready to be deployed if schools are required to be closed for long periods of time. 3. Invest in Connectivity and Hardware We must invest in digital access for all as a matter of educational justice. When access is available to all, schools can then focus on accelerating progress for each learner. It is an example of inequity that not every student, educator, or instructional staff member has access to reliable connectivity or Page 8 hardware to maintain continuous remote learning. Without access to reliable connectivity and hardware, students do not have the opportunity to engage in asynchronous remote learning. 4. Leverage Local Expertise and Provide Training Washington’s public education system is responsible for responding to the impacts of our decisions on individual student groups. Powerful instruction requires high-quality professional development and the resources necessary to support it. IMPORTANT MESSAGE Districts should prioritize and enact multiple ways of engaging with families whose children have been furthest from educational opportunity. These two-way feedback loops should help districts as they plan for the 2020–21 school year, but districts should be prepared to continue the conversation throughout the year to ensure students and family needs are being met. Building anti-racist school cultures requires educators to shift the way they plan, instruct, and assess student learning; build the climate to accelerate student progress rather than remediate; utilize authentic, productive diagnostic assessments to guide and engage learners; and employ Universal Design for Learning (UDL), which embeds Social and Emotional Learning (SEL) and Culturally Responsive (CRE) practices to support students both virtually and in person. Educators must prioritize enduring concepts of content by narrowing standards to those most critical for student success in the next skill, course, or grade. Subject to approval of federal Elementary and Secondary School Emergency Relief funds (ESSER funds), OSPI will also support professional learning in select online learning management systems to more effectively deliver learning remotely if closures are ordered locally or statewide. Districts need to narrow their learning platforms substantially to help families navigate fewer platforms. One platform for an entire school district is ideal. Page 9 REOPENING WASHINGTON SCHOOLS WORKGROUP On March 13, 2020, Governor Jay Inslee ordered a six-week closure of school facilities by March 17 as part of Washington’s response to the novel coronavirus (COVID-19) pandemic. Further gubernatorial action required school facilities to remain closed through the end of the 2019–20 school year. School districts were charged with developing continuous learning plans to ensure student learning would persist through the facilities closure. MESSAGE FROM THE SUPT. “It is imperative that students get as much face-to-face time with their educators and peers as possible. Schools should plan to operate in the fall with in-person instruction consistent with health requirements, and meet the 180-day and 1,027 instructional hour requirements. Schools should use the guidance on continuous learning to inform service delivery only if school facilities must close again.” As the 2019–20 school year draws to a close, school leaders are turning their focus on how to – Superintendent Chris Reykdal successfully plan for a safe and healthy start to the 2020–21 school year, including summer instructional services. This is coupled with a phased reopening plan for economic and social activities broadly announced by the Governor’s Office in May. To support school districts’ planning for the next school year, Superintendent Chris Reykdal convened more than 120 representatives from across the state to consider how to reopen schools. He charged the Reopening Washington Schools Workgroup with placing the health and safety of our students, educators, and families first, while prioritizing the social-emotional and academic needs of those students most disproportionately impacted by the school facility closure and the pandemic. The workgroup consisted of demographically and regionally diverse individuals and included educators, education leaders, policymakers, parents, students, and community-based organizations. (For information on Workgroup membership, please see Appendix B.) While the workgroup met to develop planning considerations for resuming instruction in the fall, the country experienced significant civil unrest in response to overt examples of racial injustice and inequality. The Workgroup’s considerations included in this planning guide reflect the responsibility for schools to act to dismantle systems that drive inequity, including our own educational systems. This planning guide will support the regulated and complex work associated with preparing to open schools in the fall responsibly, in alignment with public health science, and in a way that will address student needs and close the opportunity gap. Page 10 About the Workgroup Considerations The Workgroup discussed considerations for reopening along a continuum to support local decision-making. The Workgroup spent time planning for returning to school in-person safely, as well as preparing schools for providing continuous remote learning. Schools should plan to operate with face-to-face instruction and follow guidelines set forth by the state Department of Health (DOH), consistent with state requirements for 180 instructional days and 1,027 average instructional hours. In the event of school facility closures, districts are encouraged to select elements from a combination of points along the continuum of reopening to create unique plans to meet local needs. Educational settings that are different from the typical educational environment (residential schools, juvenile rehabilitation or detention facilities, group homes, etc.) should follow DOH and the U.S. Centers for Disease Control and Prevention (CDC) health and safety guidance and requirements specific to the setting. The guidance in this document can then be used to plan for and develop an educational delivery model appropriate to the setting. Workgroup Meetings The Workgroup met virtually on May 13 and again on June 2 to help plan the reopening of Washington’s schools in the fall of 2020. Between the two large group meetings, several smaller groups met to focus on technical, operational issues. A timeline of the workgroup meetings is included below. Date Group May 13 Reopening Washington Schools Workgroup: Full Stakeholder Group Meeting May 28 Instructional Services Group A (schedules and calendars; structuring staff and time; curriculum and instruction and professional learning; and student learning, grading, and assessments) Instructional Services Group B (Whole child, social-emotional, mental and physical health supports; and family and community engagement) School District Operations: Transportation School District Operations: Facilities Policy Implications Workgroup May 29 School District Operations: Food and Nutrition June 1 School District Operations: Finance June 2 Reopening Washington Schools Workgroup: Full Stakeholder Group Meeting Page 11 The large group membership list is included in Appendix B, and the small group membership lists are located in Appendix C. The Office of Superintendent of Public Instruction (OSPI) will continue to convene stakeholders to inform the 2020–21 school year. Topics include, but are not limited to: • Special Education • Early Learning Transitions • Higher Education • Family and Community Engagement • Career and Technical Education Large Stakeholder Group To kick off their work, the Workgroup considered reopening concepts along a continuum, ranging from traditional onsite face-to-face school, and going all the way to enhanced continuous remote learning. Brief descriptions of those concepts are as follows: 1. Traditional onsite face-to-face school (with no physical distancing, personal protective equipment, or other health mitigation steps) 2. Split or rotating schedules without distance learning (by age or grade band, by classroom, by content area, by student need, or by student/family choice) 3. Split or rotating schedules with distance learning (with the same possible characteristics of #2, but would also include an organized system of distance learning) 4. Phased-in opening without distance learning (by county, by school district, or by other geographic area; would include elements of #1 and #2) 5. Phased-in opening with distance learning (by county, by school district, or by other geographic area; would include elements of #1–3) 6. Continuous Learning 1.0 (a continuation of the continuous learning models being implemented this spring) 7. Continuous Learning 2.0 (an improved version of the continuous learning models being implemented this spring) The Workgroup proceeded in discussions with the understanding that districts would likely construct a reopening plan using characteristics of multiple concepts on the continuum in order to serve local interests. The Workgroup discussions were based on three main assumptions: 1. Districts would plan for reopening following health and safety guidance from the Department of Health, the Office of the Governor, and the Department of Labor and Industries in partnership with their local health authority; 2. Districts would build a plan to fit their local context using various elements from the concepts on the continuum; and 3. Districts would create a plan that would allow them to shift along the continuum if health and safety guidelines changed. Page 12 Finally, the Workgroup asserted that the priority of this work is to serve students with as much face-to-face time with their educators and peers in schools as possible, consistent with health and safety needs. The Workgroup identified three concepts from the continuum that made the most sense for use if schools cannot meet physical distancing requirements and are limited in face-toface instruction opportunity: • • • Split or rotating schedules with continuous remote learning Phased-in opening with continuous remote learning Continuous Learning 2.0 In partnership with their students, families, staff, and local health authorities, school districts will have the flexibility to choose and adapt a concept and schedule that works best for their school community in the 2020–21 school year. All districts must be prepared to shift to continuous remote learning should there be a need for a short- or -long-term school facility closure. Small Technical Groups Following the May 13 large group meeting, six small technical workgroups further developed concepts in the continuum, with specific examples. These examples are intended to help guide school districts as they prepare for the changes that will come in the 2020–21 school year. Additional technical experts were added to these small groups. The results of their work were presented to the full Reopening Washington Schools Workgroup during its meeting on June 2. The guidance for transportation, nutrition, and school facilities are contained in the health guidance. Instructional Services Workgroups Two small groups which included superintendents, principals, classroom teachers, school counselors, paraeducators, students and other education partners focused on instructional services considered strengths, challenges, and solutions for various reopening scenarios. Instructional services workgroup topics included: • Schedules and calendars for students and staff • Curriculum and instruction • Professional learning • Student learning, grading, and assessments • Social-emotional learning (SEL) and mental and physical health • Family and community engagement • Positive Behavior Intervention and Supports (PBIS), classroom management, and discipline The Instructional Services Workgroups identified key overarching themes for districts to consider as they construct their reopening plans. The themes are explained beginning on page 19. Operational Technical Workgroup: Transportation The small group focused on transportation consisted primarily of representatives from OSPI’s fiscal and transportation departments, the Department of Health staff, school district transportation directors, and regional transportation coordinators from the regional educational service districts. Page 13 The primary focus of the discussion was how to create a safe and healthy environment for staff and students on a school bus. Challenges identified included the role and timing of student health screening, physical distancing on buses, and how to align students served in a split educational model with the transportation routes where those students get picked up and dropped off each day. Other topics of discussion included: • Transportation for students with disabilities • Transportation for students eligible for McKinney-Vento services • Students requiring safety harnesses as part of transportation • Limiting the number of students transported by increasing the safe walking radius • The key role that adequate ventilation (open windows) plays in mitigating virus risk • Loading and unloading procedures • Utilization and safety of non-school bus transportation (i.e., public transit) • Safety procedures for drivers, dispatchers, and mechanics Operational Technical Workgroup: Facilities The small group focused on facilities was primarily made up of representatives from OSPI’s school facilities and organization department, the Department of Health staff, and various school district facilities directors from across the state. A primary focus of this group was how to effectively and efficiently clean classroom and noninstructional spaces. Other items discussed included how to maintain physical distancing within the typical classroom, the availability and utilization of common spaces for instructional purposes, and the availability and cost of additional handwashing stations. Other topics of discussion included: • Challenges related to lab science, choir, band, and orchestra instructional settings • Utilization of restroom spaces in the context of physical distancing • Limiting traffic in hallways, including requiring staggered passing times or one-way signage Operational Technical Workgroup: Food and Nutrition The small group focused on food and nutrition was primarily made up of representatives from OSPI’s child nutrition and fiscal departments, the Department of Health, and various school district food service directors. Topics discussed included physical distancing in the lunchroom, providing a safe environment for students and staff, and limiting interactions at point-of-sale kiosks. Split schedules and continuous remote learning for some students introduced the challenge of providing meals to eligible students without access to school meals. Discussions also included addressing potential shortages of prepackaged food with a shelf life long enough for home storage if multiple meals were provided to a student in a single day. Other topics of discussion included: • The need for contingency plans for feeding students during emergency school closures Page 14 • • • • Staff safety, including physical distancing, health screening at arrival, and the need for personal protective equipment (PPE) The need for ongoing training for staff to ensure safety standards are followed Requiring a check-in log for delivery drivers dropping off food The need for multiple waivers from the U.S. Department of Agriculture Operational Technical Workgroup: Fiscal The small group focused on finance was made up of representatives from OSPI’s fiscal department and fiscal staff from various school districts and educational service districts. The group spent time discussing areas of additional costs for the 2020–21 school year. Most of the discussion was focused on providing an initial framework to school districts on how to calculate and claim for state funding a full-time equivalent student participating in a continuous learning model. Also elevated was a concern about the application of the requirement of 180-days of instruction and 1,027 annual average hours of instruction for the 2020–21 school year. Page 15 REOPENING WASHINGTON SCHOOLS: HEALTH & SAFETY REQUIREMENTS The Washington State Department of Health (DOH), in collaboration with the Office of the Governor and the Office of Superintendent of Public Instruction (OSPI), has provided the following set of rules and guidance for student and staff health and safety. OSPI will continue to work in partnership with local and state health authorities and the Office of the Governor as we continue into the 2020–21 school year. The following guidance incorporates information from CDC Interim Guidance for Administrators of US K-12 Schools and Child Care Programs--Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19), K-12 Schools and Child Care Programs and CDC COVID-19 Considerations for Schools. It is intended to assist schools in complying with Governor and Office of Superintendent of Public Instruction (OSPI) requirements to help ensure employee and student safety during the COVID-19 pandemic. This guidance is specific to K–12 public or private schools regardless of what phase or county they are in. Counties in Phase 1 or modified Phase 1 may need to implement additional precautions. The local health department shall determine, in consultation with the state health department, if or how schools in these counties should operate. If the school buildings have been shuttered, please follow CDC guidance on safely reopening the buildings. Existing science policies and stakeholder input inform the guidance. This guidance does not address extracurricular activities, such as youth sports, which are addressed on the Governor’s website. DOH recognizes the need to plan ahead for the upcoming school year and that the science of COVID-19 will evolve over the summer and into the school year. Further, the trajectory of disease in our state and nation may require changes to our state’s response and what our return to school looks like. DOH will update this guidance periodically and work with OSPI to ensure districts, schools, and families are aware of updates. General Guidance Do not allow students, staff, vendors, parents and guardians, or guests on-site if they: • Are showing symptoms of COVID-19. • Have been in close contact* with someone who has confirmed or suspected COVID-19 in the last 14 days. *Health care providers, EMS workers, and educational staff associate who wore proper personal protective equipment (PPE) are OK to attend. Page 16 Ensure staff are trained in health and safety protocols for your site, including how to screen for symptoms, maintaining physical distance, wearing appropriate PPE, frequent cleaning and handwashing, and what to do if someone develops signs of COVID-19. Communicate regularly with families and staff, and emphasize the importance of staying home when sick, physical distancing of six feet, and hand hygiene. All students, staff, volunteers, and guests must wear cloth face coverings in K-12 settings. See below for more information about cloth face coverings guidance. In addition, schools have a general obligation to provide employees a safe and healthy work site in accordance with state and federal law and safety and health rules, including addressing hazards associated with COVID-19. Refer to the Department of Labor & Industries’ COVID-19 Workplace Safety and Health Requirements for more information. Monitor student and employee attendance and absences, have flexible locally-determined leave policies and practices, and have access to trained substitutes to support employee absences. People at High Risk for Serious Health Problems from COVID19 Those at high risk for health problems from COVID-19 should consult with their health care provider when considering whether to provide or participate in K–12 activities. Protections for employees at high risk for health problems remain in place under Proclamation 20-46. Drop-Off and Pick-Up • • Develop a system for drop-off and pick-up that keeps families at least six feet from each other and reduces their need to enter the school. This may include staggering drop-off and pick-up times for various groups, one-way traffic flows, greeting students at their vehicle, or placing distancing markers on walkways. Monitor student and employee attendance and absences, have flexible leave policies and practices, and have access to trained substitutes to support employee absences. Health Screening at Entry Check for signs of illness for all staff and students at entry each day. For more information or options for temperature checking, see the CDC guidance. Staff and students with any illness must stay home. Ask the parents or guardians the following questions: • Does your student have any of the following symptoms [on the first day after a break or for a new student, please ask about symptoms in the past three days (72 hours)]: o A cough o Shortness of breath or difficulty breathing o A fever of 100.4°F or higher or a sense of having a fever o A sore throat o Chills o New loss of taste or smell Page 17 o o o o • • • Muscle or body aches Nausea/vomiting/diarrhea Congestion/running nose – not related to seasonal allergies Unusual fatigue Does anyone in your household have any of the above symptoms? Has your student been in close contact with anyone with suspected or confirmed COVID-19? Has your student had any medication to reduce a fever before coming to school? The student must be excluded from school if the answer to any of the above questions is “yes.” Refer to Returning to school after suspected COVID-19 symptoms below. If the answer to all of the above questions is “no,” check the student for signs of being sick, such as flushed cheeks or tiredness. Keep a distance of at least six feet of space or have a physical barrier between you and the student during assessment. Reducing Transmission Grouping Students Keep elementary school students in groups with dedicated staff, and maintain consistency from day to day among groups where possible. Multiple groups of students may use the same facility as long as they are in limited contact with other groups. Physical Distancing Practice physical distancing (six feet) within each group of students as much as possible. Create space between students and reduce the amount of time they are close with each other. Your ability to do this will depend on students’ ages and developmental and physical abilities. Select strategies to increase physical distancing that will work for your school and the space available. Not all strategies will be feasible for all schools. Think creatively about all opportunities to increase physical space between students and limit interactions in large group settings. Schools may consider physical distancing strategies such as: • • • • Cancel field trips, assemblies, and other large gatherings. Cancel in-person activities and events such as field trips, student assemblies, special performances, school-wide parent meetings, or spirit nights. Cancel or modify classes where students are likely to be in very close contact. Suspend or make significant modifications to activities that are considered high risk, such as choir or other classes or activities that require students to remove face coverings, and may contribute to transmission of COVID-19. If these classes or events continue, hold them outdoors or in a large well-ventilated space and with fewer people than usual to allow even greater physical distance between students. Ensure that families understand these activities are high risk. Increase the space between desks. Rearrange student desks to maximize the space between students. Turn desks to face in the same direction (rather than facing each other) Page 18 • • • • • • • to reduce transmission caused from virus-containing droplets (e.g., from talking, coughing, sneezing). Reduce the number of students in the halls at one time. Stagger release of classes. Limit activities where multiple classrooms interact. Stagger arrival and/or dismissal times. These approaches can limit the amount of close contact between students in high-traffic situations and times. Reduce congestion in the health office. For example, use the health office for children with flu-like symptoms and a satellite location for first aid or medication distribution. Limit nonessential visitors. Limit the presence of volunteers for classroom activities, mystery readers, cafeteria support, and other activities. Limit cross-school transfer for special programs. For example, if students are brought from multiple schools for special programs (e.g., music, robotics, academic clubs), consider using distance learning to deliver the instruction or temporarily offering duplicate programs in the participating schools. Teach staff, students, and their families to maintain distance from each other in the school. Educate staff, students, and their families at the same time and explain why this is important. Keep students outside more, as weather and space permits. Meals Limit gatherings and potential mixing of classes or groups in the cafeteria or other communal spaces. Consider having students take their meals outside on in the classroom. You may accomplish this through meal delivery to classes, or through grab-and-go services. If using the cafeteria, have students sit with their class or group, and ensure physical distance between students and between groups. Stagger mealtimes in lunchroom or dining hall. Arrange the flow of students to reduce crowding such as at handwashing sinks, food vending areas, etc. Space students as far apart as you can at the table. Make sure tables are at least six feet apart. Individually plate food for each student. The staff (not students) should handle utensils and serve food to reduce spread of germs. Clean and sanitize tables before and after each group eats. Use a washable plastic tablecloth for wooden tables. Hygiene Practices Wash hands often with soap and water for at least 20 seconds. Children and adults should wash hands when they arrive at school, before meals or snacks, after outside time, after going to the bathroom, after nose blowing or sneezing, and before leaving to go home. Help young children to make sure they are doing it right. Teach children (and adults) not to touch their eyes, nose, and mouth with unwashed hands. If soap and water are not readily available, use an alcohol-based hand gel with at least 60 percent Page 19 alcohol and preferably fragrance-free. Supervise use of alcohol-based hand gel by young children. Cover coughs or sneezes with a tissue, then throw the tissue in the trash. Clean hands with soap and water or hand gel. Cloth Face Coverings Wearing cloth face coverings may help prevent the spread of COVID-19 and is required for staff and students. See the Washington State Department of Health Guidance on Cloth Face Coverings and CDC Recommendation Regarding the Use of Cloth Face Coverings for more information. All students, volunteers, or guests must wear cloth face coverings at school. For staff, cloth facial coverings must be worn by every individual not working alone at the location unless their exposure dictates a higher level of protection under Department of Labor & Industries safety and health rules and guidance. Refer to Coronavirus Facial Covering and Mask Requirements for additional details. • Cloth face coverings should not be worn by: o Those with a disability that prevents them from comfortably wearing or removing a face covering. o Those with certain respiratory conditions or trouble breathing. o Those who are deaf or hard of hearing and use facial and mouth movements as part of communication. o Those advised by a medical, legal, or behavioral health professional that wearing a face covering may pose a risk to that person. • • • Students may use face shields as an alternative to a cloth face covering. Younger students must be supervised when wearing a cloth face covering or face shield and will need help putting them on, taking them off, and getting used to wearing them. Even when cloth face coverings are worn, continue practicing proper physical distancing. Bus Transportation Principles for COVID prevention within school transportation are: • • • • • Maximize outside air and keep windows open as much as possible Encourage walking, biking, or being driven by caregivers as much as possible Riders and staff members must wear a cloth face covering Clean and disinfect frequently touched surfaces Keep riders as far apart as possible on the bus What to do if Someone Develops Signs of COVID-19 To prepare for the potential of student or staff showing symptoms while at school, schools should have a response and communication plan in place that includes communication with staff, families, and their local health jurisdiction. If a student or staff member develops signs of COVID-19 (see list under health screenings on page 3), separate the person away from others, with supervision at a distance of six feet, until the sick person can leave. While waiting to leave school, the individual with symptoms should wear a Page 20 cloth face covering or mask if tolerated. Air out and then clean and disinfect the areas where the person was after they leave. The person with symptoms should follow DOH guidance for what to do if you have symptoms for COVID-19 and have not been around anyone who has been diagnosed with COVID-19. Ask the employee or student’s parent or caregiver to inform the school right away if the person is diagnosed with COVID-19. If a student or staff member tests positive for COVID-19, the local health jurisdiction will advise, but it is likely that many of the student’s classmates will be considered close contacts and need to be quarantined for 14 days. Refer to What to do if you were potentially exposed to someone with confirmed coronavirus disease (COVID-19)? Returning to School After Having Suspected Signs of COVID-19 A staff member or student who had signs of suspected or confirmed COVID-19 can return to the program when: • • • At least three days (72 hours) have passed since recovery – defined as no fever without the use of medications and improvement in respiratory signs like cough and shortness of breath; AND At least 10 days have passed since signs first showed up. OR It has been at least three days (72 hours) since recovery AND a health care provider has certified that the student does not have suspected or confirmed COVID-19. If a person believes they have had close contact to someone with COVID-19, but they are not sick, they should watch their health for signs of fever, cough, shortness of breath, and other COVID-19 symptoms during the 14 days after the last day they were in close contact with the person sick with COVID-19. They should not go to work, child care, school, or public places for 14 days. Cleaning and Disinfecting Procedures Schools should have infection control plans, updated to reflect what is known about COVID19. A good resource is Cleaning for Healthier Schools – Infection Control Handbook 2010. Increase how often you clean. • • • • Cleaning removes germs, dirt, food, body fluids, and other material. Cleaning increases the benefit of sanitizing or disinfecting. Sanitizing reduces germs on surfaces to levels that are safe. Disinfecting kills germs on surfaces of a clean object. The U.S. Environmental Protection Agency (EPA) regulates sanitizer and disinfectant chemicals. If you sanitize or disinfect without cleaning first, it will reduce how well these chemicals work and may leave more germs on the surface Current guidance for cleaning and disinfection for COVID-19 from the CDC states that disinfectants should be registered by the EPA for use against the COVID-19. See List N: Page 21 Disinfectants for Use Against SARS-CoV-2 (COVID-19). Disinfectants based on hydrogen peroxide or alcohol are safer. The University of Washington has a handout with options for safer cleaning and disinfecting products that work well against COVID-19. If you use a bleach and water mixture for disinfection, mix it at a concentration of four teaspoons of 6 percent bleach per quart of cool water or five tablespoons of 6 percent bleach (one-third cup) per gallon of cool water (1,000 parts per million). Thoroughly clean surfaces with soap and water and remove the soap with water before applying the bleach solution. Keep the surface wet for at least one minute. An emergency eye wash station is required where bleach is mixed from concentrate. More information about cleaning, disinfecting, and choosing safer products is on the DOH COVID-19 website. If your program is in a public school building, coordinate the use of chemical products with the school maintenance staff. Clean and sanitize toys, equipment, and surfaces in the program space. Clean and disinfect high-touch surfaces like doorknobs, faucet handles, check-in counters, and restrooms. Use alcohol wipes or 70% isopropyl alcohol to clean keyboards and electronics. Outdoor areas generally require normal routine cleaning and do not require disinfection. Wash hands after you clean. If groups of students are moving from one area to another in shifts, finish cleaning before the new group enters the area. Clean and disinfect high-touch surfaces each night after students leave. Always follow the disinfectant instructions on the label: • Use disinfectants in a ventilated space. Heavy use of disinfectant products should be done when children are not present and the facility should air out before children return. • Use the proper concentration of disinfectant. • Keep the disinfectant on the surface for the required wet contact time. • Follow the product label warnings and instructions for PPE such as gloves, eye protection, and ventilation. • Keep all chemicals out of reach of children. • Facilities must have a Safety Data Sheet (SDS) for each chemical used in the facility. • Parents, teachers, and staff should not supply disinfectants and sanitizers. Carpets If possible, vacuum daily (when children are not present). Use a vacuum with a HEPA (high efficiency particulate air) filter – or use HEPA vacuum bags. Having both is even better. Outdoor Areas Outdoor areas, like playgrounds in schools and parks, generally require normal routine cleaning, but do not require disinfection. • Do not spray disinfectant on outdoor playgrounds—it is not an efficient use of supplies and is not proven to reduce risk of COVID-19 to the public. Page 22 • • High-touch surfaces made of plastic or metal, such as grab bars and railings, should be cleaned routinely. Cleaning and disinfection of wooden surfaces (play structures, benches, tables) or groundcovers (mulch, sand) is not recommended. Ventilation Ventilation is important to have good indoor air quality. Offer more outside time, open windows often, and adjust the HVAC system to allow the maximum amount of outside air to enter the program space. Use of fans for cooling is acceptable. They should blow away from people. There is no special cleaning or disinfection for heating, ventilation, and air conditioning (HVAC) systems. Shared Hands-On Teaching Materials Clean and sanitize hands-on materials often and after each use. Limit shared teaching materials to those you can easily clean and sanitize or disinfect. Children’s books and other paper-based materials are not high risk for spreading the virus. More COVID-19 Information and Resources Stay up to date on the current COVID-19 situation in Washington, Governor Inslee’s proclamations, symptoms, how it spreads, and how and when people should get tested. See our frequently asked questions for more information. The risk of COVID-19 is not connected to race, ethnicity or nationality. Stigma will not help to fight the illness. Share accurate information with others to keep rumors and misinformation from spreading. • Washington State Department of Health 2019 Novel Coronavirus Outbreak (COVID-19) • Washington State Coronavirus Response (COVID-19) • Find Your Local Health Department or District • • CDC Coronavirus (COVID-19) Stigma Reduction Resources Have more questions about COVID-19? Call our hotline: 1-800-525-0127. For interpretative services, press # when they answer and say your language. (Open from 6 a.m. to 10 p.m.) For questions about your own health, COVID-19 testing, or testing results, please contact your health care provider. To request this document in another format, call 1-800-525-0127. Deaf or hard of hearing customers, please call 711 (Washington Relay) or email civil.rights@doh.wa.gov. Page 23 REOPENING WASHINGTON SCHOOLS: KEY STATUTORY REQUIREMENTS Key Statutory Requirements for Reopening Schools When school facilities closed in March due to the pandemic, many of the statutory requirements (i.e., requirements in state law) upholding our public education system paused as school districts turned their attention to supporting students and families in continuous remote learning. OSPI is operating under the assumption that districts will receive their full basic education funding allocation for the 2020–21 school year. Pieces of our infrastructure will require further development with stakeholders and cross-agency collaboration. Below are some of the ongoing legal requirements for districts, highlighting several aspects of state law that have not changed during the mandatory school facility closures and that support districts’ focus on implementing equitable systems. For a list of statutory requirements, see References. School District Reopening Plan School districts are required to adopt reopening plans through local board resolution. Those plans need to be on file with OSPI and the State Board of Education within two weeks of a district’s fall starting date. Information about the required plans will be forthcoming in early Summer 2020. Pre-planning action steps are included in the Condensed Planning Template in this document. OSPI will update planning requirements subject to feedback from districts or COVID-19 impacts. Instructional Hours/Days To prioritize student learning time, OSPI encourages districts to consider adding IMPORTANT flexible non-student, MESSAGE non-workdays to their 2020–21 school year. These days would make up for potential lost days due to possible facility closures during the year. If districts add days to their calendar ahead of time, there will be opportunities to mitigate a loss of instructional time for students. To prioritize student learning time, OSPI encourages districts to count school closure days due to COVID-19 as nonstudent days. The impacts on the 2019–20 school year due to COVID-19 necessitated most districts use OSPI’s instructional hour waiver process to satisfy the requirements of 1,027 average instructional hours and 180 instructional days. For the 2020–21 school year, school districts should plan to operate with face-to-face, in-person instruction and follow DOH’s guidelines, consistent with 180-day and 1,027 instructional hours requirements. OSPI will work with legislators to determine if day and hour waivers and alternative learning experience (ALE) will remain the only tools available to address those districts that cannot meet the 180-day/1,027 hour framework by design as they begin their school year. OSPI expects that for most districts, they will build a face-to-face instructional model using a flexible calendar to meet the 180-day/1,027 hours requirement. Page 24 Contingency plans should include pivoting to Continuous Learning 2.0 (explained further on page 31) so student learning days and instructional hours can be met. Attendance/Enrollment Following the Governor’s school facility closure, OSPI decoupled attendance for the purpose of apportionment for the remainder of the 2019–20 school year. For the purpose of 2019–20 continuous remote learning, OSPI required districts to create an attendance process at either the school or district level. In the 2020–21 school year, districts will be required to take attendance. OSPI will work with the Office of Financial Management and the Legislature to ensure districts receive their full apportionment even if districts are forced to build schedules that do not align with the historical practices of funding schools based on traditional attendance models. Assessments During the 2019–20 school year, OSPI suspended statewide assessments and subsequently received a waiver from the U.S. Department of Education. OSPI plans to pursue a similar waiver in the 2020–21 school year, though the Department of Education has not yet indicated whether a waiver will be available. At this time, districts should build calendars with the assumption that federally mandated assessments will take place in 2020–21. Learning Standards In April 2020, OSPI provided guidance in the Continuous Learning 2020 publication encouraging the narrowing of standards for the remainder of the school year, given school facility closures. For the 2020–21 school year, districts should engage teachers and principals in leading the work of determining processes for identifying the standards most essential to student success in each grade level, program, and content area. Instructional plans should narrow standards to “This pandemic is a call to action for our ensure student learning experiences are high in education system to reassess our grading both engagement and rigor. During the 2020– practices. Now isFROM the time for school leaders MESSAGE THE SUPT. 21 school year, OSPI will engage educators in and educators to make grades meaningfully creating supports and resources to determine aligned to fewer specific standards, combined essential standards at the local level. OSPI will with feedback that gives students multiple also lead a statewide effort over the next year to opportunities to demonstrate learning and narrow and focus learning standards by grade put homework and extra credit in its proper level and content area, with an initial focus on place. Now is the time to decouple behavior early literacy. and compliance activities from assessing student learning.” Grading – Superintendent Chris Reykdal Grading is how we communicate information about learning with students’ families about learning. In April 2020, OSPI enacted temporary emergency rules (Chapter 392-901 WAC) that required school districts to continue grading students during the school facility closure. Districts were able to select the grading system that best fit their context, with some requirements, including a prohibition on issuing “F” grades. This emergency rule will expire prior to the 2020–21 school year, and it will not be extended. Districts Page 25 should consider the effectiveness of the grading policies at various grade levels implemented for spring of 2020. This information should inform local decisions about grading policies moving forward. The process and decisions about both standards and grading have profound consequences on students, potentially deepening the opportunity gap and existing inequities. Districts should examine how their decisions about grading policies will affect each student group and create an equitable system of instruction, assessment, and grading. Districts have an opportunity now to reframe their systems around culturally responsive and anti-racist practices. Page 26 SCHEDULING CONCEPTS FOR CONSIDERATION The priority of this work is to serve students with as much face-to-face time with their educators and peers in schools as possible, consistent with health and safety needs. The Reopening Washington Schools Workgroup identified three concepts from the continuum that made the most sense for use if schools cannot meet physical distancing requirements and are limited in faceto-face instruction opportunity: • • • Split or rotating schedules with continuous remote learning Phased-in opening with continuous remote learning Continuous Learning 2.0 In partnership with their students, families, staff, and local health authorities, school districts will have the flexibility to choose and adapt a concept and schedule that works best for their school community in the 2020–21 school year. The scheduling concepts from the Workgroup should be employed only when schools are unable to meet physical distancing requirements and other inperson health requirements. All districts must be prepared to shift to continuous remote learning should there be a need for a short- or -long-term school facility closure. IMPORTANT MESSAGE No matter which scheduling concept school districts move forward with in the fall, they should consider the key themes and actions for implementation, as well as the considerations for planning from the Workgroup. Page 27 Split or Rotating Schedules with Distance Learning One of the concepts the Reopening Washington Schools Workgroup determined would best meet the needs of Washington’s schools is to build split or rotating schedules with distance learning. With this scheduling concept, OSPI and the Workgroup expect that time for face-to-face instruction will be prioritized, and that there will be time for educators to plan for continuous remote learning and engage in professional development. Key Characteristics • • • • Split/alternating schedule on-site with continuous remote learning (online courses, videoconferencing, full alternate siting, organized system or assigning, exchanging, assessing off-site work). Flexible schedule provides equitable access to students requiring additional support. Consistent schedules for families, students, teachers, community childcare, tutoring, and activities. Students in the same family follow the same schedule. Implementation Examples • Two-day rotation, A/B rotation, or two-week rotation: o More time per day or number of days for students most impacted. o Students provided assignments to support learning on the days in which they do not report to school. o Staff uses one day for professional development, collaboration, and planning. o Teacher office hours available to students and families. • Middle and high school students take three classes at a time rather than six: o Students complete one semester of work during a quarter. o Classes are twice as long to limit movement and interaction with peers. o Cohorts of students are kept together. Phased-in Opening with Distance Learning by Geographic Region or by Grade Level One of the concepts the Reopening Washington Schools Workgroup determined would best meet the needs of Washington’s schools is to have a phased-in school opening with distance learning, with the phases occurring by geographic region or by grade level. With this scheduling concept, OSPI and the Workgroup expect that districts will prioritize face-to-face instruction, provide planning time for educators for both remote and face-to-face learning, and provide time for professional learning for educators within the workday. Key Characteristics Some school facilities open for some groups of students, while others remain closed until a later date or certain community characteristics are met. Students who are not attending face-to-face are participating in continuous remote learning. Page 28 Implementation Examples • Elementary face-to-face; secondary at a distance: 1. Serve PreK–5 first, using all school buildings (elementary, middle, and high) 2. Phase-in secondary students when physical distancing restrictions are lifted • Phase-in by grade band: 1. PreK–3 2. Grades 4–5 3. Grades 6–8 4. Grades 9–12 • Phase-in by priority: o Serve all elementary students first o Serve students furthest from educational justice first, including students with disabilities, English learners, students experiencing homelessness, students experiencing poverty, students of color, and other student groups. Continuous Learning 2.0 One of the concepts the Reopening Washington Schools Workgroup determined would best meet the needs of Washington’s schools is to engage in “Continuous Learning 2.0,” which is an enhanced version of the learning that took place in spring 2020. This model should be used only when it is not safe for any large groups of students or staff to be in their school buildings together. Because of the health situation in their community, some school districts may begin the 2020–21 school year engaging in Continuous Learning 2.0. All districts, however, must be prepared to shift from inperson, face-to-face instruction to continuous remote learning should they need to close school facilities in the short- or long-term. With this scheduling concept, OSPI and the Workgroup expect that districts will establish predictable student and staff schedules, and that students and their families will have predictable access to school staff. Key Characteristics Implementation of Continuous Learning 2.0 equates to online learning plus opportunities for asynchronous learning experiences. This scheduling concept can be used on its own or for use with split/rotating schedules or phased-in schedules. Implementation Examples There are a variety of ways school districts could implement Continuous Learning 2.0. They could schedule learning by grade band (e.g., morning for elementary, afternoon for middle and high school), by content area (e.g., math and English language arts on Monday, Wednesday, and Friday; science, art, and physical education on Tuesday and Thursday), or in a different way entirely. Page 29 ACTIONS FOR IMPLEMENTATION The two small groups who focused on instructional services identified key consideration for districts to as they convene stakeholder groups to construct a reopening strategy. A list of action steps for districts and resources to support considerations around the themes are located in Appendix A. More guidance and resources will be released as they are developed. No matter which scheduling concept school districts move forward with in the fall, they should consider the key themes and accompanying actions for implementation from the Workgroup. Key Themes Professional Development The need for professional learning is critical now more than ever as staff must prepare to serve students both virtually and face-to-face. What many staff experienced during spring 2020 contrasts with the experiences of students and families. All staff need additional tools to meet student needs. Culturally responsive, trauma-informed, and anti-racist practices are foundational. Universal Design for Learning and Multi-Tiered System of Supports (MTSS) practices will reinforce impactful school systems. Districts should take care to support educators in attending to self-care; and many staff members will need additional skill building in this area. Actions for Implementation ✓ Routinely survey staff on professional learning needs based on spring 2020 continuous remote learning. ✓ Determine a consistent learning management system for fall and consider staff access. ✓ Evaluate needs of staff to learn and understand online learning pedagogy. Feedback in the Virtual Setting Accelerating student progress in the fall will require that teachers build new skills in formative assessment and providing feedback to students in a virtual setting. Page 30 Actions for Implementation ✓ Determine essential standards based on knowledge of students and knowledge of the content necessary for student success in the next skill, course, or grade. ✓ Train teachers to provide students opportunities to reflect on and evaluate their own learning. ✓ Determine predictable communication structures and virtual tools for teachers to provide ongoing, specific feedback to students and to inform grades based on what students know and can do. MESSAGE FROM THE SUPT. “Families need their schools to use a consistent learning management system when school facilities close. This supports cohesive communication for families and ensures families do not need to learn and navigate more than one platform to support their children during continuous remote learning. Districts should also engage teacher leaders to plan and deliver professional learning.” Safety Training and Orientation – Superintendent Chris Reykdal When districts prepare to open school buildings, it is important to provide safety training and orientation for students, families, and staff. Actions for Implementation ✓ Determine routines and protocols for safety (including protocols for transportation, nutrition, and facilities). ✓ Train for understanding and to keep health and safety protocols in place. ✓ Hold orientation prior to the first day back in the building; teach consistent safety protocols and procedures to students, staff, and families. Supporting Transitions for Students Transitions are important every year, and they will be even more important this fall returning from continuous remote learning to in-person instruction in buildings. Districts should support transitions in a culturally responsive manner and engage students, families, and communities in the process of identifying needs and supports. Transitions take many forms and include returning to school in the fall, moving from one grade band to another, and community-based or work-based experiences outside of the building. Actions for Implementation ✓ Plan for consistency in schedule and routine for students who struggle with change; provide opportunities to practice. ✓ Consider “jumpstart” activities for students with grades of Incomplete (I) or for critical transitions such as kindergarten. ✓ Leverage resources for student transitions in early learning, between grade levels, and postsecondary (including alignment to postsecondary workforce education programs, apprenticeships, and direct employment opportunities). ✓ Plan for looping with students to benefit from the relationships teachers and students have already established. This strategy can be particularly impactful and practical for the elementary level. Page 31 Diagnostics or Screeners Diagnostics and screeners should be authentic and productive and help teachers, students, and families understand students’ strengths and learning needs as they enter school this fall. They do not have to be formal and can support relationship building. Districts should seek alternatives from a summative grade assessment, and avoid using one diagnostic tool or approach to identify the needs of large groups of students at one time. Actions for Implementation Use assessments to accelerate progress rather than remediate, which can further stigmatize or impact families disproportionately. ✓ Conduct diagnostics, analyze results, and provide responsive supports. ✓ Consider existing diagnostic tools (e.g., WaKIDS developmental progressions documents, Smarter Balanced Interims, other local assessments); convene teachers to learn from results together. ✓ Universal Screening Regardless of the reopening plan constructed by the district, as students return to school, it will be important to have a universal screening tool that collects students’ social-emotional, academic, and family needs. This process must be approached in an asset-based manner. It is imperative that staff understand how to administer any screener and interpret the results, and that these results are used to ensure student needs are met. Actions for Implementation ✓ Identify a universal screening process (mental health and family needs) and who will screen/collect the data (e.g., school or a partnering agency). ✓ Follow privacy requirements. ✓ Discuss implications for families, such as training, confidentiality, communication, and follow-up on the results. Leading with Social-Emotional Needs Social-emotional learning, such as self-understanding and self-regulation, are skills that allow students to be able to learn and access academic content. Actions for Implementation ✓ Develop family-appropriate social and emotional learning (SEL) content to be used during continuous remote learning. ✓ Complete an asset map to identify the already existing foundational assets within school districts and community-based organizations, and build upon them. ✓ Implement flexible schedules and consider how to utilize educational staff associates (ESA) staff (e.g., school counselors, social workers, and school psychologists). Identify and deliver responsive SEL supports, including mental health check-ins, planning and goal setting, opportunities for self-reflection, and social interactions. Page 32 Community Partners and Communication This crisis provides an opportunity to strengthen relationships with community organizations and bring broad community and cultural representation to the decision-making table. Actions for Implementation ✓ Use asset mapping to identify how community-based organizations can partner with the district to address student and family needs. ✓ Include community leaders in the planning process for identification of supports. ✓ Engage community leaders as liaisons and cultural brokers with specific communities. ✓ Use multiple community organizations, such as local media and nonprofits, to layer outreach for families who may miss communication in one modality. Family and Student Voice Acknowledge and plan for students who have been unable to access education because services and supports have not been available to them or their families in their native language, which includes spoken languages, American Sign Language (ASL), and home language. Actions for Implementation MESSAGE FROM THE SUPT. “Now more than ever, school districts have an opportunity to seek individual and collective student input. Student and family input should inform districtlevel planning, and it can also support planning for instruction. These efforts build student agency and respond to community needs.” ✓ Provide interpretation and translation service supports; address language and disability access for Limited English Proficiency (LEP), – Superintendent Chris Reykdal English learner, and migrant families, and/or families with disabilities. ✓ Utilize student and family voice when planning for fall, and provide multiple engagement opportunities to evaluate evolving needs. ✓ Consider a regular advisory class or assigning an individual advisor to each student to serve as a single point of contact and to support students in building mutually trusting relationships. ✓ When providing continuous remote learning, use a consistent online platform, pared with explicit user guides and training to families on how to navigate the platform. Classroom and Schoolwide Behavior Supports Districts should consider how the school facility closure impacted student and family knowledge of, and practice with, established routines and procedures. Inappropriate behavior is not always defiance—it is important communication. Following safety requirements will be challenging for many students. Adverse childhood experiences (ACEs), trauma, mental health, and fear can all drive behavior concerns. Page 33 Actions for Implementation ✓ Establish schoolwide management expectations and behavior routines consistent with additional health and safety requirements, and adjust classroom management plans accordingly. ✓ Communicate and calibrate expectations for staff responses to student behavior associated with health and safety requirements, such as the use of personal protective equipment (PPE). ✓ Seek feedback from students and families on student behavior expectations, and communicate regularly and consistently. ✓ Dedicate staff collaboration and professional development to student discipline practices through hybrid and continuous remote learning, and respond to disproportionate racism for students of color. Considerations for Planning Professional Learning: Flexible, Differentiated, Adaptable    IMPORTANT MESSAGE Districts should continue to incorporate principals of universal design in systems planning and facilities usage to support access for all students. Prioritize face-to-face service for students that are most impacted by the loss of in-person services, including: All staff use practices to build racial and social equity and cultural responsiveness Build staff capacity to provide progressive discipline with positive behavior supports • Students with disabilities and respond to the need to address and • Students with 504 plans dismantle disproportionate racism for • English learners students of color • Students who are migratory Based on student strengths and needs, • Students experiencing homelessness understand staff capacity in order to plan • Students who are in foster care for professional learning. Focus areas may • Students of color include: • Students experiencing poverty o Self-care and trauma informed • Students who were not equitably served practices, SEL, MTSS/PBIS, ACEs through continuous remote learning in o Focused support for general education spring 2020 teachers to differentiate and support learners in specific content Districts must consider the intersectionality of o Universal Design for Learning in student needs. Attend to students who fit into remote learning and face-to-face one or more of these identified populations learning and then integrate supports. o Technology tools and platforms o Effective formative feedback/assessment o Safety and behavior expectations o De-escalation and intervention techniques o Standards-based grading and competency-based achievement o Balance and facilitation of synchronous and asynchronous learning o Tools and training for universal screening Page 34 o Ways to engage students during remote learning o Determine essential standards o Project-based learning  Attend to unique learning needs of first-year staff members Family and Community Engagement and Communication             Engage families and community members and organizations in culturally responsive ways, assuming positive intent and with grace and compassion Center student and family voice to ensure schools are prioritizing what is most important in decision-making Ensure families have a single/primary contact point (advisor, counselor, etc.) Use family voice as a foundation for developing systems of student support, using tools such as surveys, questionnaires, focus groups, and home visits Engage parent/community leaders as family liaisons to support outreach Partner with community agencies and community-based organizations; map assets and match with needs Collaborate with community and organizations for resources (social workers, counseling, mental health, basic needs) or changing family situations (abuse, trauma, mental health, unemployment) Use layered, targeted, and intentional approaches to family and student outreach and communications Explore apprenticeship opportunities in the community that allow a flexible schedule Plan virtual and face-to-face orientations for families, including health and safety protocols and expectations for remote and in-person learning Select platforms that ensure access for speakers of multiple languages and for people with disabilities Provide support with child care for families on the days the students are not in school Planning for Student Needs          Plan virtual and face-to-face orientations for students, including health and safety protocols and expectations for remote and in-person learning Center student voice as a foundation for developing systems of support Strengthen what all students have access to (Tier 1) when supporting social-emotional needs (Social Emotional Learning, MTSS, PBIS) SEL/trauma responsiveness; ensure that trauma practices are used within all content areas (including racialized trauma) Build in social time for students to practice social skills, whether online or face-to-face Focus first on student engagement and relationships, then on content Assure staff are available and accessible to support just-in-time intervention supports Intervention considerations—in a structured rotation, there will need to be capacity to provide access to supports in a timely/nimble fashion Consider counselor scheduling and assignments based on the new structure to allow for inperson connections and online connections Page 35   Plan for student transitions, including back into school buildings, as well as within the school day for students whose learning includes community-based or work-based experiences outside of the building Approach learning gaps due to barriers to access during school closure as opportunities for acceleration rather than remediation Planning for Staff Needs and Responsibilities     Ensure those in leadership roles have capacity to support the mental health and socialemotional well-being of staff who are also experiencing crisis in stressed communities and/or personal lives Ensure a shared understanding of how much time teachers are engaged in synchronous and asynchronous learning Designate staff and determine protocols for home visits Consider flexing staffing roles to best meet student needs and draw on staff skills and talents Scheduling and Calendars          Rotate schedules with equity and culturally responsive practices in mind Consistent schedules for parents and families for remote instruction; schedule so families can share devices Flexibility in schedules so students attend in-school learning based on need Schedule so siblings can attend face-to-face at the same time Assign staff as “online support personnel” who are tasked with engaging and working with students daily; consider this role for staff with health risks Consider subjects by week or specific day and organize staff accordingly Professional learning communities (PLCs) continue online Collaboration for paraeducators and teachers to work together Teachers have office hours every day Curriculum, Instruction, and Assessment         Attend to the whole child with the understanding that social, emotional, and academic needs are interconnected Identify power standards/essential standards on which teachers will focus and consider standards-based grading Identify assessments/screeners that can be given remotely or face-to-face to help teachers meet students’ social-emotional and academic needs Engage and teach children by rotating or blending subjects and make delivery responsive and engaging Monitor engagement and determine supports Instruct and assess using culturally responsive practices and integrated learning Use student self-assessments Explore free SEL curriculum (Social and Emotional Learning Activities for Families and Educators) Page 36 CONDENSED TEMPLATE FOR REOPENING The planning template below explores the key themes from the instructional services experts (described in the Key Themes section) with action steps and considerations districts can take to make progress in each area. School districts may use this template to support fall reopening planning with district leadership teams. For ease of use, some of the themes have been combined. Pre-Planning ✓ Review health protocols. Confirm any reopening modifications required by local health authority ✓ Engage a reopening stakeholder group ✓ Develop a communication plan for families, staff, and the community. ✓ Establish master schedules for face-to-face, and continuous remote learning if local health authority closes facilities ✓ Add an adequate number of additional flexible days to your school calendar for required transitions to continuous remote learning Theme Considerations Evaluate staff needs based on the spring continuous remote learning model to determine need for technical skills and online pedagogy training. Professional Development and Learning Ensure staff have knowledge and skills to reopen with a whole child focus (social-emotional and academic needs of students), including training on self-care and trauma-informed practices. Cultural competency, cultural responsiveness, and racial equity understanding and practices are a foundational professional development need for all educators. Offer professional development on the use of Positive Behavior and Intervention Supports (PBIS) and Multi-Tiered System of Supports (MTSS). Safety Training and Orientation Leading with SEL needs, academic needs following All students, families, and staff need to be trained on new protocols in place to maintain health and safety. Consider an orientation prior to the first day back in a building and continue to remind and model protocols regularly. Design instruction with a social and emotional lens to serve the whole child. Consider ways social-emotional learning can be woven into academic standards, particularly as these are narrowed and deepened. Page 37 Have a tool that allows for universal screening of social-emotional, academic, and family needs. Consider authentic screeners, including 1:1 diagnostics allowing for focused time to identify needed supports. Diagnostics/ Screening Ensure results from diagnostics or screeners are acted upon to meet student needs. Continue to affirm that disproportionality is not a reflection of a student’s capacity but a result of barriers to access amplified during the pandemic. Review process of determining “essential standards” from spring school facility closure. Essential Standards Provide staff opportunities to learn and identify which standards are most essential to ensure each child has access to the learning the district deems most important. Essential standards will support more actionable feedback to students in a virtual setting. Feedback in a Virtual Setting Support teachers’ use of formative assessment to provide clear feedback. Use interim assessment tools to continue to identify what students know and can do. Classroom Management, Progress Supports, Discipline Engaging in PBIS at the classroom and building level will support reopening, just as using MTSS models will help educators meet the diverse needs of students. Expectations, such as around safety behaviors, should be front-loaded with students and families and taught and reinforced once school is in session. Attending to the whole child and being mindful of the ways disproportionality can play out in areas of behavior management is critical. Supporting Student Transitions Consider additional attention and support to students who are transitioning to new schools in the fall of 2020, especially if virtual learning continues to be a component. Consider an asset map from community organizations’ offerings and matching it to student/family needs. Community and Media Partnerships Consider bringing identified community leaders into the reopening planning process to fully leverage their supports for students. Deploy community leadership and media to help with communications. Page 38 Pay close attention to addressing language and disability access, eliminating acronyms and jargon, and using multi-modal communications. Consider a single point of contact for families to assist in two-way communication. Family and Student Voice Engage students and families in designing the 2020–21 school year. Athome learning provided families with new opportunities to see their children as learners. They have important feedback on what is and isn’t working. Students likely learned more about what motivates them and what is challenging. Align operations and contingency plan(s) with school district calendar decision-making. Transportation, Food and Nutrition and School District Facilities Review your bus/walk policies and encourage more family drop-offs, walking, and bicycling to school. Address the need for flexibility in your calendar. Short-term closures can be accommodated by adding more make up days to school calendars Identify staff leads related to reopening or contingency planning if directed to close facilities; identify contingency timelines. Build familiarity with health and safety requirements and conduct training with key staff and stakeholders. Develop internal and external communication for students, families, staff, and the community. Secure and distribute personal protective equipment and cleaning supplies. Page 39 CONCLUSION The 2020–21 school year will likely look different from previous school years. Districts should prioritize providing face-to-face instruction as public health conditions allow, instituting physical distancing and other preventative practices to keep students and staff healthy. When face-to-face instruction is not possible, districts can use considerations in this guide to design appropriate local plans for meeting the needs of all students. In addition, every school district should have a contingency plan in place for continuous remote learning should they need to close to preserve health and safety. Page 40 REFERENCES Basic Education Requirements – Calendar and Instructional Time • • • • School year is from September 1–August 31. Districts beginning their school year prior to September 1 are eligible for apportionment from the next school year (RCW 28A.150.203, WAC 392-121-031). Minimum instructional days per school year is 180-days (RCW 28A.150.220). Minimum annual instructional time is 1,000 hours (K–8) or 1,080 hours (9–12) per school year (RCW 28A.150.220). Rule allows for a district average of 1,027 hours (WAC 180-16– 200). Exception: For the 2019–20 school year, districts may apply for a waiver of minimum school days and hours under the emergency rule filed (WAC 392-910-025). This waiver expires with the 2019–20 school year. Basic Education Requirements – Programs of Instruction (RCW 28A.150.220) The minimum requirements of the instructional program of basic education offered by school districts are: • Instruction aligned with state learning standards • Opportunity to complete 24 credits for high school graduation • LAP: Use of Learning Assistance Program to provide supplemental instruction and services for student not meeting academic standards (Chapter 28A.165 RCW) • TBIP: Supplemental instruction/services for English learners through transitional bilingual instruction program (Chapter 28A.180 RCW) • SWD: Opportunity for an appropriate education at public expense for students with disabilities (Chapter 28A.155 RCW) • Highly Capable: Programs for highly capable students (Chapter 28A.185 RCW) Supports for Homeless, Dependent, or At-risk Youth • • Support on-time grade level progression and graduation (RCW 28A.320.192). Ensure district-level points of contact for unaccompanied or homeless youth (RCW 28A.320.142). Grading • • Public school districts must use the standardized high school transcript (RCW 28A.230.125). Grades on the high school transcript must conform to the A–F / 4.0–0.0 grading structure outlined in WAC 392-415-050. Courses completed during the school facilities closure (after March 17, 2020, and through the end of the 2019–20 school year) must align with modified grading policy outlined in the emergency rule filed by OSPI (WAC 392-910-025). The emergency rule prohibits assigning a failing numerical or nonnumerical grade to students during the school facilities closure. Districts must adopt a local grading policy which complies with the emergency rule. Page 41 Supporting Student Engagement • • In order to meet the compulsory school attendance requirements under 28A.225 RCW, districts must keep records of each student’s attendance and absences. When a student accrues unexcused absences (defined in WAC 392-401-030), the district is required by law to engage the student and family in increasingly intensive interventions in order to eliminate or reduce the student’s absences (RCW 28A.225.020 and RCW 28A.225.030). Full-time Equivalent Students • • • • • Apportionment is driven by district student enrollment and the prototypical model described in RCW 28A.150.260. A full-time equivalent student is a student enrolled for at least 27.75 hours per week or 5.55 hours for each scheduled school day (WAC 392-121-122). Students enrolled in Alternative Learning Experiences are claimed as provided under WAC 392-121-182. Students enrolled in work-based learning are claimed as provided under WAC 392-121-124. During the school facilities closures in the 2019–20 school year, OSPI will use February 2020 enrollment for the remainder of the 2019–20 school year and apply an adjustment rate in order to calculate apportionment. Page 42 APPENDICES Appendix A: Themes: Additional Resources and Actions for Implementation The Office of Superintendent of Public Instruction (OSPI) compiled a list of resources to support a number of the themes surfaced by the Workgroup. While many may apply to school districts’ fall context, they will likely need to be adapted for a hybrid or continuous remote learning context. Professional Development • • • • • • • CAST Novak Educational Consulting MTSS PBIS Trauma-Informed Practices Mindful Teachers Self-Care Starter Kit Feedback in the Virtual Setting • • • Available June 12: Priority Instructional Content in English Language Arts/Literacy and Mathematics (Student Achievement Partners) OSPI-developed classroom-based assessments for arts, health and physical education, and social studies Smarter Balanced focused interim assessments and Tools for Teachers (educator login) Diagnostic or Screener • • • WaKIDS assessment system English Language Arts Menu of Best Practices and Strategies Mathematics Menu of Best Practices and Strategies Universal Screening • • • • • COVID-19 and Whole Child Efforts Universal Screening-Systemic Screening to Shape Instruction Systemic Screening Tools: Universal Behavior Screeners Trauma-Informed Resilient Schools Training (The coupon code is TRAUMAINFORMED) Psychological First Aid (Session 6) Leading with Social-Emotional Needs • • • • OSPI SEL webpage CASEL Cares: SEL Resources During COVID-19 Behavior Menu of Best Practices and Strategies Asset Mapping Page 43 Community Partners and Communication • • • Identifying Community Assets and Resources Asset Mapping Asset Mapping Checklist and Steps Family and Student Voice • • • Guides and Resources for Family Engagement Dual Capacity Family Engagement Framework Minority Parent and Community Engagement Classroom and Schoolwide Behavior Supports • • • • • Behavior Menu of Best Practices and Strategies Equity in Student Discipline Resources for Combatting Stigma During the Pandemic Adverse Childhood Experiences (CDC) Adverse Childhood Experiences (DHHS) Page 44 Appendix B: Reopening Washington Schools Workgroup Membership Name 1 Aaron Garcia 2 3 Alexandra Manuel Amy Campbell 4 Angela Von Essen 5 Barry DePaoli 6 7 8 Becky Smith Conklin, NBCT Beth McGibbon, NBCT Brenda Rogers 9 10 11 12 13 14 15 16 17 18 19 Brian Freeman Brian Jeffries Carli Schiffner Carlos Gonzalez Carrie Basas Carrie Suchy, NCSP Charlie Sittingbull Christine Bainard Dr. Concie Pedroza Condee Wood Dana Anderson 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Daniel Zavala David Beard Dawn Rains Dr. Debra Clemens Dedy Fauntleroy Edward Prince Eleni Papadakis Frank Ordway Glenn Jenkins Glory Tichy Greta White Dr. Harlan Gallinger Hector Mendez, NBCT Holly Koon, NBCT Organization Representing Educational Opportunity Gap Oversight & Accountability Committee Professional Educator Standards Board Washington Education Association (WEA), Camas School District Washington Association of School Business Officials, West Valley School District Washington Association of School Administrators (WASA), Lake Chelan School District WEA, Chehalis School District WEA, Spokane Public Schools Washington State School Directors’ Association (WSSDA), Bethel School District WASA, Klickitat School District Washington Roundtable State Board for Community & Technical Colleges Association of Washington School Principals (AWSP) Office of the Education Ombuds WEA, Franklin Pierce School District WEA, North Thurston Public Schools WEA, Soap Lake School District Bilingual Education Advisory Committee AWSP, Olympia School District Association of Educational Service Districts, Educational Service Districts (ESD) 113 Building Changes School’s Out Washington Treehouse WASA, North Thurston Public Schools AWSP, Seattle Public Schools Commission on African American Affairs Workforce Training & Education Coordinating Board Department of Children, Youth, & Families WEA, Auburn School District American Federation of Teachers WSSDA, Endicott School District WSSDA, Issaquah School District AWSP, Yakima School District Washington State Board of Education, Mount Baker School District Page 45 34 35 36 37 Howard Mawhinney, NBCT James Dorsey Dr. James Everett Dr. James Smith 38 39 40 41 42 43 Janel Keating Jason Powell Jay Pulacode Jen Cole (alternate for 5/13 Jerri Clark) Jenna Yuan Jennifer LeBret 44 Jennifer Priddy 45 Jennifer Saladis 46 47 Jessica Vavrus Jodi Jaap 48 49 50 Dr. Joey Castilleja John Hannah Joseph Martin (alternate for 5/13 Dr. Cathy Calvert) Joshua Boe Joshua Halsey Julia Warth Julie Garver Julieta Altamirano-Crosby Kaitie Dong Kendrick Washington Kim Leger Dr. Kory Kalahar Krestin Bahr Laina Phillips Larry Delaney Dr. Laurynn Evans Lee Anne Riddle Libuse Binder Liz Huizar Liz Pray, MSN, RN, NCSN (alternate for 5/13 Sonja Bookter) Lydia Faitalia Maddy Thompson Manny Santiago 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 WEA, Lake Washington School District College Success Foundation WASA, Meridian School District Educational Opportunity Gap Oversight & Accountability Committee WASA, White River School District Teamsters Local Union 763 Washington State Parent-Teacher Association Special Education Advisory Council, PAVE Legislative Youth Advisory Council Washington State Native American Education Advisory Committee, Spokane Tribe Washington Association of School Business Officials, Olympia School District Public School Employees of Washington, Public School Employees of Auburn Association of Educational Service Districts Public School Employees of Washington, Monroe School District WASA, Mabton School District WASA, Morton School District Washington State Native American Education Advisory Committee, Muckleshoot Tribe WEA, Olympia School District Charter School Commission League of Education Voters Council of Presidents Commission on Hispanic Affairs OneAmerica Every Student Counts Alliance Special Education Advisory Council AWSP, Wenatchee School District WASA, Eatonville School District AWSP, Wellpinit School District Washington Education Association WASA, North Kitsap School District WSSDA, Ferndale School District Stand for Children Washington El Centro de la Raza WEA, School Nurse Organization of Washington, Moses Lake School District Commission on Asian Pacific American Affairs Office of Governor Jay Inslee LGBTQ Commission Page 46 71 72 73 74 75 76 77 78 79 80 81 Maribel Vilchez, NBCT Mark Ross Matt Reiman Megan Anderson Reilly Michelle Jimenez Michelle Merriweather Michelle Olsen Michelle Whitney Mick Hoffman Miguel Perez Monica Hunsaker 82 83 84 85 Nadine Gibson Nate Humphreys Paul Marquardt Pete Renn 86 87 93 94 95 96 97 98 99 Peter Maier Randy Spaulding (alternate for 5/13 Linda Drake) Rebecca Miner Representative Alex Ybarra Representative Mike Steele Representative Monica Jurado Stonier Representative Sharon Tomiko Santos Rick Jansons Rita Peterson Rob Roettger Rodney McKnight Ron McHenry Ryan Maxwell Ryan Peterson 100 101 102 103 104 105 106 107 108 109 Sarah Butcher Sarah Ketelsen, NBCT Senator Jamie Pedersen Senator Lisa Wellman Shane Backlund Sharonne Navas Shawn Lewis Shelly Hurley, NBCT Shelly Milne, NBCT Silas Berry 88 89 90 91 92 WEA, North Thurston Public Schools WASA, Battleground School District WEA, Shoreline School District Bilingual Education Advisory Committee Legislative Youth Advisory Council Urban League of Metropolitan Seattle AWSP, Port Angeles School District WASA, Pasco School District Washington Interscholastic Activities Association AWSP, Bellingham School District Washington Association of School Business Officials, ESD 114 Legislative Youth Advisory Council State Board for Community & Technical Colleges AWSP, Bethel School District Independent Colleges of Washington, Seattle Pacific University Washington State Board of Education Washington State Board of Education WASA, Shoreline School District Washington State House of Representatives Washington State House of Representatives Washington State House of Representatives Washington State House of Representatives WSSDA, Richland School District WEA, Stanwood-Camano School District WASA, Cheney Public Schools ESD 112, Transportation Boys & Girls Club AWSP, Sunnyside School District Public School Employees of Washington, Kennewick School District SEL for Washington WEA, Tacoma School District Washington State Senate Washington State Senate WASA, Selah School District Equity in Education Coalition Washington Education Association WEA, Seattle Public Schools WEA, Cashmere School District WEA, Central Kitsap School District Page 47 110 111 112 113 114 115 116 117 118 119 120 121 122 123 Steve Smith Summer Stoner, NBCT Suzie Hanson Tam Dinh Dr. Tammy Campbell Tania Skinner Tekema Jones Tim Garchow Tim Merlino Tori Emerson Travis Drake Tricia Kannberg Tricia Schroeder Troy Grubb Black Education Strategy Roundtable WEA, Bellingham School District Washington Federation of Independent Schools Commission on Asian Pacific American Affairs WASA, Federal Way Public Schools Washington State Parent Teacher Association Washington State Parent Teacher Association Washington State School Directors’ Association Association of Educational Service Districts, ESD 112 Washington State Parent Teacher Association AWSP, Battleground School District AWSP, Spokane Public Schools SEIU Local 925 SEIU Local 925, South Kitsap School District Page 48 Appendix C: Operational Groups Membership Instructional Services Group A Name Role Amy Campbell Teacher Becky Smith Conklin, NBCT Beth McGibbon, NBCT Brian Freeman Counselor Teacher Superintendent Brian Jeffries Christi Kershaw Condee Wood Policy Director Career & Technical Education Director District Administrator Principal Dr. Debra Clemens Glenn Jenkins Howard Mawhinney, NBCT Dr. James Everett Janel Keating Jenna Yuan Jennifer Saladis Superintendent Teacher Teacher Superintendent Superintendent Student Paraeducator Jessica Vavrus Dr. Joey Castilleja John Hannah Executive Director Superintendent Superintendent Dr. Concie Pedroza Organization Representing Washington Education Association (WEA), Camas School District WEA, Chehalis School District WEA, Spokane Public Schools Washington Association of School Administrators (WASA), Klickitat School District Washington Roundtable Elma School District Bilingual Education Advisory Committee Association of Washington School Principals (AWSP), Olympia School District WASA, North Thurston Public Schools WEA, Auburn School District WEA, Lake Washington School District WASA, Meridian School District WASA, White River School District Legislative Youth Advisory Council Public School Employees of Washington, Public School Employees of Auburn Association of Educational Service Districts WASA, Mabton School District WASA, Morton School District Page 49 Instructional Services Group B Name Role Dr. Barry DePaoli Carlos Gonzalez Carrie Suchy, NCSP Charlie Sittingbull Christine Bainard Dedy Fauntleroy Hector Mendez, NBCT Jen Cole Jennifer LeBret Superintendent Principal Teacher Teacher Paraeducator Principal Principal Program Director Community Project Director Kaitie Dong Kim Leger Youth Organizer District Administrator Superintendent School Counselor Krestin Bahr Lisa Lucas Liz Pray, MSN, RN, NCSN Megan Anderson Reilly, NBCT Michelle Whitney Paul Marquardt Rebecca Miner Rob Roettger Ron McHenry Sarah Butcher Shane Backlund Sharonne Navas Shelly Hurley, NBCT Shelly Milne, NBCT Silas Berry Summer Stoner, NBCT Travis Drake Organization Representing WASA, Lake Chelan School District AWSP, Othello School District WEA, Franklin Pierce School District WEA, North Thurston Public Schools WEA, Soap Lake School District AWSP, Seattle Public Schools AWSP, Yakima School District Special Education Advisory Council, PAVE Washington State Native American Education Advisory Committee, Spokane Tribe OneAmerica Special Education Advisory Council School Nurse Instructional Coach WASA, Eatonville School District Washington School Counselor Association, Seattle Public Schools WEA, Moses Lake School District Bilingual Education Advisory Committee Superintendent Principal Superintendent Superintendent CEO Parent Advocate Superintendent Executive Director Teacher Teacher Teacher Teacher Principal WASA, Pasco School District AWSP, Bethel School District WASA, Shoreline School District WASA, Cheney Public Schools Boys & Girls Club of Skagit County SEL for Washington WASA, Selah School District Equity in Education Coalition WEA, Seattle Public Schools WEA, Cashmere School District WEA, Central Kitsap School District WEA, Bellingham School District AWSP, Battleground School District Page 50 Policy Implications Name Rep. Alex Ybarra Alexandra Manuel Alissa Muller Sen. Brad Hawkins Brenda Rogers Sen. Claire Wilson Dierk Meierbachtol Greta White Harlan Gallinger J. Lee Schultz Sen. Jamie Pedersen Justin Montermini Lee Anne Riddle Linda Drake Sen. Lisa Wellman Maddy Thompson Rep. Mike Steele Rep. Monica Jurado Stonier Rick Jansons Rep. Sharon Tomiko Santos Role Organization Representing State Representative Executive Director Policy Manager State Senator President State Senator Chief Legal Officer School Board Director School Board Director Director State Senator Associate Director School Board Director Director State Senator Senior Policy Advisor State Representative State Representative Washington State House of Representatives Professional Educator Standards Board Washington State Board of Education Washington State Senate WSSDA, Bethel School District Washington State Senate OSPI WSSDA, Endicott School District WSSDA, Issaquah School District Washington State Board of Education Washington State Senate Professional Educator Standards Board WSSDA, Ferndale School District Washington State Board of Education Washington State Senate Office of the Governor Washington State House of Representatives Washington State House of Representatives President-Elect State Representative WSSDA, Richland School District Washington State House of Representatives Page 51 School District Operations: Facilities Name Amy Norton, RN Glenn Fleming Glory Tichy Kelly Gregg Kim Holland Role Marina Tanay President Director Labor Leader/Aide Director Executive Director (Incoming) President Mick Hoffman Executive Director Nancy Bernard Stephen Story Steve Murakami School Environmental Health Manager Executive Director Chairman Sue Steinbrenner Executive Director Organization Representing School Nurse Organization of Washington Tenino School District American Federation of Teachers North Franklin School District Washington School Personnel Association Washington Association of Maintenance and Operations Administrators, Sumner Bonney Lake School District Washington Interscholastic Activities Association Washington State Department of Health Pasco School District OSPI School Facilities Technical Advisory Committee, OAC Services Evergreen Public Schools (Clark County) School District Operations: Finance Name Role Angela Von Essen Business Officer Dana Anderson Superintendent Jeff Moore Jennifer Priddy Kassidy Probert Chief Financial Officer Business Officer Assistant Superintendent School Nurse Director Assistant Superintendent Director Assistant Superintendent Superintendent Lynn Nelson, RN Mitch Thompson Monica Hunsaker Paul Randall Sarah Thornton Tim Merlino Organization Representing Washington Association of School Business Officials (WASBO), West Valley School District Association of Educational Service Districts, Educational Service District (ESD) 113 Everett School District WASBO, Olympia School District ESD 101 ESD 113 Battleground School District WASBO, ESD 114 Tri-Tech Skills Center Pasco School District ESD 112 Page 52 School District Operations: Food and Nutrition Name Amy Ellings Becky Droter, MSN, RN, NCSN Joanna Peeler Jodi Jaap Kathryn Ward Marianna Culligan Megan de Vries Rick Traynor Ryan Peterson Sam Shick Susan Shelton Role Organization Representing Healthy Eating Active Living Content Lead School Nurse Washington State Department of Health Food Service Director Food Service Lead Everett School District Public School Employees of Washington (PSE), Monroe School District Shelton School District Washington School Nutrition Association Edmonds School District Longview School District PSE, Kennewick School District Kennewick School District Washington State Department of Health Food Service Director Executive Director Food Service Director Food Service Director School Bus Driver Food Service Director Public Health Advisor Colville School District School District Operations: Transportation Name April Heiser Carrie Nicholson, RN Charlotte Trejbal Jason Powell Nancy Bernard Rick Johnson Rodney McKnight Tony Fitzhugh Tricia Schroeder Troy Grubb Role Director of Transportation School Nurse Director of Transportation Vice President School Environmental Health Manager Shop Coordinator Transportation Coordinator Transportation Supervisor Executive Vice President Executive Board Member, School Custodian Organization Representing Kennewick School District Seattle School District Freeman School District Teamsters Local Union 763 Washington State Department of Health Bethel School District ESD 112 Mossyrock School District SEIU Local 925 SEIU Local 925, South Kitsap School District Page 53 LEGAL NOTICE Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. Alternate material licenses with different levels of user permission are clearly indicated next to the specific content in the materials. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If this work is adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos. Provide the following attribution: “This resource was adapted from original materials provided by the Office of Superintendent of Public Instruction. Original materials may be accessed on the OSPI website. Please make sure that permission has been received to use all elements of this publication (images, charts, text, etc.) that are not created by OSPI staff, grantees, or contractors. This permission should be displayed as an attribution statement in the manner specified by the copyright holder. 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Download this material in PDF on the Reopening Washington Schools Workgroup page of the OSPI website (https://www.k12.wa.us/about-ospi/workgroups-committees/currently-meetingworkgroups/reopening-washington-schools-2020-21-workgroup). This material is available in alternative format upon request. Contact the Resource Center at 888-595-3276, TTY 360-664-3631. Please refer to this document number for quicker service: 20-0012. Page 54 All students prepared for post-secondary pathways, careers, and civic engagement. Chris Reykdal State Superintendent Office of Superintendent of Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200 Page 55