Continuity of Services Plan

 

American Rescue Plan Elementary and Secondary  

School Emergency Relief Fund (ARP ESSER);  

OAR 581-022-0106 (State Operational Plan)  

Safe Return to In-Person Instruction and Continuity of Services Plan



District Information 

Institution ID: 2039 Institution Name:  Phoenix-Talent Schools

District Continuity of Services Plan/RSSL Contact Name and Title:  Brent Barry, Superintendent

Contact Phone: (541) 535-1517 Contact Email: brent.barry@phoenix.k12.or.us



Safe Return to In-Person Instruction and Continuity of Services Plan 

In order to best support students and families with the safest possible return to school for the 2021 school year, the Oregon Department of  Education (ODE) has created an operational plan template to align guidance from the federal and state level in support of local decision-making  and transparency of health and safety measures in the communities that school districts serve. The Safe Return to In-Person Instruction and  Continuity of Services Plan serves the following purposes:  

1) Replaces the Ready Schools, Safe Learners Operational Blueprint required under Executive Order 21-06; and 2) Meets the requirements for: 

  1. An operational plan required under OAR 581-022-0106(4), while aligning the CDC Guidance on School Reopening with the Ready Schools, Safe Learners Resiliency Framework for the 2021-22 School Year (RSSL Resiliency Framework); 
  2. Section 2001(i)(1) of the ARP ESSER and the US Department of Education’s Interim Final Requirements for Safe Return/Continuity of Services Plan; and 
  3. Communicable Disease Plan and Isolation Plan under OAR 581-022-2220 (Division 22 requirements). 

As districts plan and implement the recommendations in ODE’s RSSL Resiliency Framework, they will need to consider a continuum of risk levels  when all recommendations cannot be fully implemented. For example, universal correct wearing of face coverings between people is one of the  most effective preventive measures. However, there will be times when this is not possible based on a specific interaction or a physical space  limitation, such as during meal times. It will be necessary to consider and balance the mitigation strategies described to best protect health and  safety while ensuring full time in person learning.  

ODE remains committed to the guiding principles introduced in spring of 2020 to generate collective action and leadership for efforts to respond  to COVID-19 across Oregon. These principles are updated to reflect the current context:  

  • Ensure safety and wellness. Prioritizing basic needs such as food, shelter, wellness, supportive relationships and support for mental, social, and emotional health of students and staff. 
  • Center health and well-being. Acknowledging the health and mental health impacts of this past year, commit to creating learning opportunities that foster creative expression, make space for reflection and connection, and center on the needs of the whole child rather than solely emphasizing academic achievement.

 

  • Cultivate connection and relationship. Reconnecting with one another after a year of separation can occur through quality learning experiences and deep interpersonal relationships among families, students and staff. 
  • Prioritize equity. Recognize the disproportionate impact of COVID-19 on Black, American Indian/Alaska Native, and Latino/a/x, Pacific Islander communities; students experiencing disabilities; students living in rural areas; and students and families navigating poverty and houselessness. Apply an equity-informed, anti-racist, and anti-oppressive lens to promote culturally sustaining and revitalizing educational systems that support every child. 
  • Innovate. Returning to school is an opportunity to improve teaching and learning by iterating on new instructional strategies, rethinking learning environments, and investing in creative approaches to address unfinished learning. 

Continued on next page

 

Planning Mental Health Supports

ARP ESSER &  

OAR 581-022-0106  

Component

Extent to which district has adopted policies, protocols, or procedures and description of policies, protocols, or procedures adopted to ensure continuity of services

How do the district's policies, protocols, and  

procedures center on equity?

Devote time for students and staff to connect and build relationships

We devoted several days of time and space at the beginning of the school year, and ample opportunities throughout the year for students and staff to connect and build relationships in and out of the classroom.


The first week of school focused on “Care and Connection.” Staff received professional development in trauma-informed practices and family engagement strategies during the week of August 30th. All K-8 staff receive ongoing RULER training monthly.

Board Policy JBB District Equity Policy  ensures that everyone’s voice is heard in the decision-making process, and that the equity lens is adopted.


Our Equity and Resilience website outlines resources and initiatives around wellbeing and mental health.

Ample class time, and  private time if needed, for creative opportunities that allow students and staff to explore and

 process their experiences

We providef ample class time at the beginning of the school year, as well as ongoing time, space, and creative opportunities and outlets (art, music, movement/dance, creative writing, clubs and interest groups etc.) for students and staff to make sense of their experiences, and to process personal and professional stresses, emotions, trauma, and grief. 


Every school building has a Qualified Mental Health Professional on staff through La Clinica (the high school is through Family Solutions). We have added an additional school counselor to be housed at Talent Middle School. We also have an additional school psychologist intern.

Our Student Investment Account has focused on mental health supports and well-rounded education. The decision-makers for SIA expenditures and priorities are a diverse group of stakeholders. Listening sessions and surveys are used to gather input, hearing from the traditionally underheard communities.


We have been intentional about having mental health providers that are Spanish-speakers in our buildings with a high percentage of Spanish-speaking students and families.




ARP ESSER &  

OAR 581-022-0106  

Component

Extent to which district has adopted policies, protocols,  or procedures and description of policies, protocols, or procedures adopted to ensure continuity of services

How do the district's policies, protocols, and  

procedures center on equity?

Link staff, students and  families with culturally relevant health and  

mental health services and supports

Prioritize linking students and families with culturally responsive mental health services and supports.


Strengthen communication throughout communities and school networks via newsletters, district website, social media, etc.  Ensure school community members have full information regarding available local services including contact information.  Develop strong relationships, partnerships and contracts (as applicable) with local/county systems of care, coordinated care organizations (CCOs), SBHCs community-based mental health providers, community health workers and others to ensure access to a comprehensive array of culturally-responsive services for students and families. 


Full-time qualified mental health professionals are staffed at each school site.

Phoenix-Talent Schools center health and well-being in the confluence of four interconnected pillars of practice: 1) trauma informed care, 2) social emotional learning, 3) racial equity, and 4) strengths-based, culturally relevant prevention and intervention programs within a system of care.

  • Our District Social Emotional Learning Coordinator delivers ongoing training and professional development to staff regarding trauma-informed practices and proactive strategies to reduce challenging behaviors. https://sites.google.com/view/ptsequityandresilience/home
  • All staff have participated in professional development focused on social-emotional learning.
  • Mental health services are available on school sites to remove access barriers; services are available virtually.
  • When students are quarantined or isolated, a list of local mental health resources is given to guardians.

Foster peer/student lead initiatives on wellbeing and mental health

Phoenix-Talent will work to foster student-led initiatives on social-emotional well-being and mental health.


We contract with Resolve to provide training in restorative practices and peer mediation.


Mentoring circles are available for secondary students. 


RULER training is provided to K-8 staff.

Board Policy JBB District Equity Policy  ensures that everyone’s voice is heard in the decision-making process, and that the equity lens is adopted.


Our Equity and Resilience website outlines resources and initiatives around wellbeing and mental health.




Communicable Disease Management Plan  

Please provide a link to the district’s communicable disease management plan that describes measures put in place to limit the spread  of COVID-19 within school settings. (OAR 581-022-2220). The advised components of the plan and additional information are found in  the Communicable Disease Management Plan section of the RSSL Resiliency Framework and meet the ESSER process requirements of “coordination with local public health authorities.” 

English Link:Communicable Disease Plan Management Spanish Link: Spanish Communicable Disease Plan Management

ARP ESSER Component

Extent to which district has adopted policies, protocols,  or procedures and description of policies, protocols, or  procedures to ensure continuity of services

How do the district's policies, protocols, 

procedures center on equity?

Coordination with local public health  

authority(ies) including Tribal health departments

The District COVID Mitigation Team includes at minimum the District Nurse and the Assistant Superintendent of Student Programs with defined team member roles and contact information

  • Shared District COVID Mitigation Team member names and contact information with JCHHS.
  • Identify baseline absentee rates in order to determine if rates have increased by 10% or more at any given time.
  • Implement a system to notify District Nurse when rates reach threshold.
  • The District Nurse will review data, evaluate illness symptoms for absenteeism, and notify JCHHS if COVID-19 symptoms are present, if there is a common set of symptoms relating to increased absenteeism, or if there are any confirmed COVID-19 cases among students or staff.
  •  The District Nurse will notify the Site Administrator and Assistant Superintendent of findings.
  • District Nurse, Assistant Superintendent, and Site Administrator will collaborate with JCHHS and follow their direction to determine next steps which may include:

o Parent/guardian communications

o Potential exposure notifications

o Temporary student exclusions

o Temporary school or cohort exclusions

o Modification or cancellation of school events

o School closure

  • JCHHS will recommend in-person school closures or restrictions, as they learn about new cases.

We follow  the District Communicable Disease Plan, collaborate with Jackson County Health and Human Services (JCHHS), and follow JCHHS guidance. Additionally, our District COVID Mitigation Team participates in regular meetings between JCHHS and other school districts.

  • In the event of a closure, the district will initiate short-term school closure with Distance Learning and continued food services.
  • School events will be modified, postponed, or cancelled as directed by JCHHS.
  • The District Administrative Team with the District Nurse and JCHHS will convene to develop clear communication regarding the criteria which must be met in order for on-site instruction to resume. 

For Regional Impact

The District COVID Mitigation Team inclusive of District Nurse, Assistant Superintendent, and Superintendent will collaborate with JCHHS to determine and address any steps needed under the direction of the JCHHS.




Isolation Plan 

Please provide a link to the district’s plan to maintain health care and space that is appropriately supervised and adequately equipped  for providing first aid, and isolates the sick or injured child. (OAR 581-022-2220). If planning for this space is in your communicable  disease management plan for COVID-19, please provide the page number. Additional information about the Isolation Plan can be  found in the Isolation & Quarantine Protocols section of the RSSL Resiliency Framework

Link: Modifications to Office/Health Room

Continued on next page

Health and Safety Strategies 

School administrators are required to exclude staff or students from school whom they have reason to suspect have been exposed to  COVID-19. (OAR 333-019-0010)  

Please complete the table below to include the extent to which the district has adopted policies and the description of each policy for each  health and safety strategy. In developing the response, please review and consider the CDC guidance and the RSSL Resiliency Framework for  each health and safety strategy. Additional documents to support district and school planning are available on the ODE Ready Schools, Safe  Learners website

Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

COVID-19 vaccinations to  educators, other staff, and  students if eligible 

Everyone age 5 and up is eligible for a free COVID-19 vaccine. Phoenix-Talent Schools has partnered with health providers to host vaccine clinics on site.  All of our School-Based Health Centers will begin to offer COVID-19 vaccines by appointment and continue to host clinics. Other local vaccine clinics are advertised to families and staff.


CDC recommends that individuals remain up to date with their vaccines, which includes additional doses for those who are immunocompromised or booster doses at regular time points. Within the K–12 setting, those who are up to date with their COVID-19 vaccination include: 


All school staff and volunteers were required to be vaccinated by October 18, 2021. Those with qualified medical or religious exceptions will follow extra mitigating measures (which may include, for example, N95 masks with face shields).  The school district recommends that all staff and volunteers remain up to date with their vaccines.

Our school district has focused on removing barriers to access free COVID-19 vaccines. We will advertise local vaccination events in English and Spanish.


Our district has a CARE Line in English and Spanish, as well as an email address for help (AskPTS@phoenix.k12.or.us) to assist families who have questions about COVID-19 and need resources.


Our school nurse hosts monthly Office Hours with staff to answer COVID-19 and vaccine-related questions. She presents at our migrant family meetings about vaccines and can assist families in determining resources for vaccines.


We have School-Based Health Centers in 4 of the 5 school buildings (our high school has a mobile clinic that visits weekly).




Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

Universal and correct  

wearing of face coverings

Face masks are required for everyone indoors. 

INDOOR EXCEPTION: Staff working alone in a room with a door that can be closed are not required to mask. 

Face Shields and Barriers

  • Clear plastic barriers are required (in addition to masks) and will be provided for:
    • Front office staff
    • Speech Language Pathologists

Face Masks (Medical Grade PPE)

  • School Registered Nurses or other medical personnel providing direct contact care and/or monitoring staff/students displaying symptoms are required to wear medical grade PPE.

Face Coverings

  • If face coverings are worn, they should be washed daily or a new covering worn daily. Guidance will be given to staff and families about washing masks.
  • Face coverings are required and are provided for all school district staff.
  • If staff members cannot wear a mask, a doctor’s waiver must be provided and accommodations will be explored.
  • If children cannot wear a mask at school, a doctor-signed waiver must be provided and accommodations will be explored.
  • Children of any age should not wear a face covering:
    • If they have a medical condition that makes it difficult for them to breathe with a face covering;
    • If they experience a disability that prevents them from wearing a face covering;
    • They are unable to remove the face covering independently; or
    • While sleeping.
  • If children cannot wear a mask at school, a doctor-signed waiver must be provided and accommodations will be explored.

Face masks are provided free of charge to students and staff. Fasks masks with clear, plastic fronts (allow the visibility of one’s mouth) are available for students and staff with hearing impairments and those who need to read facial cues, their peers, and their support staff. Clear masks are also available to primary teachers and staff and speech pathologists.


Face shields are an acceptable alternative when a student has a medical condition that prevents them from wearing a mask or face covering, or when people need to see the student’s mouth and tongue motions in order to communicate.


If a student removes a face covering, or demonstrates a need to remove the face covering for a short-period of time:

·         Provide space away from peers while the face covering is removed. In the classroom setting, an example could be a designated chair where a student can sit and take a 5-15 minute “sensory break;”

o Students must not be left alone or unsupervised; 

o Designated area or chair must be appropriately distanced from other students and of a material that is easily wiped down for disinfection after each use;

·         Provide additional instructional supports to effectively wear a face covering;

·         Provide students adequate support to re-engage in safely wearing a face covering;

·         Students cannot be discriminated against or disciplined for an inability to safely wear a face covering during the school day.

If any student requires an accommodation to meet the requirement for face coverings, appropriate accommodations could include:

· Offering different types of face coverings and face shields that may meet the needs of the student. 

· Spaces away from peers while the face covering is removed; students must not be left alone or unsupervised. 

· Short periods of the educational day that do not include wearing the face covering, while following the other health strategies to reduce the spread of disease.

· Additional instructional support to effectively wear a face covering.

Schools and districts must comply with the established IEP/504 plan.If a student eligible for, or receiving services under a 504/IEP, cannot wear a face covering due to the nature of the disability, the school or district must:

1.  Review the 504/IEP to ensure access to instruction in a manner comparable to what was originally established in the student’s plan including on-site instruction with accommodations or adjustments.

2. Not make placement determinations solely on the inability to wear a face covering. 

3. Include updates to accommodations and modifications to support students in plans. 


For students protected under ADA/IDEA, who abstain from wearing a face covering, or students whose families determine the student will not wear a face covering, the school or district must: 

1.  Review the 504/IEP to ensure access to instruction in a manner comparable to what was originally established in the student’s plan.

2.  The team must determine that the disability is not prohibiting the student from meeting the requirement. 

●  If the team determines that the disability is prohibiting the student from meeting the requirement, follow the requirements for students eligible for, or receiving services under, a 504/IEP who cannot wear a face covering due to the nature of the disability,

●  If a student’s 504/IEP plan included supports/goals/instruction for behavior or social emotional learning, the school team must evaluate the student’s plan prior to providing instruction through Comprehensive Distance Learning. 

3.  Hold a 504/IEP meeting to determine equitable access to educational opportunities which may include limited in-person instruction, on-site instruction with accommodations, or Comprehensive Distance Learning.

For students not currently served under an IEP or 504, districts must consider whether or not student inability to consistently wear a face covering or face shield as required is due to a disability. Ongoing inability to meet this requirement may be evidence of the need for an evaluation to determine eligibility for support under IDEA or Section 504.

Physical distancing  

and cohorting 

  • Seating: Classroom layouts allow for desks/tables to be at least 3 feet apart and students will be assigned to the same seat when feasible. 
  • Materials: Each classroom will limit sharing of community supplies when possible (e.g., scissors, pencils, etc.). If needed to share, these items will be cleaned frequently. Hand sanitizer and tissues will be available for use by students and staff.
  • Classroom Procedures: All K-5 classes are assigned cubby or storage spaces for individual student belongings; Middle and High school students will carry personal belongings (i.e., in backpacks). 
  • Environment: Teachers may hold classes outside when possible and encourage students to spread out.
  • Phoenix-Talent Schools will maintain 3-feet of physical distancing when possible. 
  • It is understandable that some students require close interaction to receive necessary services, such as diapering or feeding. In these cases, staff will increase COVID-19 mitigation measures such as double-masking, using a N95 or KN95 mask, adding a face shield, using gloves, and/or wearing an apron, gown or scrubs.
  • Although efforts will be made to keep students with classroom cohorts, this should not prevent students with disabilities from inclusion opportunities and mainstreaming.
  • Physical restraint is only used as a last resort; appropriate PPE is available for staff trained in CPI. 
  • Only staff trained in Crisis Prevention Institute (CPI) should be engaged in situations that might lead to physical restraint. Deescalation procedures are emphasized in training. If physical restraint is necessary to protect the physical safety of students and/or staff, the building principal will facilitate a debriefing meeting within 24 hours (with parents/guardians notified and invited) to plan ways to prevent future events. All PPE and physical spaces will be appropriately cleaned and sanitized.




Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

Ventilation and air flow

Operations of Outside AirMinimum of 5% open during unoccupied or when temperature is too high or too low. All of the OSA setups are per ASHRAE standards for building size and occupancy level and our regional zone. In our schools we have mechanical, which are controlled with each system and by an override that is in the controls program. We also have manual dampers on some of the older systems that are set at 75% open with no adjustment needed.PHS: On systems that have manual dampers for OSA they are set at a minimum of 75% to allow for the proper air exchanges required for the class sizes. On the systems that have economizers they have an enthalpy sensor that is set at the “B” setting, which is based on our climate. During the cooler hours this will open to 100% when temp is above 40 degrees and will close to the minimum when the temp goes above 75.TES/PES: At these schools we have mechanical economizers and we have HRV/ERV units that provide fresh air to the classrooms and buildings. HRV/ERV units that bring air into the systems. These also have an external heating element that will assist in tempering the air at lower temps prior to it entering the space. These are also set at the required level as per ASHRAE and installation instructions based on our region.OHES: All of the units here are built up economizers that have an enthalpy sensor that is set at the “B” setting. These are also adjustable via the controls program and are set up with a minimum setting of 5% and function the same as above.TMS: Each system has built up economizers that will bring fresh air into the building and also have a power exhaust that will remove air from the system and works in conjunction with the economizer. Again these are set at the required setting and have a minimum setting of 5% in inclement temperatures.

All students at every school have access to buildings with state-of-the-art, high quality HVAC systems and Merc 13 air filters.


Where needed, Blue Air filters are available for classrooms/office spaces of students and/or staff members with specific health conditions.

Handwashing and  

respiratory etiquette

  • Handwashing: Frequent handwashing and prior to each meal/snack and after restroom use will be required of students. 
  • Respiratory Etiquette: Staff teach, reinforce and monitor students etiquette/practice for sneezing, coughing, conversing and other respiratory functions.
  • Education: Teachers teach and remind students, including with signage, how and when to practice healthy hand hygiene.  

Each school will provide age-appropriate hand hygiene and respiratory etiquette education to endorse prevention. 

  • Schools practice appropriate communicable disease isolation and exclusion measures. 
  • Staff participate in required health services related training to maintain health services practices in the school setting. 
  • COVID-19 specific infection control practices for staff and students are communicated.
  • Staff review  504 and IEP accommodations and the school nurse will be advised to address vulnerable populations.
  • Immunization processes were addressed as per routine timeline, which prioritized the beginning of the year and new students. Information for immunization clinics is provided to families.
  • Continuity of existing health management issues have a plan for sustaining operations alongside COVID-19 specific planning (i.e. medication administration, diabetic care). 
  • Information is shared in the language of our students and their families.  Graphics are used when possible to facilitate communication.  




Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

Free, on-site COVID-19  diagnostic testing

Diagnostic testing is the testing of students or staff who develop symptoms at school or are

exposed to COVID-19 at school. Phoenix-Talent Schools offers the BinaxNow test for students and staff that develop symptoms at school. Tests are also available at the La Clinica School-Based Health Centers.

Free on-site testing is available to all schools. Students and staff opt-in via a consent form (available in both English and Spanish) signed and kept on-site to participate in testing.  

COVID-19 screening  

testing

Screening testing is the testing of students or staff who do not have symptoms of, or exposure

to, COVID-19. Screening testing targets unvaccinated students and staff, but enrollment is open

to anyone and vaccination status is not verified. OHA offers separate screening testing

programs for students and staff. Staff screening testing is offered through an at-home testing

program. Staff participation is confidential. K-12 staff interested in screening may enroll using

this form. Student screening testing is offered through partnership with the University of Oregon.

Free at-home screening is available to all students and staff members, and is recommended for those who are unvaccinated. Information and opt-in forms are distributed to families and staff in English and Spanish.


The district uses test-to-stay for students exposed to COVID-19 while in school with parent consent (or consent from students over 15 years old). Students are tested twice within a 7-day period (immediately after being identified as a close contact and again 5-7 days after exposure) using the BinaxNow tests or the iHealth at-home kits.




Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

Public health  

communication

Public health information, including information from our County Health Department is communicated through school newsletters, the website, and social media.

  • Schools  practice appropriate communicable disease isolation and exclusion measures. 
  • Staff participate in required health services related training to maintain health services practices in the school setting. 
  • COVID-19 specific infection control practices for staff and students will be communicated.
  • Staff review  504 and IEP accommodations and the school nurse will be advised to address vulnerable populations.
  • Immunization processes were addressed as per routine timeline, which prioritizes the beginning of the year and new students. Information for immunization clinics is provided to families.
  • Continuity of existing health management issues have a plan for sustaining operations alongside COVID-19 specific planning (i.e. medication administration, diabetic care). 

We continue to partner with our local health department, school nurse and ESD services to access and share accurate public health information. District representatives attend the weekly Jackson County Public Health/District meeting to hear the latest information and then share with district leadership.


We communicate with and update staff and the school community about the required and advisory health and safety measures undertaken by the district by position on the district website, newsletters and other district communication channels. 


Signs and other information around the school buildings, in English and Spanish, are posted.  Graphics signage used when appropriate.

Clarity and supporting materials for communication to community members (in English and Spanish) is provided to families about the specific health and safety protocols in place at the school.


Phoenix-Talent Schools provides training for all staff in the health and safety protocols and has lesson plans for instruction to students. Each school has a committee to oversee the implementation of the health and safety protocols that is inclusive of represented and unrepresented staff. 


Anonymous suggestion boxes are available at each school building to ensure that all staff have a safe place to bring implementation questions and suggestions forward. 


The District COVID Mitigation Team, which includes the school nurse, offers monthly “Office Hours” for question and answer sessions. This includes sessions for Spanish-speaking families. Our school nurse meets separately with our migrant families to discuss the latest COVID updates, including vaccine and masking information.

Isolation: 

Health care and a  

designated space that is  appropriately supervised and  adequately equipped  for providing first aid and  isolating the sick or injured child are required  by OAR 581-022-2220.

  • A separate designated area is available for “well” students to access health care for routine first aid and medication administration. Symptomatic students will not have access to this area.
  • Designated school staff are provided training by the District Nurse, or school personnel trained by the District Nurse, on the signs of illness, ODE/OHA guidelines for isolation, and appropriate measures to take, should a student or staff member display COVID-19 symptoms upon entry to school or at any time during the school day.
  • A primary isolation area is designated for symptomatic students.  Supervision is provided by the District Nurse or school personnel trained by the District Nurse.  If necessary, secondary isolation areas will be identified in collaboration with the District Nurse and site administrator.
  • Students are provided face coverings if they are able to safely wear one while in the isolation area.
  • Staff caring for ill students wear face coverings and maintain physical distancing, when possible, when monitoring and caring for a symptomatic student.  
  • After removing PPE, hands should be immediately cleaned with soap and water for at least 20 seconds. If soap and water are not available, hands can be cleaned with an alcohol-based hand sanitizer that contains 60-95% alcohol. 
  • Daily logs are maintained and contain the following:
    • Name of Student
    • Symptoms
    • Onset of symptoms/illness
    • Time in/out of isolation area
    • Name and contact information of parent guardian picking student up
  • Every effort will be made to maintain student confidentiality.
  • Proper PPE is available at all isolation sites.

Symptomatic Students and Staff

  • Accommodations for students with disabilities and medical conditions are provided in the isolation room. 
  • Information about COVID-19 testing and results are available in English and Spanish.
  • COVID-19 testing is available, with guardian consent, free of charge, for students and staff exhibiting COVID-19 symptoms in the Isolation Room.
  • Isolation Room procedures are clearly explained to families.
  • Daily Home Screening is required before students leave home for the school bus or school building. COVID-19 symptoms are clearly explained to families and they are instructed not to send their child to school if they are ill. Daily screening reminders are given periodically, in English and Spanish, in school newsletters, our website, and on social media.




Health and  

Safety Strategy

Extent to which district has adopted policies, protocols,  or procedures and description thereof

How do the district's policies, protocols, and  

procedures center on equity?

Exclusion: School  

administrators are  

required to exclude staff  and students from school  whom they have reason  to suspect have been  

exposed to COVID-19.  (OAR 333-019-0010)

Quarantine: Students, teachers, and staff who come into close contact with someone with COVID-19 and are up to date with their COVID-19 vaccination, as defined by CDC, and individuals who had confirmed COVID-19 (tested positive using a COVID-19 viral test) within the last 90 days do not need to quarantine. These individuals should: 

  • Wear a well-fitting mask around others for 10 days from the date of their last close contact with someone with COVID-19 (the date of last close contact is considered day 0) and watch for symptoms of COVID-19.  
  • Get tested at least 5 days after having close contact with someone with COVID-19. If they test positive or develop COVID-19 symptoms, they should follow recommendations for isolation.  

Individuals who come into close contact with someone with COVID-19 and are not up to date with their COVID-19 vaccination defined by CDC as:  

  • Ages 18 years or older and completed the primary series of a two dose recommended vaccine more than 5 months ago but have not received a recommended booster shot. 
  • Those who have received the single-dose Johnson & Johnson vaccine (completing the primary series) over 2 months ago and have not received a recommended booster shot. 
  • Those who are not fully vaccinated or have not completed a primary vaccine series. 

These individuals quarantine as follows: 

  • Quarantine for at least 5 days after their last close contact with someone with COVID-19. Individuals in quarantine should not go to school or school events in-person during their quarantine period unless they are participating in a school sponsored test-to-stay protocol. 
  • Wear a well-fitting mask around others for 10 days from the date of their last close contact with someone with COVID-19 (the date of last close contact is considered day 0) and watch for symptoms of COVID-19.  
  • They should get tested at least 5 days after having close contact with someone with COVID-19. If they test positive or develop COVID-19 symptoms, they should follow recommendations for isolation.  
  • If unable to wear a mask, an individual shall complete a 10-day quarantine. 
  • If an individual is unable to quarantine, they should wear a well-fitting mask around others at home and in public for 10 days. 

Isolation: Students, teachers, and staff who have presumed or confirmed COVID-19 or are showing symptoms of COVID-19 should isolate themselves regardless of vaccination status.  

  • Individuals can end isolation after 5 full days since symptom onset if they are fever-free for 24 hours without the use of fever-reducing medication and their other symptoms have improved.  
  • Day 0 is the day symptoms began or the day the person took a test that had a positive result. Day 1 is the day after symptoms began or, if a person does not have symptoms, the day after the person tested positive (use the date the test was collected). 
  • If they continue to have fever or their other symptoms have not improved after 5 days of isolation, they should stay in isolation until they are fever-free for 24 hours without the use of fever-reducing medication and their other symptoms have improved. 
  • Individuals should continue to wear a well-fitting mask around others at home and in public places for an additional 5 days (day 6 through day 10) after the end of their 5-day isolation. 

For further details visit the Center for Disease Control and Prevention Overview of COVID-19 quarantine for K–12 Schools, overview of isolation recommendations, and Quarantine and Isolation webpages.

  • Phoenix-Talent Schools understands the importance of maintaining consistency in learning environments.
  • The Phoenix-Talent Rising Academy (K-8) and Compass Program at PHS (9-12) are established to provide distance learning options for students and their families.
  • If school closure is advised by the JCHHS, consultation will occur between legal, union, and district administration to ensure processes are consistent with legal preparedness processes.
  • All classroom teachers are required to have a Google Classroom to assist students in quarantine or isolation at home. Hot spots and Chromebooks are available to access the internet and technology.
  • Families may call our Care Lines or email AskPTS@phoenix.k12.or.us to receive assistance when quarantined or isolated.
  • The bilingual Tech Line is available for students needing tech support from home.




Accommodations for Children with Disabilities  

Please describe the extent to which the district has adopted policies related to appropriate accommodation for children with disabilities  with respect to health and safety protocols. Please describe any such policies.  

Phoenix-Talent Schools ensured equity and access for students experiencing a disability to be involved in, participate in, and make progress in the least restrictive environment. To provide the accommodations and modifications, Section 504 plans and IEPs are all individualized, but are designed to be resilient if the school needs to shift between in-person, distance, and hybrid learning environments as the context shifts in response to statewide health and safety guidelines.  If special education or related services cannot be provided due to instructional model changes mandated by the pandemic, recovery services and/or compensatory services will be given. Decisions for, and determination of needs for,  recovery services will be made on an individual basis by a milti-disciplinary team including the legal guardian.


We will account for students who have health conditions that require nursing or other health services. Accommodations are considered, with support from our school nurse, for students and staff who are unable to wear a mask due to a medical condition or disability, and have a doctor-signed waiver.

 

Individualized COVID-19 Recovery Services 

The Individualized COVID Recovery Services rule became permanent in December 2021. ESSER III requires at least 20% of funding to be spent on unfinished learning which can include recovery services to students experiencing disability (and prioritizes students in underserved or disproportionately impacted communities, including students who experience disability). Recovery services are special education services designed to meet the needs of eligible students in special education who were adversely impacted by the educational limitations caused by COVID 19. ODE has developed a guide for Planning for Individualized COVID Recovery Services to support school districts in understanding and developing a process to implement this rule. 



OAR 581-015-2228 Requirement

For each of the below areas, describe the district’s policies, protocols, or procedures that will be followed to ensure appropriate consideration of Individualized COVID-19 Recovery Services for each eligible student. 

For each of the below areas, describe how the district's policies, protocols, and procedures center equity

The IEP team for each eligible student shall consider the need for Individualized COVID-19 Recovery Services at least at each initial IEP meeting and each regularly scheduled annual review meeting.

IEP teams consider the impact of COVID-19 on the eligible student’s ability to engage in their education, develop and re-establish social connections with peers and school personnel, and adapt to the structure of in-person learning. For initial IEPs, IEP teams review the impact of COVID-19 on the student’s initial evaluation timeline and eligibility determination in considering the need for Individualized COVID-19 Recovery Services. For annual reviews, IEP teams also consider the impact of COVID-19 on the implementation of the eligible student’s IEP in considering the need for Individualized COVID-19 Recovery Services.

Individualized COVID-19 Recovery Services are unique, specific to the student,

and determined by the IEP Team. Individualized COVID-19 Recovery Services are considered based on the totality of student circumstances.

Each school district or program shall provide written notice to the parents of each eligible student regarding the opportunity for the IEP team to meet to consider Individualized COVID19 Recovery Services.

The District sent home a letter regarding the opportunity to meet to consider recover services on 9/20/21

Written documentation was provided in both English and Spanish

After each determination is made, the school district or program shall provide written notice to the parent and/or adult student with a disability regarding the determination of need for Individualized COVID-19 Recovery Services. 

After each determination is made, the need for Individualized COVID-19 Recovery Services is documented on the student’s IEP and available to guardians via the PowerSchool portal to include the following:

  •  A statement of the Individualized COVID-19 Recovery Services recommended based on the meaningful input of all IEP team members, including parents and eligible students, as appropriate;
  •  The projected dates for initiation and duration of Individualized COVID-19 Recovery Services; and
  • The anticipated frequency, amount, location, and provider of the services and whether these services are being provided within the standard instructional day for the eligible student.

IEPs and written documentation are provided in the guardian’s primary language. The documents are available in the guardian PowerSchool portal which includes a text reader and other accessibility features for people with disabilities.




Updates to this Plan 

To remain in compliance with ARP ESSER requirements, school districts must regularly, but no less frequently than every six months (taking into  consideration the timing of significant changes to CDC guidance on reopening schools), review, and as appropriate, revise its Safe Return to In Person Instruction and Continuity of Services Plan. 

Dates Updated: 8/20/21, 2/4/22, 3/9/22