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READY SCHOOLS,SAFE LEARNERSGUIDANCE FOR SCHOOL YEAR 2020-21VERSION 7.5.2May 28, 2021

Release NotesSummary of changes to recent versions of Ready Schools, Safe LearnersVersion 7.5.2 includes the newest changes in green italics. The release notes are updated to showthe changes in this iteration. The use of italics and a different color is for meeting accessibilityrequirements and does not signal any specific emphasis or importance.SectionSummary of Change or AdditionOverviewAdditional clarity on authority, applicability and enforcement of guidance.0Clarified recommendations for changes in learning model based on changes in metrics.1c, 2jUpdated definition of outside space to align with OHA’s definition.1h, 2g, 2hUpdated to align with OHA’s updated guidance on face coverings.2aClarified that section does not apply to summer programs.5fClarified physical distancing for indoor activities. Physical Education and Librariesguidance updated.New COVID-19 variants and prevention in schoolsIn the new guidance released by the CDC on March 19, 2021, they named that multiple SARS-CoV-2variants are circulating globally. These include several variants that have been detected in the UnitedStates. Some of these variants seem to spread more easily and quickly than other variants, whichcould lead to more cases of COVID-19. Rigorous implementation of prevention strategies is essentialto control the spread of variants of SARS-CoV-2.OHA, like the CDC, works in collaboration with other public health agencies to monitor the situationclosely assessing emerging variants quickly to understand their potential impacts and how tominimize their spread. As more information becomes available, prevention strategies and schoolguidance may need to be adjusted to new evidence on risk of transmission and effectiveness ofprevention in variants that are circulating in the community.Version7.5.2Checkboxes ( ) indicate requirements; arrows ( ) indicate recommendations.Page1

Table of ContentsREADY SCHOOLS, SAFE LEARNERSOverview Operational Blueprint for Reentry0. Returning to InPerson Instruction1. Public HealthProtocols2. Facilities and SchoolOperations3. Response toOutbreak4. EquityVersion7.5.20a. Returning to In-PersonInstruction0b. Metrics for Returning to InPerson Instruction Throughthe On-site or Hybrid Model1a. Communicable DiseaseManagement Plan forCOVID-191b. High-Risk Populations1c. Physical Distancing1d. Cohorting1e. Public HealthCommunication andTraining2a. Enrollment2b. Attendance2c. Technology2d. School SpecificFunctions/Facility Features2e. Arrival and Dismissal2f. Classrooms/RepurposedLearning Spaces2g. Playgrounds, Fields, Recess,Breaks, and Restrooms2h. Meal Service/Nutrition2i. Transportation1f. Entry and Screening1g. Visitors/Volunteers1h. Face Coverings, Face Shields,and Clear Plastic Barriers1i. Isolation and Quarantine2j. Cleaning, Disinfection, andVentilation2k. Health Services2l. Boarding Schools andResidential Programs Only2m. School EmergencyProcedures and Drills2n. Supporting Students who areDysregulated, Escalated,and/or Exhibiting SelfRegulatory Challenges2o. Protective PhysicalIntervention3a. Prevention and Planning3b. Response3c. Recovery and Reentry4a. Principles in Action4b. Decision Making that Centers EquityCheckboxes ( ) indicate requirements; arrows ( ) indicate recommendations.Page2

5. Instruction5a. Instructional Time5b. Instructional Models5c. Learning Day, Instructional Schedule, and Academic Calendar5d. Instructional Considerations5e. Safeguarding Student Opportunity Clause5f. Instructional and Extra-Curricular Activities Requiring AdditionalConsiderations5g. Graduation 2020-21 and Post-Secondary Planning6. Family, Community,Engagement6a. Partnership in Planning6b. Communication6c. Before and After School Programs7. Mental, Social, andEmotional Health7a. Planning7b. Resources and Strategies8. Staffing andPersonnel8a. Supports8b. Public Health Training8c. Professional LearningGlossaryAppendixOverviewAuthority and Effective DatesThe Oregon Department of Education (ODE), in coordination with the Oregon Health Authority (OHA), isupdating the Ready Schools, Safe Learners guidance for the 2020-21 School Year in accordance withGovernor Brown’s Executive Order 21-06 and Governor Brown’s March 5, 2021 decision to “return to thelearning environment we know serves [students] best: in-person instruction.” The Ready Schools, SafeLearners guidance became effective on July 1, 2020 and will remain in effect until it is rescinded. Thisguidance updates and replaces prior guidance.Version7.5.2Checkboxes ( ) indicate requirements; arrows ( ) indicate recommendations.Page3

Authority:Executive Order 21-06 on March 12, 2021Applicability: Except where it requires compliance and is labeled as “Required” and often indicated witha checkbox ( ), the Ready Schools, Safe Learners guidance is advisory and intended to provide schooldistricts with information and best practices in delivering education services during the COVID-19pandemic.Enforcement: This guidance contains both requirements and recommendations. To the extent thisguidance requires compliance with certain provisions, it is enforceable as specified in Executive Order 2106, paragraphs 2, 4a, and 4b.This guidance is developed jointly by ODE and OHA and is informed by U.S. Department of Educationand CDC guidance along with information from many other sources. Guidance in Ready Schools, SafeLearners and any connected documents is what schools must follow where or if there are contradictionswith other sources, including the CDC.Decisions about when or how schools need to respond to an outbreak of COVID-19 involve collaborationacross multiple jurisdictions and in alignment with the guidance in the Planning for COVID-19 Scenariosin Schools Toolkit. If part or an entire school needs to close to in-person instruction and transition fromOn-Site or Hybrid Instructional models to Comprehensive Distance Learning models as a matter of publichealth, or return from Comprehensive Distance Learning Models to Hybrid or On-Site models, it is alsoimportant that educators, students, families, and the general public have a clear understanding of howdecisions are made and who makes those decisions.When determining if part or an entire school needs to close, schools should work in a collaborativemanner with Local Public Health Authorities (LPHAs). LPHAs are vital partners to advise and consult onhealth and safety in schools with school officials but in general decisions of public health at the locallevel reside with school and district officials. There can be exceptions within local law and any additionalauthorities should be clarified at the local level.Additionally, the authority of an educational governing body or school employee to close a schoolfacility and shift to distance learning may vary depending on what governance structure is in place andthe type of school. This guidance covers the most common governance structures:School districts: School district boards have the authority to close district facilities and transition todistance learning. Boards have generally delegated to the Superintendent of the school district theability to make this decision.Education service districts: Education service district boards have the authority to close educationservice district facilities and transition to distance learning. Boards have generally delegated to theSuperintendent of the education service district the ability to make this decision. If a facility is utilized bystudents from component school districts the ESD should also collaborate with those component schooldistricts about how to continue to serve students.Public charter schools: Public charter school boards have the authority to close a charter school facilityand transition to distance learning. Boards have generally delegated to the Director of the charterVersion7.5.2Checkboxes ( ) indicate requirements; arrows ( ) indicate recommendations.Page4

school the ability to make this decision. However, such a decision should also be made consistently withthe charter of the school which may require additional steps such as notice to the school’s sponsor.Additionally, a sponsor of a public charter school may terminate the charter agreement of a school andclose the school if the school is endangering the health and safety of students.Oregon School for the Deaf: The Director of the Oregon Department of Education has the authority toclose the Oregon School for the Deaf and transition students to distance learning.Private schools: The authority to close a private school and transition to distance learning variesdepending on the governance structure of the school.If a Local Public Health Authority has concerns about public health in a given school within the operationof this guidance or in response to an outbreak and the school or district disagree, these concerns may beelevated to the State Public Health Director or the Director of the Oregon Department of Education.The State Public Health Director at the Oregon Health Authority has broad authority to close a facilitythat presents a public health risk.The Director of ODE also has authority to close a school facility within existing state laws and within thescope of Executive Order 20-29. ODE also has the authority to address any complaints raised regardingpractices that do not confirm with the requirements in this guidance and take other actions. Theseactions include referring complaints to the Oregon Occupational Safety and Health Agency (OSHA) andthe potential to withhold State School Fund (SSF) payments if needed and as a means of last resort.ODE and OHA have updated common statewide protocols for a variety of scenarios, in collaborationwith LPHAs, schools, and districts, to improve coordination and shared understanding of how to respondto cases and outbreaks of COVID-19.Oregon OSHA also enforces workplace safety rules and statutes. Oregon OSHA will address employeeand other inquiries and complaints, and provide advice to employers related to any potential violationof existing Oregon OSHA rules or directives issued by Gov. Kate Brown if they involve potentialworkplace exposure. If you believe a school is not in compliance with the RSSL guidance you can file anamed or confidential complaint with Oregon OSHA at 1-833-604-0884 or online.Except where it requires compliance and is labeled as “Required” and often indicated with a checkbox( ), the Ready Schools, Safe Learners guidance is advisory and intended to provide school districts withinformation and best practices in delivering education services during the COVID-19 pandemic. Wherethe Ready Schools, Safe Learners guidance does not require a specific action by districts, districts maychoose whether to consider or implement advisory information or recommendations labeled“Recommended” and often indicated with an arrow ( ).Nothing in the Ready Schools, Safe Learners guidance is intended to provide legal advice. ODEencourages districts to consult with their own legal counsel and to consider other state and federalguidance and laws when implementing any recommendations of the Ready Schools, Safe Learnersguidance.Version7.5.2Checkboxes ( ) indicate requirements; arrows ( ) indicate recommendations.Page5

Inclusive GuidanceThis guidance applies to public school settings that include schools within a school district, educationservice district, or public charter, as defined by ORS 330.003(3), ORS 330.005(2), ORS 334.003(2), andORS 338.005(2). Public schools also include Juvenile Detention Education Programs (JDEP) and YouthCorrection Education Programs (YCEP), as defined by ORS 326.695; the Oregon School for the Deaf, asdefined by ORS 346.010; and Long Term Care and Treatment Programs (LTCT), as defined by ORS343.961. This guidance also applies to private schools which include private or parochial schoolsproviding courses of study usually taught in kindergarten through grade 12 in the public schools and inattendance for a period equivalent to that required of children attending public schools, as defined inORS 339.030(1)(a).This guidance also applies to private schools which include private or parochial schools that haveapplied, will apply, or have previously been approved to provide special education services to childrenexperiencing disabilities referred by a public agency for any length of time, as defined by OAR 581-015260.For ease of readability in this guidance, the term “district” refers to a school district, education servicedistrict, public charter school sponsoring district, virtual public charter school sponsoring district,alternative education programs, private schools, and the Oregon School for the Deaf. The term “school”refers to all public schools, including public charter schools, public virtual charter schools, alternativeeducation programs, the Oregon School for the Deaf, Juvenile Detention Education Programs (JDEP),Youth Correction Education Programs (YCEP) and Long Term Care and Treatment Programs (LTCT),Pediatric Nursing Facilities, and Community Transition Programs for 18-21 year old students. Wherethese programs are co-located with, or otherwise share the same space as, a K-12 school setting,program staff can choose to utilize the Operational Blueprint developed by that school or to create theirown. School leaders must ensure that every Oregon student’s health and safety is prioritized through anOperational Blueprint that identifies how requirements in this guidance will be met for their educationalsetting.District sponsored programs include private schools providing special education services at the referraland placement by a public school or the district.It is the responsibility of the district to ensure that all district sponsored programs utilize an OperationalBlueprint, including those situated in settings other than K-12 schools.Note: Private schools approved to provide services to children experiencing disabilities on behalf o