Reopening K-12 Schools During the COVID-19 Pandemic Prioritizing Health, Equity, and Communities (2020) / Chapter Skim
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4 Deciding to Reopen Schools
4 Deciding to Reopen Schools
Pages 39-50
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From page 39... ...
. Taking what is known about decision-making in this m oment together with principles from existing guidance documents, we offer a path forward for decision-makers in establishing a clear plan for reopening schools that is based on shared goals and values, ongoing risk assessment, and careful context monitoring.
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From page 40... ...
Beyond having to engage with state and local virus mitigation strategies (e.g., stay-at-home orders, mandated use of face coverings) and witnessing the tremendous loss of life experienced by many communities, critical stakeholders face the very real threat of "decision fatigue."1 The committee also recognizes that many communities of color have joined together to lead historic protests toward advancing racial justice in the United States, and concerns about reopening schools will necessarily take place against that backdrop.
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From page 41... ...
While this approach to providing guidance does allow for regional variation and sensitivity to contextual factors, it also leaves school districts with a tremendous responsibility for determining how to meet their obligations to students, families, and staff. Many school districts are left without a clear roadmap for understanding just what kind of schooling they are responsible for as the pandemic continues with respect to both academic experiences and the many social services schools are required to provide (see Chapter 3)
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From page 42... ...
In light of the fiscal challenges many school districts will face in the 2020–2021 school year, states will need to have a role in ensuring an equitable distribution of resources and expertise so that districts can implement the measures required for a strategic reopening in their local contexts. A FRAMEWORK FOR DECIDING WHEN TO REOPEN SCHOOLS FOR IN-PERSON LEARNING Given the range of stakeholders invested in decisions around reopening schools, the committee recognizes that those decisions and processes will be complex.
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From page 43... ...
Lauren Ancel-Meyers, expert testimony to the committee. The University of Texas COVID-19 Modeling Consortium Framework, although not specifically developed for school reopening decisions, supports education stakeholders in working with public health officials to continually make and remake decisions based on data as they become available (for more information on who should make these decisions, see the following section)
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From page 44... ...
, with counties submitting plans and data to the state to receive approval for moving through different phases of reopening. Counties must demonstrate progress on seven indicators: declining prevalence of COVID-19, minimum testing requirements, clear and actionable plans for contact tracing, identified locations for safe isolation and quarantine, a clear plan for keeping workers safe and healthy, sufficient health care capacity, and a sufficient supply of personal protective equipment.
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From page 45... ...
In May 2020, the Southern Regional Education Board (SREB) released a "playbook" for enhancing or establishing a local task force to address issues related to COVID-19.
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From page 46... ...
SOURCE: © 2020 Southern Regional Education Board. Used with permission.
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From page 47... ...
Attending to these items up front makes it possible to then focus on the actual work of making decisions related to reopening schools. The committee notes that while the precise details of both who is involved in the planning processes and the processes themselves are likely to change depending on local needs, an inclusive process whereby stakeholders are asked to be explicit about their goals, values, and priorities will yield long-term benefits when challenging real-time decisions must be made.
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From page 48... ...
While all stakeholders will not necessarily agree with the final decisions about when and how to reopen schools, an inclusive process will help build trust in school leadership so that decisions can be implemented quickly should conditions change. MONITORING COVID-19 CONDITIONS Schools and districts will need to work with their state or local health departments to plan for the monitoring and evaluation of epidemiological data to iteratively assess disease activity in the county (or relevant area)
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From page 49... ...
Contract tracing involves identifying individuals who come into contact with others who have tested positive for COVID-19, and asking affected individuals to voluntarily quarantine for 2 weeks to curtail transmission. Although the combination of robust testing and contact tracing programs can serve as a useful strategy in limiting transmission, it may require a substantial investment of local resources.
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From page 50... ...
Decisions about what constitutes substantial community transmission and under what conditions schools would again close need to be out lined before the school year begins.
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