School-Level Communicable Disease Management Plan
Template For School Year 2023-2024
School/District/Program Information
District or Education Service District Name and ID: __Junction City School District 69 ID: 2091_________________________________
School or Program Name: _Oaklea Middle School______________________________________________________________
Contact Name and Title: ___Troy Stoops, Superintendent_____________________________________________________________
Contact Phone: ___541-998-6311__________________ Contact Email: ____tstoops@junctioncity.k12.or.us__________________________
Table 1.
Policies, protocols, procedures and plans already in place
Provide hyperlinks to any documents or other resources currently utilized in your school/district. Consider adding a brief description about how each is used within your school.
Plan Types | Hyperlinks and Descriptions |
School District Communicable Disease Management Plan | JCSD will follow their Communicable Disease Policy. |
Exclusion Measures Exclusion of students and staff who are diagnosed with certain communicable diseases. | Staff and students will be monitored for communicable disease symptoms and excluded using the most up to date recommendations from ODE and OHA Communicable Disease Management Plan. |
Isolation Space Requires a prevention-oriented health services program including a dedicated space to isolate sick students and to provide services for students with special health care needs. | JCSD plan to maintain healthcare and space for Isolation Student Health Services and Requirements |
Emergency Plan or Emergency Operations Plan | Emergency Drills and Instruction “I love you Guys” for building emergencies. |
Mental Health and Wellbeing Plans such as those prepared for Student Investment Account (optional) | Identify existing district or school plans and tools that can be utilized in supporting student and staff wellbeing and mental health during prevention, response, and recovery from incidents of a communicable disease outbreak. |
Additional documents reference here: |
SECTION 1. Clarifying Roles and Responsibilities
Identifying roles central to communicable disease management. Clarifying responsibilities related to communicable disease response is a first step in keeping communities healthy and safe. In general, decisions of school health and safety reside with school and district officials. Together with local public health officials, school/district administrators should consult a variety of individuals when making decisions about health and safety in school.
Table 2. Roles and Responsibilities
School planning team members | Responsibilities: | Primary Contact (Name/Title): | Alternative Contact: |
Building Lead / Administrator |
| Damaris Bishop, District Nurse Johnie Matthews, Principal Stephanie Rabago, Assistant Principal | Troy Stoops, Superintendent |
School Safety Team Representative (or staff member knowledgeable about risks within a school, emergency response, or operations planning) |
| Damaris Bishop, District Nurse Brian Young, District Safety Officer Johnie Matthews, Principal Stephanie Rabago, Assistant Principall | Troy Stoops, Superintendent |
Health Representative (health aid, administrator, school/district nurse, ESD support) |
| Damaris Bishop, District Nurse Karen Nielson, Secretary | Katie Bradford, Special Programs Director |
School Support Staff as needed (transportation, food service, maintenance/custodial) |
| Katie Bradford, Special Programs Director Damaris Bishop, District Nurse | Troy Stoops, Superintendent |
Communications Lead (staff member responsible for ensuring internal/external messaging is completed) |
| Damaris Bishop, District Nurse Johnie Matthews, Principal Stephanie Rabago, Assistant Principal Daniel Pozos, Bilingual Resource Coordinator | Troy Stoops, Superintendent |
District Level Leadership Support (staff member in which to consult surrounding a communicable disease event) |
| Damaris Bishop, District Nurse Troy Stoops, Superintendent | Brian Young |
Main Contact within Local Public Health Authority (LPHA) |
| Damaris Bishop, District Nurse | Troy Stoops, Superintendent |
Others as identified by team |
Section 2. Equity and Continuity of Education
Preparing a plan that centers equity and supports mental health
Preparing a school to manage a communicable disease case or event requires an inclusive and holistic approach to protect access to in-person learning for all students. In this section suggested resources are offered to help prepare for communicable disease management while centering an equitable and caring response.
Identify existing district or school plans and tools that can be utilized when centering equity in prevention, response, and recovery from incidents of outbreaks (e.g., district or school equity plans/stances/lenses/decision tools, Equity Committee or Team protocols, district or school systems for including student voice, existing agreements or community engagement or consultation models, Tribal Consultation[1], etc.)
Suggested Resources:
- Equity Decision Tools for School Leaders
- Community Engagement Toolkit
- Tribal Consultation Toolkit
Table 3. Centering Educational Equity
OHA/ODE Recommendation(s) | Response: |
Describe how you will ensure continuity of instruction for students who may miss school due to illness. | All students who miss school due to illness are provided with appropriate time, resources and opportunities to make up any missed teaching and/or assignments. This varies by grade level, and by student skill level at each grade or subject. Resources may include additional time to complete assignments, additional assistance during the school day or additional assistance outside of the school day. |
Describe how you identify those in your school setting that are disproportionately impacted by communicable disease and which students and families may need differentiated or additional support. | JCSD has an active Equity Advisory Committee which creates district wide staff training and professional development. The district utilizes an equity lens to ensure that we are considering different needs and perspectives in our decision making. Through this training staff are able to identify those in the school setting which may be disproportionately impacted by COVID-19. Families who identify as having tested positive for COVID-19 are specifically asked if they would like assistance of any kind during their exclusion period. Additional supports include but are not limited to, food support, schoolwork support, COVID-19 test delivery and health services. Spanish speaking families are referred to the Bilingual Resource Coordinator. |
Describe the process by which the school will implement a differentiated plan for those that are disproportionately impacted, historically underserved or at higher risk of negative impacts or complications related to communicable disease. | The health and well being of students, with particular attention and focus on the mental/social/emotional well being of our marginalized and underrepresented students is a top priority reflected in our SIA plan. Connecting with families and making them aware of mental health services and support is imperative after a year of an atypical school year. This is evident in our partnerships with agencies such as Skill Builders, Ophelia's Place, UO Pride Program, Centro Latino Americano and ESD partnerships. This is communicated through building admin, bilingual coordinator, and counselors. |
Describe what support, training or logistics need to be in place to ensure that the named strategies are understood, implemented, and monitored successfully. | Staff training occurs during in-service week to review the plan and available resources. Ongoing Equity training occurs throughout the district during staff meetings. A team approach utilizing counseling staff, school psychologist, graduation coaches, administration, and District nurse monitor program success and implementation. |
Section 3. Communicable Disease Outbreak Prevention and Response:
Implementing mitigation activities, responding to periods of increased transmission, resuming baseline level mitigation, and debriefing actions to improve the process
Planning for and implementing proactive health and safety mitigation measures assists schools in reducing communicable disease transmission within the school environment for students, staff, and community members. Communicable disease, including norovirus, flu and COVID-19, will continue to circulate in our communities and our schools. Schools will utilize different mitigation measures based on local data, and observation of what is happening in their schools (e.g., transmission within their facilities and communities.) In the following section, teams will document their school’s approach to the CDC, OHA and ODE advised health and safety measures at baseline, during increased transmission.
Suggested Resources:
- Communicable Disease Guidance for Schools which includes information regarding:
- Symptom-Based Exclusion Guidelines (pages 8-12)
- Transmission Routes (pages 29-32)
- Prevention or Mitigation Measures (pages 5-6)
- School Attendance Restrictions and Reporting (page 33)
- CDC Guidance for COVID-19 Prevention in K-12 Schools
- Supports for Continuity of Services
Table 4. Communicable Disease Mitigation Measures
OHA/ODE Recommendation(s) Layered Health and Safety Measures | Describe what mitigating measures the school will implement to reduce and respond to the spread of communicable disease and protect in-person instruction? |
Immunizations | Shots are required by law for children in attendance at public and private schools, preschools, child care facilities, and Head Start programs in Oregon. Nearly every place that provides care for a child outside the home requires shots or a medical or nonmedical exemption to stay enrolled. The district encourages students and families who are eligible to be vaccinated receive immunizations against influenza, RSV, and COVID-19, to protect their health and reduce the risk of spreading the virus at school, to families, and in the community. The district organizes an onsite COVID/FLU vaccine clinic when recommended by LCPH. |
Face Coverings | JCSD works in collaboration with local public health to implement the most up-to-date guidelines and requirements on face coverings in the school. JCSD will remain a mask optional environment. A variety of masks will be made available to all persons entering district buildings. |
Isolation | JCSD has in place an Isolation plan recommended by local health authorities and ODE. |
Symptom Screening | JCSD has a symptom screening policy in place to anyone entering any campus building for symptoms of illness. |
COVID-19 Diagnostic Testing | JCSD participates in OHA’s diagnostic testing program to offer on site COVID-19 testing and ihealth take home COVID-19 tests. Any staff or student presenting with primary symptoms of COVID-19 or who were exposed to COVID-19 will be offered a test. Consent for testing will be obtained at the time of testing. |
Airflow and Circulation | To increase circulation of outdoor air as much as possible by opening windows and doors. Ventilation systems added to areas where windows cannot be opened. Ventilation filters changed quarterly by maintenance staff. |
Cohorting | JCSD will not cohort as per the current CDC recommendation. When there is ≥ 20% classroom absenteeism related to respiratory illness, with at least 3 students/children or staff absent attendance, classrooms will be instructed to isolate from other classrooms if feasible. Staff and families will be notified when there is ≥ 20% classroom absenteeism related to respiratory illness via email and text. JCSD will consult with LPHA for guidance. |
Physical Distancing | Classroom setup will have with emphasis of maintaining at least 3 ft physical distancing between student desks to the extent possible. Additional lunch space added to avoid crowding. |
Hand Washing | Hand Washing continues to be encouraged as a strategy in mitigating germ spread before eating and after using the restroom. In class sanitizing will occur upon entry and exit to classrooms. Signage is posted throughout the district buildings as reminders to hand wash frequently as recommended by CDC. |
Cleaning and Disinfection | Access to cleaning and disinfecting (for trained staff) products readily available. Clean routinely throughout the day and especially focusing on high frequency touch points. Bathrooms cleaned daily. Spaces where food is consumed to be cleaned between classes. |
Training and Public Health Education | District Nurse provides ongoing guidance and training regarding current local public health recommendations. Annual training on disease prevention and mitigation strategies will be conducted for staff. Updates will be distributed via email and on the district website. |
Training exercises are essential to preparedness ensuring individuals understand their role in a communicable disease event. Exercises can also help identify gaps in the planning, thereby building upon and strengthening the plan over time. Schools, districts, and ESDs should schedule to exercise this plan annually and when any revisions are made to update the plan. The plan, or component(s) of the plan, can be tested through conversations, practice exercises, or other activities.
INSERT THE LINK District Nurse – Health Services – Junction City School District
Date Last Updated: 8/23/2023 Date Last Practiced: 8/30/2023
[1] Tribal Consultation is a separate process from stakeholder engagement; consultation recognizes and affirms tribal rights of self-government and tribal sovereignty, and mandates state government to work with American Indian nations on a government-to-government basis.