Looking at ISBE guidelines in M-S Reopening discussion prior to tonight’s board meeting

The Mahomet-Seymour Board of Education will vote on school reopening plans on July 20. 

The decision will define how school begins on August 19; however, prior to that decision, the discussion will center around how each plan affects nearly 3,000 students and approximately 300 staff members.

Gov. JB Pritzker has given local control to local school districts to decide how they will approach learning in the 2020-2021 school year, but late last week Pritzker offered a few warnings.

Pritzker said, “The Illinois State Board of Education recently released guidelines for how districts can return to in person learning. There’s room for adaptation to local circumstances in the guidance, but there are some requirements that must be adhered to: for example face coverage, distancing and classroom capacity requirements.” 

Pritzker went on to say, “To be very clear here any district that intends to disregard this guidance is gambling with the lives of our children, teachers and families. Districts that don’t live up to public health guidelines and standards, and don’t make a genuine attempt to protect your communities from this virus could be held liable in courts by community members who are ill-affected.”

The 60-page document, STARTING THE 2020-21 SCHOOL YEAR JUNE 23, 2020 PART 3 – TRANSITION JOINT GUIDANCE, released by the Illinois State Board of Education (ISBE) on June 23 delivered some guidance with additional clarifications made in the weeks ahead.

According to correspondence with ISBE, there are five guidelines that all school districts must adhere to during Phase 4 of Restore Illinois:

-Require use of appropriate personal protective equipment (PPE), including face coverings;
-Prohibit more than 50 individuals from gathering in one space;
-Require social distancing be observed, as much as possible;
-Require that schools conduct symptom screenings and temperature checks or require that individuals self-certify that they are free of symptoms before entering school buildings; and
-Require an increase in schoolwide cleaning and disinfection.

Shelli Anderson and Jackie Gharapour Wernz, both partners of Franczek P.C. of Chicago, wrote, “We recommend that schools take the recommendations and directives in the guidance seriously because they reflect the most current understanding of public health officials for how to protect students, staff, and other members of the school community when returning to in-person instruction. The flexibilities in the guidance are important, however, because it will simply not be possible for every school to comply with all of the guidance’s recommendations and mandates,” in 40 Answers to Your Phase 4 Questions: Practical FAQs on ISBE’s Phase 4 School Reopening Guidance.

The writings of Anderson and Gharapour Wernz, along with those of Kriha Boucek, LLC of Oakbrook Terrace and Miller, Tracy, Braun, Funk & Miller, Ltd of Monticello (both counsel of record for Mahomet-Seymour School District) are not to be construed as legal advice, but they do offer insights into ISBE guidelines through several writings. 

Anderson and Gharapour Wernz additionally wrote, “With the school year quickly approaching, schools should consider action by the Board of Education with follow up formal written policy changes. We recommend that you work with legal counsel to consider options for policy updates, including the potential that the Illinois Association of School Boards PRESS Policy Services will address required updates,” and that guidance from ISBE will, “…likely require policy and procedure changes.”

Within the Mahomet-Seymour Board of Education Meeting Packets dated July 6 and July 20, the District outlines that only the plan developed by the Reopening Task Force (eg remote learning for all students on Monday; half-day, in-person instruction Tuesday through Friday for grades K-5; one-day per week in-person instruction with remote learning all other days for grades 6-12) completely meets the ISBE requirements in all situations.

Outside of the result of Monday’s Board of Education vote, boards, administrators, and unions across the state of Illinois are digging deep into what the logistics of their back-to-school plans entail.

David J. Braun, an attorney and partner with Miller, Tracy, Braun, Funk & Miller, Ltd. writes in his piece Bargaining During COVID: Creating Strong Relationships and Rules for Phase 4 While Planning for Regression and Progression, “…the greatest obstacle to safe and effective implementation of any plan is poor relationship with the staffing groups that will implement that plan. School officials need cooperation, buy-in, and dedication to consistency to make any proposed plan and solutions effective, safe, and defensible in the event of catastrophe.” His piece was published on the Illinois Association of School Administrators website.

Mr. Braun also suggests in his piece that a good starting point is the, “…pronouncement of the primary goals of the Board, and plenty of listening to gain an understanding of the primary interests of the union. To find overlap where a negotiation can reach agreement, the Board’s bargainers must understand what the union needs in order to agree.”

It is unclear if the Mahomet-Seymour Education Association and the Mahomet-Seymour Board of Education negotiated on the reopening plans of the District, but the Mahomet-Seymour Education Association released a statement late Friday afternoon in support of the Reopening Task Force plan that was presented to the Board of Education on July 6. The plan was developed by a teacher subcommittee comprised of approximately 25 teachers providing input. 

Braun further articulated in his piece that, “Boards and administrators insulate themselves from an argument that the plan was a violation of their tort immunity shield (which raises the bar for a lawsuit seeking compensation for injury). In short, a District that works with its union to comply with the rules defends itself from lawsuit either from community or (heaven forbid) staff by pointing to the drafter of the rules. If the District did not draft them (they were drafted by the State), then the District cannot be in willful disregard of safety if it follows them.”

On July 14, 2020, Brian Crowley and Todd Faulkner, both partners of Franczek P.C., wrote a co-authored blog entry named School District Insurance May Not Cover COVID-19 Claims. In the entry, Crowley and Faulkner state, “…at least one school district insurance cooperative has informed its member school districts that the liability coverage carried by the cooperative excludes coverage for liability claims related to COVID-19. Therefore, according to the cooperative, if an individual sued a school district for a COVID-19 health-related claim, the cooperative would not pay for the defense of that claim. Instead, the school district would be solely responsible for paying such costs as well as the cost of any settlement or damage award by a court.” Crowley and Faulkner also wrote that the COVID-19 exclusion is, “…becoming more common among liability insurers.”

Crowley and Faulker alerted that, “Illinois Local Governmental and Governmental Employees Tort Immunity Act provides robust protections for school districts that may face injury or death claims related to COVID-19. This is especially true of school districts that implement and adhere to plans and policies that comply with Federal/State/Local statutes along with guidelines provided by the CDC, Public Health Departments, IHSA, and ISBE.”

Anderson and Gharapour Wernz suggests that each district talk to their insurance provider about their liability insurance coverage.

With words like “if possible,” “when possible,” and “as much as possible,” ISBE’s guidance has led to many questions for school administrators as they try to interpret what is required.

1. Require use of appropriate personal protective equipment (PPE), including face coverings;

Even when social distancing is maintained, face coverings must be worn at all times. 

“It is recommended that schools require physicians notes for students and staff who are not able to wear a face covering due to trouble breathing. It is recommended that schools and districts update policies to require the wearing a face covering while on school grounds and handle violations in the same manner as other policy violations,” according to ISBE.

Anderson and Gharapour Wernz wrote, “Per the guidance, teachers may use face shields in lieu of masks in situations where it is important that students see the teacher’s mouth or face. For example, a foreign language or English Learner teacher may need to be visible to students when speaking to show how a teacher pronounces words.”

Students may take off their masks outside, but only when 6-feet of distance can be maintained. 

2. Prohibit more than 50 individuals from gathering in one space;

According to Anderson and Gharapour Wernz, ISBE stated that if students and staff are wearing face coverings, “desks need not be 6 feet apart if students are wearing face coverings, but recommended that excess furniture be removed from classrooms to allow for as much space as possible between desks.”

Social distancing must be observed as much as possible. A maximum of 50 students can be congregated together, while each of those groups outside must be 30-feet apart.

Schools will not be allowed to divide up rooms to allow for more than 50 people.

The exception for ISBE would be if PE has to be taught indoors.

“If physical education must be taught inside, consider using separate partitions in open spaces, utilizing markings on the gymnasium floor/wall/field to maintain distance between participants,” ISBE wrote.

ISBE added, “Consider using auditoriums/multi-purpose rooms as regular classroom spaces to reduce the number of students in regular classrooms and maximize social distancing.”

In areas where students generally congregate or line up, they should be spaced 6-feet apart, according to ISBE. 

“If it is not feasible to comply with all public health requirements with all students returning to in-person instruction, ISBE recommends that schools develop a blended learning schedule that accommodates smaller groups of students in blocks of time to adhere to capacity requirements (50 people in a space) with adequate social distancing (6 feet),” Anderson and Gharapour Wernz wrote.

3. Require social distancing be observed, as much as possible;

While ISBE strongly encourages a return to on-site and face-to-face learning as much as possible, the organization, “…has also strongly encouraged a plan for remote learning, both in a blended learning environment and in the event of a return to a remote instruction-only environment,” Braun writes. 

Regardless of whether the instruction is in-person or remote, students in Illinois are required to be provided with five hours of instruction, and students are required to attend. 

Each school district will be required to submit an e-learning plan, although ISBE has yet to release the guidance on what that plan will require. Should any district within Illinois move back to Phase 3 where a limit of 10 people are allowed within a space, schools will once again have to instruct students remotely. 

Anderson and Gharapour Wernz wrote that schools may use, “…hybrid models of in-person and remote instruction,” and that districts need to “Make sure both full days (Remote Learning Days) and less-than-full days (Blended Remote Learning Days) are outlined in your remote planning document.”

ISBE suggests that schools prioritize students with IEPs and Section 504 plans, English Learners, and students under the age of 13. Anderson and Gharapour Wernz added that, “Priority should also be given to in-person instruction for subjects in which students are less able to engage independently at home, such as classes that require lab or hands on components.”

Their insight also suggests that “…schools engage in collaborative vertical articulation sessions to address impacts for students transitioning from eighth grade to high school and from sixth grade to junior high or middle schools. The guidance also suggests that schools consider steps such as having students spend the first days of in-person instruction with the previous year’s teacher(s) and classmates, having small group closure activities, and having current teachers take students to meet new teachers as examples of ways to provide closure for all students.”

After five months away from in-person instruction, schools should also develop a plan to assess student progress upon returning to school.

Mahomet-Seymour Schools Director of Instruction, Dr. Nicole Rummel, said that the Mahomet-Seymour School District will return to their traditional assessments, or grades, as learning progresses throughout the year. 

ISBE wrote, “Districts may wish to consider “staggering” schedules for arrivals/dismissals, hall passing periods, mealtimes, bathroom breaks, etc. to ensure student and staff safety. Staff and students should abstain from physical contact, including, but not limited to, handshakes, high fives, hugs, etc.”

***

The Mahomet-Seymour School District said that K-5 students will be assigned a space and will need to stay in that space during their time at school. 

ISBE wrote, “Teachers may also develop a marked path of travel inside the classroom to maintain social distancing from the entry point of the classroom to  the student’s assigned seat.”

ISBE included that opening windows will help for increased ventilation. Middletown Prairie does not have windows that open.

Less conversation around transitions at Mahomet-Seymour Junior High and High School have taken place. ISBE recommends, though, that teachers are the ones to move from class-to-class, rather than students. 

Anderson and Gharapour Wernz wrote, “…guidance indicates that shared lockers are prohibited and lockers should not be used at all, if possible,” as well as, “ISBE recommends scheduling restroom breaks for students, promoting the use of reusable water bottles instead of drinking fountains, and limiting the number of persons and traffic patterns in hallways.”

***

Districts will still be required to provide bus service to public school attendees, but the bus capacity will be limited to 50 students. Most school buses have 22 to 24 seats. According to Mahomet-Seymour bus riders, there are typically three students sitting in each seat. 

Bus riders must wear a mask during the bus ride, but Anderson and Gharapour Wernz said they, “…do not believe that 6 feet of social distancing is required on school buses.”

ISBE stated in its Part 3 Transition Guidance: Starting the 2020-21 School YearFAQLast updated: July 9, 2020 that, “It is recommended that as much space as possible be maintained between individuals and that members of the same family sit together on busses.”

***

How students gather for meals, should the District serve breakfast or lunch, should also be part of the decision making process.

ISBE writes that the number of students in the cafeteria, whether the state is in Phase 3 (limit 10 people) or Phase 4 (limit 50 people), should not exceed that maximum gathering size.

“Alternate scheduling or add meal service times to adhere to capacity limits,” ISBE writes. “Stagger the release of classrooms to the cafeteria to help ensure social distancing while students wait in line. If possible, consider delivering meals to classrooms or having students eat outdoors while ensuring social distancing is implemented. If students eat in the classroom, consider how an allergy-free area will be provided, as needed. Additionally, the room should be disinfected after eating prior to resuming classroom activities.”

Students will be able to take off their face covering during breakfast, lunch, or a snack; however, ISBE states, “It is important to ensure 6-foot distance between individuals as much as possible.”

Each space that children eat in will have to be, “…thoroughly cleaned and disinfected between groups and after meals,” according to ISBE.

ISBE also writes that each meal will have to be served individually, not buffet style. Considerations for food allergies and how the District will handle those for individual students is also requested. 

***

Social distancing must also be observed in the restroom. 

ISBE wrote, “Schools may wish to consider scheduling restroom breaks and escorting individual classrooms to the restroom area to monitor social distancing, as appropriate. Districts may wish to add physical barriers, such as plastic flexible screens, between bathroom sinks and urinals. Appropriate sanitation of restrooms should be completed as scheduled.”

4. Require that schools conduct symptom screenings and temperature checks or require that individuals self-certify that they are free of symptoms before entering school buildings;

Each day should begin with a health screening, whether at school or at home. 

Anderson and Gharapour Wernz wrote that the development of a health and safety checklist, “…will allow your school to take advantage of the extensive protections from liability provided by the Illinois Tort Immunity Act…”.

Whether the district is conducting the health screenings, which Mahomet-Seymour District Nurse, Nita Bachman, said the District would do, or if the District relies on “self-certification”, students, staff, and volunteers must not have a temperature over 100.4 degrees Fahrenheit (99.5 in Mahomet-Seymour), or symptoms of COVID-19, including fever, cough, shortness of breath or difficulty breathing, chills, fatigue, muscle and body aches, headache, sore throat, new loss of taste or smell, congestion or runny nose, nausea, vomiting, or diarrhea.

Anderson and Gharapour Wernz recommended, “…that even if relying on self-certification, schools should conduct symptom and temperature checks for individuals who report or exhibit symptoms suggesting they might be sick. Schools may wish to do so on a random basis, as well.” 

Kriha Boucek, LLC’s Return to Work in the COVID-19 World FAQ said that districts should plan to pay employees for the, “…time spent waiting and getting temperatures taken since that is likely to be compensable time.”

Also, “Districts should work with their unions to develop a plan that applies to all staff. In the plan, they should address where the temperature checks will take place, who will be responsible for taking temperatures, and whether the data received will be recorded by the District. Remember that, under the ADA, health information must be maintained in an employee specific file other than their regular employment file.”

Kriha Boucek, LLC’s FAQ document further states, “We recommend that school nurses and administrators take on this role with proper training and the provision of PPE, however, the District is well within its rights to assign other employees to this responsibility.”

In the event that someone within a school becomes infected with COVID-19, “…anyone with ‘close contact’ to the individual should isolate at home and monitor for symptoms for 14 days. ‘Close contact; means being within 6 feet of an individual for more than 15 minutes who has tested positive for COVID-19 or is suspected of having COVID-19,” per Anderson and Gharapour Wernz.

“Practically, this requirement could mean that all students who have class or other close contact with a person who tests positive or is suspected of having COVID-19 would have to shift to remote learning for 14 days.”

Kriha Boucek adds that “ISBE guidance states that staff and students should be fever-free for 72 hours without fever-reducing medication and allow 10 days to pass after symptoms first appeared before they return to a building.”

5) Require an increase in school-wide cleaning and disinfection

ISBE says that districts should, “…develop sanitation procedures per recommendations of the CDC, IDPH, and local health departments. More frequent cleaning and disinfection is necessary to reduce exposure. Visibly dirty areas should be scrubbed to remove visible dirt/soilage and then an approved disinfectant should be used to kill germs.”

According to the FAQ from Kriha Boucek, LLC, whether teachers or other staff clean high-touch surfaces on a regular basis throughout the day will, “…depend greatly on your collective bargaining agreement with both your teachers and your custodians.

“At this point, there are no requirements for the maintenance of facilities once school reopens. It is advisable for Districts to develop plans regarding maintenance so that expectations of custodial staff are clear and employees and families are given reassurance that the District is taking maintenance seriously.”

Kriha Boucek, LLC suggests that the plan should include how the District will disinfect when an individual with COVID-19 has been in a school. 

The following three plans are taken directly from the board packets for July 6 and July 20. The Board of Education will discuss and decide on a plan during the 7 p.m. board meeting at Middletown Prairie.

Teacher Subcommittee Task Force Plan

Pre-K

During Phase 4, PreK students will attend school on-campus Tuesday-Friday in half day sections. The current session time frames may have to be adjusted to accommodate for district-wide transportation planning. Classes will be limited to 10 students, to meet guidelines. Current tuition-based students are welcome to re-enroll, however, in Phase 4 no other tuition-based spots will be filled. In addition to academic learning, there will be emphasis on teaching students proper hand-washing and how to clean their spaces. Between sessions, staff will have lunch and sanitize the room for the next class.

Grades K-5

During Phase 4, elementary students will attend school on-campus for a half day Tuesday-Friday. This plan will have half of the students in a class attend in person in the morning and the other half in the afternoon. Between sessions teachers will have lunch and disinfect the classroom. When students are not learning oncampus, they will be engaged in a combination of synchronous and asynchronous learning. Asynchronous learning will include online activities with Dreambox (math) and Mystery Science. Synchronous learning will include activities such as lessons by encore teachers.

Some elementary students needing RtI services in math, reading and/or SEL will attend the whole day. Half of their day will be spent with the classroom teacher.

The other half of the day will be spent with interventionist and/or encore teachers. Other elementary students will receive RtI services remotely.

All students who receive special education services for math, reading, writing and social-emotional learning will attend all day, T-F. They will attend their general education classes for half the day and receive special education instructional minutes and related services the second part of the day as well as participate in encore classes.

Mondays will be asynchronous learning for all students. Teachers will attend professional development in the morning and have a period for planning. The afternoons will be reserved for office hours and remote small groups.

Pros:

-Social distancing can be maintained within the classroom

-Better able to maintain social distancing at arrival and dismissal

-Teachers have contact daily with students; and face-to-face contact 4 days a week

-Students have a shorter period of time to remain in their assigned seat within the classroom; more developmentally appropriate

-Fewer students to work with at one time; more individualized instruction

-Encore teachers can do activities that require more movement and interaction with students

-Built in professional development for staff

Cons:

-Students will miss in-person interaction with Encore teachers

-Child care

Grades 6-12

 During Phase 4, junior high and high school students will follow a modified sixhour school day Tuesday-Friday. Students will attend school in person one day a week and attend off-campus synchronously three days.

On Mondays all students will attend school off-campus with asynchronous learning. Teachers will participate in professional development and department planning on Monday mornings and will assist students in small group instruction during office hours Monday afternoons.

The campuses will be open with sign-ups for students to access the building for internet during off-campus learning.

Junior high students in need of RtI services and/or additional supports will have the opportunity to receive those services before school and during the school day.

High school students in need of RtI services and/or additional supports will have the opportunity to receive those services before school and during study hall both on-campus and off-campus. Students receiving RtI and/or IEP services may need to attend on-campus for additional days.

Students who participate in Compass and ATLAS programs will attend all four days of in person learning.

Eighth grade Foreign Language will be taught during the RtI time at the junior high. Students needing transportation for RtI or foreign language may ride the elementary bus.

Pros:

-Built in time for remediation, RtI, and instructional supports for students

-Built in professional development for staff

-Developmentally appropriate with a later start time for older students

-More personalized support/instruction on days when students are participating in on-campus learning

-Able to maintain social distancing in classrooms/hallways and lunchroom

-Older siblings are home more days to assist with childcare of younger

siblings

Cons:

-Less face-to-face time with teachers

Plan Developed by Administration Following ISBE Requirements

Grades K-5

During Phase 4 all elementary students will attend school daily for a full school day.

Students will remain in their “homeroom” classroom for all classes. Students will have an assigned area within the classroom where they will remain for all

learning. This will allow for the most practical social distancing given the age group. Building hours may be adjusted slightly to allow for professional

development and additional support for students. The focus during this instructional time will be on building relationships and reengaging with learning.

Pros:

-Reduced need for child care

-Face-to-face learning with the whole class

-Increased time at school; safe place

Cons:

-Developmentally unrealistic expectations for students to remain in an assigned seat in the classroom for a full instructional day

-Managing recess and lunch supervision schedules

-To maintain social distancing, teachers aren’t able to move students to work with small groups; all instruction is whole group

-Cannot maintain social distancing at arrival/dismissal/bathroom breaks

-Lack of time to provide professional development for teachers

Grades 6-8

 Junior high and high school students will follow an abbreviated school schedule Tuesday-Friday. Students will attend school in person two days a week and attend off-campus synchronous the other two days. This will reduce the number of students on-campus at one time.

On Mondays all students will attend school off-campus with asynchronous learning. Teachers will participate in professional development and department planning on Monday mornings and will assist students in small group instruction during office hours Monday afternoons.

The campuses will be open with sign-ups for students to access the building for internet during off-campus learning.

Junior high students in need of RtI services and/or additional supports will have the opportunity to receive those services before school and during the school.

High school students in need of RtI services and/or additional supports will have the opportunity to receive those services before school and during study hall both on-campus and off-campus. Students receiving RtI and/or IEP services may need to attend on-campus for additional days.

Eighth grade Foreign Language will be taught during the RtI time at the junior high school. Students needing transportation for RtI or foreign language may ride the elementary bus.

Pros:

-Built in time for remediation, RtI, and instructional supports for students

-Built in professional development for staff

-Developmentally appropriate with a later start time for older students

-More face-to-face interactions with teachers

-Increased time at school; safe place

Cons:

-More students in the building at one time; unable to maintain social distancing in the halls, bathrooms, other common areas, and in the classrooms

-Unable to maintain social distancing at arrival/dismissal/lunch

-Time to circulate all students to wash hands before breakfast/lunch

Full-Day Plan Developed by Administration

**It is requested that the first two weeks elementary students attend on A/B days with only half the students present at a time. This allows for teaching of routines, expectations, and new procedures. The 5th day of the week would be an asynchronous learning day. It is requested that JH/HS students attend on the ISBE proposed plan (2 days a week) the first two weeks of school. The 5th day of the week would be an asynchronous learning day. This would allow time for the teachers to engage with students to assess learning loss and build relationships.  

Pre-K: 

During Phase 4 all PK students will attend daily for a shortened half-day. The half-day for PK students will be 2.25 hours.  

Grades K-5: 

During Phase 4 all elementary students will attend school daily for a 5.5 hour school day. 

Students will remain in their “homeroom” classroom for all classes. Students will have an assigned area within the classroom where they will remain for all learning. This will allow for the most practical social distancing given the age group. Building hours will be adjusted to allow for the following: 

-Addressing learning loss through interventions and small group supports

-Developing a comprehensive remote learning plan

-Engaging in professional development

-Connecting with students engaged in off-campus learning

Pros

-Reduced need for child care

-Face-to-face learning with the whole class

-Increased time at school; safe place

Cons

-Developmentally unrealistic expectations for students to remain in an assigned seat in the classroom for a 5.5 hr instructional day

-Managing recess and lunch supervision schedules; need to hire additional staff and there are not staff to hire (These positions are open all year, every year.)

0To maintain social distancing, teachers aren’t able to move students to work with small groups; all instruction is whole group

-Cannot maintain social distancing at arrival/dismissal/bathroom breaks

0Time lost for breaks (mask breaks, bathroom breaks, etc.)

-Lack of time to provide professional development for teachers

-Need for additional classroom manipulatives since items can’t be shared

Grades 6-12:

 During Phase 4 all junior high and high school students will attend school daily for a 5.5 hour school day.  

 Students will follow their school schedule or a modified schedule identified by the building staff. Due to the number of students, social distancing will not be possible in the classroom setting. Flexible seating arrangements will need to be made during lunch. 

 Building hours will be adjusted to allow for the following: 

-Addressing learning loss through interventions and small group supports

-Developing a comprehensive remote learning plan

-Engaging in professional development

-Connecting with students engaged in off-campus learning

Pros:

-Built in time for remediation, RtI, and instructional supports for students

-Built in professional development for staff

-Developmentally appropriate with a later start time for older students

-More face-to-face interactions with teachers

-Increased time at school; safe place

Cons:

-More students in the building at one time; unable to maintain social distancing in the

halls, bathrooms, other common areas, and in the classrooms

-Unable to maintain social distancing at arrival/dismissal/lunch

-Time to circulate all students to wash hands before breakfast/lunch

-Junior high foreign language time will be greatly reduced

-Band for 5th grade

-Where to serve lunch and how to supervise; need to hire additional staff and there are

not staff to hire (lunchroom supervisor positions are open all year, every year.)

Requests:

-Additional hand washing stations at JH and HS

-Ventilation systems evaluated and cleaned at LT, JH and HS, possibly shift to using filters that assist with air purification such as a charcoal filter; MPE does not have windows that open. Is their ventilation system okay?

-Requiring students to wear masks

References:

ANDERSON, S. and GHARAPOUR WERNZ, J., 2020. 40 Answers To Your Phase 4 Questions. [online] Franczek.com. Available at: <http://www.franczek.com/wp-content/uploads/2020/06/Franczek-FAQ-ISBE-Guidance-Phase-6.26.20.pdf> [Accessed 20 July 2020].

Braun, D., 2020. Bargaining During COVID: Creating Strong Relationships And Rules For Phase 4 While Planning For Regression And Progression. [online] Iasaedu.org. Available at: <https://www.iasaedu.org/cms/lib/IL01923163/Centricity/Domain/4/Miller%20Tracy%20Article%20Bargaining%20During%20COVID.pdf> [Accessed 20 July 2020].

Boucek, K., 2020. Return To Work In The COVID-19 World. [online] Krihaboucek.com. Available at: <https://krihaboucek.com/wp-content/uploads/2020/07/Return-to-Work-FAQ.pdf> [Accessed 20 July 2020].

Crowley, B. and Faulkner, T., 2020. School District Insurance May Not Cover COVID-19 Claims | Franczek P.C.. [online] Franczek P.C. Available at: <https://www.franczek.com/blog/school-district-insurance-may-not-cover-covid-19-claims/> [Accessed 20 July 2020].

 Isbe.net. 2020. STARTING THE 2020-21 SCHOOL YEAR: PART 3 – TRANSITION JOINT GUIDANCE. [online] Available at: <https://www.isbe.net/Documents/Part-3-Transition-Planning-Phase-4.pdf> [Accessed 20 July 2020].

Reisberg, D. and Ayala, C., 2020. Part 3 Transition Guidance: Starting The 2020-21 School Year FAQ. [online] Isbe.net. Available at: <https://www.isbe.net/Documents/FAQ-Part-3-Transition-Guidance.pdf> [Accessed 20 July 2020].