Did you miss part 1: Click here to read our take on the public health landscape and how to prepare when considering a return in the fall.
School districts are increasingly concerned about how COVID-19 will affect protocols and practices when students return to school. The Institute for Education Innovation has started a dialogue with Superintendents about what to do and how to prepare. Hazel Health was asked to respond with the medical perspective on what to consider when thinking about re-opening.
Hazel Chief Medical Officer, Dr. Rob Darzynkiewicz, and Hazel co-founder/Head of Education Raquel Antunez collaborated in this 3-part Q&A format to address questions asked by superintendents and provide clarity on what steps districts can take next.
Questions sourced directly from IEI’s Superintendent Partners
Q: How do we transport students on buses if the virus is still active? (What are the) social distancing guidance for transportation?
There is a lot to consider going into the fall. If you are thinking about reopening, and when, it goes beyond just what to change in the classroom. There are a lot of components involved, including transportation to and from schools, localizing education, and addressing schools’ distance learning programs.
As it relates to transportation, there are a number of procedures to consider that focus on the health and safety of both students and faculty. While we recognize that each district is unique, and each reopening will look different given the local guidelines and community, here are a few things to ask your leadership team to consider regarding transportation in general:
Q: How will we have to rethink student gatherings, like sports, clubs, music? This stuff is the lifeblood of schools!
We agree – student activities are the lifeblood of school life! After many months at home, there will inevitably be significant pent up demand to socialize, play, and enjoy the extracurricular activities that once brought so much joy and community. It is critical that schools focus on creative ways to help students enjoy this important part of student life safely. Alternative activities, changes to activities, staged return, or new rules associated with contact sports could all be ways to help bridge the gap temporarily.
The reality here is that many activities will need to be evaluated as we wait for a vaccine. Some may need to be changed slightly, or even moved temporarily to the virtual world or modified into socially distant activities. We know that the risk increases with large gatherings and shared spaces, so considering ways to limit or manage crowds in closed areas reduces the chance for spread.
Throughout the school year, adjustments might need to be made to implement distance measures or even reschedule large gatherings and high-contact activities. Each community and each district is different. Once a vaccine has been made widely available, students could be allowed to gather again more regularly for activities or events. Superintendents can help demonstrate community leadership through proactive and frequent communication to students and families as guidelines evolve.
Q: What procedures are needed to disinfect school materials that have been in the homes during the closure?
There are many new habits students and staff are going to need to adapt as we all consider how and when to come back together. By addressing a breadth of new instructions and protocols, students and faculty can feel empowered to come back together safely when appropriate for your individual district.
Areas to think about include disinfection protocols for items that come back to school when students return, as well as ongoing disinfecting for materials that come and go. One idea is to create a separation between items that live at school and items that stay at home to lower cross-contamination. Where that is not possible, creating procedures for disinfection for items moving from place to place, or student to student might be right for your schools. Here are some helpful examples of ways to keep cross-contamination from objects down:
The mental overload of new policies and procedures is tough on everyone, and will certainly be hard on children trying to adapt and be more aware. The more that simple protocols with streamlined directions can be readied before kids come back to the classroom, the lower the burden will be on everyone.
Superintendents are defenders of our children’s right to a high-quality public education, leading their teams toward effective, sustainable solutions to age-old problems. They must be at the center of discussions around when, where, and how innovation will affect teaching and learning. Many education solution providers, funders, researchers, and thought leaders are mission-driven: they do what they do to improve student outcomes. The Institute for Education Innovation bridges the gaps between the individuals and organizations committed to seeing students succeed in school and life, creating a safe space for constructive problem-solving and innovative thinking.
About Hazel’s Contributors
Dr. Robert Darzynkiewicz, Chief Medical Officer
Dr. Rob (as he is known to the kids) is board certified in Emergency Medicine with over 13 years of experience, the last two as Pediatric Emergency Director. Dr. Rob received his M.D. from New York Medical College. He oversees all clinical staff and operations, ensuring students are receiving top-quality, evidence-based care. Rob recognizes that technology allows him and his team to make a difference with students and their families by providing much-needed access and better care.
Raquel Antunez, Cofounder / VP Education
Raquel Antunez serves as Vice President of Education at Hazel Health. She has deep expertise in providing advisory and service to diverse ethnic and socio-economic demographics and is fluent in Spanish. Raquel has over 20 years of extensive experience in the education sector, including teaching various grade levels, serving as a school principal and director, and a multitude of other leadership roles including leading full- district implementation for English Learners and struggling learners. Raquel earned undergraduate degrees and certifications from the University of the Pacific and Universidad de Granada (Spain); she has a Master of Arts degree in Education Administration from Cal State-Sacramento.