SHADY gROVE SCHOOL

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RETURN TO LEARN PLAN

SHADY GROVE SCHOOL DISTRICT 26

RETURN TO LEARN PLAN

In an effort to keep the Shady Grove School campus safe for in-class learning during the 2022-2023 school year, the following guidelines and protocols will be followed.  The district commits to being proactive in terms of safety and maintaining the health of all students, staff and patron who visit the campus.

This plan is on-going and is subject to change and may be amended, added to, revised, edited, or changed without notice at any time and will follow CDC guidelines as necessary.

Prevention Guidelines Prevention Guidelines

1.  All parents will be asked to ensure their children are free of all know COVID-19 symptoms before sending them to school each day.  Symptoms may include:

Fever, greater than 100 degrees Fahrenheit

Chills or repeated shaking with chills

Cough

Shortness of breath or difficulty breathing

Muscle pain

Headache

New loss of taste or smell

Sore Throat

Existing Law provides that anyone with a communicable disease is prohibited from attending a private or public school.  It is the duty of the parent or guardian, and the school, to exclude such persons from school until the period of isolation or quarantine ordered for the case expires or until permissions been given by local health officers, See 63 O.S.§ 1-507.

2.  Current CDC guidelines will be followed (5/12/2023).  All student and staff will have temperatures checked with infrared thermometers before entering the buildings, upon arrival to school.  Anyone with a temperature of 100 degrees Fahrenheit or more will be sent the isolation room and parent/guardian will be contacted for pickup.

3.  Students who arrive at school with any of the know symptoms listed above will be isolated at school until a parent/guardian arrives for pickup, student(s) will be not allowed back on campus for a period of ten (10) days or until cleared by a medical doctor as being COVID-19 negative and fever –free for 3 days, with no fever reducing medicine.

a.   If a parent notifies the school that their child has a known symptom as listed above and informs the school they will keep their child home, the student will receive an excused absence.

b.  A parent that contacts the school in regards to their child that is experiencing any of the know symptom, but has a doctor’s note that they are being treated for the cause of the symptom(s) , are not contagious, and are fever free for 3 days with no fever reducing medication, will be allowed to send their child to school.

4.  Parents will notify the school if student has had known close contact (more than 15 minutes of contact in less than 6 feet of space) with a person who is lab confirmed to have COVID-19 and if exposure to the active confirmed case occurred within the last 14 days.

a.   Student will quarantine at home until 14 days after their last contact with person.

b.  Student may continue lessons through distance learning and will be counted as present if distance learning attendance guidelines are followed.

5.  If a student or staff member becomes infected and tests positive for COVID-19, that person will be isolated at home for 10 days from date of positive test.

6.  After being informed of a COVID-19 positive student or staff member that has been on campus;

a.   An effort will be made to identify and close areas of the school building where the individual spent more than 30 minutes.  After a minimum 24-hour period, school staff will disinfect the area with approved cleaners in accordance with CDC and Oklahoma State Department of Health guidelines.

b.  The district will contact the Cherokee County Health Department and report the case.  The district will follow their recommendations for contact tracing, quarantines, and closures.

7.  Parents will be notified of school closure, positive cases, or quarantines by phone call or letter from the district

Protocols and Guidelines for Parents and Students:

1.  Face masks will be mandatory for students and staff.  Bus riders will be given a mask at the bus stop if they do not have one.  Through the gifts from local businesses, churches, and the Emergency Management System, we will have masks for all students and staff. (The Federal Department of Transporation - Public Health Emergency expired on May 11, 2023.  www.faa.gov/coronavirus/regulatory_updates  ).

2.  Social distancing protocols will be followed whenever possible.  The use of hand sanitation stations and handwashing will be recommended and will become a routine of expected behavior for staff and students.

3.  The district will restrict entrance inside the school buildings to students and staff only.  Parents are encouraged to conduct all school business via phone, text, or email.  All visitors will be required to remain in the school office away from student populations. 

4.  Campus visitors agree to maintain social distancing recommendations of six (6) feet from other individuals.

Shady Grove School, 11042 W Shady Grove Rd, Hulbert, OK     918-772-2511 FAX 918-772-2430

ARP ESSER Plan

August 2, 2021 October 7, 2021 June 20, 2022 December 8, 2022 May 12, 2023

The planning team is a broad sample of the stakeholders. Mr. Thompson, Superintendent, and also Principal, represents the administration. The other staff includes representatives from all grade levels (PK-8), and the parent representative has/had a participating student(s). Staff members were selected in order to provide authentic recommendations for programmatic planning. Each staff member has access and responsibility to obtain data on student performance for current grade assignment and previous or successive grade being taught. The counselor provides coordination among stakeholders. Our parent representative is a sounding board for immediate feedback for implemented strategies. Meetings were held to discuss policies, plans, assessments and quality of instruction and curriculum. Some of the topics discussed were:

 How to safely “Return to Learn” using CDC guidance for providing a safe environment for in-person learning.

 How would the students’ learning loss be remediated – After-school programs, tutors, extended day. What funds will be allocated to implement successful strategies for skills attainment.

 Using the “Return to Learn” plan as a guidance, what additional resources are needed and how will ARP funds be used as authorized

 How will the district respond to the needs of demographic sub-groups, including economic disadvantaged, EL, Homeless, SPED

 School Leadership – Are policies and procedures in place for reducing the achievement gap? Support for developing and implementing supplemental strategies to improve student achievement.

 Supportive School Climate – Promote data usage to make informed decisions on group and individual diagnosis of struggles, roadblocks, and other factors of learning disruption. Allow flexibility in scheduling the school day and year. Provide an extended day program for targeted assistance in the core subjects.

 Retain, Hire and/or grow high quality teachers – Provide for the hiring of quality candidates and encourage current staff to expand their credentials and obtain additional degrees. Targeted professional development to ensure teachers have the knowledge to provide instructional strategies for low performing or disadvantaged students. Support teachers’ additional education pursuits with fee waivers, tuition and fee reimbursements.

 Effective Classroom Strategies – Promote the use of effective learning strategies by providing a balanced, student centered instruction aligned with Oklahoma Academic Standards and assessment practices. The use of benchmark assessments, formative, summative and other diagnostic tools to determine skills attainment, understanding, and knowledge. First, determine that the curriculum is relevant, sets high expectation, and promotes a positive culture of success.

 Parent Involvement – Parents of at-risk or disadvantaged students are the least likely to take an active role in supporting the educational program at school. Communications should be tailored to meet the need for home support in the process. Communications should include ways to become a supportive role and encourage additional strategies to improve school efforts.

1. The extent to which and how the funds will be used to implement prevention and mitigation strategies that are, to the greatest extent practicable, consistent with the most recent CDC guidance on reopening schools, in order to continuously and safely open and operate schools for in-person learning;

The Center for Disease Control (CDC) has published guidelines for prevention and mitigation strategies to reduce the occurrences of communicable disease, including COVID-19 and its’ variances. The district will provide for additional hand sanitation stations, additional surface sanitation in all buildings, improve ventilation within classrooms and public assembly areas. Additional spacing for student instruction and transportation will be provided, either through the ARP funding or locally. These strategies and others will be coordinated to provide a safe environment for in-person learning.

2. How the LEA will use the funds it reserved under section 2001(e)(1) of the ARP Act [20% of ESSER ARP Act formula funds] to address the academic impact of lost instructional time through the implementation of evidence-based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year;

The district has assessed student skills attainment using pacing calendars for the previous few years and determined a gap in student achievement during the pandemic of the previous school year. That gap will be alleviated through educational opportunities offered in an extended day and after-school program. The district has a school day exceeding the required three hundred and sixty minutes and meets the required one thousand and eighty hours for a school year with approximately seven extra school days each year. Those extra daily minutes are used to provide instruction, assess learning, and enrichment activities. The afterschool program allow for additional tutoring and homework help, four days a week for thirty-four of the thirty-six week school year.

3. How the LEA will spend its remaining ARP ESSER funds consistent with the uses authorized in section 2001(e)(2) of the ARP Act;

The district will use ARP program funds, after the twenty percent set aside for learning loss, to provide a safe school environment for in-person learning and when necessary, provide for the technology needs to implement a distance learning environment when the campus must close due to CDC suggested mitigation response to a communicable disease, such as COVID-19.

The district will follow the list of allowable uses and/or if necessary, request approval for additional strategies for the prevention, preparation for, and response to COVID-19 and its’ variants. The previously mentioned sanitation practices, ventilation upgrades, social distancing, when possible and expanding areas for instructional use. Planning for the continued supports for education, including delivering meals, such the campus have to close in-person instruction.

Providing for the continued employment of non-essential workers should the campus close to in-person instruction by re-assigning work duties and/or schedules for hourly employees.

A safe school environment for in-person learning will be a priority. Students will benefit from being in class, rather than at home. Building cleaning strategies have changed due to COVID-19. We are now doing a “deep cleaning” daily and providing additional sanitation supplies for teachers to wipe desktops, door handles, and other surfaces during passing periods. Hand sanitation stations are at nearly every entrance and throughout hallways and commons areas. Some stations have hand pumps and others are hands-free, using batteries to pump the solution.

Where possible, carpet will replaced by vinyl tile, allowing for a more thorough and daily cleaning. Carpeted floors are scheduled for scrubbing on a more regular timeframe than before the pandemic, requiring the school to have its own equipment instead of renting. Adding the additional cleaning capacity through machines will provide a better environment and not require additional employees.

Contamination in HVAC units is a widespread issue that shouldn't be ignored. This contamination often contributes to building-related diseases, like viral or bacterial infections, allergic rhinitis, asthma and hypersensitivity pneumonitis, according to the National Institute of Health. But only certain UV lights can be used in air purification. The Ultraviolet Germicidal light (UVGi) can help eliminate many types of bacteria and viruses. The UVGi light operates within the UV-C spectrum, which is the effective wavelength spectrum for germicidal efficiency (https://www.lincolntech.edu/news/skilled-trades/hvac/separating-fact-from-myth-on-hvac-uv-light-benefits” paraphrased). The replacement of HVAC units and the installation of UV lights and air purifiers in the ductwork will provide the necessary environmental purification for adequate air transfer rates to mitigate possible transference of virus or bacteria through the duct work and conditioning system.

Additional classroom spacing will be accomplished by improving the air quality in a few previously unused classrooms. The site includes the original WPA school house and furnished classroom additions that were not being utilized to their full extent. The district was

able to employ two new teachers, one for splitting an expectedly large class of first graders and a teacher to focus on learning loss.

Student transportation is another area where social distancing provides a challenge. The district had been utilizing two daily bus routes and considered the total number of students on each bus at any given time. Some students were parent drop offs in the morning, other students were parent pickups, and some were after-school participants. Routes were changed to provide as much personal/sibling spacing. Additional factors included the occupancy capacity of the bus, length of vehicle, turning radius, safe turn-a-round sites, and costs of replacement vehicles. The district has increased the capacity of one route, but due to safety of roadways, the second route will retain the same student capacity in a new school bus. The after-school program provides transportation for students, who would not otherwise be able to participate without the provided transportation.

The success of our plan and total educational program Is dependent on the recruitment, retention and hiring of qualified employees, certified and support. Our staff members have been the foundation for providing an educational opportunity during these times of un-certainty, upheaval, and environmental changes due to COVID-19. The additional time spent by both Certified and Support, to provide a clean, sanitized, learning environment; or the additional efforts by teachers to facilitate learning both in-class and via distance, is not easily measurable. Therefore, a retention stipend will be provided to all current employees and new hires for the 2021-2022 and 2022-2023 school year (employed prior to August 2, 2021 and August 1, 2022). The stipend will be considered annually.

4. How the LEA will ensure that the interventions it implements, including but not limited to those implemented under section 2001(e)(1) [20% set-aside], will respond to the academic, social, emotional and mental health needs of students, and particularly those students disproportionately impacted by COVID-19, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care and migratory students.

The district recognizes the additional needs the pandemic has caused for students to receive not only direct instruction, but also social and emotional learning as well. All demographic sub-groups will receive support through the regular and supplemental programs offered by the school. A counselor will be available, on site, for the majority of the school day and year for assessing and addressing student and staff needs. Individual education plans will address areas for receiving services off-site if the school closes to in-person instruction. The Shady Grove School District has a student population that is a minority-majority, meaning the majority of our students are of a minority (Native American).

The district has a majority student population eligible for free or reduced meals. In the event of school closure, meals will be prepared, held at serving temperature, and packaged for curbside or delivery. Information about electronic benefits cards for replacing school lunches have been communicated with parents and guardians. The Cherokee Nation of Oklahoma has assisted in providing that service through their funding.

The Plan is an evolving document and may be amended at any time.

https://sites.google.com/shadygrove.k12.ok.us/shadygrove/home

The information below was taken from the Oklahoma State Department of Education’s website:

ALLOWABLE USES OF FUNDS (after 20% Set Aside for Learning Loss):

1. Any activity authorized by the ESEA of 1965, the Individuals with Disabilities Education Act (IDEA), the Adult Education and Family Literacy Act, and the Perkins Career and Technical Education Act.

2. Coordination of preparedness and response efforts with State, local, tribal and territorial health departments to prevent and prepare a response to the coronavirus.

3. Any activity to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population.

4. Developing and implementing procedures and systems to improve school preparedness and response efforts.

5. Training and offering professional development for staff on sanitation and minimizing the spread of disease.

6. Purchasing cleaning supplies for the cleaning of LEA facilities, including those operated by the LEA.

7. Planning for and coordinating services during long-term closures, including providing meals, technology for online learning, guidance for carrying out IDEA services, etc.

8. Purchasing educational technology (including hardware, software and connectivity) to conduct online learning for students served by the LEA. This use may include assistive technology or adaptive equipment for students with disabilities.

9. Providing mental health services and supports, including through the implementation of evidence-based full-service community schools.

10. Planning and implementing activities related to summer learning and supplemental after-school programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, children with disabilities, English learners, migrant students, students experiencing homelessness and children in foster care.

11. Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the LEA, including by

a. Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction;

b. Implementing evidence-based activities to meet the comprehensive needs of students;

c. Providing information and assistance to parents and families on how they can effectively support students, including in a distance-learning environment; and

d. Tracking student attendance and improving student engagement in distance education.

12. School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.

13. Inspection, testing, maintenance, repair, replacement and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.

14. Developing strategies and implementing CDC-aligned public health protocols to prioritize reopening schools while maintaining the health and safety of students and staff.

15. Other activities necessary to maintain the operation and continuity of services in LEAs and continuing to employ the LEA’s existing staff. See Section 313(d).

https://sde.ok.gov/documents/2021-08-17/arp-esser-plans-august-2021

Transfer Policy in effect October 1, 2024

Capacity for Accepting Transfer Students

October 1, 2025

Shady Grove School District 26 is a single-site, elementary school district, serving students in Pre-Kindergarten through Eighth Grades.  Our capacity is limited to available staffing and facilities.  The approved transfer policy allows the capacity guidelines of the House Bill 1017 (1990) to be used by the administration for determining capacity every calendar quarter.  Supplemental services for three-year-old HeadStart students are available as needed.  Shady Grove Elementary School does not provide a three-year-old program.

October 1, 2025

Grade Capacity # currently enrolled # available for transfer acceptance

Pre-Kindergarten 20 11 9

Kindergarten 20 12 8

1st Grade 20 19 1

2nd Grade 20 14 6

3rd Grade 20 15 5

4th Grade 20 18 2

5th Grade 20 18 2

6th Grade 20 13 7

7th Grade 20 13 7

8th Grade 20 13 7

https://sites.google.com/shadygrove.k12.ok.us/shadygrove/home