COVID-19 Information

At the Richfield School Board meeting on March 7, 2022, the District adopted changes to Policy 548: COVID-19 Face Covering. These changes take effect immediately. The Centers for Disease Control and Prevention (CDC) updated their guidance on masking, as well as other COVID-19 mitigation factors. Under the new guidance, communities are rated as low, medium or high risk based on their local COVID-19 infection rates and available hospital beds. You can read the guidance and search community risk levels on the CDC website. Currently, Hennepin County is considered medium-low risk. 

Masks continue to be required in the following places:

• The Health Services Office in each school
• Students returning from a five-day COVID-19 quarantine need to mask for days 6-10  

Face Coverings Are Recommended For:

• Students, staff and visitors in all RPS buildings, regardless of vaccination status
• Individuals riding school buses/District transportation

Face Coverings

A cloth or paper mask, scarf, bandana, gaiter or religious face covering that covers the mouth and nose. Whichever you choose, please ensure that there are two layers of fabric. If you are wearing a gaiter/bandana with only one layer, please fold it over to create two layers. Gaiters/bandanas are not recommended.

Face Shields

Only a clear face shield that extends below the chin in the front, to the ears on the sides and with no gap between the forehead and the headpiece may be used in certain specific circumstances.

Face Covering Does Not Mean

• Any mask or other item that includes a valve, hole, gaps or openings to facilitate easier breathing, or is made of a mesh material.
• Safety goggles that cover only the eyes or only the eyes and nose.
• A face shield.

How to Make Your Mask More Comfortable

• If it bothers your ears, you can get a headband with buttons, a plastic “ear-saver” or hook it around pigtails.
• You can purchase a mask that ties in the back of the head instead of looping over the ears.
• If your mask doesn’t fit tightly enough, try tying a knot in each ear strap. 
• If your glasses fog up when wearing the mask, try folding a small piece of tissue and setting it between your nose and the top of the mask.

Care & Disposal

• Never share or trade your face covering with someone else!
• Make sure you have a safe place to put your face covering when you take it off outside or to eat or drink so that it does not get mixed up with someone else’s.
• The same face covering can be worn throughout the school day unless it becomes dirty or wet, in which case it should be replaced with a new, clean one.
• Masks should be washed each day. You can put in the regular laundry on the warmest appropriate setting for the type of cloth or hand wash it with soap and hot water, then hang it to dry overnight.
• Used disposable masks should be thrown away.

Exemptions

• Individuals with a medical condition, mental health condition or disability that makes it unreasonable to maintain a face covering.
• Children who are 2-years-old or younger should never wear a face covering.

Exemption Process

Students who cannot tolerate a face covering due to a developmental, medical or behavioral health condition may be exempt from wearing a face covering. An exemption form must be signed by a parent/guardian and a medical authority. A medical authority includes a medical doctor, psychiatrist, clinical psychologist, physician assistant or nurse practitioner (a person licensed to write prescriptions in Minnesota). The most common accommodation would be to wear a face shield instead. 

Additional Information

• Face Covering Guide for Students (English) (Spanish)
• How to Wear A Mask (Minnesota Department of Health) (English) (Spanish)
• View School Board Policy 548: COVID-19 Face Covering
• Face Covering Waiver Form

At School

At Richfield Public Schools, we are implementing passive health screening. Passive health screening is one option for student health screens on arrival at school that is approved by the Centers for Disease Control and Prevention (CDC). This screening allows students and staff to efficiently and safely enter school spaces and engage in learning.  

Visual and verbal screens will occur as students enter the classroom and throughout the day by teachers and staff. Students who appear and/or report being ill will be isolated in a designated school area for further assessment, following guidelines from the Minnesota Department of Health and Hennepin County Epidemiology.

At Home

Before your child leaves for school, we are asking parents/guardians to take their child’s temperature and confirm that they do not have any of the more common symptoms:  fever of 100.4 F or higher, new onset and/or worsening of a cough, difficulty breathing, new loss of taste or smell, or any other of the following symptoms associated with COVID-19 or had close contact (within 6 feet of an infected person for at least 15 minutes) with a person with confirmed COVID-19. Note that any of these less common COVID-19 symptoms alone or in combination may be a sign of COVID-19 or another illness.

• Sore throat
• Nausea, vomiting, diarrhea
• Chills  
• Muscle pain
• Excessive fatigue
• New onset of severe headache
• New onset of nasal congestion or runny nose

Make a visual inspection of your child for signs of illness which could include flushed cheeks, difficulty breathing, rapid breathing (without recent physical activity), or fatigue.

If these or any other illness symptoms are present, do not send your child to school.

When to Stay Home

The following information is from the updated CDC guidelines for anyone who has been exposed to COVID-19.  When calculating quarantine, the date of your exposure is considered day zero. Day one is the first full day after your last contact with a person who has had COVID-19. More detailed information is available on the CDC website.

Note: Five days is the minimum quarantine period. Some students may be required to quarantine longer. For example, students who were not masked (i.e. children under 2 in our family education programs) or students with COVID-19 symptoms that started during the five-day quarantine. Your school health services staff member will help you determine when it is safe to return to the classroom.

When to Isolate

The CDC has updated its guidance for isolation.  Isolation should take place, regardless of your vaccination status, if you have any symptoms, OR you have tested positive for COVID-19, even if you don't have symptoms. Day zero is your first day of symptoms or a positive viral test. Day one is the first full day after your symptoms developed or your test specimen was collected. If you have COVID-19 or have symptoms, isolate for at least five days.

Download the PDF of the RPS Safe Learning Plan

View Last Year's Safe Learning Plan

Richfield Public School District is committed to providing a safe and healthy workplace for all our staff, students, parents/guardians and visitors. To ensure we have a safe and healthy workplace, Richfield Public School District has developed the following COVID-19 Preparedness Plan in response to the COVID-19 pandemic. Administrators and workers are all responsible for implementing this plan. Our goal is to mitigate the potential for transmission of COVID-19 in our workplaces and communities, and that requires full cooperation among our workers and management. Only through this cooperative effort can we establish and maintain the safety and health of all persons in our workplaces.

The COVID-19 Preparedness Plan is administered by Dr. Steve Unowsky, Superintendent, who maintains the overall authority and responsibility for the plan. However, administration and staff are equally responsible for supporting, implementing, complying with and providing recommendations to further improve all aspects of this COVID-19 Preparedness Plan. Richfield Public School District’s administrators and supervisors have our full support in enforcing the provisions of this plan.

Our staff are our most important assets. Richfield Public School District is serious about safety and health and protecting our staff. Staff involvement is essential in developing and implementing a successful COVID-19 Preparedness Plan. We have involved our staff in this process by: Gathering input from all bargaining units, soliciting input on the processes and modifying plans to improve processes and protocols. The district also posted the plan on the district website that provided opportunity for public comment.

Richfield Public School District’s COVID-19 Preparedness Plan follows the Guidance for COVID-19 Prevention in K-12 Schools from the CDC, as well as OSHA’s COVID-19 Vaccination and Testing ETS, and state and federal current orders, including federal ESSER requirements. The following requirements must be addressed, but each entity is encouraged to consider additional recommendations and adopt additional requirements that appropriately address COVID-19 mitigation strategies the business deems necessary. 

• Health screening, isolation, and quarantine  
• Hand hygiene practices 
• Cleaning and disinfecting 
• Indoor facilities, utilities, and ventilation

In addition this plan addresses

• Vaccinations 
• Continuity of services for students and staff

Staff have been informed of and encouraged to self-monitor for signs and symptoms of COVID-19. The following policies and procedures are being implemented to assess staff, student and other visitor health status prior to entering any district building and for staff to report when they are sick or experiencing symptoms. Richfield Public School District has also developed a plan to advise staff, students, parents/guardians and other visitors to leave the facility if their responses to health screening indicate they have tested positive for COVID-19, are experiencing COVID-19 symptoms or have been identified as a close contact. 

Student and staff home screening (before leaving home):

Parents/guardians/staff are asked to take their (child’s) temperature before coming to school and confirm that the child/staff does not have fever, new onset shortness of breath or cough or any other of the following symptoms associated with COVID-19 or had close contact (within 6 feet of an infected person for at least 15 minutes) with a person with confirmed COVID-19.

Make a visual inspection of your child/self for signs of illness which could include any of the following:

• Fever or chills
• Cough
• Shortness of breath or difficulty breathing
• Fatigue
• Muscle or body aches
• Headache
• New loss of taste or smell
• Sore throat
• Congestion or runny nose
• Nausea or vomiting
• Diarrhea

If these or any other illness symptoms are present, do not send your child to school and staff should not go to work.

Richfield Public School District has implemented measures to ensure that sick or COVID-19 positive staff and/or students isolate until they are no longer infectious, according to applicable CDC guidance. Visit What to Do If You Are Sick. If a staff person becomes symptomatic while at work they will be sent home and will be excluded according to CDC and district guidelines. 

If a student is symptomatic at school:

• Health Service staff will assess the student.
• Student will be masked in the Health Service Office.
• Student will be excluded according to CDC and District guidelines (see Quarantine and Isolation).
• A parent/guardian/emergency contact will be asked to pick a child up from school if unable to continue the day due to illness. Return to school allowance will be according to the guidelines referenced above.

Richfield Public School District has also implemented a policy consistent with CDC and MDH guidance for identifying and communicating with staff, students, and parents/guardians of students who may have been exposed to a person who has tested positive for COVID-19 at their school and/or workplace and requiring them to quarantine for the required amount of time. See Quarantine and Isolation.

If a student or staff member is diagnosed as COVID-19 positive:

• RPS COVID-19 Program Coordinator and the building or program administrator will be informed.
• Site Health Service staff will be alerted.
• Student will be excluded and excused according to CDC, MDH, Hennepin County and district guidelines. 
• Staff exclusion guidance will be directed by CDC guidelines. 
• RPS site/program staff will coordinate notification and communication plans.

Richfield Public School District has implemented a policy to provide instruction, signage, facilities, and supplies to encourage regular hand washing and sanitizing. This policy is consistent with MDH: Hand Hygiene. 

Hand-washing, sanitizing:

• Hand-washing will be taught and reviewed (Hand-washing video link). This method to be used in classrooms and bathrooms and any other areas where hand cleansing is required prior to or after certain activities (e.g. prior to food preparation, after a clean-up incident).
• Hand sanitizer will be available for use when hand-washing is inaccessible.

Richfield Public School District has implemented a regular schedule and checklist for cleaning and disinfecting commonly touched surfaces (workstations, keyboards, telephones, handrails, doorknobs, etc.), shared items, shared equipment, and high traffic areas. Richfield Public School District will continue to perform other routine environmental cleaning according to established schedules and procedures. Appropriate and effective cleaning and disinfecting supplies have been purchased and are available for use in accordance with product labels, safety data sheets and manufacturer specifications, and are being used with required personal protective equipment for the product. This policy is consistent with CDC: Cleaning Your Facility and the U.S. Environmental Protection Agency’s (EPA) List N for products that meet EPA’s criteria for use against SARS-CoV-2. 

Cleaning responsibilities

• General Classroom Cleaning (Mealtime and anytime else needed)
  • Trigger spray provided per classroom with mild soap and water
  • Teacher to spray each desk and counter
  • Student or teacher to wipe down desk with provided paper towel
• End of Day Procedures
  • Teacher and students to clean each desk, chair, counter and high touch areas
  • Where possible place chairs upside down on desks or tables
  • Pick up large items from the floor
  • Empty classroom waste baskets in large waste container in hallway
• Custodian will disinfect surfaces, vacuum floors and empty hallway receptacles
• Additional intensive cleaning on non-student days
• Facilities staff schedule and locations adjusted to address cleaning needs

Richfield Public School District has evaluated the operational capacity of indoor ventilation systems and developed a plan to increase and maintain ventilation provided throughout indoor spaces. Steps will be taken to increase the intake percentage of outside air to increase dilution of contaminants, and minimize recirculation, whenever possible, while maintaining indoor air conditions. In the absence of effective mechanical ventilation, steps will be taken to increase natural ventilation as much as possible, including opening windows when possible and safe. This plan is consistent with applicable Stay Safe Industry guidance, and Richfield Public School District has consulted the resources in applicable industry guidance and others, as necessary, in developing this plan. 

Wold Architects and Engineers reviewed the district’s facilities.

• Through recent construction projects our systems have been tested to be assured that they are optimally performing. 
• Ventilation and filtration efficiency has been increased to the extent possible within the capability of the building systems and all air recirculated in the building, including each individual classroom, is filtered. 
• Continually working to improve the performance of the building systems to ensure they meet or exceed industry requirements. A typical classroom exchange rate, based on supply air delivered to the room, averages 6-8 air exchanges per hour.
• Increasing fresh air intake as part of the system settings
• Reviewing impact of open windows/open doors and personal air purifiers

Address additional COVID-19 mitigation practices as needed. Businesses are strongly encouraged to consider the recommendations in Stay Safe industry guidance, as well as other relevant guidance from the CDC, MDH, OSHA, and other relevant federal, state, and local authorities. In addition to all above measures, Richfield Public School District implements the following mitigation practices.

Mask Wearing

• Face coverings are recommended for students K-12, staff and visitors in all RPS buildings, regardless of vaccination status.
• Masks continue to be required in early childhood and preschool classrooms, as well as in school Health Offices.
• School Board Policy 548: COVID-19 Face Covering describes the accepted face coverings, correct wearing of face coverings, and all additional relevant details. 

Vaccinations

All eligible individuals, staff, students and community members are encouraged to get vaccinated. Below is a link to use to find vaccination sites. 

• Minnesota Vaccination Sites

Other

• Door signage with masking recommendations and restricting access if symptomatic
• Plexiglass panels at all customer facing desks
• Encourage/require water bottles (no drinking fountains)
• Some areas provided with additional plexiglass panels for student/teacher use
• No shared school supplies
• Staff self-monitor social distancing and not congregate in lounges, hallways, offices, etc.

During the 2021-22 school year, families of students K-12 were provided with both in-person and distance learning options. A blended learning model where students will access learning in a combination of in-person and virtual learning was offered to students in grades 9-12+ through our Richfield College Experience Program. Families of students who are at increased risk of severe illness (including those with special healthcare needs) or who live with people at high risk may choose to access any of these learning options offered at the grade level of their child(ren).

Support mental health and wellness

• The COVID-19 pandemic is causing a tremendous amount of stress, fear, and anxiety for many people. It’s important that Minnesotans have access to the mental health care resources they need to stay well during this challenging time. Schools can play an important role in helping students and staff cope, access needed resources, and build resilience.
• For Employees:
  • Employee Assistance Program (EAP) for Staff and Their Families (Spanish)
  • Minnesota Health Helpline
  • Hennepin Mental Health Crisis Line
• For Families:
  • MDH: Mental Health and Wellbeing
  • CDC: Daily Activities and Going Out

Training and information is provided for all of the above protocols and procedures to staff in written communication and/or in person training.

The federal government has passed three major relief packages in response to COVID-19. The Coronavirus Aid, Relief, and Economic Security Act (CARES), the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA), and the American Rescue Plan Act (ARP). All included funding for K-12 education. The Minnesota Department of Education (MDE) administered multiple grant opportunities from these three relief packages, including three rounds of formula-based Elementary and Secondary School Emergency Relief (ESSER) funding that districts eligible for Title I, Part A funds received.  

This section includes an overview of ESSER III funding we received. To review complete details, download the Funding State Education Priorities with ESSER III (FIN160 & FIN161) documents.

Visit the Minnesota Department of Education ESSER III Spending Plans website to view plans from districts across Minnesota, including Richfield Public Schools.

We received $5,688,524.08 in total ESSER III relief funds. At least 20 percent of these funds must be used for activities that address lost learning opportunities. Here is a list of of planned activities that were identified using family engagement surveys, grades, test scores and other data outlined in the  FIN 161 application form.

During the School Day

• Strategy 1: Ensure access to rigorous, standards-aligned courses and tier 1 instruction for all students in RPS.
• Strategy 2: Ensure we have evidence-based curricular materials across all content areas with an emphasis in math and literacy. (This does not negate the importance of other content areas, but these areas are priorities as they serve as gateways to other learning opportunities.)
• Strategy 3: Improve progress-monitoring and tiered processes, such as assessments, Professional Learning Communities (PLCs) and MTSS to monitor student learning and improve core/tier 1 instruction.
• Strategy 4: Use progress monitoring data and information to effectively and efficiently intervene to support student learning expediently with targeted interventions.
• Strategy 5: Ensure smaller class sizes to personalize learning and meet the varying needs of our students.
• Strategy 6: Ensure we have student support personnel to meet the physical, mental and social-emotional needs of our students. 

After School Programs

• Strategy 1: Leverage progress-monitoring and tiered processes to identify students who need additional learning, physical and/or social-emotional support after school.
• Strategy 2: Leverage community partners—Beacons, Boys and Girls Clubs, D.E.L.O.R.E.S. Works, Best Buy Teen Tech Center, etc.—to provide academic, enrichment, and social-emotional support after school.
• Strategy 3: Leverage existing structures, such as parent-teacher conferences, PTOs, the Richfield Latino Family Association, district committees, etc., in addition to listening sessions, to hear and understand the requests and concerns of parents/guardians and families regarding our educational programming.
• Strategy 4: Continue to provide resources such as language support, curriculum, training, etc. to help all families successfully engage in and navigate our school system to support their child(ren) in response to the engagement of our parents/guardians and families.
• Strategy 5: Continue to monitor progress to ensure we are meeting our students’ individual needs.
• Strategy 6: Continue to grow and refine teachers’ instructional practices through a lens of racial equity through instructional coaching.

Summer School Programs

• Strategy 1: Leverage progress-monitoring and tiered processes to identify students who need additional learning, physical and/or or social-emotional support after school.
• Strategy 2: Leverage community partners—Beacons, Boys and Girls Clubs, D.E.L.O.R.E.S. Works, Best Buy Teen Tech Center, etc.—to provide academic, enrichment, and social-emotional support after school.
• Strategy 3: Provide access to online learning options and credit-based programs through local post-secondary institutions.
• Strategy 4: Continue to monitor progress to ensure we are meeting our students’ individual needs.
• Strategy 5: Continue to grow and refine teachers’ instructional practices through a lens of racial equity through instructional coaching.

Professional Development

• Strategy 1: RPS faculty and staff will continue to engage in professional development that humanizes each and every student and sees the good they offer each and every day. 
• Strategy 2: RPS faculty and staff will continue to engage in racial equity professional development to respond to racial disparities in achievement both individually and systemically.
• Strategy 3: RPS faculty and staff will continue job-embedded professional development to learn and refine evidence-based practices that improve core and/or tier 1 instruction for all students.
• Strategy 4: RPS faculty and staff will grow their collective efficacy around the use of data to drive and improve curriculum and instruction.
• Strategy 5: RPS faculty and staff will continue to grow and refine their instructional practices through a lens of racial equity through instructional coaching. 

We received $5,688,524.08 in total ESSER III relief funds. Up to 80 percent of these funds can be used for other COVID-19 pandemic response purposes. Here is a list of of planned activities. Detailed information can be found in the  FIN 160 application form.

Health Needs: Physical and mental health needs were identified as a top priority for 42% of our community respondents and socio-emotional needs were identified as a top priority by 38% of community respondents. Health-related needs due to the impact of COVID-19 include additional support needed to provide health-related needs in the schools including support staff in health offices and isolation rooms, COVID-19 contact tracing, health-related supplies, and COVID-19 testing. ESSER III funds will be used to meet these health needs with:

• Health services staff
• Health and medical supplies
• COVID-19 testing supplies, PPE, etc.
• Additional pay for staff supporting outside the duty day and summer health services support staff
• Air purifiers for school spaces including lunch rooms, offices and classrooms
• Contracted services for various health, testing and vaccination programming.
• Hiring support staff including social workers, student engagement specialists, outreach workers, counselors, paraprofessionals to interact with students and families to identify individualized needs around physical, mental, social and emotional health needs.
• Community partnerships will provide programming and opportunities for students to develop assets in these areas while also addressing academic needs.

Connection Needs: Seventy percent of Richfield students identify as students of color, 25% of Richfield students receive English language learner supports and 54% of Richfield students receive Free/Reduced Meal and Education benefits. Expanded resources are needed to address the connection needs of students and families. There is a greater need for access to technology, transportation, online learning, and language supports for our historically underserved students and families. Connection needs for students and families include:

• Transportation
• Student devices for distance or hybrid learning; internet access
• Student, family and/or community (re-)engagement work
• Language access and services
• Small group and individualized instruction opportunities
• Relevant culturally responsive services

ESSER III funds will be used to meet these connection needs through:

• Transportation-related support including a variety of paid transportation services
• Personal devices and internet access
• Staffing for outreach workers, translation services, and multilingual supports
• Additional staffing for smaller class sizes as well as intervention and enrichment in academic instruction using smaller groups.
• Additional staffing for supporting students who need support while learning on-line
• Additional staffing for supporting multilingual students
• Professional development for staff focused on staff and student relationships, equity and culturally responsive schools.
• Credit based fees for providing online learning opportunities for Richfield students concerned about accessing learning within the schools.

Academic Needs: Due to the COVID-19 pandemic, students did not receive the full guaranteed and viable curriculum. Students will need differentiated instruction and targeted interventions to support learning of grade level academic standards in core instruction. ESSER III funds will be used to meet these general academic needs by:

• ESSER III funds to maintain low class sizes to support teachers in effectively differentiating instruction to meet student’s academic needs.
• Targeted intervention services for students who need more targeted instruction and support during the school day beyond tier I core instruction to master grade level standards.
• Instructional coaches will also support teachers in using evidence-based practices to deliver high quality core instruction with a specific focus on differentiated instruction to support a wide range of learner needs in the classroom.
• Professional development around data use and standards-based grading to ensure we are measuring students’ learning of grade level standards effectively and accurately in order to provide targeted, differentiated instruction.

Seventy percent of Richfield students identify as students of color, 25 percent of Richfield students receive English language learner supports and 54 percent of Richfield students receive Free/Reduced Meal and Education benefits. Our students from historically underserved populations are experiencing higher levels of both academic and social-emotional needs. These needs are often intertwined and are affecting the overall academic needs of our historically underserved populations. Students from historically underserved populations have higher levels of absences and disengagement from learning, high incidents of behavior referrals and overall decline in academic achievement. We will use the ESSER III funds to:

• Deliver targeted, differentiated instruction through smaller class sizes and targeted intervention services.
• Smaller class sizes allow for teachers to analyze data by demographic and specifically measure the academic progress of our historically underserved students. Additionally, smaller class sizes allow students to receive more individualized instruction in supporting their individual learning needs.
• Many of our historically underserved students are multilingual and we will use ESSER III funds to expand language access to both students and families. This will include more translation services and family outreach in home languages as well as professional development to support staff in providing engaging and targeted language instruction to support multilingual learners in mastering academic grade-level standards.
• We will use ESSER III funds to ensure our historically underserved students are provided with an engaging and culturally responsive curriculum. 
• Funds may be used to provide students with engaging and culturally relevant instructional materials that ensure mastery of academic grade-level standards.