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I will be approaching this legal guide from the professional perspective of an elementary school principal and addressing how mask mandates affect staff, students, and decisions. My audience will be administrators, specifically principals and assistant principals. I chose this topic because this is one of the most current issues principals are having to navigate without an exact model in history to follow.

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I interviewed Gena Carpenter, the current Principal of Tally Elementary school in Kerrville, Texas. Even though she was not the one to make any of the final decisions on the requirement of masks, she was affected by the decision and had to enforce it on her campus. She was able to explain what she saw as KISD decided, the best practices, and what she thinks an emerging issue is currently, relating to mask mandates.

1) For a principal, the decision to require or not require masks is important because it affects the entire school culture. At KISD school board meetings people argued that requiring students and faculty to wear masks was wrong and it should be a personal choice. An equal amount of people argued that it is a public health issue and can be compared to seat belts; benefits the greater good. At the end of the first year of the pandemic, some families moved to another district because they had lifted their mask requirements. The next year some families left KISD because of the lifted mask requirements. As a school district, it would be impossible to please everyone, so KISD chose to follow the guidelines set by the TEA. All principals encourage masks especially if someone feels compromised or lives with someone who is high risk. Bullying anyone for their belief, either way is not tolerated and will be addressed.

2) Best Practices:

Communication- Allow all voices to be heard prior to making decisions, keep all stakeholders informed during the decision-making process, and explain why the decision was ultimately made.

Follow the TEA- The TEA is responsible for all public schools in Texas as well as student safety. They released guidance in January 2022. https://tea.texas.gov/sites/default/files/covid/SY-20-21-Public-Health-Guidance.pdf

3) An emerging issue similar to mask mandates that educators should keep an eye on is vaccine mandates. According to the CDC website (January 7, 2022), all children over the age of 5 are recommended to get the Covid-19 vaccine. Just like the mask mandate, there is a division when it comes to the belief in the covid-19 vaccine being required for students to attend public schools. It will be important for principals to keep up with all changes in vaccine requirements.

4) Interviewed Gena Carpenter, principal at Tally Elementary school in Kerrville, Texas. https://www.kerrvilleisd.net/domain/162

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The Association for Supervision and Curriculum Development (ASCD) supports the Whole Child view of education and urges the Biden administration to do the same in regard to the Covid-19 pandemic. ASCD compiled a list of policy recommendations in response to Covid-19 and the effects it has had on schools. Their number one recommendation is to promote the Whole School, Whole Community, Whole Child (WSCC) school-health model that was developed in conjunction with the CDC recommendations. ASCD recommends this model be adopted in all states.
Having one model for all states would be beneficial for administrators making decisions such as whether or not to require masks or facial coverings to be worn in schools.

ASCD Policy Recommendations (2022). ascd.org. https://library.ascd.org/m/373230e8f7ec575b/original/ascd-biden-transition-team-education-recommendations.pdf

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Slide #3 cont. Professional Association:

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Slide #3 cont. Professional Association:

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In this article, the writer/educator expresses her fears as the summer is ending and the school year is approaching due to Covid-19 safety. She expresses that even though she has chosen to remain unvaccinated, she has made many decisions to protect the health of others and plans to wear a mask when returning to work. In this article she also includes many questions she urges school leaders to consider addressing with their staff upon their return that include topics such as policies, support, and procedures. She believes that all levels of educators should work together during this new and changing world of education due to Covid-19 and all that it entails.

Nold, C. (February 26, 2022). Putting the "We" back in wellness. ascd.org. https://www.ascd.org/el/articles/putting-the-we-back-in-wellness

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As educators and staff return to their schools for the fall, mutations of COVID-19 are sickening scores of people. The Delta variant is surging -the average new weekly caseload is around 130,000-and the Lamda variant in the United States. Even highly vaccinated communities like mine, in South Burlington, Vermont, have "high COVID transmission" by CDC standards. And schools are, in and of themselves, "unvaccinated communities ," fellow educator Antonio Buehler recently reminded us on Twitter.

As a member of one such "unvaccinated community," I have spent much of the summer wondering about the role of collective care and responsibility. Unlike the 2020-2021 school year, when emergency declarations were in place, it is still unclear whether schools can require masks , even as most go back in person. In Florida, Governor DeSantis has issued an executive order banning mask mandates, and Texas is embroiled in several similar legal battles, all under the guise of a "return to normal." In contrast, most communities last year altered the shape of education through remote and hybrid options, and asked educators and staff to adhere to collective restrictions that would reduce community spread.

My school's approach included an in-person component, so teachers (and students and caregivers) limited travel, minimized gathering sizes, and wore masks everywhere we went. I couldn't hug my mom for months. It was a kind of cruel irony when I learned that federal guidelines around sick time for COVID had expired and I would need to use my own sick days to quarantine as I awaited test results. I sat at home working on lesson plans, evaluating student work, and hoping I didn't have COVID after having been considered a close contact. With each choice I made, my question was always, "What if I brought COVID back to my classroom?"

Especially for those of us who serve children under 12-who are both unable to be vaccinated and now catching COVID at higher rates -our task is fraught with risks and unknowns. Our work is doubly complicated by what Dr. Lanette Jimerson calls the "fawning" trauma response : Rather than freeze or flee, many educators place the needs of others above their own, often ignoring or diminishing their need for support to dive deeper into their work. The problem with wellness as an "individualistic endeavor," Jimerson explains, is that it ignores the "environment, structures, and policies" that also affect educator well-being. For educators, "self-care" is often added to our plates rather than seen as part of a larger systemic change toward collective community care.

Once the year starts, my decisions are no longer mine alone. Having younger students means that my exposure becomes their exposure, and vice versa. It also means that I become the highest point of exposure for my partner, parents, and closest friends. I worry about what's next for me (Will the conference I've been looking forward to move online? Will I spend my mornings checking my temperature instead of lesson plans? Do I attend the family wedding in late September?). I am also concerned about what's next for my students (For those who thrived in remote options, how can I create a space for similar successes in the classroom? For my Black, Indigenous, students of color, how might the return to predominantly white classrooms affect their well-being? For the many students confronting an increase in anxiety, how can I ease their worries?). Decision fatigue was a challenge for educators prior to the pandemic; now, it's debilitating.

So, what can school communities do to lessen educators' fears? It can be helpful to remember Jimerson's point that wellness cannot be placed on the shoulders of individuals. It must be built intentionally into our systems. With that in mind, I'd like to offer some questions for consideration that might help us start the year from a place of collective care.

A few questions that school leaders could consider:

Are there policies in place that allow educators and staff to take the time needed for quarantine, recovery, and pending test results, without using accumulated sick days? I would have benefited from time to process test results without worry that I would use my accumulated sick time. Some districts across the country added additional days with COVID in mind. This allows educators to get tested, quarantine, and heal without using the days they have banked. These policies should also follow the CDC guidelines and current practices with regard to the Delta variant.

How can educators ensure they are not fawning through their trauma, but rather able to access resources that support their personal wellness? Ensuring that educators understand the benefits included in their Employee Assistance Program, including any covered time with mental health providers is important. Educators should be able to access sick time for mental wellness without stigma. Additionally, school leaders should encourage educators to take their personal days throughout the year to allow time for rest and rejuvenation.

What resources can we use to support the social-emotional well-being of all members of the education community? SEL resources must not be, in the words of Dena Simmons, "white supremacy with a hug." Alex Shevrin Venet's book, Equity-Centered Trauma-Informed Practice, could start important conversations as a book study during professional learning time. Additionally, Nurturing the Nurturers is an opportunity for educators to engage in professional learning that supports their own well-being while modeling strategies for community-centered, social-emotional wellness.

A few questions that educators could consider:

Do I have lesson plans available in the event that I have to be out at a moment's notice? Educators in your building might support each other in creating a bank of resources everyone can draw on. What resources exist online that are culturally affirming and link with the curriculum in place? Accessing materials through , , and the Zinn Education Project can support educators in sourcing available resources.

Who might be in my personal "pod" if I do need to limit contact with others? Are there friends, neighbors, and relatives that I can count on if I'm no longer able to access my larger social network? During the beginning of the pandemic, I had not yet created a "pod." I often found myself isolated and lonely. Joining up with others, but keeping contacts small, helped to create space for connection and personal wellness. There are also mutual aid organizations in many communities to support and benefit from.

How will I know when I've hit my limit and need to take a wellness day? I've learned that when I begin to reach for ice cream and Netflix rather than go for daily walks and enjoy cooking a meal, something is off. It's absolutely okay to take a break and indulge, but when that becomes a pattern, I know I've got to reset with outdoor hikes, talks with friends, and connections with family to fill me up.

As I prepare to close out the summer, I'm experiencing a kind of preemptive exhaustion when I consider what's ahead. With our country drifting back into the "red zone, " I've picked up my masks again after a summer of family weddings, camping trips, and a kind of "normalcy" that we haven't seen since the beginning of the pandemic. But as anxious as I've been about the potential for spread, one need only spend an hour with 6th graders to learn that their hope is infectious and their belief in their ability to change the world is a balm in a time of great pain. My hope is that as the school year takes off, we will continue to prioritize collective care for changing circumstances to make sure our students have the futures they all deserve.

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Educators at every level should prioritize collective care for changing circumstances.

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Federal officials have released new guidelines for Covid-19 safety and are now allowing schools to decide if they will require masks or not.

This requires school administrators to make the difficult decision that will make one side very unhappy.

Fortunately for principals, in most school districts in Texas, the district makes the decision at the superintendent level and not at the principal level.

Blad, E. (February 25, 2022). What the CDC's relaxed mask recommendations mean for schools. edweekly.org. https://www.edweek.org/policy-politics/what-the-cdcs-new-mask-recommendations-mean-for-schools/2022/02

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Federal officials relaxed mask recommendations Friday, introducing new COVID-19 metrics that will give school districts the green light to end face-covering requirements in a broad swath of the country.

The Centers for Disease Control and Prevention had previously recommended universal indoor masking in K-12 schools, regardless of vaccination status or level of community transmission. Under Friday's new metrics, the agency recommends universal masking in public settings, including schools, only in areas at high risk of serious illness or strained health-care resources, a metric that currently includes about 37 percent of U.S. counties and 28 percent of the nation's overall population.

Individuals at increased risk of severe illness should consult with a health-care provider about masking if they live in a medium-risk area, about 40 percent of counties, the CDC guidance says.

"We know that, because children are relatively at lower risk for severe illness, that schools can be safe places for children," Greta Massetti, director of the CDC COVID-19 Response Incident Management Team, said on a call with reporters Friday.

The change comes after nearly two years of fierce debate over the issue of masking children in schools, a question that has stressed district leaders and divided their communities. It comes as leaders around the country push for an approach of "living with COVID" by easing some mitigation strategies in hopes the virus will enter a more endemic phase. It also comes as rates of the virus subside around the country following surges related to the highly contagious omicron variant of COVID-19.

The announcement once again puts a tough choice in the hands of some education leaders, who must weigh varying perceptions of risk, a desire to minimize interruptions, and the needs of medically vulnerable students and their families.

But in many places, that decision has already been made. Even cautious governors in states controlled by Democrats announced plans to end statewide rules in recent weeks, and some Republican-controlled states have prohibited schools from setting local mask requirements.

Federal, state shifts put the masking call in the hands of local decisionmakers

For public spaces in general, the CDC previously relied on color-coded metrics that put most of the country-about 97 percent of counties-in "high" or "substantial risk of transmission" areas where masking was recommended.

The CDC's new metrics rely on rates illness and hospital capacity, rather than total numbers of COVID-19 cases. That will change the map, putting about half of the country in lower-risk areas where universal indoor masking is not recommended in public places. The new guidance stresses individual decisionmaking and emphasizes that people can choose to continue wearing masks, regardless of the risk level of their communities. Data about county risk levels, which will be updated weekly, will be available on the CDC website.

"We need to be able to relax our layered prevention measures when we have fewer cases and hospitalizations, but then we need to be able to dial them up again should there be a new variant or a new surge," CDC Director Rochelle Walensky told reporters Friday.

But, regardless of state and federal rules and recommendations, the calculus on masking has always been more complicated for schools. Mask requirements are embedded in teacher contracts in some large districts, alongside other virus precautions. And mask-wearing is also part of districts' policies on quarantines and returning to the classroom after exposure to a COVID-19 case.

Police had to respond to a Coventry, Conn., school board meeting Thursday when an emotional crowd erupted during a discussion about masks, the Journal Inquirer reported. The state recently announced plans to let its universal school mask requirement expire Feb. 28, and the Coventry board voted to make masks optional after that point unless virus rates in the community rise above a certain threshold.

The Durham, N.C., school board voted Thursday to keep a mask requirement in place, even after Gov. Roy Cooper, a Democrat, urged schools to make face-covering optional. A majority of public comments submitted before the meeting supported continuing the requirement, a district spokesperson told the Raleigh News-Observer.

It remains unclear if parents' opinions on masking will shift along with federal guidance.

Disability rights factor into school-masking debates

The needs of students with disabilities have also played a role in local discussions.

In the fall, the Biden administration launched civil rights investigations into states that banned schools from setting mask requirements, arguing those measures violated the rights of students with disabilities, who may be at higher risk of severe illness from COVID-19. Parents of medically vulnerable students have successfully made such arguments in federal court.

Officials in 10 states have set such bans, according to an Education Week analysis, but those actions have been blocked by courts or suspended in six of those states. Several of the states that prohibit school masks requirements, including Texas and Florida, have large swaths of communities that still fall into high-risk areas where masks are recommended under the new CDC metrics.

On the other hand, 11 states and the District of Columbia require masks to be worn in schools, down from a high of 18 states and the District of Columbia earlier this school year. Officials in seven states that currently require masks recently announced that their mandates will end in the coming weeks.

Even as it prepared to ease its guidance on broader precautions, the Biden administration released a plan Thursday that detailed actions to protect individuals with disabilities, including students. That White House plan calls on the U.S. Department of Education to "work with school administrators and educators on strategies they can use to continue providing safe, in-person instruction for all students in their classes." It called on agencies to disseminate information to parents of students with disabilities about "how to navigate their child's in-person learning experience."

The Biden administration has also provided "high-quality" masks, disposable masks that more effectively protect wearers, even if those around them have uncovered faces, calling on states to distribute them through community organizations that serve higher risk individuals.

Some prominent public health experts, including former FDA Commissioner Scott Gottlieb, have recently called for more nuanced rules on masking.

But other scientists and advocacy groups have said it's too soon for schools to step away from masking. A newly formed coalition called The Urgency of Equity released a plan in February that emphasizes that COVID-19 is an airborne illness. The group, which includes COVID-19 survivor organizations and academics like Yale University Epidemiology Professor Gregg Gonsalves, called on schools to make "high-quality masks" available to all students, and it defended the role of universal masking.

"We all want students to be safe and able to learn: evidence suggests that the best way to ensure the safety of students, teachers, and staff and to keep schools open is to use layers of protection," that plan says.

In a statement on the new CDC guidance Friday, U.S. Secretary of Education Miguel Cardona called on schools to continue to prioritize in-person learning and to use federal COVID-19 relief aid in their recovery efforts.

"Moving forward, districts should continue to work with local health experts, parents, and educators to identify what works best for their communities and consider the appropriate mitigation strategies needed to keep students and staff safe," Cardona said.

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What the CDC's Relaxed Mask Recommendations Mean for Schools

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Federal officials relaxed mask recommendations Friday, introducing new COVID-19 metrics that will give school districts the green light to end face-covering requirements in a broad swath of the country. The Centers for Disease Control and Prevention had previously recommended universal indoor masking in K-12 schools, regardless of vaccination status or level of community transmission.

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Students in larger school districts around Texas are voicing their concerns and frustrations with the lack of Covid protocols.

They are calling for more restrictions such as mask mandates and going as far as signing petitions to close down schools.

Students are wanting virtual classes but the TEA has capped virtual enrollment at 10% per district.

Students do not feel safe and are frustrated with the number of substitutes they have due to so many teachers being out due to covid.

Principals are being faced with maintaining a united school culture of safety without voicing opinions or personal beliefs on the subject.

Park, B. (January 31, 2022). Texas students frustrated by limited covid-10 protocols turn to petition drives and walkouts. texastribune.org. https://www.texastribune.org/2022/01/31/texas-students-covid-19-walkouts/

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Sign up for The Brief, our daily newsletter that keeps readers up to speed on the most essential Texas news.
For Texas high school students, keeping up with class work was hard enough before the pandemic.

But then the pandemic hit, and with it came debates over everything having to do with Texas schools. Masks or no masks? Will online classes be available?

Schools reopened last fall but are struggling to remain open in the midst of a coronavirus surge caused by the omicron variant. The semester has barely started, and so far, there have been 192,145 student COVID-19 cases and 61,142 staff cases, according to the Texas Education Agency. That appears to be the highest case level since the pandemic began in 2020, although the data collected by the state is often incomplete.

At the same time, there's been a scaling back of coronavirus precautions, prompting many students to take action with petition drives and class walkouts.

For Jada Clerk, a freshman at William B. Travis High School in Fort Bend Independent School District, which includes Sugar Land and parts of Houston and Pearland, navigating crowded hallways among unmasked classmates is stressful.

"Sometimes I don't even want to breathe," said Clerk, who has asthma. "You can really feel people's breath on you. That's how close we were [in the hallway]."

Fort Bend ISD does not have a mask mandate in place and ended its virtual learning program for students at medical risk at the end of the fall semester. Travis High School recorded 16 students with COVID-19 out of around 3,000, according to the district's online dashboard.

At Clerk's school, she and more than 200 other students have signed a petition asking Fort Bend ISD to shut down schools during the infection surge caused by the highly transmissible omicron variant. She is one of many students across the state and nation who are working together to push their districts to strengthen COVID-19 policies in schools.

Clerk wants to see her school take more action to protect students and faculty from the virus. Fort Bend ISD continued in-person classes even as record-breaking countywide positivity rates, which show the percentage of tests with positive results, pushed the area into the most severe COVID-19 threat level. However, the district does monitor COVID-19 levels at each school and will enact different precautions if case counts rise.

When Texas schools reopened after the winter break, the surge of omicron cases resulted in the highest number of COVID-19 cases in school districts since the pandemic began. But even these numbers are likely an undercount as some cases go unreported to the state and a fraction of districts report each week.

At other districts, like Round Rock ISD, north of Austin, students have staged walkouts as a way to bring attention to their requests for more pandemic precautions, like a stricter mask-wearing requirement. That has inspired other students to organize similar efforts, including in Garland.

Last week, the district northwest of Dallas recorded nearly 1,200 active student cases out of a student body of around 54,000. More than 200 staff members are out sick out of about 7,200, according to the district's COVID-19 dashboard.

For Fernando Alaniz, an 11th grade student at North Garland High School, coughs and sneezes also marked his return to classes, where he estimates most students do not wear masks.

Garland ISD's website says staff will self-screen students for COVID-19 symptoms and rapid tests will be available for symptomatic students on campus. However, teachers rarely direct students to the nurse's office as they sneeze and cough in class, often unmasked, Alaniz said. All he can do, he said, is try to scoot his desk away from his sick neighbors.

Three of his teachers are out sick, which Alaniz said makes learning difficult. Half of his eight teachers do not wear masks, he said.

The limited COVID-19 precautions, along with growing staff and student absences, have prompted him to protest for stronger health policies in schools. He wants to see another remote learning option, an enforced mask mandate and widespread COVID-19 testing, among other requests. As of Sunday evening, 770 people have signed a petition in support.

Garland ISD has not yet responded to the petition, he said. He is considering organizing walkouts similar to what Round Rock ISD saw last week if his efforts to talk to administrators fail.

Students leading the movement for increased COVID-19 protocols at Round Rock ISD have found more success after nearly 60 students walked out of two high schools two weeks ago to push for increased COVID-19 protocols. More than 1,800 students also signed a petition in support of the demands.

Students there want better enforcement of the district's mask requirement and a reintroduction of contact tracing at all schools, among other demands. If they can't get that, they want schools to offer online courses.District officials met with organizers Friday and agreed to provide more testing sites and high-quality masks, but Eliana Smith, one of the studentprotest organizers, said districtofficials disagreed with students' contention that it's not enforcing the mask requirement and declined to resumecontact tracing at schools where it had been halted.

Jenny LaCoste-Caputo, Round Rock ISD's chief of public affairs and communications, said some of the students' demands are difficult to meet due to staffing and capacity issues. School districts across the state are grappling with staffing shortages as omicron sends large swaths of workers into quarantine.

LaCoste-Caputo pointed to the students' demand for contact tracing as an example. The district previously enacted a contact tracing program - in which schools contacted those who had come into contact with an infected person - but discontinued it for a majority of schools. She said the district could not find enough people to do the work.

Asmita Lehther, a senior at Round Rock High School, is one of the students leading the protests. She said schools, as they are now, are unsustainable environments for both students and teachers.

Tiernee Pitts, another student leading the Round Rock ISD protests, said it feels like she and other students are forced to come to school even when she goes through a whole school day with substitute teachers. That's why she and other students want an online course alternative or better COVID-19 precautions.

However, the Texas Education Agency now caps a school district's virtual enrollment at 10%.

Still, Round Rock ISD students want to see some alternatives.

"We could be doing more, and we're choosing not to [in order] to stay open, at any cost, and by any means necessary," said Pitts, a senior at Cedar Ridge High School. "It just feels like we're just being open while everything around us is falling down."

Several school districts near Round Rock ISD have closed temporarily because so many staff members are sick. Last week, teacher and staff absences forced schools in Pflugerville ISD to close for a day.

Lehther, the Round Rock senior, said half of her English class was absent last week.

Without a virtual class option, students are forced to play catch-up when they return, Smith said.

Many students agree they would rather be in school to learn, but only if it is safe.

"We actually want to get out of this cyclic progression of having new variants and then a surge in cases and then hospitals get filled up, and we're still at school," Lehther said. "We need to do something to kind of end that."

Texas Attorney General Ken Paxton is suing Round Rock ISD for requiring masks to be worn in school because it violates Gov. Greg Abbott 's ban against mask mandates. But Pitts said the mask mandate is unenforced at her school, and many students do not wear them.

The Round Rock student protest organizers blame what they see as inadequate COVID-19 policies from the governor, the state education agency and the Texas Legislature. However, they believe the district must work to remove politics from science and health for the sake of its students.

"I do think that though there is a majority of the blame on Abbott, [but] the school district still does have the choice to make the right decision, and to listen to us and meet with us and make compromises or meet some of our demands," said Smith, a senior at Cedar Ridge High School.

As students head into the third year of the pandemic, Smith recalls the experiences of virtual learning and the return to school.

"Over like last year, there was definitely a lot of isolation and feeling just completely alone," Smith said. "Then this year, we're back in person, but we're being forced to fight for the ability to stay in person through safe COVID precautions."

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Texas students, frustrated by limited COVID-19 protocols, turn to petition drives and walkouts

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Sign up for The Brief, our daily newsletter that keeps readers up to speed on the most essential Texas news. For Texas high school students, keeping up with class work was hard enough before the pandemic. But then the pandemic hit, and with it came debates over everything having to do with Texas schools.

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The tenth amendment of the Constitution states that if something isn't listed in the constitution it is left up to the states to decide (U.S. Const. Amend. 10).

The federal government cannot require citizens to wear face masks.

The government can highly recommend or suggest face coverings be worn in federally funded businesses or spaces, but it is a state-level decision whether or not it becomes mandated.

National Archives. (January 19, 2022). The bill of rights: a transcription. archives.com. https://www.archives.gov/founding-docs/bill-of-rights-transcript#toc-amendment-x

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On July 29th, 2021 Governor Greg Abbott issued executive order GA-38.

This order clarifies the state's response to covid-19 such as social distancing and mask mandates.

The executive order states that masks are suggested, but not required.

Exec. Order GA-38 (2021). https://gov.texas.gov/uploads/files/press/EO-GA-38_continued_response_to_the_COVID-19_disaster_IMAGE_07-29-2021.pdf

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Governor Abbott Issues Executive Order Providing Clarity And Uniformity In The State’s COVID-19 Response

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July 29, 2021 | Austin, Texas | Press Release

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On August 16th, 2021 the Texas Supreme Court granted an emergency motion for temporary relief in the Abbott v. City of San Antonio case (2021).

This emergency relief kept Governor Abbott in control of deciding if masks were mandatory or if local government entities had that power.

Masks can be suggested but cannot be made mandatory for entry into a school.

Abbott v. City of San Antonio, No. 04-21-00342-CV (Tex. Ct. App. 2021). https://www.leagle.com/decision/intxco20210820839

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The U.S. Department of Education released a handbook in February of 2021 with suggested policies and procedures for safely reopening schools during the Covid-19 pandemic.

This handbook suggests that any individual over the age of 2, that is not fully vaccinated, wear a face covering while in school or school transportation.

The handbook also gives suggestions on the use maintenance of face shields.

The U.S. Department of Education. (August 2021). ED covid-19 handbook, volume 1: safely reopening elementary and secondary schools. https://www2.ed.gov/documents/coronavirus/reopening.pdf

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Slide #10 Local Administrative Law/Policy/Rule:

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Slide #10 Local Administrative Law/Policy/Rule:

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The local school district (Kerrville Independent School District) and the local university (Schreiner University) do not require masks to be worn on campus.

Both highly recommend cloth masks are worn, but follow the CDC and laws when enforcing this recommendation.

Covid-19 information. (January 10, 2022) Schreiner University. https://schreiner.edu/covid-19-update/

KISD Covid Dashboard. (February 25, 2022) Kerrville Independent School District. https://www.kerrvilleisd.net/Page/5446

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Social distancing and cloth face mask protocols to be reviewed within the parameters established by CDC guidance

Academic instruction is delivered as normal

Residents reside in dorms and apartments

Schreiner Diner is open without restrictions

Student and employee travel are allowed

Athletic events are subject to sport conference guidelines

External operations on campus are allowed

Diagnostic testing of students and employees will be conducted as necessary

Social distancing protocols are in place.

Cloth face mask protocols are in place for indoor settings.

Cloth face masks are to be worn in outdoor settings when staying 6
feet apart from others is not possible

Instruction is delivered face-to-face, instructors will accommodate
online delivery

Instructional spaces and class sizes are modified to maximize social
distancing

Residents reside in dorms and apartments

Student dining is open with restrictions (in-house dining with
social distancing, additional tables)

Student and employee travel are limited

Athletic events are subject to sport conference guidelines

External operations on campus are limited

Diagnostic testing of students and employees will be conducted as
necessary

Additional areas for which restrictions may be loosened, so long as
the campus continues to show limited cases while operating at this
level, include:

Residence life and student activities

Extended dining options

MFC and Athletics Events access

Campus access

Event protocols

Social distancing and cloth face mask protocols are in place

Instruction is delivered face-to-face, instructors will accommodate
online delivery

Instructional spaces and class sizes are modified to maximize social
distancing

Residents reside in dorms and apartments

Student dining is open with restrictions (in-house dining with
social distancing)

Student and employee travel are limited

Athletic events are subject to sport conference guidelines

External operations on campus are limited

Diagnostic and surveillance testing of students and employees will
be conducted as necessary

Social distancing and cloth face mask protocols are in place

Classroom instruction is delivered online, labs and clinicals continue face-to-face.

Residents may reside in dorms and apartments

Schreiner Diner is open with restrictions (take-out only)

Student and employee travel are limited

Athletic events are subject to sport conference guidelines

External operations on campus are restricted

Diagnostic and surveillance testing of students and employees will be conducted as necessary

Social distancing and cloth face mask protocols are in place

All instruction is delivered online

Resident dorms and apartments may operate within the bounds of any municipal, state, or federal order; exceptions may be made as necessary

Schreiner Diner is open with restrictions (take-out only)

Student and employee travel are restricted

Athletic events are restricted

External operations on campus are restricted

Diagnostic and surveillance testing of students and employees will be conducted as necessary

Social distancing and cloth face mask protocols are in place

All instruction is delivered online

Resident dorms and apartments are closed; exceptions may be made as necessary

Schreiner Diner is closed

Student and employee travel are restricted

Athletic events are restricted

Departments whose functions are independent of physical location work from home

Campus access limited to select staff (Tech, Security, Payroll, Operations, Employee Residents)

External operations on campus are restricted

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If a student, faculty, or staff member becomes concerned that he or she might be at risk of having been in direct contact with a person who has tested positively for COVID-19 or exhibits the primary symptoms of COVID-19 (fever and shortness of breath), we ask that you please call Dr. Julie Lunsford at 830-792-7285.

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According to the Texas Administrative Code's Educators Code of Ethics,  the educator shall comply with state regulations, written local school board policies, and other state and federal laws (Tex. Edu. Code § 247.2(G)1.7). This means that educators at all levels will follow the laws set by the local school board and TEA when it comes to Covid-19 protocols and mask mandates. Principals should not create and enforce their own policies, but follow the ones the school board and superintendent decide is best for the school district.

Texas Administrative Code. (October 21, 2018) tea.texas.gov. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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Slide #12 Personal Connection to the Legal and Ethical Standards:

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Slide #12 Personal Connection to the Legal and Ethical Standards:

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Due to Covid-19 being part of our recent history, mask mandates have only affected my graduate studies. Since my college courses are offered virtually, the mandates only affected me as an educator in an education field of study. I struggled during the time the mask mandate was being enforced due to asthma, allergies, cancer, anxiety, and other issues that made breathing difficult. It was also these medical issues that made wearing a mask necessary to prevent me from contracting Covid-19. I was diagnosed with cancer and had a full nephrectomy causing me to be at a higher risk of death if exposed to Covid-19. I have asthma and I am allergic to latex. The bands on the earpieces of the majority of masks are made with latex which not only can burn my skin but also trigger my asthma symptoms. I was unable to take deep breaths and was constantly struggling to be heard because my voice became hoarse. I feared not being able to continue as a teacher and therefore having to stop my pursuit of a master's degree in education. I am very fortunate to live in Texas and have the right to choose not to wear a mask thanks to Governor Abbott's executive order banning mask mandates and the Educator's Code of Ethics stating that I will comply with state regulations (Tex. Edu. Code § 247.2(G)1.7).

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Slide #13 Recommendations / Best Practices for Compliance: 

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Slide #13 Recommendations / Best Practices for Compliance: 

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Best Practices:

Communication- Allow all voices to be heard prior to making decisions, keep all stakeholders informed during the decision-making process, and explain why the decision was ultimately made.

Follow the TEA- The TEA is responsible for all public schools in Texas as well as student safety. They released guidance in January 2022. https://tea.texas.gov/sites/default/files/covid/SY-20-21-Public-Health-Guidance.pdf

Follow the Texas Administrative Code (TAC)- 19 TAC § 247.2 (G) 1.7 states that the educator shall comply with state regulations, written local school board policies, and other state and federal laws.

Follow Local Laws- Follow the policies and procedures voted on by your local school board and superintendent to show your staff and students confidence in your district's decision-making abilities (19 TAC § 247.2 (G) 1.7).

Stay up to date- As an administrator, you should constantly be educating yourself and keeping up with current events and statistics especially in education in your area.

Encourage Professional Development- Provide opportunities and encouragement for your school nurse, Health teachers, and any interested staff to attend professional developments on current health and safety practices.