Amateur Hour: Contact Tracing

It has been a very busy, and at times confusing week for us here at Hudson as we have had to deal with our first bout of contact tracing. We all knew this was coming and are very thankful we made it into our sixth week of school! If you have been following our dashboard closely and on a regular basis, you probably have noticed the numbers from one day to another are prone to change. You probably also notice that the majority of the time, the data is back dated. The reason we do this is to track not only the number of cases we have, but to be mindful of the quarantine and isolation period for those impacted. The reason the back dated numbers may change from one day to the next is because we often learn new information, such as gaining better clarity regarding the onset of symptoms. While our dashboard is a useful tool to keep you informed of what is going on in the district, it is also an internal tool that we are using for tracking. 

Technically and officially, our work begins when the health department notifies us of a positive COVID case. In practicality though, we often find out about the positive case well before the health department when the parents call us to let us know. For that we are thankful, so please keep it up! Once the health department becomes involved, they technically are supposed to do the contact tracing. This includes an interview with the patient to find out who they have been in contact with. From a practical standpoint, we have already begun the process of identifying close contacts that need to be quarantined. This saves valuable time and hopefully helps to quickly mitigate the potential spread. 

The operative question for the patient, aside from a description of their symptoms is 'when did your symptoms begin and who were you in contact with the 48 hours prior to the onset of symptoms'? Close contact is defined as anyone who was within six feet of the patient for 15 consecutive minutes. Now for a student this is probably a difficult question to answer because they are around a lot of people: in class, at church, during practice, etc. For a guy like me, as old as I am that is a pretty short list because well, I'm not that popular! So that is where we have to come in and help. 

Over the course of the last several days we have been reviewing seating charts, cross referencing those seating charts with daily attendance, and confirming the types of activities that are occurring in the classroom. We have even reviewed our surveillance system to get an accurate depiction of how much time has lapsed, and used a tape measure to confirm or refute a span of six feet. All of this is done in an effort to remove as much subjectivity from the process that we possibly can. Of course removing all subjectivity from the process is difficult when one of the variables we have to rely on is the human memory from two days prior. It has been a good reminder for all of us that we are not professional 'detectives' or 'contact tracers'. We are amateurs. Amateurs or not, this takes an incredible amount of time. The fact is, for us to complete these investigations is very time consuming and takes us away from other important work in the district. Today for example we have PD and the final planning [for that] still isn't complete, and from the sounds of it we have additional work to do with regard to contact tracing.

At the conclusion of this initial evolution, we had some twenty plus students identified as close contacts that were required to quarantine. Now, just to remind everyone. A quarantine is for fourteen days after the last close contact you had with the positive student. Further, if the quarantined individual goes and has a test completed and it comes back negative, it does not remove the need to quarantine. Let me say that once more: A negative test does not lift the quarantine. For the record, these are not our rules: these are the rules from the health department. 

Now then, we had basically just finished with the contact tracing and informing all those students they had to quarantine when we learned the guidance was changing. While the six feet for fifteen minutes remains the operative variable(s), the change now states that if both parties are properly wearing face coverings, close contact has not been established and thus the requirement for quarantine does not apply. This change resulted in several of our students having their quarantine lifted.

And just to clarify, any type of face covering is acceptable except a face shield or a gaiter. While our requirement at Hudson allows for a face shield or gaiter in lieu of a face covering, this allowance will not supersede a quarantine requirement if identified as a close contact. Likewise, face coverings that are not properly worn (they have to cover both the nose and the mouth) will still result in a quarantine. 

This updated guidance underscores the importance of universal face coverings as the most powerful mitigation strategy we currently have in our arsenal to slow the spread of COVID-19. The fact is, Dr. Robert Redfield, the director of the CDC recently testified before Congress that face masks may provide more protection than the coronavirus vaccine.

Fiscal Impact of COVID Remains Unknown

We are still in the infancy of the 2020-2021 school year so it is pure conjecture to estimate the fiscal impact the district will encumber as a result of COVID-19. Yet, suffice to say our costs will likely far exceed those monies that have been distributed as part of the CARES Act. At the onset of the pandemic, Congress acted quickly to infuse funds into the economy [and schools] to combat the virus. Unfortunately a second round of aid languishes, likely until after the election. 

To date, Hudson has received $59,156 in allocations. The ESSER fund was the original, and continues to be the largest sum received to date. This allocation was used for the purchase of mitigation equipment, additional cleaning supplies, PPE, and licensing software for remote conferencing (think Zoom). We also hired an additional custodian to work the day shift with primary responsibilities including restrooms, common spaces and other high traffic (touch areas) during the school day. It is also worth mentioning the hiring of a bus driver to help balance load size on the north end of the district. Needless to say, the sum of these expenses will exceed the allocations from both the ESSER and the STATE funds. That is before taking into account other already known expenses, which includes additional computers for the lower elementary in the event we have to implement our remote learning plan and the curriculum software that we are using with students participating in voluntary offsite learning. 

In recent days, the GEER money has become available to districts and is designed primarily to address technology infrastructure and connectivity in our district. If you remember over the summer when we conducted a technology survey to see if you had internet at home, this is why we were asking those questions. Our plan is to purchase hotspots for families that currently don't have internet available in the home. The algorithm we are using to determine eligibility mirrors our free and reduced lunch percentages. If you would like access to one of these hotspots, please contact us via email with the subject line 'hotspot'. We are purchasing these devices on demand and 'as needed' so it may take a few days to get you the needed access.

Considering that the knowns described above have or will exhaust the allocations that have already been made available to us, we also have to consider the unknowns. The big one that we are going to have a difficult time getting our arms around is substitute costs. Substitute costs consider not only the cost of the substitute or temporary employee's wages, but also the cost of the permanent employee. In the majority of cases the permanent employee is eligible for paid time off. Even if they had exhausted the paid time off allocated by the district as a benefit of employment, the CARES act grants employees an additional 10 days of paid leave. There was no revenue provided as part of the Act to offset this added expense. 

Luckily we have the cash reserves on hand to weather the storm. With the completion of our certified annual report last week, our subsequent report of fiscal health has been published on the district website. What the report finds is that our cash reserve remains full, tax rates are on the decline, and our unspent balance continues to rise. This puts the district in a good position in light of unpredictable funding from the state, and particularly since we will be in a continued position to manage unbudgeted expenditures that have come about as a result of COVID-19.

We Can't Let Our Guard Down

Managing the district response to COVID-19 and attention to our mitigation and safety plan has been an all consuming and number one priority above all else so far this school year. It takes constant reminders and a relentless commitment to procedures and protocols in order to keep everyone safe and healthy; and likewise our buildings open. If we let our guard down it could force us to close which is something that no one wants.

The decisions the district makes are executed with the guidance and at the direction of the health department following the protocols that have been articulated by the Iowa Department of Public Health. The health office here in our district is communicating with Black Hawk County daily about specific scenarios, and county superintendents have a standing meeting every Monday afternoon at 4:00 to discuss specific countywide metrics and to answer questions that we have in local school districts. 

If a student is at school and begins to present with symptoms that are outlined in our plan, they, along with all siblings in the household must be isolated from school and are encouraged to seek an evaluation by a health care provider. Unfortunately, if they [you] don't seek health care we have to treat the symptoms and subsequent absence as if it were a positive case. Even if the symptoms subside the following day. This is why it is so important to seek an evaluation. If a COVID test is completed and comes back negative, the student and siblings can return to school as soon as their symptoms improve and they have been fever free for 24 hours. 

So again, absent an alternative diagnosis with no health evaluation we required to treat it as if it were a positive case. This is what that means. The child who had symptoms has to stay home at least ten days since the symptoms began, they have been fever free for at least 24 hours, and all other symptoms have improved. Anyone else in the household has to stay at home in quarantine for 14 days since their last contact with the symptomatic individual. 

At the same time, we have a few students who have become quite savvy at figuring out the best way to get a one way ticket home: report that they are having two or more low risk symptoms. In this case, not only have they earned themselves a trip home, they very probably have done the same for their brothers or sisters. When this happens, it kicks in the protocols described in the paragraphs above. Of course the inverse is also true: we may very well have students who are masking symptoms (pun intended) with the goal of being able to stay in school. We can't have that either. Both are of course problematic and makes it difficult to manage an ever changing data set and the variables that go along with it. 

As you can probably imagine, this is a very challenging and complex issue to navigate. If you have questions about our protocols, please feel free to reach out. But please remember, we are following the guidance and direction of the health department. All we really want to do is keep our buildings open and keep people from getting sick. 

Two Decades From Now

In my unabridged convocation address to the faculty and staff a few weeks back, I began by discussing epochal moments in American History that I have witnessed during my lifetime. The most significant of which leading up to the current pandemic was September 11, 2001. On Friday we will  mark the 19th anniversary of this tragic event in our shared history. Think of that! The students who will be graduating from high school in May of 2021 weren't even alive. If that doesn't surprise you then how about this: A growing number of our faculty and staff members were in elementary school and have limited memories of that day. 

My memories of that day remain vivid. I can remember the stress and anxiety that permeated our communities that day and the collective sigh of relief we all felt when it was finally reported that all remaining airplanes in the United States had safely landed. And the wall to wall news coverage that went on for days without end or interruption (we didn't even have cable television in our home back then). I can also remember the deep patriotism that overcame the country and how difficult it was to purchase an American flag. There was immense pride in our country when President Bush visited ground zero on September 14th, and then returned again on October 30th to throw out the first pitch of game 3 of the world series. 

We will remember, because we promised to #NeverForget. At the same time we remember this awful day, it is important to note that in the intervening [almost] two decades we pulled together as a nation. We adjusted to a new normal, put one foot in front of another and forged ahead. Two decades from now I suspect we'll be able to look back on this challenging moment and be able to say many of the same things.

New Faculty Excited to Begin

While school started for Hudson on August 24, several of our new faculty got an early start, beginning here at Hudson back on August 12! Please take the opportunity to help these new members of our community feel welcomed when you see them around the district.

We are excited to welcome Sydney Anderson, a graduate of the University of Northern Iowa to our ranks, as a 5th and 6th grade special educator. Licensed as a special education teacher with endorsements as an Instructional Strategist I and II, Mrs. Anderson previously taught at River Hills in Cedar Falls before landing here at Hudson. Originally from Charles City, Mrs. Anderson was married to her husband Nick shortly after graduating from UNI. In her free time, she enjoys a good movie, spending time with friends, shopping, and exploring new places. She is looking forward to the opportunity to teach and learn alongside the students at Hudson Schools!

Nikki Bergmeier is no stranger to Hudson, having previously worked in the high school as a special education para educator. All five of Nikki's children are proud Hudson Pirates, with the oldest two having graduated. After completing her teacher preparation program at Upper Iowa University, Mrs. Bergmeier spent a couple of years teaching at Dike-New Hartford before returning  home to Hudson. Holding endorsements in elementary education, K-8 Reading, middle school math and language arts, and 5-12 special education, you will be able to find Nikki in the high school where she will be teaching in the special education program. She is looking forward to creating long lasting relationships with her students and learning all about them. 

Joining our 6th grade teaching team this year is Abby Happel, who takes over for Mrs. Neff who recently transferred downstairs to 4th grade. Mrs. Happel was prepared at the University of Northern Iowa, earning degree in elementary/middle school education with an endorsement in literacy. After she finished student teaching this past December, Abby spent time substitute teaching at Hudson during the spring semester. Originally from Newton, a lot has changed for Abby as she was recently married over the summer. She loves being outside, drinking coffee and reading. She recognizes the historical significance of starting her career this year and is excited to make the year memorable with her students.

We are very excited to have Parker Majerus join our high school faculty this year as an English and Spanish teacher. Originally hailing from Sycamore, Illinois, this Central College graduate has endorsements in Spanish, English, and even ESL (English as a Second Language). Mr. Majerus wants everyone to know that he loves deep dish pizza and Chicago sports. When not teaching you can find him spending time with friends, fishing, or planning his next travel destination. He is looking forward to joining Hudson's wonderful team and community.

Very familiar with the Cedar Valley, Taylor Ronan grew up in Waterloo and currently lives in Cedar Falls with her husband Cody. They share their home with two labs and a three month old son Levi. An avid reader of historical fiction, she enjoys boating on the Mississippi and walks as a family. Prepared at the University of Northern Iowa, Mrs. Ronan holds certification in early childhood education and special education. She will be joining our staff as a preschool teacher and is looking forward to experiencing a smaller school district. After attending and teaching in Waterloo she is excited about the more close knit feel of a small district with big pride!

If this new fourth grade teacher looks familiar to you, she should. Abby Staebell has returned home to Hudson after finishing her teacher preparation program at Wartburg College. With a literacy endorsement in her arsenal, Miss Staebell is also licensed as an Instructional Strategist I. This 2016 graduate of Hudson High School is happy to be back in her hometown teaching where she grew up. We're happy too, Abby!

Joining the 5th grade teaching team this year is Leah Van Es who previously taught in Waterloo. Earning her degree from the University of Iowa, Mrs. Van Es also holds a reading endorsement. She and her husband Mitch have been married for three years and just recently purchased their first home. As a Hawkeye fan, it should come as no surprise that she likes the color yellow! She enjoys playing cards and board games and also counts reading, playing sports, and spending time with family and friends as her favorite pastimes.