Safety and Security Guidelines for K-12 Schools 5th Edition. At a minimum, the assessment process will address the following: Safety and Security of Buildings and Grounds School Procedures/Guidelines Additionally, some children may develop the rare but serious condition associated with COVID-19 called Multisystem Inflammatory Syndrome in Children (MIS-C). Pursue options to convene sporting events and participate in. If you have a concern about your child's safety in school, raise it to your child's teacher and principal. Advise students, teachers, staff, and families of home isolation and quarantine criteria. Review your family's walking safety rules and practice walking to school … Examine the accessibility of information and resources to reduce the spread of COVID-19 and maintain healthy environments and determine whether they are culturally relevant, in plain language, and available in appropriate languages and accessible formats. Leave policies should also account for employees who need to stay home with their children if there are school or childcare closures, or to care for sick family members. Back-to-school doesn't have to mean back-to-worrying. Use them with care. As our knowledge and understanding of COVID-19 evolves, this guidance may change. Keep each child’s belongings separated from others’ and in individually labeled containers, cubbies, or areas. Clear masks are not face shields. If disposable items are not feasible or desirable, ensure that all non-disposable food service items and equipment are handled by staff with gloves and washed with dish soap and hot water or in a dishwasher. Whether children walk, ride their bicycle or take the bus to school, it is extremely important that they take proper safety precautions. Actively encourage staff and students who are sick or who have recently had. Image source: Pixabay 11. Serve individually plated or pre-packaged. Step 2: Define Behaviors. should be involved in the development of the Emergency Operations Plans (EOP). (15, 16) There are several mitigation strategies that schools may implement while providing this critical service to their students. Further open minimum outdoor air dampers to reduce or eliminate HVAC air recirculation. proper use, removal, and washing of masks. The risk for hybrid and in-person learning can be lowered depending on the mitigation strategies put in place and the extent to which they are followed. Schools share many of the same hazards commonly seen in … Develop a schedule for increased, routine cleaning. Encourage students, faculty and staff who use public transportation or ride sharing to follow CDC guidance on how to protect yourself when using Additionally, encourage them to commute during less busy times and clean their hands as soon as possible after their trip. Pupils should be safe in school and when undertaking out of school activities. For service dogs, however, the benefits of having the dog in the classroom for a particular student or staff member can outweigh the risks for infection. Students, teachers, and staff with severe asthma or other breathing difficulties. Carry pens, pencils and other sharp objects down and be protected. Students, teachers, and staff who have been close contacts (within 6 feet for a cumulative total of 15 minutes or more over a period of 24 hours) of someone with COVID-19 should not return to in-person school until they have completed their quarantine. For information about who is at increased risk, visit People at Increased Risk. This plan should be developed in collaboration with state and local public health departments; school nurses, parents, caregivers, and guardians; student leaders; community members; and other relevant partners. The considerations detailed here are intended only for students in K-12 school settings. Ensure adequate supplies to minimize sharing of high touch materials to the extent possible (e.g., assigning each student their own art supplies, equipment) or limit use of supplies and equipment by one group of children at a time. The many benefits of in-person schooling should be weighed against the risks of spreading COVID-19 in the school and community. These critical communications should be accessible to individuals with disabilities and limited English proficiency. Don't let the school year end without knowing the answers to these 2 important questions. The virus that causes COVID-19 can sometimes be spread through the air by airborne transmission or through touching contaminated surfaces or objects. If you feel your child is being bullied—or bullying—make sure to also get the name of the school's Respect for All (RFA) representative. Check filters to ensure they are within service life and appropriately installed. Monitor absenteeism of students and employees, cross-train staff, and create a roster of trained back-up staff. As communities in the United States consider how to safely re-open K-12 school buildings for in-person learning and activities and keep them open, CDC offers updated considerations for mitigation strategies that school administrators can use to help protect students, teachers, and staff and slow the spread of the virus that causes COVID-19. Administrators can discuss with student’s parents or guardians or the staff member, as well as teachers, the school nurse and the staff or student’s healthcare provider, and make decisions to allow service dogs in the classroom on a case-by-case basis. Back to School Safety Tips for Drivers Head Up, Phone Down School days bring congestion: School buses are picking up their passengers, kids on bikes are hurrying to get to school before the bell rings, harried parents are trying to drop their kids off before work. These critical communications should be accessible to individuals with disabilities and limited English proficiency. The safety committee should include the Principal/Head Master, PTA authority, staff and student representatives and ward members. CDC’s, Conduct training virtually or ensure that. This means that students, families, teachers, school staff, and all community members take actions to protect themselves and others where they live, work, learn, and play. In addition, behavioral therapists or local mental health or behavioral health agencies may be able to provide consultation for specific concerns. Receive book suggestions, reading tips, educational activities, and great deals. While the number of children who have been hospitalized with COVID-19 has been low compared with adults, one-third of hospitalized children with COVID-19 have been admitted to the intensive care unit.6 Most deaths in the U.S. from COVID-19 are among adults; however, children in the United States have died from COVID-19.7. School officials should make decisions about school opening and about staying open for in-person learning based on CDC’s Indicators for Dynamic Decision-making. Consider ventilation system upgrades or improvements and other steps to increase the delivery of clean air and dilute potential contaminants in the school. 12. For detailed information on when students who have symptoms of COVID-19 can return to in-person school, visit Screening K-12 Students for Symptoms of COVID-19: Limitations and Considerations. Ensure children do not share food or utensils. Behavioral techniques can help all students, adjust to changes in routines and take preventive actions. Most children and adolescents with the virus that causes COVID-19 have mild symptoms and some have no symptoms at all.2-4 The symptoms of COVID-19 are similar in adults and children and can look like other common illnesses, such as colds, strep throat, influenza, or allergies.2-4 Children, like adults, who are infected but have no symptoms can still spread the virus to others.5 For more information on symptoms of COVID-19 in children, visit COVID-19 in Children and Teens. Implementation should be guided by what is feasible, practical, acceptable, and tailored to the needs of each community. Social distancing and isolating at school may be difficult for many people with disabilities. Reference key resources on emergency preparedness while reviewing, updating, and implementing the EOP. The profile of symptoms associated with COVID-19 remains under study and will be updated as warranted by research findings. There is no single action that will, by itself, make our . If possible, install touchless payment methods (pay without touching money, a card, or a keypad). Provincial School-Police Guidelines School safety is a shared responsibility that requires cooperation, collaboration and communication. Implementing these actions in schools will reduce the risk of in-school spread of COVID-19 regardless of the underlying community burden – with risk being the lowest if community spread is low and proven mitigation strategies are implemented consistently. The temporary shutdown or reduced operation of schools and reductions in normal water use can create hazards for returning students and staff. Teachers should be able to take pupils on exciting school trips that broaden their horizons. Schools are essential to meeting the nutritional needs of children with many consuming up to half their daily calories at school. School Safety and Security Manual - Best Practices Guidelines The manual provides schools with additional guidance for establishing plans, procedures and mechanisms for responding to emergencies and crises, in accordance with N.J.A.C. Follow the school isolation protocol outlined in Screening K-12 Students for Symptoms of COVID-19: Limitations and Considerations when student develops symptoms of an infectious illness. In general, the risk of spread of COVID-19 in schools increases across the continuum of virtual, hybrid, to in-person learning. Services provided may include assistance with activities of daily living, access to health services, and more. Consider postponing or canceling upcoming. Notify health officials and close contacts, What to do if a Student Becomes Sick Flowchart, Plan for accommodations, modifications, and assistance for children and youth with disabilities and special healthcare needs. School nurses, teachers, staff, parents, student leaders, and other community stakeholders (e.g., youth service organizations, health centers, etc.)
Want to connect now? Encourage students, faculty and staff who use public transportation or ride sharing to use forms of transportation that minimize close contact with others (e.g., biking, walking, driving or riding by car either alone or with household members). Teachers of students who are English language learners. For example, certain grades or classrooms physically attend school on Monday/Tuesday and other grades or classrooms physically attend on Thursday/Friday (and the school is thoroughly cleaned in between, on Wednesday). approach also complements, enriches, and reinforces student learning through the curriculum. Isolate and transport students who develop symptoms while at school. While fewer children than adults have had COVID-19 in the United States, the number of school-aged children with COVID-19 has been increasing.1 Children and adolescents can be infected with the virus that causes COVID-19, can get sick with COVID-19, and can spread the virus to others.2. Components of the School Safety Assessment The level of safety in a school must be assessed using multiple indicators that apply to the total school environment. Stagger student arrival, drop-off, and pick-up time or locations by cohort, or put in place other protocols to limit contact between cohorts and direct contact with parents, guardians, and caregivers as much as possible. The Foundations for a Healthy School resource provides many ideas and starting points for boards of health to consider as they engage in work to promote health and well-being CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website. For example, social distancing in designated seating areas for wheelchairs may not be possible and drivers who may need to have close contact to assist a person with disabilities. Education should remain accessible for children in special education who have a 504 Plan or Individualized Education Program. Increase total airflow supply to occupied spaces, when possible. Back-to-school does not have to mean back-to-worrying. Some students may develop symptoms of infectious illness while at school. Today’s school safety and security challenges are multifaceted and complex. Schools can prepare for when students, teachers, or staff have symptoms of COVID-19 or are diagnosed with COVID-19. School Safety Regulations and Guidelines. The Guidelines on Managing Safety and Health in Post-Primary Schools and Guidelines on Managing Safety Health and Welfare in Primary Schools are a management tool offering guidance and practical advice to schools. If food is offered at any event, have pre-packaged boxes or bags for each attendee instead of a buffet or family-style meal. As feasible, have children eat meals outdoors or in classrooms, while maintaining social distance (at least 6 feet apart) as much as possible, instead of in a communal dining hall or cafeteria. When possible, use flexible worksites (e.g., telework at home) and flexible work hours (e.g., staggered shifts) to help establish policies and practices for social distancing (staying at least 6 feet apart). CDC twenty four seven. The RFA liaison can make sure the situation is … Ensure, In accordance with state and local laws and regulations, school administrators should notify, A school might need to implement short-term building closure procedures. Implement flexible sick leave policies and practices that enable staff to stay home when they are sick, have been exposed, or caring for someone who is sick. Equal Employment Opportunity Commission: Coronavirus and COVID-19, https://dx.doi.org/10.3345/cep.2020.00535, https://www.cdc.gov/mmwr/volumes/69/wr/mm6914e4.htm?s_cid=mm6914e4_w, https://www.cdc.gov/covid-data-tracker/#cases, https://www.cdc.gov/nchs/nvss/covid-19.htm, https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program, https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/school-breakfast-program/, National Center for Immunization and Respiratory Diseases (NCIRD), Health Equity Considerations & Racial & Ethnic Minority Groups, COVID-19 Racial and Ethnic Health Disparities, Construction COVID-19 Checklists for Employers and Employees, Contact Tracing in Non-Healthcare Workplaces, Employer Information for Office Buildings, Respirator Shortages in Non-Healthcare Workplaces, Limiting Workplace Violence Related to COVID-19, Critical Infrastructure Response Planning, Testing in High-Density Critical Infrastructure Workplaces, FAQs for Institutional Food Service Operators, Case Investigation and Contact Tracing in K-12 Schools, FAQs for Administrators, Teachers, and Parents, Considerations for Institutions of Higher Education, Testing in Institutions of Higher Education, Case Investigation and Contact Tracing in Institutions of Higher Education, Considerations for Traveling Amusement Parks & Carnivals, Outdoor Learning Gardens & Community Gardens, Animal Activities at Fairs, Shows & Other Events, Guidance for Shared or Congregate Housing, Group Homes for Individuals with Disabilities, Living in or Visiting Retirement Communities, Considerations for Retirement Communities & Independent Living Facilities, Interim Guidance on People Experiencing Unsheltered Homelessness, Interim Guidance for Homeless Service Providers, Testing in Homeless Shelters & Encampments, Guidance for Correctional & Detention Facilities, FAQs for Administrators, Staff, Incarcerated People & Family Members, Testing in Correctional & Detention Facilities, Recommendations for Tribal Ceremonies & Gatherings, Non-emergency Transportation for Tribal Communities, U.S. Department of Health & Human Services, Incorporated new evidence about COVID-19 in children, Updated language for consistency with other CDC COVID-19 guidance, Updated language about keeping schools open, in addition to opening them for in-person learning, Added information about animals in the classroom, Promoting behaviors that reduce COVID-19’s spread. Promote employees and students eating healthy, exercising, getting sleep, and finding time to unwind. Generate clean-to-less-clean air movement by re-evaluating the positioning of supply and exhaust air diffusers and/or dampers (especially in higher risk areas such as the nurse’s office). Risk Reduction and Resilience Education Celebrate teachers with this quote from history's greatest commander. Leave (time off) policies and excused absence policies. We learn more about COVID-19 every day, and as more information becomes available, CDC will continue to update and share information. Step 1: Establish a Multidisciplinary Threat Assessment Team. Introduction. Though safety inside your child's school is ultimately the responsibility of the principal and school staff, parents can take a few basic steps to ensure a safe school experience, too. 7 ideas for how to ease your kids' transition, and say goodbye to the school year in style. Leave policies should be flexible and not punish people for taking time off and should allow sick employees to stay home and away from co-workers. Based on the best available evidence at this time: Encourage any organizations that share or use the school facilities to also follow these considerations. Install physical barriers, such as sneeze guards and partitions, particularly in areas where it is difficult for individuals to remain at least 6 feet apart (e.g., reception desks). Ensure children do not share food, either brought from home or from the food service. Find us on social media!