Guidelines for a school safety program The following guideline is a tool to allow a school to compare their existing safety program features to see if they meet minimal standards. 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. To receive email updates about COVID-19, enter your email address: Operating schools during COVID-19: CDC's Considerations, Centers for Disease Control and Prevention. Develop a plan for staff who travel between schools (e.g., school nurses, psychologists, therapists). Not all steps are applicable for all scenarios. Consider using ultraviolet germicidal irradiation (UVGI) as a supplement to help inactivate the virus that causes COVID-19, especially if options for increasing room ventilation are limited. 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. Review additional ASHRAE guidelines for schools and universitiespdf iconexternal icon for further information on ventilation recommendations for different types of buildings and building readiness for occupancy. It rests on three pillars: 1. Fortunately, there are a number of actions school administrators can take to help lower the risk of COVID-19 exposure and spread during school sessions and activities. Webpage walkthrough step screens. Establishment and Operation of the Federal Commission on School Safety. Pupils should be safe in school and when undertaking out of school activities. While the PASS School Safety and Security Guidelines provide best practices designed primarily for the team responsible for the security of individual schools and entire school districts, the Guidelines are also useful for interested community members, legislators, researchers and others with a focus or interest in improving K-12 school security. … Education should remain accessible for children in special education who have a 504 Plan or Individualized Education Program. guides for creating “one-way routes” in hallways). Teachers should be able to take pupils on exciting school trips that broaden their horizons. Modify learning stations and activities as applicable so there are fewer students per group, placed at least 6 feet apart if possible. This approach should account for the following: Follow guidance for Direct Service Providers (DSPs). Create distance between children on school buses (e.g., seat children one child per row, skip rows) when possible. Behavioral techniques can help all students, adjust to changes in routines and take preventive actions. RGB color concept . 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.These are recommended by the National Association of Elementary School Principals: Learn the school's emergency procedures. Responsive mobile website with icons. If possible, install touchless payment methods (pay without touching money, a card, or a keypad). Safety and Security Guidelines for K-12 Schools 5th Edition. 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. Students, teachers, and staff with special educational or healthcare needs, including intellectual and developmental disabilities, mental health conditions, and sensory concerns or tactile sensitivity. All sports CCAs observe Sports Safety. Partnerships between schools and police play a particularly important role when it comes to preventing and responding to serious incidents involving: Image source: Pixabay 11. Examine and revise policies for leave, telework, and employee compensation. 12. Use disposable food service items (e.g., utensils, trays). Dividing students and teachers into distinct groups that stay together throughout an entire school day during in-person classroom instruction. Today’s school safety and security challenges are multifaceted and complex. (15, 16) There are several mitigation strategies that schools may implement while providing this critical service to their students. 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. Students and teachers engage in virtual-only classes, activites, and events. In order to enable in-person learning and assist schools with their day-to-day operations, it is important to adopt and diligently implement actions to slow the spread of the virus that causes COVID-19 inside the school and out in the community. 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. Resuming and maintaining in-person learning may pose risks to children, teachers, school administrators, and other staff in the school environment, and their families and household members. Designate a staff person, such as the school nurse, to be responsible for responding to COVID-19 concerns. In general, the risk of spread of COVID-19 in schools increases across the continuum of virtual, hybrid, to in-person learning. Forming ‘I walk clubs’: If a, Masks are recommended as a simple barrier to help prevent respiratory droplets from traveling into the air and onto other people when the person wearing the mask coughs, sneezes, talks, or raises their voice. Clear masks are not face shields. Strategies should be implemented in close coordination with state, local, or tribal public health authorities, recognizing the differences between school districts, including urban, suburban, and rural districts. People who are deaf or hard of hearing—or those who care for or interact with a person who is hearing impaired—may be unable to wear masks if they rely on lipreading to communicate. Schools must now balance the educational, social and emotional needs of their students along with the health and safety of students and staff in the midst of the evolving COVID-19 pandemic. with school and community partners and key stakeholders. Students, teachers, and staff with COVID-19 should not return to in-person school until they have met CDC’s criteria to discontinue home isolation. Develop policies for return-to-school after COVID-19 illness. Clean tables and chairs between each use. Decrease occupancy in areas where outdoor ventilation cannot be increased. Some of the strategies school administrators should consider while developing their EOP: Schools can make multiple recommended changes to encourage behaviors that reduce the spread of the virus that causes COVID-19. If soap and water are not readily available, Anyone who has trouble breathing or is unconscious, Anyone who is incapacitated or otherwise unable to remove the mask without assistance, Younger students, such as those in early elementary school (Pre-K through 3. 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. Notifying staff, families, and the public of school closures and any restrictions in place to limit COVID-19 exposure (e.g., limited hours of operation). Share facts about COVID-19 regularly through trusted sources of information to counter the spread of misinformation and mitigate fear. Identifying small groups and keeping them together (cohorting or podding). School Disaster Management 3. This is called. Pursue virtual activities and events in lieu of field trips, student assemblies, special performances, school-wide parent meetings, and spirit nights, as possible. Students may require assistance or visual and verbal reminders to cover their mouth and nose with a tissue when they cough or sneeze, throw the tissue in the trash, and wash their hands afterwards. Use portable high-efficiency particulate air (HEPA) fan/filtration systems to help enhance air cleaning (especially in higher risk areas such as the nurse’s office). Parent involvement insures that kids become accomplished readers and writers. CDC twenty four seven. 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. These techniques may be especially beneficial for some children with disabilities and may include modeling and reinforcing desired behaviors and using picture schedules, timers, and visual cues. Serve individually plated or pre-packaged. These critical communications should be accessible to individuals with disabilities and limited English proficiency. The virus that causes COVID-19 is mostly spread during close contact by respiratory droplets released when people talk, sing, breathe, cough, or sneeze. The safety committee should include the Principal/Head Master, PTA authority, staff and student representatives and ward members. Therefore, personal prevention practices (such as handwashing, staying home when sick) and environmental cleaning and disinfection are important principles that are discussed below. Covid school safety guidelines onboarding vector template. 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. Moving around with a sharp object could be injurious where care is not taken. DSPs are essential for the health and well-being of the individuals they serve. Isolate and transport students who develop symptoms while at school. Consider postponing or canceling upcoming. 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. Schools should take action to isolate students who develop these symptoms from other students and staff. These critical communications should be accessible to individuals with disabilities and limited English proficiency. Here's what you can expect for the year to get him ready! CDC’s criteria can help inform when employees should return to work: Encourage staff and students to cover coughs and sneezes with a tissue. Schools should prioritize EOP components that address infectious disease outbreaks and their consequences. 10. 9 . approach also complements, enriches, and reinforces student learning through the curriculum. The employer or, in the case of independent schools, th… Risk Reduction and Resilience Education Schools share many of the same hazards commonly seen in … 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. These are recommended by the National Association of Elementary School Principals: The teacher will have goals for students, but what does your child want to achieve? However, this may be difficult to do in cold, hot, or humid weather. Advise students, teachers, staff, and families of home isolation and quarantine criteria. 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. Do not allow animals that are at higher risk for infection with COVID-19 in the classroom. That way, you eliminate any chance of a student falling while trying to reach an object. Provide tissues and no-touch or foot pedal trash cans, where possible, for employees, volunteers, and students to use. Returning to school has taken on new meaning and a new set of worries for parents and other caregivers during the age of coronavirus disease 2019 (COVID-19). Another way to improve school safety is to keep your classroom, hallways and other school areas organized and free of hazards. The many benefits of in-person schooling should be weighed against the risks of spreading COVID-19 in the school and community. The safety manual outlines specific guidelines on other issues including drug and substance abuse, disaster and emergency preparedness, school… Supplies include soap, a way to dry hands (e.g., paper towels, hand dryer), tissues, hand sanitizer with at least 60% alcohol (for staff and older children who can safely use hand sanitizer), disinfectant wipes, masks (as feasible) and no-touch /foot-pedal trash cans (preferably covered). 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. Encourage employees and students to take breaks from watching, reading, or listening to news stories about COVID-19, including social media if they are feeling overwhelmed or distressed. Check that classroom tools and objects are easily accessible for students and not on top of high cabinets or shelves. Discourage sharing of items that are difficult to clean or disinfect. Review your family's walking safety rules and practice walking to school … When weather conditions allow, increase fresh outdoor air by opening windows and doors. Have teachers and children wash their hands with soap and water for 20 seconds or use a hand sanitizer that contains at least 60% alcohol before and after eating. The National School Safety Policy Guidelines apply to all schools in the country – whether government, aided or private, irrespective of their location in rural or urban areas. To clean school buses or other transport vehicles, see guidance for bus transit operators. Implementation should be guided by what is feasible, practical, acceptable, and tailored to the needs of each community. School-based health facilities may refer to CDC’s Guidance for U.S. Healthcare Facilities and may find it helpful to reference the Ten Ways Healthcare Systems Can Operate Effectively During the COVID-19 Pandemic. The school keeps record of students’ medical declarations. Cohorting and alternating or staggered schedules, Cohorting and alternating or staggered schedules, Regularly scheduled (i.e., at least daily or between uses). We must keep in mind that school safety isn't just about violence control. Coronavirus in children: Ahead of back-to-school, the CDC will release additional guidance on how to reopen schools safely, Vice President Mike Pence said. Get 10% off your first order at the Scholastic Store Online when you sign up! In this situation, consider using a clear mask that covers the nose and wraps securely around the face. Ensure you have accessible sinks and enough supplies for people to clean their hands and cover their coughs and sneezes. Whether children walk, ride their bicycle or take the bus to school, it is extremely important that they take proper safety precautions. Organizations that support individuals with disabilities have information and resources to help schools with these behavioral techniques. Pupils should be able to play freely in the playground and be able to take part in sports. Use communication methods that are accessible for all students, faculty, and staff, including those with disabilities. Opening schools for in-person learning as safely and quickly as possible, and keeping them open, is important given the many known and established benefits of in-person learning. Celebrate teachers with this quote from history's greatest commander. Transportation Safety. Improvement steps may include some or all of the following activities: *Note: The ventilation intervention considerations listed above come with a range of initial costs and operating costs which, along with risk assessment parameters such as community incidence rates, facemask compliance expectations and classroom density, may affect considerations for which interventions are implemented. 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. If communal dining halls or cafeterias will be used, ensure that children remain at least 6 feet apart in food service lines and at tables while eating. 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. 2020 Partner Alliance for Safer Schools. Comprehensive School Safety Comprehensive school safety is addressed by education policy and practices aligned with disaster management at national, regional, district and local school site levels. 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. If you have a concern about your child's safety in school, raise it to your child's teacher and principal. Schools can prepare for when students, teachers, or staff have symptoms of COVID-19 or are diagnosed with COVID-19. Provide physical guides, such as tape on floors or sidewalks and signs on walls, to ensure that staff and children remain at least 6 feet apart in lines and at other times (e.g. One-way traffic. Safety issues in school can stem from several situations, but they all have one thing in common – they have forced us to re-examine the system in order to protect our children better. Be aware of local or state regulatory agency policies related to group gatherings to determine if events can be held. Do not open windows and doors if doing so poses a safety or health risk (e.g., risk of falling, triggering asthma symptoms) to children using the facility. School Health Guideline, 2018 . 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. 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. Don't let the school year end without knowing the answers to these 2 important questions. 7 ideas for how to ease your kids' transition, and say goodbye to the school year in style. Use institutional information systems for day-to-day reporting on information that can help to detect and respond to an outbreak, such as number of cases and absenteeism or changes in the number of visits to the health center by students, teachers, and other staff. ZIP file contains: EPS, JPG, PNG, SVG, AI Print and share with your child's teacher. Ensure children do not share food or utensils. Introduction. Provincial School-Police Guidelines School safety is a shared responsibility that requires cooperation, collaboration and communication. For guidance related to screening of staff, please refer to CDC’s. Consider participating with local authorities in broader COVID-19 community response efforts (e.g., sitting on community response committees). Some students may develop symptoms of infectious illness while at school. A customized and individualized approach for COVID-19 may be needed for children and youth with disabilities who have limited mobility; have difficulty accessing information due to visual, hearing, or other limiting factors; require close contact with direct service providers; have trouble understanding information; have difficulties with changes in routines; or have other concerns related to their disability. Develop a schedule for increased, routine cleaning. Staff and families should self-report to the school if they or their student have. Use them with care. For information about who is at increased risk, visit People at Increased Risk. should be involved in the development of the Emergency Operations Plans (EOP). Make sure that staff and families know that students, teachers, or staff with symptoms of COVID-19, with a positive test for COVID-19, or who have been in close contact with someone with COVID-19 should stay home and notify school officials (e.g., the designated COVID-19 point of contact). Guidelines for PE and CCA in the School Safety Handbook are followed. Turn desks to face in the same direction (rather than facing each other), or have students sit on only one side of tables, spaced apart. These updated Considerations for Schools are intended to aid school administrators as they consider how to protect the health, safety, and wellbeing of students, teachers, staff, their families, and communities: Schools should determine, in collaboration with state and local health officials to the extent possible, whether and how to implement each of these considerations while adjusting to meet the unique needs and circumstances of the local community. 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. CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website. Additionally, some children may develop the rare but serious condition associated with COVID-19 called Multisystem Inflammatory Syndrome in Children (MIS-C). If transport vehicles (e.g., buses) are used by the school, drivers should practice all safety actions and protocols as indicated for other staff (e.g., hand hygiene, masks). Avoid sharing electronic devices, toys, books, and other games or learning aids. Receive book suggestions, reading tips, educational activities, and great deals. Back-to-school does not have to mean back-to-worrying. Avoid offering any self-serve food or drink options, such as hot and cold food bars, salad or condiment bars, and drink stations. Ensure options for safe travel on campus for people with disabilities. CDC’s, Conduct training virtually or ensure that. Limit any nonessential visitors, volunteers, and activities involving external groups or organizations as possible – especially with individuals who are not from the local geographic area (e.g., community, town, city, county). Inspect and maintain local exhaust ventilation in areas such as restrooms, kitchens, cooking areas, etc. Who the Guidelines Are For. Students, teachers, and staff with severe asthma or other breathing difficulties. While more research is needed, the information we have so far shows there is low risk of. The RFA liaison can make sure the situation is … The temporary shutdown or reduced operation of schools and reductions in normal water use can create hazards for returning students and staff. If food is offered at any event, have pre-packaged boxes or bags for each attendee instead of a buffet or family-style meal. 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). Translate materials into common languages spoken by students, faculty, and staff and people in the school community. Acquisition cost estimates (per room) for the listed ventilation interventions range from $0.00 (opening a window; inspecting and maintain local exhaust ventilation; disabling DCV controls; or repositioning outdoor air dampers) to <$100 (using fans to increase effectiveness of open windows; or repositioning supply/exhaust diffusers to create directional airflow) to approx. Indicators on school safety for local counties, cities and school districts, by grade level, gender and race/ethnicity including perceptions of school safety, carrying a gun at school, carrying a knife or other weapon at school, parent ratings of child’s safety at school, child’s safety in the neighborhood, and bullying/harassment. Sexual harassment and violence affect learning environments negatively, creating an atmosphere of fear and aggression. They assist in planning, organising and managing a safe and healthy school environment for staff, pupils and visitors. Safe Learning Facilities 2. Some of the recommendations below are based on the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE) Guidance for Building Operations During the COVID-19 Pandemicexternal icon. Step 2: Define Behaviors. Space seating/desks at least 6 feet apart when feasible. PE and Sports CCA teachers are trained in First Aid. Disable demand-controlled ventilation (DCV) controls that reduce air supply based on occupancy or temperature during occupied hours. Cleaning products should not be used near children, and staff should ensure that there is adequate ventilation when using these products to prevent children or themselves from inhaling toxic fumes. 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). 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). 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. On community response efforts ( e.g., utensils, trays ) to do in cold,,... 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