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MARION SCHOOL DISTRICT TWOPANDEMIC ACTION PLAN

DRAFTSeptember 21, 2009

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MARION SCHOOL DISTRICT TWO PANDEMIC ACTION PLAN

INTRODUCTION

On June 11, 2009 the World Health Organization (WHO) announced that the pandemic alert was raised to the alert scale of 6, the highest level, to indicate that a pandemic caused by the influenza A (H1N1) swine flu virus was in progress. However, WHO stressed that phase 6 only indicated the geographic spread of the virus and did not represent an increase in severity. WHO further classified the pandemic severity as moderate but warned that the emerging virus could change with little to no warning. Until recently, experts believed that the next pandemic would evolve from the highly pathogenic H5H1 virus and paralyze the nation. Fortunately, we are currently facing a much less pathogenic virus than anticipated. Although the currently circulating strain of H1N1 appears to be no more contagious than the seasonal flu, with an estimated attack rate of 22% to 33% it will likely cause great concern for the coming months. H1N1’s severity index appears to be no more severe than the normal seasonal flu, and it has been classified by WHO as moderate due to the fact that: Most people recover from infection without the need for hospitalization or medical care. Overall, illness from H1N1 appears similar to levels seen during local seasonal influenza periods, although high levels of disease have occurred in some local areas and institutions. Overall, hospitals and health care systems in most countries have been able to cope with the numbers of people seeking care, although some facilities and systems have been stressed in some localities.

The Pandemic Influenza Plan has been developed to address anticipated challenges posed by an influenza pandemic. It may also serve as the basis for containment of other similar outbreaks. This document was prepared utilizing evidenced-based research, guidelines from the World Health Organization (WHO) and the U.S. Centers for Disease Control and Prevention (CDC), as well as criteria found in the Implementation Plan for the National Strategy for Pandemic Influenza. Considerable input has also been obtained from the S.C. Department of Health and Environmental Control (DHEC) documents as the lead agency for our state in preparing for and responding to the threat of a pandemic. Several plans from across the country have been reviewed in the development of this plan and thanks are given to those pioneers, particularly the University of South Carolina and the Broward County, Florida schools. This document outlines strategies to reduce pandemic influenza-related morbidity and mortality, as well as the social disruption that is expected. The plan includes an overview of pandemics, information on pandemic phases and severity, details regarding recognized mitigation strategies, and specifics on the preparedness, response and recovery actions that will be expected across our district. The intent of this plan is to provide a framework for the stopping, slowing or otherwise limiting the spread of an influenza outbreak among our students, faculty and staff. This plan also intends to help sustain the district’s infrastructure during a pandemic, mitigate the impact on our mission, and reduce the social/economic disruption that results. The guidance contained in this plan will be revised and/or enhanced as new information becomes available. Such updates will occur in consultation with local, state and federal authorities and with University administration.

Dr. Susan CottonDirector of Special ServicesMarion School District Two

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TABLE OF CONTENTS

Introduction…………………………………………………………………………………………………………………………Pandemic Workgroup Members and Stakeholders…………………………………………………………………………………Overview of Pandemics…………………………………………………………………………………………………………….Information on Influenza…………………………………………………………………………………………………………...The Pandemic Alert System of the World Health Organization……………………………………………………………………The Four Phases of Emergency Management………………………………………………………………………………………The Pandemic Severity Index………………………………………………………………………………………………………Levels of Response to Health Related Incidents……………………………………………………………………………………Definitions Related to Pandemics and Health-Related Strategies…………………………………………………………………..Measures Considered for all Pandemic Levels……………………………………………………………………………………...The Pandemic Plan – Level One- Mitigation and Prevention- Planning and Coordination…………………………………………The Pandemic Plan – Level One- Mitigation and Prevention- Continuity and Student Learning………………………………….The Pandemic Plan – Level One- Mitigation and Prevention- Infection Control…………………………………………………..The Pandemic Plan – Level One- Mitigation and Prevention- Communications…………………………………………………..The Pandemic Plan – Level Two – Advanced Precautions…………………………………………………………………………The Pandemic Plan – Level Three – Surveillance and heightened Awareness……………………………………………………..The Pandemic Plan – Level Four – Prepare for Possible School Closure…………………………………………………………..The Pandemic Plan – Level Five – School

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Closure…………………………………………………………………………………The Pandemic Plan – Level Six – Recovery………………………………………………………………………………………..Appendix A – Action Steps for Schools ……………………………………………………………………………………………Appendix B – Communications Tools……………………………………………………………………………………………...Appendix C- Posters………………………………………………………………………………………………………………..Appendix D – Definitions and Acronyms…………………………………………………………………………………………..Appendix E – Resources……………………………………………………………………………………………………………Appendix F – Websites and Widgets………………………………………………………………………………………………..Appendix G – Helping Children Cope – A Guide from the National Association of School Psychologists……………………….Appendix H – Preparing for the Flu- A Q&A Document from the Department of Education……………………………………..Appendix I – Preparing for the Flu: Department of Education Recommendations to Ensure the Continuity of Learning During Extended Student Absence or School Dismissal……………………………………………………………………………………Appendix J - Contact Information..………………………………………………………………………………………………...Appendix K - Laws and Regulations Regarding School Closure in South Carolina and Reporting Form from CDC…… ………Appendix L - H1N1 letter- SC Specific ……………………………………………………………………………………………

MARION SCHOOL DISTRICT TWO PANDEMIC ACTION PLAN Pandemic Workgroup Members and Stakeholders

Marion Two School Board – approval of policy Marion Two School District Superintendent – oversight, procedure approval and school closure decisions

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Director of Special Services – development of plan, oversight of nursing and liaison to agencies

Director of Curriculum – continuity of instruction

Director of Finance – continuity of operations Director of Personnel – continuity of staffing

Public Information Officer – communications with public

Lead Nurse – health training, provision of ongoing information, monitoring of daily health needs and absences, coordination with school clinics (DHEC)

School Principals – Daily school operations and parent communication

Director of Technology – continuity of student education through on-line sources, continuity of communications through web site

Local Physicians and health department – Ongoing information regarding current levels of flu in the community

DHEC, Department of Education and other agencies – Ongoing information and guidance

Parents Students and Staff

Overview of Pandemics Public health experts generally use three words to describe the level of an infection present in the human population: endemic, epidemic, and pandemic. An infection is considered to be at an endemic level when it is constantly present in a geographic area or group. An epidemic is considered to have occurred when the rate of new cases in a particular area is substantially higher than normal. An epidemic can occur in a localized fashion (such as in a city or town) or on a broader scale (such as across a county or an entire state). When an epidemic spreads so that it affects multiple geographic regions or the entire world, it has become a pandemic. Pandemics occur when a novel virus emerges that infects the human population and exhibits efficient human-to-human transmission. Animals are the most likely reservoir for these emerging viruses, with avian viruses having played a role in the last three pandemics.

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Influenza pandemics are among the greatest threats to global human health. New influenza viruses are constantly evolving by mutation or by reassortment. Mutations can cause small changes in the hemagglutinin and neuraminidase antigens on the surface of the virus. This is called ―antigenic drift,‖ which slowly creates an increasing variety of strains until one evolves that can infect people who are immune to the pre-existing strains. This new variant then replaces the older strains as it rapidly sweeps through the human population—often causing an epidemic. However, since the strains produced by drift will still be reasonably similar to the older strains, some people will still be immune to them. In contrast, when influenza viruses reassort, they acquire completely new antigens—for example by reassortment between avian strains and human strains; this is called ―antigenic shift.‖ If an influenza virus is produced that has entirely new antigens, the entire human population will be susceptible, and the novel virus will spread uncontrollably, causing a pandemic. The exact nature of the pandemic virus (such as how severely it affects people, how long the incubation period is, and how easily the virus is transmitted from one person to another) cannot be known until the new strain emerges. It is important to recognize that the severity of symptoms and health outcomes during an influenza pandemic can range from mild to very severe. Even if the severity of symptoms for a new strain of influenza is no more severe than those experienced in a typical influenza season, the total number of adverse outcomes (such as hospitalizations) is likely to be substantially greater than what is experienced in a typical year. This is because of the greater number of people affected. If the new strain of influenza conveys a greater risk of severe disease, then the number of adverse outcomes could be dramatically greater than normal (higher rate of infection and higher rate of adverse outcomes in those infected). It is also noteworthy that, while adverse outcomes of seasonal influenza are typically more common in certain high-risk groups (such as the very young and the elderly) this is not always the case with influenza pandemics. In fact, it is impossible to predict the pattern of disease in an influenza pandemic. At the beginning of a pandemic, public health experts will analyze information on risk factors for adverse outcomes and provide guidance to policy-makers and the public as results become available. However, guidance is almost certain to change as the outbreak evolves. In addition to causing serious illness and death, influenza pandemics have the potential to cause significant economic and social disruption. Absenteeism across multiple sectors related to personal illness, family illness, fear of contagion, or social distancing could threaten the functioning of critical infrastructure, the movement of goods and services, and operation of institutions such as governments, businesses and universities. A pandemic could have significant implications for the global economy, national security, and the basic functioning of society.

Although the timing, nature and severity of a pandemic cannot be predicted with any certainty, preparedness planning is imperative to lessen the impact. The unique characteristics and events of a pandemic will strain local, state, and federal resources. It is unlikely that there will be sufficient personnel, equipment, and supplies to respond adequately to multiple areas of the country for a sustained period of time. Therefore, minimizing social and economic disruption will require a coordinated response, especially at the state and local levels. Governments, communities, and other public and private-sector entities will need to prepare for a pandemic by defining roles and responsibilities and developing continuity of operations plans.

What is influenza? Influenza, commonly known as the ―flu,‖ is a highly contagious and common respiratory illness caused by RNA viruses. There are three types of

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influenza viruses: A, B and C. Influenza A and B viruses cause seasonal epidemics of disease. Influenza C causes a milder respiratory illness and is not thought to cause epidemics. Only type A is associated with pandemics. Influenza A viruses are divided into subtypes based on two proteins on the surface of the virus: hemagglutinin (H) and neuraminidase (N). There are 16 different hemagglutinin subtypes and 9 different neuraminidase subtypes. Influenza A viruses can be further broken down into different strains. The current subtypes of influenza A viruses found in people are A (H1N1) and A (H3N2). Influenza B viruses are not divided into subtypes, but they can be further broken down into different strains. Influenza A (H1N1), A (H3N2), and influenza B strains are included in each year's influenza vaccine. Getting a flu vaccine can protect against influenza A and B viruses. The flu vaccine does not protect against influenza C. Every year in the United States, on average: 5% to 20% of the population gets the flu; More than 200,000 people are hospitalized from flu-related complications; About 36,000 people die from flu-related causes.

How does influenza spread? The main way that influenza viruses spread is from person to person in respiratory droplets of coughs and sneezes (called "droplet spread"). This can happen when droplets from a cough or sneeze of an infected person are propelled through the air and deposited on the mouth or nose of people nearby. Influenza viruses may also be spread when a person touches respiratory droplets on another person or an object and then touches their own mouth or nose (or someone else’s mouth or nose) before washing their hands. As the influenza virus can persist outside of the body, it can be transmitted by contaminated surfaces such as doorknobs, light switches and other household items. The length of time the virus will persist on a surface varies, with the virus surviving for one to two days on hard, non-porous surfaces such as plastic or metal, for about fifteen minutes on dry paper tissues, and only five minutes on skin. However, if the virus is present in mucus, this can protect it for longer periods.

What is the difference between seasonal influenza and pandemic influenza? Each year countries around the world face outbreaks of seasonal influenza. In the northern hemisphere, the influenza season typically runs from November to April. A new vaccine for seasonal flu must be developed annually based on current and emerging viral strains identified through worldwide disease surveillance. For most people, seasonal flu is not life-threatening. Some people, such as the elderly, young children (< 2 years of age), and people with certain health conditions (such as asthma, diabetes, or heart disease) are at high risk for serious flu complications. For these individuals, the flu may lead to complications such as pneumonia, which can be fatal. Pandemic influenza is far more infrequent than seasonal flu and is different in two other fundamental ways: 1) it has the potential of affecting far

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greater numbers of people, and 2) individuals of every age may be at risk of serious illness. Additionally, vaccine development and production are not possible until several months after the pandemic strain has been identified. In the absence of a vaccine, individuals must take personal responsibility for reducing their risk of exposure to the virus and social responsibility to lessen viral spread. THE PANDEMIC INFLUENZA ALERT SYSTEM

Pandemics occur in the following six phases defined by the World Health Organization and the Centers for Disease Control and Prevention: Interpandemic Period (Phases 1 and 2), Pandemic Alert Period (Phases 3, 4, and 5), and Pandemic Period (Phase 6). Distinguishing characteristics of each phase are described below. The phases will be identified and declared at the national level for the purposes of consistency, comparability, and coordination of response.

The World Health Organization (WHO) has developed a global influenza preparedness plan, which defines the stages of a pandemic, outlines the role of WHO, and makes recommendations for national measures before and during a pandemic. The distinction between phases 1 and 2 is based on the risk of human infection or disease resulting from circulating strains in animals. The distinction is based on various factors and their relative importance according to current scientific knowledge. Factors may include pathogenicity in animals and humans, occurrence in domesticated animals and livestock or only in wildlife, whether the virus is enzootic or epizootic, geographically localized or widespread, and other scientific parameters. The distinction among phases 3, 4, and 5 is based on an assessment of the risk of a pandemic. Various factors and their relative importance according to current scientific knowledge may be considered. Factors may include rate of transmission, geographical location and spread, severity of illness, presence of genes from human strains (if derived from an animal strain), and other scientific parameters. In order to describe its approach to the pandemic response, the federal government characterized the stages of an outbreak in terms of the immediate and specific threat a pandemic virus poses to the United States population. The chart below shows the relationship of the federal government response to the WHO Phases and the appearance of the disease in the United States. Additionally, SC DHEC further breaks down the WHO Phases/Federal Government Response Stages to define the appearance of the pandemic virus in or near South Carolina. This breakdown is used particularly to trigger SC DHEC epidemiological and pharmaceutical and non-pharmaceutical (community mitigation) responses.

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The four traditional phases of emergency management can be matched with the six phases of a pandemic in the following way: 1. Preparedness: Interpandemic (WHO Phases 1 and 2) 2. Response: Pandemic Alert (WHO Phases 3, 4 and 5) Pandemic (WHO Phase 6)

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3. Recovery: Pandemic Over and Interpandemic (WHO Phases 1 and 2) 4. Mitigation: Interpandemic (primarily) (WHO Phases 1 and 2)

In addition to the planning recommendations using WHO pandemic phases, the US Centers for Disease Control and Prevention has issued a planning document that outlines a Pandemic Severity Index (PSI), characterizing the possible severity of a pandemic. The index uses case fatality ratio as the critical driver for categorizing the severity of a pandemic. In this index, pandemics will be assigned to one of five discrete categories of increasing severity (Category 1 to Category 5).

Pandemic Severity Index (PSI)

Category of Pandemic Case Fatality Ratio Projected Number of Deaths, SC Estimated Population 2006 (4,320,593)

Category 5 > 2.0% > 25,924 Category 4 1.0 - < 2.0% 12,962 - < 25,924 Category 3 0.5 - < 1.0% 6,481 - < 12,962 Category 2 0.1 - <0.5% 6,481 - < 1,296 Category 1 < 0.1% < 1,296 Per CDC interim Pre-pandemic Planning Guidance, these figures assume a 30% illness rate and unmitigated pandemic without interventions

Levels of Response to Health-Related Incidents

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Definitions for Strategies Isolation is the separation and confinement of individuals known or suspected (via signs, symptoms, or laboratory criteria) to be infected with a contagious disease to prevent them from transmitting disease to others. Voluntary isolation of the ill at home (adults and children) will be recommended for all severity levels of a pandemic.

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Quarantine is the physical separation, including restriction of movement, of populations or groups of healthy people who have been potentially exposed to a contagious disease, or to efforts to segregate these persons within specified geographic areas. Individual quarantine control measures are most likely to be used primarily during the Pandemic Alert (Phases 4 and 5). Planning for this will include working with community partners to review steps involved in establishing and maintaining quarantine facilities and procedures. Voluntary quarantine of household members in homes with ill persons (adults and children) during Phase 6 may be considered if the Pandemic Severity Index is 2 or 3 and may be recommended if the PSI is 4 or 5. Infection control protects individuals from coming in direct contact with infectious materials or agents to limit transmission and include physical barriers (e.g. masks, gloves), hygiene (e.g. respiratory and hand hygiene), and disinfection measures. Community-based activity restrictions (also referred to as “social distancing”) increase distance between members of a community by restricting or limiting public gatherings, public events, or group activities. Certain measures may be beneficial and practical when there is a larger number of cases and more extensive or severe viral transmission. In such settings, individual-level measures may no longer be effective or practical. To maximize their effectiveness, a combination of non-pharmaceutical measures tailored to the epidemiologic context of each pandemic phase and severity index will be considered for recommendation.

Community Mitigation Strategies Implementing community and campus disease mitigation strategies to decrease the spread of influenza may reduce the number of people infected early in the course of the outbreak, before vaccines are available for prevention. Community mitigation refers to the possible actions that communities and Federal, State and local governments will take to slow the spread of disease. University of South Carolina will utilize these various non-pharmaceutical strategies to mitigate pandemic influenza infection within our campus community. Which strategies are used is dependent on the epidemiology of the disease, the conditions within the communities impacted, resources available and recommendations from DHEC and other federal and international authorities (CDC, WHO). Community mitigation strategies that should be used include effective risk communication, promotion of social distancing, enhanced disease surveillance and epidemiology, clear infection control guidance for health care providers, appropriate dispensing of prophylactic medication, and effective vaccination campaigns. Community mitigation measures during Phases 1 and 2 include planning efforts related to influenza prevention and control, a major part of which is communication of medical and preparedness information. During Phase 3, response efforts include development of the recommendations for isolation and quarantine that are deemed medically and legally appropriate for each pandemic severity level.

Social Distancing Strategies

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Social distancing strategies are non-pharmaceutical measures intended to reduce the spread of disease from person-to-person by discouraging or avoiding contact with other people as much as possible. USC will consult with DHEC and other state and local government officials regarding the appropriate timing for implementation of social distancing measures. Some strategies to achieve this may include but not limited to:

isolation and quarantine measures minimizing contact with others by using stairs instead of crowded elevators canceling non-essential face to-face meetings and using teleconferencing, e-mails, and faxes instead offering alternate work options, such as working from home and/or staggered work schedules offering alternate class schedules, such as web-based, skype etc. staying (six feet) away from others when a meeting is necessary avoiding shaking hands, hugging, or kissing people bringing lunch and eating at your desk or away from others closing of residence halls canceling or reducing the number of classes, public activities and social gatherings closure of schools and organizations’ non-essential activities/services

Symptomatic persons that are not yet confirmed. Although individual containment measures may have limited impact in preventing the transmission of pandemic influenza (given the likely characteristics of a novel influenza virus), they may have great effectiveness with a less efficiently transmitted virus and may slow disease spread and buy time for vaccine development. Used primarily in Phase 4 and, possibly 5, quarantine of individuals may include family members, work or schoolmates, and healthcare workers exposed to an infected or potentially infected person. The individuals remain separated from others for a specified period during which the individual is regularly assessed for signs and symptoms of disease. This may be appropriate in situations in which the risk of exposure and subsequent development of disease is high and the risk of delayed recognition of symptoms is moderate. Persons in quarantine who experience fever, respiratory, or other early influenza symptoms require immediate evaluation by a healthcare provider.

Non-pharmaceutical interventions (NPIs) if implemented timely and appropriately will likely reduce influenza transmission the severity of the pandemic and minimize the impact on the community. To have the greatest effect, the district will implement NPIs as guided by CDC, WHO, and/or DHEC in the early stages of the pandemic. The NPIs described in the CDC’s Community Strategy for Pandemic Influenza Mitigation (available at http://www.flu.gov/plan/community/commitigation.html ) will be implemented by the district based on the pandemic phase and the severity index of the virus. Specific strategies are listed below:

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All such community-based strategies will be used in combination with individual infection control measures, such as personal hygiene and cough etiquette.

Voluntary Isolation (or mandated by DHEC): Consider isolation of ill students, faculty and staff at home or within the residence halls (combine with use of antiviral treatment as available and indicated).

Voluntary Quarantine (or mandated by DHEC): Consider quarantine of exposed students, faculty and staff at home or within residence halls and those living with a suspect or confirmed case (consider combining with antiviral treatment and prophylaxis if effective, feasible, and quantities are sufficient).

Advisory of Risk Reduction and Personal Hygiene: Educate campus community on the strategies to reduce the spread of disease and the need to remain aware of changing conditions of the pandemic not only on campus but locally, regionally and nationally. Continue pandemic planning and mobilization of response efforts.

School Social Distancing: Consider reducing and/or discouraging on and off campus social contacts and community mixing. Workplace/Community Social Distancing: Consider decreasing the number of social contacts among employees and students (e.g.,

encourage teleconferences, alternatives to face-to-face meetings) Workplace/Community Social Distancing: Consider increasing the distance between persons (e.g., reduce density in public transit,

classrooms, meetings and workplaces) Workplace/Community Social Distancing: Consider modifying work place schedules and practices (e.g., telework, staggered shifts, work

from home and alternate sites) Workplace/Community Social Distancing: Consider modifying, postponing or canceling selected public gatherings to promote greater social

distancing as the pandemic increases (e.g., indoor and/or outdoor stadium and coliseum events, theatre performances, graduation ceremonies). School Social Distancing: Consider alternative means for delivering instruction, dismissing or postponing classes and or activities, and closing

care programs. School/Workplace Social Distancing- Consider closing the school/district except for essential personnel and services.

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Measures that may be considered for implementation for all pandemic severity levels that affect communities include:

a. Promotion of community-wide infection control measures (e.g. respiratory hygiene and cough etiquette).

b. “Stay Home Days”(asking everyone to stay home for an initial 10-day period, with final decisions on duration based on an epidemiological and social assessment of the situation) and self-isolation

Measures that may be considered for implementation for pandemic severity levels of 2 and greater that affect communities include: a. Closure of schools and cancellation of school-based activities, and closure of out-of-home child care programs and reduction of out-of-school social contacts and community mixing. b. Social distancing measures such as postponement or cancellation of public gatherings such as sports events, theater performances, concerts and modifications of work place schedules and distancing practices. Measures that may be considered for implementation for pandemic severity levels of 4 and 5 that affect communities include: a. Closure of office buildings, shopping centers and malls, schools and out-of-home childcare, and public transportation. In Phase 6 of a pandemic, recovery-focused messages should be provided to the public. In the Post Pandemic Phase, the decision to discontinue community-level measures will balance the need to lift individual movement restrictions against community health and safety. Premature removal of containment strategies can increase the risk of additional transmission. Generally, considerations will be made to withdraw the most stringent or disruptive measures first.

Level One – Mitigation and PreventionTrigger: Health officials are concerned that a virus could mutate and cause a global/local pandemic. General preparedness.

Goals: Schools and departments are prepared as well as they can be for a pandemic. The plan fits within the school’s emergency management plan. Staff,

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students and parents are well informed and understand their roles in preventing general influenza spread.

LEVEL ONE: MITIGATION AND PREVENTION PLANNING AND COORDINATION

Identify the authority responsible for declaring a public health emergency at the state and local levels and for officially activating the district’s pandemic influenza response planIdentify for all stakeholders the legal authorities responsible for executing the community operational plan, especially those authorities responsible for case identification, isolation, quarantine, movement restriction, healthcare services, emergency care, and mutual aid.As part of the district’s crisis management plan, address pandemic influenza preparedness, involving all relevant stakeholders in the district (e.g., lead emergency response agency, district administrators, local public health representatives, school health and mental health professionals, teachers, food services director, and parent representatives). This committee is accountable for articulating strategic priorities and overseeing the development of the district’s operational pandemic plan.Work with local and/or state health departments and other community partners to establish organizational structures, such as the Incident Command System, to manage the execution of the district’s pandemic flu plan. An Incident Command System, or ICS, is a standardized organization structure that establishes a line of authority and common terminology and procedures to be followed in response to an incident.Ensure compatibility between the district’s established ICS and the local/state health department’s and state education department’s ICSDelineate accountability and responsibility as well as resources for key stakeholders engaged in planning and executing specific components of the operational plan. Assure that the plan includes timelines, deliverables, and performance measures. Work with your local and/or state health department and state education agencies to coordinate with their pandemic plans. Assure that pandemic planning is coordinated with the community’s pandemic plan as well as the state department of education’s plan.Test the linkages between the district’s Incident Command System and the local/state health department’s and state education department’s Incident Command System.Contribute to the local health department’s operational plan for surge capacity of healthcare and other services to meet the needs of the community (e.g., schools designated as contingency hospitals, schools feeding vulnerable populations, community utilizing LEA’s healthcare and mental health staff). In an affected community, at least two pandemic disease waves (about 6-8 weeks each) are likely over several months.Incorporate into the pandemic influenza plan the requirements of students with special needs (e.g., low income students who rely on the school food service for daily meals), those in special facilities (e.g., juvenile justice facilities) as well as those who do not speak English as their first language.Participate in exercises of the community’s pandemic plan.Work with the local health department to address provision of psychosocial support services for the staff, students and their families during and after a pandemic.Review The Department of Health Services’ surveillance and reporting system that would alert the local health department to a substantial increase in absenteeism among students.Implement an exercise/drill to test your pandemic plan and revise it periodically.

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LEVEL ONE: MITIGATION AND PREVENTION PLANNING AND COORDINATION

Ensure appropriate school system personnel attend planning meetings with the Health Department and contribute to the Health Department’s plan to meet the needs of the community. Identify requirements for reporting incidents and for capturing data for surveillance purposes Develop portal for tracking staff/student impacted by influenza to be activated at Health Department direction. (In place at both state and local levels)Appoint a pandemic manager to co-ordinate development of the district’s pandemic plan.Review district emergency response and infectious disease policies and procedures for necessary revisions. •Develop protocols for dealing with sick staff / students Identify and purchase resources for immediate and long-term purchase, e.g., hand sanitizers, first aid kits, masks, etc.Review cleaning policies, practices and supplies for revisions and needed staff development.Review health department and United States Department of Agriculture food service procedures for food sanitation and safety and include in HACCP plan.Identify policies and procedures that need to be in place or need to be revised (e.g.,sick leave, sick leave bank). •Investigate waiver for unexcused absences being made excused and allow for make-up work. •Review Declared Emergency Leave policy to include several provisions on suspending reporting of leave for staff and waiving leave requirements-assign administrative staff to work from home(study feasibility).Establish timeline to write and incorporate additional provisions into the policy. •Review and incorporate health department policies for students and staff regarding procedures to be followed for returning from illness. •Lobby state and legislature for days missed and procedures for holding absences harmless.Develop and print hand washing and influenza screening posters for school and department use. Develop and tape information on awareness of influenza general precautions and pandemic preparation, with broadcast schedule for schools and cable station.

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LEVEL ONE: MITIGATION AND PREVENTION Continuity of Student Learning and Core Operations

Share what you have learned from developing your preparedness and response plan with other LEAs as well as private schools within the community to improve community response efforts.Develop alternative procedures to assure continuity of instruction (e.g., web-based distance instruction, telephone trees, mailed lessons and assignments, instruction via local radio or television stations) in the event of district school closures.Develop a continuity of operations plan for essential central office functions including payroll and ongoing communication with students and parents.Develop scenarios describing the potential impact of a pandemic event on student learning (e.g., student and staff absences), school closings, and extracurricular activities and plan for continuing educational opportunities.) •Plan for continuation of learning, using elearning, distance learning, homework hotline, cable channel, etc. •Plan for any special needs of ESOL, ESE, FRL students who rely on school food program, DJJ site students. •Determine any potential waivers needed to district or state policies/requirements. based on having various levels of illness among students and staff. Identify plan for moving students from one area of a school to another (isolation of sick students until pick up) and for moving well students from one school to another if necessary (see Zone Template) Consider work force needs •Plan for reduced staff availability ); (consider staggered school times, changes in bussing, telecommuting) •Schools to establish an order for certified staff to provide coverage •Schools to contact district to obtain district approved subs list •Examine impact of double sessions and staggered times on bussing •Plan needed from zone principals for sharing of resources and staff

LEVEL ONE: MITIGATION AND PREVENTION Infection Control Policies and Procedures

Work with the local health department to implement effective infection prevention policies and procedures that help limit the spread of influenza at

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schools in the district (e.g. promotion of hand hygiene, cough/sneeze etiquette). Make good hygiene a habit now in order to help protect children from many infectious diseases such as flu. .Educate and encourage students and staff to cover their mouth and nose with a tissue when they cough or sneeze. Also, provide them with easy access to tissues and running water and soap or alcohol-based hand cleaners. Remind them to cover coughs or sneezes using their elbow instead of their hand when a tissue is not available. Remind teachers, staff, and students to practice good hand hygiene and provide the time and supplies for them to wash their hands as often as necessary.Assure that the LEA pandemic plan for school-based health facilities conforms to those recommended for health care settings (Refer to www.hhs.gov/pandemicflu/plan).Send sick students, teachers, and staff home and advise them and their families that sick people should stay at home until at least 24 hours after they no longer have a fever or signs of a fever (without the use of fever-reducing medicine). Clean surfaces and items that are more likely to have frequent hand contact such as desks, door knobs, keyboards, or pens, with cleaning agents that are usually used in these areas.Move students, teachers, and staff to a separate room if they become sick at school until they can be sent home. Limit the number of staff who take care of the sick person and provide a surgical mask for the sick person to wear if they can tolerate it.Provide sufficient and accessible infection prevention supplies (e.g., soap, alcohol-based/waterless hand hygiene products, tissues and receptacles for their disposal). Have Personal Protective Equipment (PPE) such as masks available and ensure the equipment is worn by school nurses and other staff caring for sick people at school.Encourage early medical evaluation for sick students and staff at higher risk of complications from flu. People at high risk of flu complications who get sick will benefit from early treatment with antiviral medicines.Stay in regular communication with local public health officials

Review and revise existing pandemic plans and focus on protecting high-risk students, teachers, and staff.

Develop communication tools (e.g., letters to parents, Web site postings) that can be used to send sick students home, dismiss students, and to remind parents and staff how long sick students and staff should remain at home. Check out Preparing for the Flu: A Communication Toolkit for Schools (Grades K-12) for basic information and communication resources such as letters and flyers for parents. The toolkit is available at www.flu.gov. Establish policies and procedures for students and staff sick leave absences unique to a pandemic influenza (e.g., non-punitive, liberal leave). Establish sick leave policies for staff and students suspected to be ill or who become ill at school. Staff and students with known or suspected pandemic influenza should not remain at school and should return only after their symptoms resolve and they are physically ready to return to school. Establish policies for transporting ill students. Review school policies and awards criteria to encourage social distancing and avoiding any incentives for students or staff to go to school when sick (e.g., cancel perfect attendance awards).Develop a school dismissal plan and options for how school work can be continued at home (e.g., homework packets, Web-based lessons, phone calls), if school is dismissed or students are sent home when sick. Help families and communities understand the important roles they can play in reducing the spread of flu in schools

LEVEL ONE: MITIGATION AND PREVENTION Communications Planning

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(Take care not to be alarmist. Show confidence in the district’s plan by taking a calm, planned approach.)Assess readiness to meet communication needs in preparation for an influenza pandemic, including regular review, testing, and updating of communication plans. Develop a dissemination plan for communication with staff, students, and families, including lead spokespersons and links to other communication networks. Ensure language, culture and reading level appropriateness in communications by including community leaders representing different language and/or ethnic groups on the planning committee, asking for their participation both in document planning and the dissemination of public health messages within their communities. Identify information to be translated for written and broadcast use at school and through ____________ Develop and test platforms (e.g., hotlines, telephone trees, dedicated websites, and local radio or TV stations) for communicating pandemic status and actions to school district staff, students, and families.Develop and maintain up-to-date communications contacts of key public health and education stakeholders and use the network to provide regular updates as the influenza pandemic unfolds. Set up a contact list and update regularly.Assure the provision of redundant communication systems/channels that allow for the expedited transmission and receipt of information.

Advise district staff, students and families where to find up-to-date and reliable pandemic information from federal, state and local public health sources.Disseminate information about the LEA’s pandemic influenza preparedness and response plan (e.g., continuity of instruction, community containment measures).Disseminate information from public health sources covering routine infection control (e.g., hand hygiene, cough/sneeze etiquette), pandemic influenza fundamentals (e.g., signs and symptoms of influenza, modes of transmission) as well as personal and family protection and response strategies (e.g., guidance for the at-home care of ill students and family members).Anticipate the potential fear and anxiety of staff, students, and families as a result of rumors and misinformation and plan communications accordingly.Coordinate with other district crisis management plans. i.e., declared emergency committee and District Mental Health Recovery Committee

Provide information to School Board members, including planning document and actions to date.

Create editorial from Superintendent for news media release.

Clarify school district’s role in local response plans via the Health Department and collaborate with Health Dept. for public service announcements and updates for broadcastsDevelop communication plan for each level of the plan, for immediate distribution when trigger occurs • Produce parent letter from Superintendent with general influenza precautions for start of school packets. •Develop and maintain up-to-date communications contacts of key public health and education stakeholders and use communications devices and outlets to provide regular updates as the influenza pandemic unfolds.Establish link on district web site to www.pandemicflu.govEstablish a communication process to initiate plan, that includes recovery information, to be triggered by notification by DHEC

LEVEL TWO - PREPAREDNESS

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Trigger: The World Health Organization or CDC reports a case of human to human transmission of flu with possible pandemic repercussions within the United States but not South Carolina.Goals: Heighten awareness and precautionary measure in schools, departments and school community.

LEVEL TWO - PREPAREDNESS

Review pandemic plan for full implementation, checking for up-to-date information •Keep all contact information current •Provide ongoing briefings to key staff on roles and responsibilities •Follow identified precautionary measures •Identify an isolation room with supplies from the district kit

Keep relevant groups informed •Parent groups should be provided with information for Level 2

Institute increased disinfectant processes by custodial/cleaning staff.

LEVEL THREE – HEIGHTENED AWARENESS AND SURVEILLANCE

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Trigger: Marion County Health Department notifies district contact warning of suspected case(s) of flu with possible pandemic repercussions within the state of South Carolina.

Goals: Initiate surveillance of staff, students and other school visitors and personnel to assist the health department in close monitoring of influenza- like incidents.

LEVEL THREE – HEIGHTENED AWARENESS AND SURVEILLANCE

(surveillance refers to identifying and reporting to DHEC influenza- like symptoms and increased absenteeism observed at the school and department levels to assist in capturing patterns and areas of concern)

Maintain links with relevant agencies and community support networks

Collect ongoing data on numbers of influenza cases and report as required per site and districtReview pandemic plan

•Check staff and student contact details are correct

•Brief staff on roles and responsibilities, including isolation of students/staff

Keep relevant groups informed through briefings, emails, newsletters and websites.

Remind staff, students and parents about

•The difference between symptoms of common cold and influenza

•The importance of good hygiene practices •The importance of staying home when sick

•The gravity of the pandemicMonitor recent domestic and international travel of staff, students and parents (as far as possible); area superintendent approval required for all travel.

Confirm school’s role in local response plans with Health Department.

LEVEL FOUR – PREPARE FOR POSSIBLE SCHOOL CLOSURETrigger: Marion County Department of Health notifies district contact of confirmed case(s) within the area/schools which equal ______% of the

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population.Goals: Schools and departments endeavor to keep their community calm and reduce panic. Activate health-related emergency communication plan to provide up to date, accurate information to school personnel and community.

LEVEL FOUR – PREPARE FOR POSSIBLE SCHOOL CLOSURE

District contacts to maintain contact with Health Department , SDE K-12, Food and Nutrition Services at DOE and the United States Department of Agriculture.Make preparations for possible school closure (coordinate zone plan)•Make preparations for securing premises •Do not close your school without specific direction from the SuperintendentKeep relevant groups informed through briefings, e-mails, newsletters and websites.

•Two emergency contacts for each student •Staff home contact details – staff to indicate if willing to be a volunteer Cancel all staff travel plans (domestic and international). Follow all health department guidance. Review travel of staff who work between areas or schools.Take care of staff and students showing influenza symptoms. Institute Level 4 rigorous cleaning policies and practices to reduce the spread of a flu virus.Extend the time sick students, teachers, or staff stay home for at least 7 days, even if they feel better sooner. Those who are still sick after 7 days should continue to stay home until at least 24 hours after symptoms have gone away.Allow high-risk students, teachers, and staff to stay home. These students, teachers, and staff should make this decision in consultation with their physician and/or health professional.Conduct active fever and symptom screening of students, teachers, and staff upon arrival at school. Any sick students, teacher, or staff should be separated from others, offered a surgical mask, and sent home.Find ways to increase social distances (the space between people) at school such as rotating teachers between classrooms while keeping the same group of students in one classroom, moving desks farther apart, or postponing class trips.Consider how and when to dismiss students by working closely with your local and state public health officials. If you decide to dismiss all students, notify CDC and your state health and education agency by reporting a school or school district dismissal at www.cdc.gov/FluSchoolDismissal.

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LEVEL FIVE – SCHOOL CLOSURE

Trigger: Department of Health or Department of Education mandates school(s) closure.

Goals: Schools in affected areas activate closure procedures in consultation with Health Department, Superintendent, and Department of Education. Students, staff and parents are informed, understand their roles and responsibilities and have confidence in their school’s preparedness. Plan for continuing educational opportunities is implemented.

LEVEL FIVE – SCHOOL CLOSURE

Close school(s) as directed by Health Department, superintendent and Department of education. •Provide notice to parents if another location will be available for students who are not sick. •Notify transportation of initiation of alternative location(s). Provide previously identified educational opportunities to home bound students.

Secure premises.

Post provided notices of closure on entry points and main buildings.

Keep relevant groups informed through briefings, emails, newsletters and websites.

Collaborate with local agencies in making school facilities available in local response efforts, as previously identified.

Be prepared for another wave of influenza, a few weeks after the first; initiate procedures as needed.

Institute continuity of operations- administrative staff to continue financial operations if possible

LEVEL SIX - RECOVERY (NOTE – a person can remain infectious for up to 21 days from when they first display symptoms.

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Follow the advice of health officials in managing return to work/lessons. Watch for other symptoms of grief and trauma. Counseling and support may be required for a significant time after the pandemic has been abated.)

Trigger: Health Department notifies district contact that the pandemic has been abated and schools can be reopened.

Goals: Schools/departments ensure continuing well being of staff and students, and education services are fully restored, recognizing possible work force reduction impact.

LEVEL SIX – RECOVERY

Assess capacity of staff to resume normal school operations; determine staffing needs based on returning student population; provide appropriate staff coverage as necessary. •Use zone plans for “clustering” students to meet staffing needs and numbers of students returning, as appropriate.

Cleaning, disinfecting of affected areas including school busses and remote locations.

Arrange debrief of pandemic event for staff and students, if appropriate. •Reassure parents/staff that the school environment, transportation vehicles are safe and have been inspected for proper cleaning/disinfection to resume operations.Mobilize the Crisis Recovery Unit to address mental health needs, including additional recovery material for the provision of psychological-emotional support for students, staff, families and safe place for counseling. •Support and monitor the well being of staff and students. • Post Disaster Mental Health Plan to address the needs of employees and their dependent family members •Make educational materials available to families and staff on topics such as supporting students in their recovery, common symptoms of loss and grief, and constructive ways to cope with stress. •Work with Family Counseling Centers to provide long term mental/ physical health support/ intervention in collaboration with community resources.Keep relevant groups informed through briefings, emails, newsletters and websites using the developed Recovery Communication plan.

Evaluate the success of the pandemic plan and make adjustments.

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Action Steps for Schools to Prevent the Spread of Flu Take the following steps to help keep children and staff from getting sick with flu. These steps should be followed ALL the time and not only during a flu pandemic.

Encourage all early childhood program staff to get vaccinated for seasonal flu and 2009 H1N1 flu in accordance with CDC recommendations when vaccines become available. Most staff who work in early childhood programs are in a priority group for vaccination against 2009 H1N1 flu when it becomes available. Information about 2009 H1N1 flu vaccination can be found at: www.cdc.gov/h1n1flu/vaccination. Information about seasonal flu vaccine can be found at: www.cdc.gov/flu/protect/keyfacts.htm.

Educate and encourage staff and children to cover their mouth and nose with a tissue when they cough or sneeze. Also, provide easy access to tissues and trash cans. Have program staff teach children to cover coughs or sneezes using their elbow instead of their hand when a tissue is not available. Teach children to throw tissues away after use.

Remind staff and children to practice good hand hygiene and provide the time and supplies for them to wash their hands as often as necessary. Have them help children wash their hands properly and frequently.

Remind staff to stay home and parents to keep a sick child at home when they have flu-like symptoms. Symptoms of seasonal flu and 2009 H1N1 flu include fever or chills and cough or sore throat. In addition, symptoms of flu can include runny nose, body aches, headache, tiredness, diarrhea, and vomiting. Sick children and staff should stay at home until at least 24 hours after they no longer have a fever (100 degrees Fahrenheit or 37.8 degrees Celsius measured by mouth) or signs and symptoms of a fever (has chills, feels very warm to the touch, has a flushed appearance, or is sweating) without the use of fever-reducing medicine.

Perform a daily health check of children and make sure that contact information for parents is up-to-date so they can be contacted if they need to pick up their sick child. Special attention should be paid to younger children and those with limitations or delays in communication skills since they may not be able to communicate their symptoms.

Move sick children or staff to a separate, but supervised, space until their parents can take them home. Limit the number of staff who take care of sick people.

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Send sick staff home immediately and advise them not to return until at least 24 hours after they no longer have a fever or signs of a fever (without the use of fever-reducing medicine).

Routinely clean surfaces and items that children frequently touch with their hands, mouths, and body fluids, such as toys, diaper stations, chairs, or playground equipment. Wipe these surfaces with a household disinfectant that is usually used, following the directions on the product label. Additional disinfection of these surfaces beyond routine cleaning is not recommended.

Encourage early medical evaluation for children and staff at higher risk of complications from flu. Children under 5 years of age and people with certain chronic health conditions are at a higher risk of flu complications and will benefit from early treatment with antiviral medicines if they are sick with flu.

Consider temporarily closing the early childhood program if flu transmission is high in the community. Work closely with local public health officials to decide if the program should close temporarily to decrease the spread of flu.

If the flu conditions become MORE severe, schools should consider adding the following steps.

Inform sick children and staff that they should stay home for at least 7 days, even if they feel better before then. Those who are still sick after 7 days should continue to stay home until at least 24 hours after symptoms have gone away.

Allow children and staff at higher risk for flu complications to stay home while there is flu in the community.

Request that children who live in a household with people who have flu-like illness stay home for 5 days from the day the first household member got sick.

Find ways to increase social distances (the space between people) in child care programs by dividing classes into smaller groups, moving play stations farther apart, and holding classes and activities outdoors.

Consider temporarily closing the program if the number of staff and children staying home makes it difficult for the child care program to operate or if local health officials recommend temporarily closing early childhood programs to decrease the spread of

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flu in your community. Work closely with your local public health officials to make this decision.

If your health department says that flu conditions have become more severe Extend the time sick children stay home for at least 7 days, even if they feel better sooner. People who are still sick after 7 days should continue to stay home until at least 24 hours after their symptoms have gone away.

If a household member is sick, keep any school-aged brothers or sisters and children in child care or early childhood programs home for 5 days from the time the first household member became sick. Parents should monitor themselves and their children for fever and other symptoms of the flu.

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Communication Tools About Flu for School AdministratorsTemplate letter or email for parents on steps the school is taking during severe flu conditions

Coordinate with your local health department and county or state education agency prior to distributing this letter or email to ensure that all information is timely, relevant, and accurate. Visit www.flu.gov to download and adapt a Microsoft Word version of this letter and for more flu information to provide to parents.

Dear Parent,

As you may know flu is spreading easily from person to person and school-age children are among the groups most affected. We are taking steps to prevent the spread of flu in [School name]. Currently, flu conditions in [name of county or area or in the United States] have become more severe. We want to keep the school open and functioning as normal for as long as possible. We need your help to do this.

We are working closely with the [county/state education agency] and the [county/state] health department to monitor flu conditions and make decisions about the best steps to take. Since flu conditions have become more severe, we are now implementing the following steps to prevent the spread of flu within our school.

Choose which steps your school will take below and feel free to adapt as needed. Coordinate with your local health department and county or state education agency regarding which activities are appropriate for your school. Coordination with the local health department will ensure a consistent message to parents and the community at large.

Extending the time sick students or staff stay home for at least 7 days, even if they feel better sooner. People who are still sick after 7 days should continue to stay home until at least 24 hours after their symptoms have gone away.

Allowing high risk students and staff to stay home. Certain groups are at higher risk of developing serious complications from flu. These groups include children under the age of 5 years, pregnant women, people of any age who have chronic medical conditions (such as asthma, diabetes, or heart disease), and people age 65 years and older. These students and staff should consult their doctor to make the decision to stay home.

Conducting active fever and symptom screening of students and staff upon arrival at school. School staff will ask students about symptoms suggestive of a respiratory infection such as fever, cough, sore throat, runny or stuffy nose, body aches and fatigue. Any student who has at least 2 of these symptoms will be separated from others, offered a surgical mask, and sent home as soon

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as possible. Increasing social distances (the space between people) at school. We will be rotating teachers between classrooms while keeping the

same group of students in one classroom, canceling classes that bring students together from multiple classrooms, holding classes outdoors when possible, moving desks farther apart, dividing classes into smaller groups, discouraging use of school buses and public transit, moving classes to larger spaces to allow more space between students, and postponing class trips.

Dismissing students. We will keep students home for [5-7] days and then reassess with the [county/state education agency] and the [county/state] health department. We will keep you informed of when students may return to school. During dismissal we will continue school work from home through [homework packets, web-based lessons, phone calls, etc.]. Staff will remain at school to develop and deliver lessons and materials and continue to provide [important services, school lunches, etc.]. We will also be [canceling, postponing] all school-related mass gatherings. This includes [sporting events, school dances, performances, rallies, commencement ceremonies, etc.].

Here are a few things you can do to help since flu conditions are now more severe.

Teach your children to wash their hands   often with soap and water. You can set a good example by doing this yourself.Teach your children not to share personal items   like drinks, food or unwashed utensils, and to cover their coughs and sneezes

with tissues. If they don’t have a tissue, they should cough or sneeze into their upper sleeve, not their hands.Know the signs and symptoms of the flu.   Symptoms of the flu include fever (100 degrees Fahrenheit, 37.8 degrees Celsius or

greater), cough, sore throat, a runny or stuffy nose, body aches, headache, and feeling very tired. Some people may also vomit or have diarrhea.

Extend the time sick children stay home   for at least 7 days, even if they feel better sooner. People who are still sick after 7 days should continue to stay home until at least 24 hours after symptoms have gone away.

If a household member is sick, keep any school-aged brothers or sisters   home for 5 days from the time the household member became sick. Parents should monitor their health and the health of other school-aged children for fever and other symptoms of the flu.

Don’t send children to school if they are sick.   Any children who are sick at school will be sent home. Staying home when sick will allow your children to rest and allows you to monitor their health closely. Keeping your sick child home is the responsible thing to do. It protects fellow students and school staff, especially those who are at higher risk of severe illness from the flu.

For more information, [see the attached flyer/additional information and] visit

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www.flu.gov, or call 1-800-CDC-INFO for the most current information about the flu. For more information about flu in our community and what our school is doing, visit [school/health department website] or call [appropriate phone number]. We will notify you of any additional changes to our school’s strategy to prevent the spread of flu.

Sincerely,

[School administrator’s name and signature]

Template letter or email (alternate) for parents about steps the school is taking during current flu conditions

Dear Parent,

As you may know, flu can be easily spread from person to person. Therefore, we are taking steps to reduce the spread of flu in [School name]. We want to keep the school open to students and functioning in a normal manner during this flu season. But, we need your help to do this.

We are working closely with the [county/state education agency] and the [county/state] health department to monitor flu conditions and make decisions about the best steps to take concerning schools. We will keep you updated with new information as it becomes available.

If the flu becomes more severe, we may take additional steps to prevent the spread such as:

conducting active fever and flu symptom screening of students and staff as they arrive at school, making changes to increase the space between people such as moving desks farther apart and postponing class trips, anddismissing students from school for at least 7 days if they become sick. For now we are doing everything we can to keep our school functioning as usual. Here are a few things you can do to help.

Teach your children to wash their hands   often with soap and water or an alcohol-based hand rub. You can set a good example by doing this yourself.

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Teach your children not to share personal items   like drinks, food or unwashed utensils, and to cover their coughs and sneezes with tissues. Covering up their coughs or sneezes using the elbow, arm or sleeve instead of the hand when a tissue is unavailable.

Know the signs and symptoms of the flu.   Symptoms of the flu include fever (100 degrees Fahrenheit, 37.8 degrees Celsius or greater), cough, sore throat, a runny or stuffy nose, body aches, headache, and feeling very tired. Some people may also vomit or have diarrhea.

Keep sick children at home   for at least 24 hours after they no longer have fever or do not have signs of fever, without using fever-reducing drugs. Keeping children with a fever at home will reduce the number of people who may get infected.

Do not send children to school if they are sick.   Any children who are determined to be sick while at school will be sent home.

For more information, [see the attached flyer/additional information and] and visit www.flu.gov, or call 1-800-CDC-INFO for the most current information about the flu. For more information about flu in our community and what our school is doing, visit [school/health department website] or call [appropriate phone number]. We will notify you of any additional changes to our school’s strategy to prevent the spread of flu.

Sincerely,

[School administrator’s name and signature]

.

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You can prepare for an influenza pandemic now. You should know both the magnitude of what can happen during a pandemic outbreak and what actions you can take to help lessen the impact of an influenza pandemic on you and your family. This checklist will help you gather the information and resources you may need in case of a flu pandemic.

1. To plan for a pandemic: % ❑ Store a supply of water and food. During a pandemic, if you cannot get to a store, or if stores are out of supplies, it will be important for you to have extra supplies on hand. This can be useful in other types of emergencies, such as power outages and disasters. % ❑ Ask your doctor and insurance company if you can get an extra supply of your regular prescription drugs.

❑ Have any nonprescription drugs and other health supplies on hand, including pain relievers, stomach remedies, cough and cold medicines, fluids with electrolytes, and vitamins. % ❑ Talk with family members and loved ones about how they would be cared for if they got sick, or what will be needed to care for them in your home. % ❑ Volunteer with local groups to prepare and assist with emergency response. % ❑ Get involved in your community as it works to prepare for an influenza pandemic.

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2. To limit the spread of germs and prevent infection: % ❑ Teach your children to wash hands frequently with soap and water, and model the correct behavior. % ❑ Teach your children to cover coughs and sneezes with tissues, and be sure to model that behavior. % ❑ Teach your children to stay away from others as much as possible if they are sick. Stay home from work and school if sick.

3. Items to have on hand for an extended stay at home:

Examples of food and non-perishables % ❑ Ready-to-eat canned meats, fruits, vegetables, and soups % ❑ Protein or fruit bars % ❑ Dry cereal or granola % ❑ Peanut butter or nuts % ❑ Dried fruit % ❑ Crackers % ❑ Canned juices % ❑ Bottled water % ❑ Canned or jarred baby food and formula % ❑ Pet food

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Examples of medical, health, and emergency supplies % ❑ Prescribed medical supplies such as glucose and blood-pressure monitoring equipment % ❑ Soap and water, or alcohol-based hand wash % ❑ Medicines for fever, such as acetaminophen or ibuprofen % ❑ Thermometer % ❑ Anti-diarrheal medication % ❑ Vitamins % ❑ Fluids with electrolytes % ❑ Cleansing agent/soap % ❑ Flashlight % ❑ Batteries % ❑ Portable radio % ❑ Manual can opener % ❑ Garbage bags % ❑ Tissues, toilet paper, disposable diapers

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%

CDC Posters for Schools about Flu PreventionUse the following posters in your classrooms, hallways, and around the school to educate students, teachers, and staff about ways to prevent the spread of flu.www.cdc.gov/germstopper/materials.htm (available in different sizes and languages)

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Other Posters for Schools about

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Flu Prevention

www.publichealth.va.gov/flu/materials/ (includes other posters, brochures, buttons, stickers and other materials.

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DEFINITIONS Absenteeism: Absenteeism is when people are absent from work. This includes absenteeism due to illness; the need to stay at home to care for someone who is ill; the need to stay at home to look after children in the event of school closures; fears about being infected at work as well as due to some people fulfilling other roles in the community (volunteering). Antiviral drugs: Medications used specifically to treat viral infections, such as influenza. Drug resistance may result as the pathogens evolve to survive exposure to the treatment; therefore caution should be exercised when administering antivirals. Asymptomatic: Presenting no symptoms of disease. Attack rate: The incidence of illness in a group of people over a period of time, defined as the number of exposed persons infected with the disease divided by the total number of exposed persons. Avian flu: A contagious viral disease that occurs in domestic fowl and is caused by influenza A virus subtypes H5 and H7. All types of birds are susceptible to the virus but outbreaks occur most often in chickens and turkeys. The infection may be carried by migratory wild birds, which can carry the virus but show no signs of disease. Humans are only rarely affected. Carrier: A bearer and transmitter of an agent capable of causing infectious disease. An asympotomatic carrier shows no symptoms of carrying an infectious agent. Case definition: The method by which public health professionals define which persons are included as a case (i.e. a person considered directly affected by an outbreak.) As investigations proceed, a case definition may be expanded or narrowed based on the dynamic nature of outbreak investigations. Case Fatality Rate: The ratio of the number of deaths caused by a specific disease to the number of diagnosed cases of the disease CDC: Centers for Disease Control and Prevention, the U.S. government agency at the forefront of public health efforts to prevent and

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control infectious and chronic diseases, injuries, workplace hazards, disabilities, and environmental health threats. CDC is one of 13 major operating components of the Department of Health and Human Services. Communicable Disease: A disease that spreads from person to person. This is also referred to as ―infectious‖ or ―contagious.‖ Community-based activity restrictions (also referred to as ―social distancing‖) increase distance between members of a community by restricting or limiting public gatherings, public events, or group activities. Certain measures may be beneficial and practical when there is a larger number of cases and more extensive or severe viral transmission. In such settings, individual-level measures may no longer be effective or practical. To maximize their effectiveness, a combination of non-pharmaceutical measures tailored to the epidemiologic context of each pandemic phase and severity index will be considered for recommendation. Community containment: The use of measures to limit the spread of contagious diseases by limiting contact between people who could be contagious to others. Closing schools is one example. Contact: A person close enough to an infected person so as to have an opportunity to acquire the infection. The exact definition of a contact depends on the nature of the illness. Contagious Disease: A contagious disease is one easily spread from person to person by contact with the infectious agent that causes the disease. The agent may be in droplets of liquid particles made by coughing or sneezing, contaminated food utensils, water or food. Cough and sneeze etiquette: Measures individuals can take when coughing, sneezing or blowing their nose, to reduce the chance of spreading a virus. This is sometimes referred to as respiratory hygiene. Critical infrastructure: Systems and assets, whether physical or virtual, so vital that the incapacity or destruction of such systems and assets would have a debilitating impact on the ability to accomplish a critical mission. Drift: One process in which influenza virus undergoes mutation. The amount of change can be subtle or dramatic, but eventually as drift occurs, a new variant strain will become dominant. This process allows influenza viruses to change and re-infect people repeatedly through their lifetime and is the reason influenza virus strains in vaccine must be updated each year. Droplet precautions: Precautions used to reduce the risk of infectious disease from droplets, most commonly generated from the coughing and/or sneezing of an infected person. Generally the precaution is use of a surgical mask.

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Epidemic: An outbreak of a disease within a determined geographical boundary; i.e. an outbreak that is localized. The occurrence in a community or region of cases of an illness, specific health-related behavior, or other health-related events clearly in excess of normal expectancy. The community or region and the period in which the cases occur are specified precisely. The number of cases indicating the presence of an epidemic varies according to the agent, size, and type of population exposed; previous experience or lack of exposure to the disease; and time and place of occurrence. Epidemiology: The study of factors affecting wellness and illness within human populations which serves as the foundation of interventions made in the interest of public health and preventive medicine. A cornerstone methodology that identifies risk factors for disease and determines optimal treatment approaches to clinical practice. Epidemiological work could include outbreak investigation, study design, data collection and analysis including development of statistical models to test hypotheses. Essential functions: Absolutely necessary functions to continue operating during an influenza pandemic; functions that are critical to survival and recovery. Essential Personnel: critical workers whose absence would jeopardize provision of essential services including community health, safety and well-being of USC’s campus community. Exposed: A description of the condition where a person may have been in contact with an ill person and therefore should be observed, generally through a process called quarantine, to ensure that person does not develop symptoms of illness. H1N1 H5N1: A variant of avian influenza, which is a type of influenza virulent in birds. It was first identified in Italy in the early 1900s and is now known to exist worldwide. Hand hygiene: A general term referring to any action of hand cleansing (e.g., hand washing, antiseptic hand wash) Health Advisory: A public health notification that provides important information for a specific incident or situation; may not require immediate action. Health Alert: A public health notification that conveys the highest level of importance and that warrants immediate action or attention.

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Health Alert Network (HAN): A national Internet program providing vital health information and used to communicate health and emergency messages. It also represents the infrastructure to support the dissemination of that information at the state and local levels. Healthcare workers (HCW): Those with direct patient contact (including student health services, acute-care hospitals, nursing homes, skilled nursing facilities, urgent care centers, physician’s offices, clinics, home care, blood collection centers, and EMS) and a proportion of persons working in essential healthcare support services needed to maintain healthcare services (e.g. dietary, housekeeping, admissions, blood collection center staff, etc.). Also included are healthcare workers in public health with direct patient contact, including those who may administer vaccine or distribute influenza antiviral medications, and essential administrative and public health support staff for these workers. Health update: A public health notification that provides updated information regarding an incident or situation; unlikely to require immediate action. Immune: Protected from or resistant to a disease or infection by a pathogenic organism as a result of the development of antibodies or cell mediated immunity. Immune system: The cells, tissues and organs that help the body to resist infection and disease by producing antibodies and/or altered cells that inhibit the multiplication of the infectious agent. Immunization: The process of creating immunity to a specific disease in an individual through vaccination. Incident Commander: The individual responsible for all incident activities, including the development of strategies and tactics and the ordering and release of resources. The Incident Commander has overall authority and responsibility for conducting incident operations and is responsible for managing all incident operations at the incident site. Infection: The state or condition in which the body (or part of the body) is invaded by an infectious agent (e.g., a bacterium, fungus or virus), which multiplies and produces an injurious effect (active infection). Infection control: Activities to protect individuals from coming in direct contact with infectious materials or agents to limit transmission and include physical barriers (e.g. masks, gloves), hygiene (e.g. respiratory and hand hygiene), and disinfection measures.

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Influenza: A contagious disease caused by viruses that infect the respiratory tract. Influenza-like-illness: A condition defined by the CDC as a fever of >100ºF and a cough and/or sore throat (in the absence of a known cause). Isolation: The separation and confinement of individuals known to be infected with a contagious disease (via signs, symptoms, or laboratory criteria) to prevent them from transmitting disease to others. Mitigation: The activities designed to reduce or eliminate risks to persons or property or to lessen the actual or potential effects or consequences of an incident or threat (e.g., virus). Morbidity Rate: Refers to the numbers of cases of illness in a population divided by the total population considered at risk of that illness. Mortality Rate: The measure of the number of dead (in general, or due to a specific cause) in a population scaled to the size of that population, per unit time. Mutation: Any alteration in a gene from its natural state. This change may be disease causing or a benign, normal variant. Specific mutations and evolution in influenza viruses cannot be predicted, making it difficult if not impossible to know if or when a virus such as H5N1 might acquire the properties needed to spread easily among humans. National Incident Management System (NIMS): A system that provides a consistent nationwide approach for governments (federal, state, local, and tribal), private-sector businesses, and nongovernmental organizations to work effectively and efficiently together to prepare for and respond to incidents. Non-pharmaceutical interventions/measures (NPIs): Public health measures that do not rely on antivirals or vaccinations (pharmaceutical measures) to reduce the spread of illness in a population of persons. Non-pharmaceutical interventions outside of healthcare settings focus on measures to 1) limit international spread of the virus (e.g., travel screening and restrictions); 2) reduce spread within national and local populations (e.g., isolation and treatment of ill persons; monitoring and possible quarantine of exposed persons; and social distancing measures, such as cancellation of mass gatherings and closure of schools); 3) reduce an individual person’s risk for infection (e.g., hand hygiene); and 4)

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communicate risk and preventive measures to the public. Novel influenza virus: An influenza virus subtype not previously found in humans. Outbreak: The sudden increase in the incidence of a disease or condition in a specific area or population. Pandemic: An epidemic that spreads over a very large geographic area. Pandemic influenza is a global outbreak of disease that occurs when a new influenza A virus appears in humans, causes serious illness and then spreads easily from person to person worldwide. Pathogenic: Causing disease or capable of doing so. Personal Protective Equipment (PPE): Refers to protective clothing, face masks, gloves, or other items designed to protect the wearer against infection from a contagious disease. Point of Dispensing/Distribution (POD): A staging area for mass dispensing of emergency response materials. A POD should be capable of distributing a substantial amount of product, whether vaccinations, antivirals, food, or water to that POD’s entire service area within 48 hours. Pre-pandemic vaccine: A vaccine created to protect against currently circulating influenza virus strains with the expectation that it would provide at least some protection against new virus strains that might evolve. It would likely be the best vaccine defense available until a vaccine specific to the new strain could be developed. Preparedness- Actions that involve a combination of planning, resources, training, exercise and organizing to build, sustain, and improve operational capabilities. Preparedness is the process of identifying the personnel, training, and equipment for delivering capabilities when needed for an incident. Prophylactic: A medical procedure or practice that prevents or protects against a disease or condition (e.g. vaccines, antibiotics, drugs). Prophylaxis: In medical terms, application of antivirals or other treatments given before a person is ill with the expectation that such

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treatment will prevent the person from developing an illness, or will reduce the impact of the illness if a person does contract it. Protective sequestration: Involves efforts taken to protect a healthy population from infection by isolating the community from the outside world. Restricting entry of outsiders into the community and restricting reentry of those community members who choose to leave during the period of time when protective sequestration is in place are measures utilized in this intervention. Quarantine: Separation of a person who is not symptomatic but may have been exposed to an ill person from the general population to reduce the spread of the illness. The reasoning applied is that asymptomatic persons may be carriers of the disease; alternatively, a number of diseases may incubate for periods of time lasting up to several days where the host is not yet ill but already capable of transmitting the disease. Recovery: The development, coordination, and execution of service- and site-restoration plans; the reconstitution of government operations and services; individual, private sector, nongovernmental, and public assistance programs to provide housing and to promote restoration; long-term care and treatment of affected persons; additional measures for social, political, environmental, and economic restoration; evaluation of the incident to identify lessons learned; post-incident reporting; and development of initiatives to mitigate the effects of future incidents. Relenza: The name under which zanamivir is marketed. This prescription medication is used for flu treatment in those 7 years of age and older. Response- Immediate actions to save lives, protect property and the environment, and meet basic human needs. Response also includes the execution of emergency plans and actions to support short-term recovery. Seasonal flu: A respiratory illness that can be transmitted person to person. This is also known as the common flu or winter flu. (Note: Most people have some immunity, and a vaccine is typically available.) Severity Index: A classification scale for reporting the severity of influenza pandemics in the U.S. that allows guidelines to be developed that communicate appropriate actions for communities. Shift: The process in which the existing H (hemagglutinin) and N (neuraminidase) are replaced by significantly different H and Ns. These new H or H/N combinations are perceived by human immune systems as new, so most people do not have pre-existing antibody

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protection to these novel viruses. This is one of the reasons that pandemic viruses can have such a serve impact on the health of populations. Social distancing: An intervention to reduce normal physical and social population mixing in order to slow the spread of a virus throughout society. Social distancing measures include school closures, cancellation or postponement of mass gatherings, establishing flexible work hours, etc. Standard precautions: Refers to a group of infection prevention practices that apply to all patients regardless of suspected or confirmed infection status in any healthcare setting. Stockpile: A reserve or store of items that may be used during an emergency. Strain: A group of organisms within a species or variety. Strategic National Stockpile (SNS): A federal cache of medical supplies and equipment used during emergencies and disasters. Surveillance: The monitoring of a disease or public health related indicators; prior to a pandemic this would include watching populations for indications that a novel threat is present. Symptom: A physical or otherwise outwardly condition which indicates that a person is suffering from a particular illness. The plural, symptoms, refers to the list of physical conditions that indicate a particular disease. Swine flu: An infection by any strain of the influenza family of viruses endemic in pigs. It is common among pigs worldwide. Tamiflu: The name under which oseltamivir is marketed. This prescription medication is used for flu treatment in adults and children. Transmission: The act of passing an illness to an uninfected person. Vaccine: A biological preparation used to establish immunity to a disease. Vaccine adverse event: Possible side effects that occur after a person has received a vaccine.

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Virulent: Highly lethal; causing severe illness or death. Virus: A microorganism smaller than bacteria which cannot grow or reproduce apart from a living cell. A virus invades living cells and uses their chemical machinery to keep itself alive and to replicate itself. It may reproduce with fidelity or with errors (mutations)-this ability to mutate is responsible for the ability of some viruses to change slightly in each infected person, making treatment more difficult. Viruses cause many common human infections, and are also responsible for many rare diseases.

ABBREVIATIONS ACIP Advisory Committee on Immunization Practices ASTHO Association of State and Territorial Health

Officials CHDC Counseling and Human Development Center CDC Centers for Disease Control and Prevention CFO Chief Financial Officer DOTS Department of Transportation Services DHEC South Carolina Department of Health and

Environmental Control EAP Employee Assistance Program EH&S Environmental Health & Safety EMT Emergency Management Team EOC Emergency Operations Center FAO Financial Aid Office FAQ Frequently Asked Questions GBS Guillian-Barré Syndrome HAN Health Alert Network HHS U.S. Department of Health and Human Services HIPAA Health Insurance Portability and Accountability

Act

HRM Human Resources Manager ICS Incident Command System ILI Influenza-Like Illness LAIV Live Attenuated Influenza Vaccine MOA Memorandum of Agreement NPI Non-Pharmaceutical Interventions NVAC National Vaccine Advisory Committee PEP Post-exposure Prophylaxis PICC Pandemic Influenza Coordinating Committee PHE Peer Health Educator POD Points of Dispensing/Distribution PPE Personal Protective Equipment PPO President/Provost’s Office PREP Act

Public Readiness and Emergency Preparedness Act

SARS Severe Acute Respiratory Syndrome SHS Student Health Services SNS Strategic National Stockpile SOP Standard Operating Procedure T&R Travel & Reimbursement

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UDS University Dining Services USC University of South Carolina UTS University Technology Services

VAER Vaccine Adverse Events Report VOC Volunteer Operations Center WHO World Health Organization

RESOURCES Centers for Disease Control and Prevention: H1N1 Flu updates: www.cdc.gov/swineflu Recommendations for affected schools and communities: http://www.cdc.gov/swineflu/mitigation.htm Information on disease prevention and mitigation: http://www.cdc.gov/flu/school/ The Centers for Disease Control and Prevention (CDC) Hotline (1-800-CDC-INFO) is available in English and Spanish, 24 hours a day, 7 days a week.

Pandemic Flu.Gov: www.pandemicflu.gov State pandemic influenza plans: http://www.pandemicflu.gov/plan/states/index.html Checklists for schools, communities, and individuals and families: http://www.pandemicflu.gov/plan/checklists.html

Department of Education: Emergency planning for schools: www.ed.gov/emergencyplan Pandemic-specific planning information: http://www.ed.gov/admins/lead/safety/emergencyplan/pandemic/index.htm Readiness and Emergency Management for Schools’ Technical Assistance Center: http://rems.ed.gov Resources for teaching and learning online: http://www.free.ed.gov

World Health Organization: General information about WHO actions: http://www.who.int

US Dept of Health & Human Services: http://www.hhs.gov

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Other Posters about Flu Prevention for Child Care and Early Childhood Programs www.publichealth.va.gov/flu/materials (includes other posters, brochures, buttons, stickers, and other materials

CDC Fact Sheets, Brochures, and Flyers about Flu Prevention for Child Care and Early Childhood Programs and Parents

Stopping Germs at Home, Work and School www.cdc.gov/germstopper/home_work_school.htm (available in English and other languages)

2009 H1N1 Flu: Flyers & Other Print Materials www.cdc.gov/h1n1flu/flyers.htm (includes brochures, flyers, fact sheets, and other materials about 2009 H1N1 flu and seasonal flu)

Seasonal and Novel H1N1 Flu: A Guide for Parents www.cdc.gov/flu/professionals/flugallery/2009-10/parents_guide.htm

Respiratory Hygiene/Cough Etiquette in Healthcare Settings

Visual Alerts • Notice to Patients to Report Flu Symptoms (www.cdc.gov/ncidod/dhqp/pdf/Infdis/RespiratoryPoster.pdf)

Emphasizes covering coughs and sneezes and the cleaning of hands • Cover Your Cough (www.cdc.gov/flu/protect/covercough.htm)

Tips to prevent the spread of germs from coughing • Information about Personal Protective Equipment (www.cdc.gov/ncidod/dhqp/ppe.html)

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Demonstrates the sequences for donning and removing personal protective equipment Droplet Precautions www.cdc.gov/ncidod/dhqp/gl_isolation.html.

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CDC Seasonal Flu Information: http://www.cdc.gov/flu/keyfacts.htm

CDC H1N1 Flu Q&A: http://www.cdc.gov/swineflu/swineflu_you.htm

CDC H1N1 Flu Index: http://www.cdc.gov/swineflu/index.htm

Guidelines for Pandemic Planning

Pandemic Mitigation - PandemicFlu.gov

Information found at: http://pandemicflu.gov/index.html

Seasonal Flu Season

Secretary Sebelius gets her seasonal flu shot

Seasonal Flu season has begun. Protect yourself by taking these three steps:

1. Take Time to get the Flu Vaccine 2. Take Everyday Preventive Actions 3. Take Flu Antiviral Drugs if Your Doctor Recommends Them

Find out more about Seasonal Flu

New Guidance for Child Care and Early Childhood ProgramsNew federal guidelines released to help child care and early childhood programs respond to influenza during the 2009–2010 influenza season.

Child Care and Early Childhood Guidance Preparing for the Flu: A Communication Toolkit for Child Care and Early Childhood Watch the September 9 th Webcast for Parents and Child Care Providers

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Updated Guidance for Institutions of Higher Education CDC Guidance for Institutions of Higher Education Communication Toolkit for Institutions of Higher

Education

Read the New K-12 Guidance and Information

Know What to Do About the Flu

Cover your cough Wash your hands frequently If you have a fever, stay home for at least 24 hrs after that

fever has ended Get a vaccine when it becomes available

Watch our flu prevention video PSAs

Flu Information and Resources

Vaccine and Vaccine Development Flu Prevention Video PSA Contest Guidance:

What to Do If You Get Flu-Like Symptoms

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Caring for a Sick Person in Your Home What Pregnant Women Should Know

H1N1 Flu Summit (July 9, 2009) Community Strategy for Pandemic Influenza Mitigation Pandemic Influenza Preparedness, Response, and Recovery Guide for Critical Infrastructure and Key Resources (PDF) HHS Pandemic Plan

Stay Informed

Latest News CDC Press Briefings US   Map

Subscribe to RSS Updates Email Updates Twitter

Know the Facts:

What is H1N1 (swine) flu? What should I do if I get sick with flu like symptoms? What are the signs and symptoms of H1N1 (swine) flu in

people? How do you catch H1N1 (swine) flu? What ways can we prevent the spread of the flu?

Flu terms defined  — Seasonal flu, H1N1 flu, avian flu, and pandemic flu are not the same.

Widgets A widget is an application that displays the featured content directly on your Web page. Once you’ve added the widget to your Web site, there’s no maintenance. When CDC.gov updates content, your site will be updated automatically. You will have upto-date, credible health information on your Web page. You can easily add a CDC widget to your Web page. Use CDC widgets to keep your students, faculty, and staff informed about flu. When they click on the widget, your Web page displays the featured, up-to-date content.

CDC’s flu widgets are available at www.cdc.gov/widgets. For more CDC social media tools, go to: www.cdc.gov/socialmedia/h1n1.

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Flu.gov widgets are available at www.hhs.gov/web/library/hhsfluwidgets.html. For more Flu.gov social media tools, go to www.flu.gov/news/socialmedia.

Sample Widgets

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Helping Children Cope in Unsettling Times: Tips for Parents and Teachers

Americans and people around the world are presently facing difficult and unsettling times. Concerns over war, a struggling economy, and the continued threat of terrorism dominate the news. The nation s heightened state of alert has many people on edge. The uncertainty of the warnings (not knowing when, where, or what may happen) can be especially unnerving, and the cumulative effect of past events may intensify our reactions. Children may become confused or fearful that they or their loved ones are at risk. Adults need to help children feel safe, even if they themselves are feeling more vulnerable. Parents and teachers must help youngsters understand current events factually, how events do or do not impact their lives, and how to handle their emotional reactions. The guidance of caring adults can make the difference between being overwhelmed by circumstances we cannot control and developing critical life-long emotional and psychological coping skills. Schools and parents need to assess what level of support children in their care need, but following suggestions may help children cope. Identify Vulnerable Populations. The degree to which children are affected will vary depending on personal circumstances. Most vulnerable are children who:

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% • live in proximity to past traumatic events or high target areas % • have suffered a personal loss from or had firsthand exposure to terrorism, violence or military actions % • have parents currently in the military or in active duty in the reserve forces % • have parents who fought in past conflicts like the Gulf War % • have parents involved in emergency response or public safety % • are of non-U.S. origin and may feel threatened by intolerance or racism % • suffer from Posttraumatic Stress Disorder, depression or other mental illness

Remain calm and reassuring. Children will take their cues from you, especially young children. Acknowledge that the threats and uncertainty are unnerving˚but the˚likelihood is that you and your children or students will be okay. There is difference between the possibility of danger and the probability of it affecting them personally. Acknowledge and normalize their feelings. Allow children to discuss their feelings and concerns and encourage any questions they may have regarding this event. Listen and empathize. An empathetic listener is very important. Let them know that others are feeling the same way and that their reactions are normal and expected. Take care of your own needs. Take time for yourself and try to deal with your own reactions to the situation as fully as possible. You will be better able to help your children if you are coping well. If you are anxious or upset, your children are more likely to be so as well. Talk to other adults such as family, friends, faith leaders, or a counselor. ˚It is important not to dwell on your fears by yourself. Sharing feelings with others often makes us feel more connected and secure. Take care of your physical health. Make time, however small, to do things you enjoy. Avoid using drugs or alcohol to feel better. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don t push them if they seem overwhelmed. Spend family time. Doing enjoyable activities with you reinforces your children s sense of stability and normalcy. Try to do things together, such as eat meals, read, play sports or games, go for walks or bike rides, or watch non-violent, non-stressful TV, etc. Young children may also want more physical contact (e.g., hugs, holding hands, sitting on your lap, etc.). You know your children best, and your love and support are the most important factors to their sense of security. Emphasize people s resiliency. Focus on children s competencies in terms of their daily life and in other difficult times. Help them identify what they have done in the past that helped them cope when they were frightened or upset. Also remind them that the country has weathered many other crises, including terrorism, natural disasters and war, and has emerged stronger and more united each time. Be optimistic. Even if something does happen, most people will be fine physically and will recover from any emotional reactions to the event. Resiliency studies following September 11 indicate that people who coped best were comfortable expressing strong emotions, surrounded by caring family and friends, kept a positive view of the future, and utilized problem solving skills.

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Be a good listener and observer. Let children guide you as to how concerned they are or how much information they need. ˚If they are not anxious or focused on current events, don’t dwell on them. But be available to answer their questions to the best of your ability. Young children may not be able to express themselves verbally. Pay attention to changes in their behavior or social interactions. Most school age children and adolescents can discuss their concerns although they may need you to provide an opening to start a conversation. Don t push, but ask what they think about current events. Even if they don t want or need to talk now, they may later and they will know you care what they think and feel. TURN OFF OR MONITOR THE TELEVISION. ˚It is important to stay informed, but watching endless news programs is likely to heighten your anxiety and that of your children or students. Young children in particular cannot distinguish between images on T.V. and their personal reality. Older children may want to watch the news, but be available to discuss what they see and help put it into perspective. Discuss events in age-appropriate terms. Share information that is appropriate to their age and developmental level. Update them as information changes. Young children may require repeated reassurance during the day. Tell them they are okay and that adults will always take care of them. School age children can understand details and reasons behind specific actions, such as increased security but cannot absorb intense or frightening information. Adolescents may want to discuss issues related to terrorism or war as well as safety issues. Stick to the facts. Answer children s questions factually and include a positive element to answer, e.g., "Yes we are on high alert, but we have been here before. It does not mean that something bad will definitely happen." ˚"Yes, we may go to war, but our troops will keep us safe. Yes, there are more armed guards on our streets, but they are there to protect us." ˚Don’t speculate about what could happen. ˚ Differentiate between war and terrorism. The conflict in the Gulf will be a highly visible event. Children are likely to see images of and hear about suffering and death and may confuse these far away actions with potential danger at home particularly young children. Older children may be aware of heightened risk of terrorism because of the war, but you can distinguish between the two types of actions. Acts of war involve attacks on military targets and are, in effect, government-to-government actions linked to official foreign policy objectives. Terrorism targets innocent individuals with the goal of inflicting harm and terror. Be willing to discuss the concept of death. Children may be more concerned about dying or their loved one dying, particularly given the intense focus on death in the wake of earlier terrorist attacks. Talking with them is important. Outside resources can be very helpful (e.g., books geared to different ages that explore death and dying, grief and hospice organizations, or your faith community, if part of your family life). If a child comes from a home with a resilient belief system or faith, it will likely provide a powerful source of support when it comes to dealing with these issues. Have a family plan. ˚This should involve a way to get in touch with each other, a meeting place, friends or neighbors who can help, emergency supplies, etc. This is important not only if something does happen but it also will help you feel more in control now. Events that are judged to be out of control are especially frightening. Thus, anything children can do to control their situation will be

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helpful. Most older children can participate in this process and will probably feel better if they do. However, assess your younger children’s understanding of the situation. Don’t involve them in this planning if you think doing so will only serve to heighten their awareness of the danger. Communicate with your children’s school. Find out what they are learning. Share any concerns you have with teachers including if you have a family member on active duty. Encourage the teacher to keep you informed as well. Remember that teachers might be under heightened stress like everyone else. Not only are they providing extra support to their students, they may also have loved ones who are called to active duty and/or trying to cope with their own personal reactions to events. Teachers should assess student needs. Talk to colleagues. Share your ideas and concerns. This will help you manage your own anxieties as well as determine the needs of the general student body and individual students. Also take cues from what your students do and say. Know who has family overseas or another risk factor. Make time for class discussion (or activities if the children are young). Be sure to have a map or globe. Be prepared to answer questions factually or to guide discussion about difficult issues. Seek the help of your school psychologist or counselor if you are unsure of what to say. Be careful of large group discussion about the war or political issues if your students have strongly differing opinions. Such discussion can turn adversarial when emotions are running high. If need be, hold discussions in smaller, more homogenous groups or individually. Again, your school psychologist or counselor can help. Stop bullying or harassment immediately. Remind children not to pass judgment on groups of people or other people’s ideas just because they seem different. Finding ways to address the intolerance that leads to conflict and aggression can be one way to help children regain a sense of control over this situation. Encourage children to talk to you or another caring adult. Emphasize that you are there to help and that they should let an adult know if they or a friend feels overwhelmed for any reason. Do something positive with your children or students to help others in need. Making a positive contribution to the community or country helps people feel more in control and builds a stronger sense of connection. One suggestion is to find out if there are families in your community with parents being deployed. They may need babysitting, errands run, snow shoveling, etc. Potential child/adolescent reactions to trauma. Most children will be able to cope with their concerns over current events with the help of parents and other caring adults. However, some children may be at risk of more extreme reactions because of personal circumstances. Symptoms may differ depending on age. Adults should contact a professional if children exhibit significant changes in behavior or any of the following symptoms over an extended period of time. Preschoolers thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, withdrawal from friends and routines. Elementary School Children irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, withdrawal from activities and friends. Adolescents sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior and poor

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concentration.

Resources

There are many organizations and agencies with helpful information about helping children and families cope with the stress of war, terrorism and other crises: % •Army Deployment Handbook http://www.wood.army.mil/mwr/deploymenthndbook.htm % •American Academy of Child and Adolescent Psychiatry http://aacap.org % •American Red Cross http://www.redcross.org % •American School Counselors Association, www.schoolcounselor.org % •American Psychological Association www.apa.org % •Federal Emergency Management Agency http://www.fema.org/ % •National Association of School Psychologists www.nasponline.org % •National Center for Post Traumatic Stress Disorder

www.ncptsd.org/facts/specific/fs_children.html Adapted material posted on the NASP website following the September 2001 terrorist attacks. '2003, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814

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Q. Why do school districts, schools, teachers, parents, and communities need to plan for the continuation of learning for students during flu season this year?

As the Centers for Disease Control Guidance for K–12 schools at http://www.cdc.gov/h1n1flu/schools/ makes clear, students may be spending time at home and outside of the classroom because of H1N1 outbreaks this school year. This may include students who become sick themselves, healthy high-risk students who are sent home out of precaution, or even entire school communities in the event of a more severe outbreak than during this past spring. In all of these cases, continuity of learning plans are essential for keeping students on track with their learning while at home.

Q. How should districts and schools go about planning to continue students’ education when they are at home because of H1N1?

Districts and schools should take stock of the tools they have for delivering curricula to students outside of school. Schools should evaluate the resources and technology they have available to continue delivering learning services off site and coordinate those with the resources to which students and their families have access at home. This would include everything from take-home course packets to online materials, Listservs, and new services, such as social networking through YouTube and Twitter. PCs, laptops, DVD and MP3 players or other audiovisual recording devices may be used. Conference calls and Internet-based webinar-style classes may be effective ways of delivering class material. Finally, if they don’t already have this information on file,

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districts and schools should collect or update the relevant contact information for students (home and cell phone numbers, address, e-mail addresses, etc.), so that teachers can check in with students and their parents to deliver lessons.

Q. What are a few simple ways that districts, schools, and teachers can deliver instructional materials to students who will be absent because of H1N1?

Districts, schools, and teachers should be prepared to create and distribute take-home curricular packets with up to 12 weeks of material, if necessary, for students who are sent home because of H1N1. This will be one of the simplest solutions, but it requires districts, schools, and teachers to plan ahead and think about the resources necessary to create and distribute those course packets. To the extent that districts can post assignments or curricula online, they should. Q. What other sorts of technology can be used to ensure that students at home are able to continue to learn during more prolonged absences?

Districts and schools can also deliver content via conference calls, audio recordings of class meetings, or live via webcam. Teachers can call students and parents to provide lessons, check-ins, and tips for creating a learning environment at home. It may be possible to deliver a class via podcast, webinar, or public access television. Local schools using the same curricula within a district and even schools in neighboring districts may be able to align and share resources across town or across neighboring districts.

Q. How can districts and schools engage with local business and community leaders, as well as parents?

Districts and schools should reach out to local business and community leaders to both access additional distance learning resources and encourage work-schedule flexibility for caretakers with students home from school. Businesses may be able to donate, loan, or rent resources or low-cost technology to districts or schools for continuity of learning. Also, business leaders need to be sensitive to the schedules of workers with students dismissed from school because of H1N1. Districts and schools should also encourage parents to plan for childcare options in the event of extended school dismissals.

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Q. How have other districts prepared for this?

Many schools and districts across the United States have already started preparing activities for students in the event they may be spending time at home. For example, the New York City Department of Education has created a “learn at home” Web site, complete with downloadable PDF files listing activities in all subjects for students in pre-K through grade 12. See: http://schools.nyc.gov/Academics/learnathome/default.htm. And the San Diego County Office of Education and the San Diego Unified School District have posted online learning resources for students and parents, which include activities in math and science, K–12 reading lists and links to local public libraries. See:http://www.sdcoe.net/news/07-10-25_Home_learning.asp

PREPARING FOR THE FLU: DEPARTMENT OF EDUCATION RECOMMENDATIONS TO ENSURETHE CONTINUITY OF LEARNING FOR SCHOOLS (K‐12)

DURING EXTENDED STUDENT ABSENCE OR SCHOOL DISMISSAL

As the CDC releases its “Guidance   for   School   Responses   to   Influenza   During   the   2009-2010   School   Year ,” the U.S. Department of Education (“the Department”) wishes to remind states, districts, schools, students, staff, families, and communities alike about the importance of ensuring the continuity of learning in the event of student or school dismissals.  The purpose of this document, therefore, is to provide recommendations to help schools maintain the continuity of learning for

1) individual or small groups of students who are out-of‐school for extended periods and 2) large groups of students disrupted by school dismissals or large numbers of faculty absences.

 These recommendations present considerations for education stakeholders to plan for and improve their ability to provide continuous learning ranging from take-home assignments to online learning capabilities.  It offers key questions for states, districts, school leaders, teachers, parents, and students, as well as provides resource opportunities and best practices. 

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There are a number of reasons why students may be out-of‐school for extended periods.  For example, schools may pursue selective dismissals of students at high‐risk of flu complications (to prevent the spread of flu to vulnerable communities), reactive dismissals (when a significant proportion of students in school have a documented fever), or preemptive dismissals (to proactively decrease the spread of flu).  Whatever the reason and regardless of the duration of such interruptions, all education stakeholders should consider the effects of significant absences on student achievement and establish plans that not only ensure health and safety, but also maintain a continuity of learning.   Options to get the material to students who are at home  We are mindful that available resources will play a part in determining how each school creates its continuity of learning plan.  This framework offers several options, all aimed at helping districts, schools, and teachers plan and execute distance learning with whatever resources they have or are able to obtain. The strategies outlined below range from sending copies of assignments home with students to web‐based distance learning coursework. Specifically, they include:   •Hard copy packets: Photocopies of reference materials, curriculum, and assignments can be prepared in advance for distribution to affected students; •Online materials or other aligned content: Digital copies of reference materials, assignments, and audio‐visual learning supports can be made available on the Internet using e‐learning and other Learning Management Systems (LMS) ( e.g., school websites, etc.); •Teacher check‐ins and tutorials: A variety of technologies (telephone, email, web conferencing) can be used to facilitate one‐on‐one interaction between students and teachers, counselors and other appointed adults (e.g., tutors) during prolonged absences or dismissals; •Recorded class meetings: Using audio or video technology, recorded class meetings can be given to some or all absent students via podcasts, live or on‐demand television, DVD, captioned closed‐circuit or public access television, or online; •Live class meetings: Schools can use available tools such as conference calling or webinars, online courses, or virtual schools with two‐way interaction between the teacher and students;  •Other student supports: Schools can use any of the above methods to promote non‐classroom priorities, such as college and other counseling support, including student loan preparation (Free Application for Federal Student Aid) or study groups that are enabled through web‐based tools. 

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 Considerations for ensuring continuity of learning   The following four guiding questions will help districts and schools develop learning continuity strategies and action plans: 1. How will affected parties communicate during individual or prolonged absences or during school‐wide dismissals?   2. How will students understand and access available academic resources and other supports from home? 3. What equipment and other resources are available or need to be acquired to enable school and district learning continuity plans? 4. What additional training or experience is required to prepare all parties to respond appropriately when needed?   

A decision table attached to these recommendations includes detailed questions that will lead schools, districts, and states to inventory instructional content and available technology; evaluate educator, student, and parent readiness to participate successfully in distance learning; and evaluate state and district operating plans to support various distance learning options.   Potential resources and partnerships to close the gaps   Some states, districts and schools have some or all of the resources and capabilities to fully develop and implement their continuity of learning plans; however, most will require additional planning and support to ensure these strategies are effective across all schools and student populations.  

To assist in these efforts, the Department has assembled tools from prior state and district responses tosimilar circumstance. The Department also has requested that a range of providers prepare to respond to state and district requests for assistance to increase the accessibility of resources, including technology to all affected parties.  These tools and resources include:  •Comprehensive learning continuity planning and implementation support: Guidance regarding how to develop and implement a systematic plan, including technology resources to ensure that all students can learn in a variety of environments;   •Physical instructional resources: Publishers and other instructional material providers that can help make content available in hard copy to students unable to physically attend school;  •Digital instructional resources: Publishers and other instructional material providers that can help make content available digitally s

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o that it can be shared via email and through other web‐based tools;  •Organization and distribution of digital content: Technology that offers tools and systems to share not only instructional content but also teaching and learning experiences via the Internet;   •Phone conferencing: Conference calls to allow teachers to interact with multiple students simultaneously using the telephone;  •Webinar support: Web‐based technology that allows teachers not only to interact with multiple students on a conference call, but to also simultaneously show students instructional tools such as literature passages or math solutions on a shared Internet site;   •Online courses and virtual classrooms: Electronic, learning communities where students and teachers interact in real time using web‐based tools;   •Virtual server capacity: Companies willing to provide technology to store and deliver large amounts of instructional content using the Internet.  

 By reflecting on how existing tools may be used to develop effective distance learning strategies and accessing new resource opportunities, schools and districts can sustain student attainment and achievement during prolonged absences or school dismissals. The Department will post a full list of these resources on its website at http://www.ed.gov/h1n1flu.  .   

Continuity of Learning – Decision Table1   

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 Instructional delivery options

Considerations   Resource Opportunities 2

General planning to ensure continuity of learning

‐Are there distribution plans to ensure student access to resources in the event of sudden absences or school closure?   ‐Are contact information records for students, parents, guardians, and all staff (email addresses, physical addresses, phone numbers, including mobile, etc.) on file and do teachers have access to that information to check‐in with absent students regarding academic progress?  Are policies regarding privacy and sharing of personal information in place and clear to all parties? ‐How can schools and districts leverage distance learning resources from other sources, including current vendors, community colleges and universities, and online sources of open content?  ‐Are policies in place for awarding credit and articulation of courses in the event of sustained distance learning (i.e. credit without-seat time, credit if courses are taken online from a commercial provider or from another district)? ‐Are there defined staffing plans to support distance learning in the event of small or large student or faculty absences? ‐ Will staff be permitted to return to school to use school‐based equipment and resources? 

 

‐ Comprehensive learning continuity planning and implementation support ‐ US Department of Education Readiness and Emergency Management for Schools (REMS) Technical Assistance Center: http://rems.ed.gov   ‐ Los Angeles County Office of Education: Continuity of Instruction Resources  ‐ Standards for online programs in schools: http://www.inacol.org/resources/docs/KeepingPace07 ‐ color.pdf      

Instructional delivery options

Considerations   Resource Opportunities 2‐Are adequate resources or agreements in place to support copying and distributing 

learning packets and materials for students to use at home for up to 12 weeks if ‐ Physical instructional resources 

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Hard copy packets necessary?  ‐Are adequate resources or agreements in place to support copying and distributing learning packets and materials for students to use Considerations  at home for up to 12 weeks if necessary?  ‐Are districts working with textbook publishers and the relevant education vendor community about ways to provide free, or near free education services (materials, take home kits, etc.) to meet the needs of affected students, including students with disabilities and students with limited English proficiency, and schools? 

‐ www.free.ed.gov: 

federally supported teaching and learning resources from dozens of federal agencies 

Online materials or other aligned content

‐ Can instructional materials and assignments be posted online? ‐Have districts contacted local business leaders about donating, loaning, or renting equipment to fill gaps identified by inventories (e.g., used or low‐cost laptops, mobile broadband cards, webcams, etc.)?  ‐What is the speed and scale of internet capacity to be used by students and teachers? How many people can connect to web‐based material at one time?  ‐  Are systems in place to develop and provide materials in alternative formats suited to meet the needs of students with disabilities and to accommodate students with limited English proficiency? 

 

‐ Tools to organize and distribute digital content  ‐ Virtual server capacity  ‐ North American Council for Online Learning (NACOL) Online Clearinghouse: http://www.edgateway.net/cs/nacol/print/docs/437   ‐ San Diego County Office of Education: http://www.sdcoe.net/news/07 ‐ 10 ‐ 25_Home_learning.asp    

Instructional delivery options

Considerations   Resource Opportunities 2

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Teacher check‐ins and tutorials

‐Have plans been created with teacher input for teachers to conduct telephone conferences with students, parents, or guardians to review student progress, assignments, as well as provide tips for building structured learning time at home?

‐ Phone conferencing 

Recorded class meetings

Are there contingency plans to incorporate captioned close‐circuit, public television, web‐based tools, or cable channels to deliver live or pre‐recorded lessons? 

 

‐ Digital instructional materials  ‐ Wisconsin Educational Communications Board: http://explore.ecb.org/ecbschema/plsql/ITVSCHED2?sched=04262009  

Live class meetings ‐If districts or schools pursue conference calls or web meetings, whatConsiderations  technology is needed centrally and for users (phones, computers, Internet, and webcams)?  If not currently available, how will it be acquired? ‐Have teachers taught a class or portion of a class via distance learning?  Are they familiar with the tools?  Have they developed or can they access the necessary content and technology?   ‐Have students participated in distance learning?  Are they comfortable with the tools?  Can they access the necessary resources?  For example, have they visited the Learning Management System or school website from their home computer or another off‐campus computer? Do students with disabilities have the necessary assistive technology? ‐What tools to support distance learning do students and staff have access to at home or other accessible sites (e.g., phone, cable television, computer, internet, high speed internet, Mp3 players, DVD players, assistive technology, etc)? ‐What tools to support distance learning does the district or schools have (audio conferencing, Mp3 players, computers, web conferencing, e‐learning, or LMS, etc.)?    

‐ Webinar support ‐ Online courses and digital classrooms ‐ Arkansas Distance Learning Development Program: http://ardl.k12.ar.us/Pages/Default.aspx   ‐ National Education Association Guide to Online High School Courses: http://www.nea.org/home/30103.htm

Instructional delivery  Considerations   Resource 

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options Opportunities 2

Other student supports Have teachers or guidance counselors developed plans to ensure that time sensitive supports for students are available (e.g., FAFSA preparation, ACT/SAT preparation)?  ‐ How will lessons and materials be accessible to all students, including students with limited English proficiency or students with disabilities?  ‐ Have district or school officials contacted local business leaders about adjusting work schedules so that caretakers are able to be at home in the event of prolonged school dismissals? 

‐ New York City Learn at Home Instructional Activity Guide: http://schools.nyc.gov/Academics/learnathome/default.htm   ‐ Guidance on accessible materials: http://nimas.cast.org/  

1.  Some considerations, such as an inventory of tools to support distance learning apply to multiple instructional delivery options.  

2.  While these resources are relevant to the Department’s mission, they are available from a variety of sources and their presence here does not constitute an endorsement by the Department. 

 Districts and schools should also consider inter‐school and inter‐district partnerships by compiling and sharing best practices, available resources, and commonly agreed‐upon online resources across jurisdictions.

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AGENCY CONTACT INFORMATION

Marion School District Two…………………………………………………………………………...

843-464-3700

Department of Health and Environmental Control…………………………………………………..Marion County Board of Education……………………………………………………………………State Department of Education………………………………………………………………………...

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South Carolina Code of Laws(Unannotated)

Current through the end of the 2008 Session

Title 44 - Health

CHAPTER 29.

CONTAGIOUS AND INFECTIOUS DISEASES

SECTION 44-29-200. Attendance of teachers or pupils with contagious or infectious diseases may be prohibited.

Any board of education, school trustees, or other body having control of a school, on account of the prevalence of any contagious or infectious diseases or to prevent the spread of disease, may prohibit or limit the attendance of any employee or student at any school or school-related activities under its control. The decision to prohibit or limit attendance must be based on sound medical evidence and must comply with the official procedures adopted by the board for this purpose. Before lifting a prohibition or restriction on attendance, the board may require a satisfactory certificate from one or more licensed physicians that attendance is no longer a risk to others attending school.

Any board acting in good faith and in compliance with the provisions of this section is not liable for damages which may result from its decision. Nothing in this section relieves a board from its responsibilities to provide a student with educational programs and services appropriate to his needs as required by Section 59-20-30.

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South Carolina Code of Regulations(Unannotated)

Current through State Register Volume 32, Issue 9, effective September 26, 2008.CHAPTER 61. - CONTINUED

DEPARTMENT OF HEALTH AND ENVIRONMENTAL CONTROL

Section 9. Quarantine; Restrictions on travel and public assembly

A. Upon declaration of a Public Health Emergency in which there is a substantial likelihood of person-to-person transmission of disease or spread of contamination, DHEC may recommend to law enforcement authorities orders placing restrictions on public gatherings. Such recommendations shall be reasonably tailored to address the risk and may include limits on the number or age of individuals, restrictions on location, or restrictions on non-essential gatherings.

B. Upon declaration of a Public Health Emergency, DHEC may order closure of primary or secondary schools.

C. Quarantine and isolation

i. DHEC will provide notice to individuals in quarantine or isolation sufficient to inform them of (1) the basis for the order of quarantine or isolation; (2) the restrictions imposed by the order; (3) procedures for obtaining judicial review of the order; (3) notice of any hearings, appointment of counsel, or other court proceedings; (4) the findings of the court after any review of the order; (5) any testing, treatment or vaccination which is planned or available; (6) the location and hours of operation of facilities for the delivery of mail, food, fuel, medical treatment or supplies, and other necessaries.

ii. (1) DHEC will by order establish criteria for allowing entry into and departure from quarantine or isolation facilities, which may include prohibitions against departure. The Commissioner may designate medical professionals to assist law enforcement personnel assigned to

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implement the quarantine order. (2) If quarantine has been established by geographical area, criteria for departure may include procedures for documenting that travelers have permission to enter the intended destination.

iii. DHEC will offer the reviewing court information, including best professional judgment, concerning risk of disease transmission and possible prophylactic measures for the court's consideration in establishing procedures for allowing quarantined or isolated individuals access to counsel and access to court proceedings consistent with public health and due process.

Code of Laws

CHAPTER 1.

MILITARY CODE

ARTICLE 1.

GENERAL PROVISIONS

SECTION 25-1-440. Additional powers and duties of Governor during declared emergency.

(a) The Governor, when an emergency has been declared, as the elected Chief Executive of the State, is responsible for the safety, security, and welfare of the State and is empowered with the following additional authority to adequately discharge this responsibility:

(7) direct and compel evacuation of all or part of the populace from any stricken or threatened area if this action is considered necessary for the preservation of life or other emergency mitigation, response, or recovery; to prescribe routes, modes of transportation, and destination in connection with evacuation; and to control ingress and egress at an emergency area, the movement of persons within the area, and the occupancy of premises therein.

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Novel Influenza A (H1N1)-Related School Dismissal Reporting Form

http://www.cdc.gov/h1n1flu/schools/dismissal_form/dismissal_form.htm

The Centers for Disease Control and Prevention and the U. S. Department of Education have established a School Dismissal Monitoring System to report on novel influenza A (H1N1)-related school or school district dismissals in the United States. Your assistance in reporting known school dismissals is very important.

Note:

For district-wide dismissals, only provide the name of the school district. It is not necessary to list all the individual schools in the school district.

For single school dismissals, provide the name of only the individual school. For multiple school dismissals (but not district-wide), complete a separate form for each school.

OMB Control No. 0920-0008Exp. Date 03/31/2010

Required *

Name of schoolor school district:*

FluSchoolDismiss /h1n1flu/schools/ Novel Influenza A

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Zip code of schoolor school district:*

(5 Digit Format)

Date school or schooldistrict dismissed:*

(yyyy-mm-dd)

Date school or school

district is projectedto re-open: (if known)

(yyyy-mm-dd)

 

Optional

Name of person submitting this form:

Organization/Agency:

Phone:

Email:

Public reporting burden of this collection of information is estimated to average 2 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to a collection of information unless it displays a currently valid OMB Control Number. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to CDC/ATSDR Reports Clearance Officer, 1600 Clifton Road NE, MS D-74, Atlanta, Georgia 30333; ATTN: PRA 0920-0008.

Submit

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August 17, 2009

Dear Parents/Guardians: The novel H1N1 flu (swine flu) has continued to affect our state during the summer break and has been declared a worldwide pandemic. We believe that this flu virus might spread more now that schools are back in session. We need your help to prevent the spread of flu among our children. The novel H1N1 flu (swine flu) spreads the same way that regular seasonal flu viruses spread, mainly through the coughs and sneezes of people who are sick with the flu. It can also spread when a person touches an object or surface that harbors flu germs, then touches their eyes, nose or mouth. The best way to prevent the flu is by getting your flu shot each year. We expect that a vaccine to fight the novel H1N1 flu (swine flu) will be available later this year. Please watch for its availability and discuss vaccination with your school nurse or other health care provider. You can also help slow the spread of flu by doing the following:

% • Talk with your child about hand washing. Frequent hand washing with soap and warm water helps remove germs and viruses. Children should wash their hands for about 20 seconds or as long as it takes to sing the “Happy Birthday” song twice. % • Teach your child to cover his or her mouth and nose with a tissue when coughing or sneezing and then to throw the tissue away. Your child can cough or sneeze into his or her upper sleeve if no tissue is handy. Wash hands afterward. % • Encourage your child to eat healthy foods, exercise, and get plenty of rest.

% • Keep your child home if he or she has a fever of 100oF or higher and a cough or sore throat for which there is no known cause. Call your child’s school and tell them your child’s symptoms. In most cases, your child can return to school after he or she has been fever free for at least 24 hours without taking fever-reducing medications. % • Make sure the school has a way to reach you during the school day. Students who become ill at school with flu-like symptoms must be sent home.

We greatly appreciate your help and understanding. Families should have plans for child care in the event that schools and day care centers must be closed. Information on the novel H1N1 flu (swine flu) continues to change quickly. We will do our best to keep you informed. Together we can

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keep our children and schools healthy.