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This Statistical Compendium to the report "The State of the World's Children 2024: The Future of Childhood in a Changing World," offers vital statistics on child survival, development, and protection worldwide, supporting UNICEF's commitment to tracking progress toward global goals for children's and women's rights. It includes the following statistical tables: (1) demographics; (2) child mortality; (3) maternal and newborn health; (4) child health; (5) adolescent health; (6-7) HIV/AIDS; (8-9) nutrition; (10) early childhood development; (11) education; (12) child protection; (13) social protection and equity; (14) access to basic water, sanitation and hygiene (WASH); (15) adolescents; (16) children with disabilities; (17) women's economic empowerment; (18) migration; and (19) economic indicators.

Throughout the school year, recommendations were revised several times to reflect what was currently known about the SARS-CoV-2 virus and best public health practices as recommended by the Centers for Disease Control and Prevention (CDC) and the Wisconsin Department of Health Services (DHS). The situation surrounding the COVID-19 pandemic continues to evolve. Wisconsin schools responded to new variants (Delta and Omicron). This guidance is reflective of DPI's commitment and focus on equity, both educational and health equity. Wisconsin Department of Public Instruction (DPI) understands that keeping students healthy is how they keep their educators healthy, their families healthy, their communities healthy, and their health care system able to care in times of need. Students need to be healthy and safe in order to learn. DPI calls on districts and schools to use evidence-based practices in conjunction with scientific and public health principles to keep all students and staff safe and schools open to in-person instruction. The DPI calls on districts to ensure that those that remain vulnerable to COVID-19 receive the accommodations necessary to mitigate their risk. The DPI continues to work in consultation with the DHS while following the recommendations of the CDC to develop guidance for school district boards of education, school administrators, and school healthcare professionals.

This poll was conducted between March 16-March 22, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) In March, teachers in district schools were much more pessimistic about the profession compared to private school teachers; (2) About one out of four teachers reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; and (3) The proportion of teachers who believe the amount of time spent on standardized testing is 'too high' increased by 12 points in March. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) teaching profession and unions; (4) views on K-12 education; and (5) the survey profile and demographics.

This poll was conducted between March 15-March 19, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Roughly one of six Americans reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; (2) Despite a decrease in March, education issues still rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (3) Four out of five school parents believed that schools should provide multiple learning options for students this school year - reflecting a 10-point increase since the previous month; and (4) All school choice policies continue to see a lift in support when people are given a description. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This poll was conducted between February 12-February 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Education issues rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (2) Nearly three out of four parents are comfortable with their child attending school right now -- an increase of six points since January; (3) The gap between Americans' views towards mandatory masking and vaccinations has tightened. Many view masking as less of a priority compared to previous months; and (4) Parent interest in either participating in or looking to form/join a learning 'pod' decreased by eight points in February. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

Countries in East Asia and the Pacific were among the first globally to be affected by the COVID-19 pandemic. Through the first wave, however, the pandemic was kept mostly under control. During subsequent waves in 2021, virus variants, including the highly contagious Delta variant, elevated several countries in the region to hotspots for COVID-19, spurred by initial low vaccination rates. This document is intended for UNICEF country offices to support their role in providing technical assistance to government partners and civil society organizations, including childcare and early childhood service providers and administrators. This document provides guidelines for reopening of services for young children aged 2 years up until the official primary school entry, either 5 or 6 years, and their families. It includes a checklist to conduct rapid analysis of the service's conditions and designing plans for a safe reopening. It covers holistic nurturing care services that last for more than one hour a day, including childcares, nurseries, preschools, kindergartens, community-based modalities, flexible and/or alternative programs, and other ECD centres.

This poll was conducted between December 16-December 24, 2021 among a sample of 1000 All Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.24 percentage points. Among the key findings are: (1) In the last month, one out of five teachers have reported having to quarantine because of COVID-19; (2) Teachers have softened their views on masking being mandatory for various groups while showing slight increases when thinking about vaccines, especially among students 12 and older; and (3) Teachers in charter schools and private schools were much more likely to recommend the teaching profession compared to district teachers. This report highlights: (1) COVID-19 and Schooling; (2) School Choice Policies; (3) Teaching Profession and Unions; (4) Views On K-12 Education; and (5) Survey Profile and Demographics.

Local Education Agencies (LEA) must plan to provide full-day, full-time, in-person instruction and operations for the 2021-2022 school year. The New Jersey Department of Education (NJDOE) and New Jersey Department of Health (NJDOH) worked collaboratively to develop the following guidance to operationalize that goal. This guidance includes a range of strategies that LEAs should consider implementing to reduce risks to students and staff from COVID-19 while still allowing for fulltime in-person learning. The absence of one or more of the strategies outlined in this document does not preclude the reopening of a school facility for full-day in-person operation with all enrolled students and staff present. While the State is committed to a resumption of normalcy for next school year, we will continue to monitor the data and our decisions will be guided by science to ensure that we maintain safe and healthy school communities. This document also contains expectations for the fall learning environment. The document contains recommendations for public schools rather than mandatory standards, with the exception of the mandatory masking requirement for all individuals in public, private, and parochial preschool programs and elementary and secondary schools, including charter and renaissance schools, per Executive Order 251 and vaccination or testing requirements pursuant to Executive Order 253. Non-Public schools may also utilize this document as they plan for full school reopening in the fall. Schools should anticipate potential updates to this guidance prior to the start of the new school year, as additional federal recommendations from the Centers for Disease Control and Prevention (CDC) become available.

This is the first volume in the U.S. Department of Education (ED) COVID-19 Handbook, a series intended to support the education community as schools reopen. This series will provide tools to aid educators in implementing Centers for Disease Control and Prevention's (CDC's) Operational Strategy for K-12 Schools Through Phased Prevention (K-12 Operational Strategy) by addressing common challenges and providing practical examples. This volume provides applicable strategies to promote universal and correct use of masks in schools by utilizing signage and school announcements to remind students and staff how to use masks. This volume guides educators through working with students with disabilities who cannot wear a mask or safely wear a mask, consistent with CDC guidelines. It also details a variety of practical ways that educators and schools can practice physical distancing to mitigate the spread of COVID-19, including: (1) grouping students into a pod that stays together all day with their core teacher (and any aide or student teacher who is present), including for lunch and recess; (2) using cafeterias and auditoriums for classes; (3) staggering the use of communal spaces and reconfiguring bell schedules to minimize foot traffic; and (4) for transportation to school, seating one student per row and assigning each bus rider to a designated seat that is the same every day. A successful school reopening strategy requires engaging the entire school community to promote actions that will lead to a safe learning environment for all educators, staff, and students. This handbook lays out a roadmap for who should be at the table and suggests ways that school leaders and educators can conduct individual outreach activities and use surveys and virtual town halls to engage the community in an effort to reopen schools. [For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

The COVID-19 pandemic is a public health emergency that has spread across Kentucky affecting all age groups. Scientific knowledge about this novel virus continues to evolve. The following guidelines are based upon what is known about mitigating risks of transmission across the Commonwealth to protect all populations. Protecting students and staff at educational facilities is necessary to reduce the spread in this environment and limit the community spread of COVID-19. These safety expectations were written with input from the Education Continuation Task Force as well as the Governor's Office, Department for Public Health, Kentucky Department of Education, the Cabinet of Education and Workforce Development and the Cabinet for Health and Family Services. Practices listed in this document are divided into safety expectations that must be implemented by schools as determined by the Kentucky Department for Public Health and the U.S. Centers for Disease Control and Prevention (CDC). Best practices are additional strategies that schools may choose to follow in order to optimize the safety of students and staff. The following safety expectations are fully explained in this guide: (1) social distancing; (2) cloth face coverings, school health policies, and personal protective equipment; (3) screening and school exclusion; (4) sanitation and environmental factors; and (5) contact tracing. Each of these sections include a detailed list of safety expectations and best practices followed by an at-a-glance overview for younger users. [This report was co-produced by Kentucky Public Health and the Kentucky Education & Workforce Development Cabinet. For a companion report, see ED611964.]

As school buildings plan to fully reopen according to decisions made in collaboration with local public health departments, education agency leaders and safety planning partners are implementing protocols for preventing or mitigating infectious disease transmission. Federal agencies have created a variety of resources and tools to help organizations, including schools and school districts, understand the mitigation strategies they can consider implementing to protect students, staff, faculty, and visitors from the COVID-19 pandemic. This Fact Sheet discusses a variety of considerations for education agencies as they explore the use of masks and PPE in the school setting, including understanding recommended types of PPE based on membership and the role different people within the school community play (e.g., school nurses may require full body coverings, administrators may opt to integrate plastic barriers in main offices, food service personnel may be required to wear face masks and gloves); purchasing issues with access and availability; proper usage and disposal of masks and PPE; and ensuring that the needs of those with access and functional needs are met when developing proper use protocols and trainings.

CDPHE [Colorado Department of Public Health and Environment], CDE [Colorado Department of Education] and the Governor's Office worked together to develop this guidance for Local Public Health agencies (LPHAs) and districts as they develop school plans. The guidance has been drafted in light of evolving scientific knowledge about the spread of COVID-19 among children and in schools, as well as real-world disease control knowledge acquired through months of experience at the state and local level. Input has been solicited from both internal and external stakeholders, and their invaluable comments and suggestions have been instrumental in developing practical, broadly applicable guidance. The guidance is organized by the level of COVID-19 incidence in the community: Stay at Home (high level of COVID-19), Safer at Home (mid-level of COVID-19), and Protect Our Neighbors (lower level of COVID-19). [This guidance was co-produced by the Colorado Department of Public Health & Environment.]

In response to the COVID-19 pandemic, the majority of school districts in California will not have in-person teaching in fall 2020. Over the months ahead, parents, educators, and the public will have to navigate uncertainty in weighing the costs and benefits of opening schools versus supporting learning remotely. This brief offers the questions that parents, educators, and the public should ask about the education, health, safety, and social-emotional needs of children and adults when considering plans for reopening during the pandemic. The authors, education and health policy experts, summarize what is known in these areas and provide a set of questions intended to prompt a cooperative effort to encourage safe, effective, and equitable teaching and learning in every phase of pandemic schooling.

The Department of Education and Early Development (DEED), in partnership with the Department of Health and Social Services (DHSS), developed this guidance document to support planning and strategies for reopening schools. Alaska's 'Smart Start 2020' framework for K-12 schools provides a tiered approach based on COVID-19 pandemic risk levels per community. School districts and communities will work together to develop clear, actionable steps that are necessary for teaching and learning to continue throughout the 2020-2021 school year. These health parameters provide a basis for plans that are specific, actionable, and broad enough to be adaptable. Alaska's Smart Start 2020 is built upon the guidance and recommendations of health officials and collaborative conversations with education stakeholders; it is aligned to the reopening guidelines that have been provided by Alaska's state and federal leaders; and it is designed to help districts prioritize the health and safety of students and teachers as they deliver instruction for the 2020-2021 school year. Updated guidance in this revision includes: (1) Clarified how green, yellow, and red operational zones differ from DHSS long-term care facilities alert levels; (2) Added general principles box, guiding principles box, and specific definitions; (3) Added specific outbreak, isolation, and quarantine guidance; (4) Clarified how travel mandate applies to schools; (5) Added cohorting guidance; (6) Attached examples of forms and educational materials for students and parents; (7) Attached checklist for health and safety considerations for district plans; and (8) Added new CDC guidance and Council of State and Territorial Epidemiologists (CSTE) outbreak definitions.

Returning to school during a global pandemic brings a new level of anxiety for everyone involved. Even though most children are very resilient to COVID-19, many parents/guardians have valid concerns that the student could carry the virus home to vulnerable family members or others living in the home. The decision to return to school is dependent on the capability of the district to maintain a safe and healthy environment. The Kentucky Department of Education (KDE) has developed this guidance document as a companion piece to the Kentucky Department for Public Health's "Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12)." It is intended to be a guide for local school districts when developing and adapting their return-to-school plans. This is not a "one size fits all" guide and is based on best practice guidance and information from relevant state and federal agencies. This document includes considerations for workplace health and safety including: (1) health and safety team; (2) health resources and support; (3) mitigation strategies; (4) employee health and wellness; and (5) student health and wellness. [For "Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12). Interim Guidance," see ED611968.]

As districts in Kentucky look forward to the start of the 2020-2021 school year, food service staff need to begin planning for necessary adjustments to food service. Multiple scenarios are being considered for the upcoming school year. There have been many questions about how best to accomplish this amid the COVID-19 pandemic and the unknown circumstances that likely will exist in the fall. The guidance presented in this report will assist schools and districts in their planning for the delivery of food services during the 2020-2021 school year.

COVID-19 presents novel and unprecedented challenges to our society. The pandemic is placing our economic system, our system of government and every sector and area of human life under great stress, and forcing us to raise to the challenge in new ways. Education is no exception. Educating students, ensuring they make progress, and safeguarding their health, welfare and nutrition has been made vastly more difficult by the presence of the virus. In Vermont, COVID-19 forced the rapid dismissal of schools in March 2020, followed by a period of maintenance of learning, while the education system worked to stand up a Continuity of Learning structure. The education community has worked incredibly hard and risen to the challenge in truly inspiring ways. The lessons learned from these experiences indicate the need to resume in-person instruction of students as soon as safely possible, while continuing to strengthen the Continuity of Learning systems and the ability to be nimble and move quickly to respond to future outbreaks of the virus. The following guidance is drafted with this in mind. It is one of several sets of guidance that will released in the coming weeks, intended to help School Districts and Supervisory Unions (SU/SDs) and independent schools prepare to reopen school in the Fall of 2020. This document is focused on safeguarding student and staff health while operating in-person instruction. [This guide was produced with the Vermont Department of Health.]

Schools, working together with local health departments, have an important role in slowing the spread of diseases and protecting vulnerable students and staff, to help ensure students have safe and healthy learning environments. This guidance will help public and private child care programs, K-12 schools, and their partners understand how to help prevent the transmission of COVID-19 within child care and school communities and facilities. It also aims to help child care programs, schools, and partners react quickly should a case be identified. The guidance includes considerations to help administrators plan for the continuity of teaching and learning if there is community spread of COVID-19. It is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. Guidance is also provided for when a confirmed case has entered a school, regardless of the level of community transmission. All decisions about implementing school-based strategies (e.g., dismissals, event cancellations, other social distancing measures) should be made locally, in collaboration with local health officials who can help determine the level of transmission in the community. This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available.

This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available. This interim guidance is intended for administrators of public and private institutions of higher education (IHE). Institutions of higher education (IHE), working together with local health departments, have an important role in slowing the spread of diseases, and protecting vulnerable students, staff, and faculty to help ensure a safe and healthy learning environment. Guidance for IHE is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. IHE administrators are advised to consult with their local health department to determine what level of transmission is currently occurring in their community. Guidance is also provided for when a confirmed case has entered an IHE, regardless of community transmission. All decisions about implementing IHE-based strategies (e.g., class suspensions, event cancellations, other social distancing measures) should be made in collaboration with local health officials.

The World Health Organization (WHO) has made the assessment that COVID-19 (coronavirus) can be characterised as a pandemic and the virus has now spread to many countries and territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is transmitted through direct contact with respiratory droplets of an infected person (generated through coughing and sneezing) Individuals can also be infected from touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth). There is currently no evidence to support transmission of COVID-19 associated with food. The COVID-19 virus may survive on surfaces for several hours, but simple disinfectants can kill it. While COVID-19 continues to spread it is important that communities take action to prevent further transmission, reduce the impacts of the outbreak and support control measures. The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health. [This report was co-produced by the International Federation of Red Cross and Red Crescent Societies (IFRC).]

As school leaders faced school building closures and shifted to online and hybrid models of instruction, National School Boards Association (NSBA) issued its guide entitled, "Setting a New Course: A Legal Guide to Operating Schools in the Pandemic Era" (ED626073), to help schools navigate salient issues surrounding the pandemic. Nearly one year later, this appendix to the publication is intended to build on that guide by helping school leaders understand the latest federal guidance from the Centers for Disease Control and Prevention (CDC) and the U.S. Department of Education (ED).

This toolkit was developed to assist principals in structuring their thinking about the return to school, in whatever form it takes. It offers tools and tip sheets, the context for using them, and suggestions for actions principals might consider. The toolkit is organized around four sections: (1) Change (staying current in understanding changes from the outside (states, Federal Government, school boards, districts, community organizations, and for schools located in tribal communities, their tribes) and taking the changes into account when planning); (2) Communication (planning how to welcome back students, families, teachers, and staff, whether in person or by other means); (3) Collaboration (engaging teachers, staff, families, and students, vested stakeholders and community groups in preparation for the return to school); and (4) Care (addressing common fears and anxieties, addressing the needs of students experiencing chronic stress and trauma, preparing personnel to meet various student needs, and preparing social service agencies for work with school personnel, students, and families). [This toolkit is based on the toolkit developed for the Principal Leadership Academy (PLA) at the Bureau of Indian Education (BIE), supported by the Region 13 Comprehensive Center. It was prepared with the assistance of the Systemic Technical Assistance Team (STAT) project at the National Comprehensive Center. Cover title varies: "Returning to School Toolkit for Principals."]

Nothing in these past three months was in the training manual. Not in formal education, probably not in lived experience, and certainly not faced by the system as a whole. This document contains the initial fall reopening guidance by the Washington Office of Superintendent of Public Instruction (OSPI). This guidance is grounded first and foremost in the public health science and data provided by the state Department of Health (DOH). DOH is providing the regulatory framework when it comes to hygiene, physical distancing, and other public health considerations. OSPI is complementing the DOH guidelines with reopening guidance derived from the 120+ person Reopening Washington Schools Workgroup--the listening and learning we have engaged in with educators, education leaders, policymakers, parents, students, community-based organizations; the international and national research done by our partner Kinetic West; and the expertise of our staff in their respective fields. As such, the guidance both addresses public health science and data and provides consideration for how reopening schools can further the call to transform K-12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators.

AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an ongoing AASA task force.

This is the first in a planned series of United Nations Children's Fund (UNICEF) reports tracking progress on the child-related indicators in the Sustainable Development Goals (SDGs). The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind. [For the Executive Summary, see ED590001.]

This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no "one-size fits all" model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students.

Over the course of the past decade, the state of Louisiana has developed several documents to articulate expectations for children's learning and development and provide guidance for early childhood educators. The experiences and skills that children develop during the early years are critically important to their success later in school. What children learn during the first few years of life helps to lay the foundation for their future growth and development. In order for children to reach their full potential during those early years, it is important that the adults around them provide an environment and experiences that promote growth and learning. This document is designed to help early childhood educators do just that by describing the particular skills and abilities that children need to develop to be successful, and by providing ideas for fostering their development.

The purpose of "Preparing for the Flu: A Communication Toolkit for Schools" is to provide basic information and communication resources to help school administrators implement recommendations from CDC's (Centers for Disease Control and Prevention) Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year. This toolkit includes: (1) Questions and Answers about CDC's "Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year"; (2) 2 Fact Sheets to Inform Schools and Teachers, including: (a) "Action Steps for Schools to Prevent the Spread of Flu"; and (b) "Action Steps for Teachers to Prevent the Spread of Flu"; (3) 3 Fact Sheets to Inform Parents, including: (a) "Action Steps for Parents if School is Dismissed or Children are Sick and Must Stay Home"; (b) "Action Steps for Parents to Protect Your Child and Family from the Flu this School Year"; and (c) "Action Steps for Parents of Children at High Risk for Flu Complications"; (4) Information on Where to Find Posters for Schools about Flu Prevention; and (5) 2 Template Letters (or E-mails) for Schools to Send to Parents, including: (a) "Steps the School is Taking During Current Flu Conditions"; and (b) "Steps the School is Taking During More Severe Flu Conditions."

This Technical Report includes detailed information on the reasons for the strategies presented in the Centers for Disease Control (CDC) "Guidance for School (K-12) Responses to Influenza During the 2009-2010 School Year" and suggestions on how to use them. The guidance is designed to decrease exposure to regular seasonal flu and 2009 H1N1 flu while limiting the disruption of day-to-day activities and the vital learning that goes on in schools. CDC will continue to monitor the situation and update the current guidance as more information is obtained on 2009 H1N1. To decrease exposure of students and school staff to the influenza virus, CDC recommends a combination of targeted, layered strategies applied early and simultaneously based on trends in the severity of the disease, characteristics of the virus, expected impact, feasibility, and acceptability. These issues should be determined through collaborative decision-making involving education and public health agencies, parents, and the community. Every state and community has to balance a variety of objectives to determine their best course of action to help decrease the spread of influenza. Decision-makers should explicitly identify and communicate their objectives which might be one or more of the following: (1) protecting overall public health by reducing community transmission; (2) reducing transmission in students and school staff; and (3) protecting people with high-risk conditions. Some strategies can have negative consequences in addition to their potential benefits. In the particular case of school dismissals, decision-makers also must consider and balance additional factors: (1) how to ensure students continue to learn; (2) how to provide an emotionally and physically safe place for students; and (3) how to reduce demands on local health care services. Questions are presented to help begin discussions and lead to decisions at the state and local levels. [For "CDC Guidance for State and Local Public Health Officials and School Administrators for School (K-12) Responses to Influenza during the 2009-2010 School Year", see ED506279.]

This document provides guidance to help decrease the spread of flu among students and school staff during the 2009-2010 school year. This document expands upon earlier school guidance documents by providing a menu of tools that school and health officials can choose from based on conditions in their area. It recommends actions to take this school year and suggests strategies to use if the Centers for Disease Control (CDC) finds that the flu starts causing more severe disease. The guidance also provides a checklist for making decisions at the local level. Detailed information on the reasons for these strategies and suggestions on how to use them is included in the "Technical Report." Based on the severity of 2009 H1N1 flu-related illness thus far, this guidance also recommends that students and staff with influenza-like illness remain home until 24 hours after resolution of fever without the use of fever-reducing medications. For the purpose of this guidance, "schools" will refer to both public and private institutions providing grades K-12 education to children and adolescents in group settings. The guidance applies to such schools in their entirety, even if they provide services for younger or older students. Guidance for child care settings and institutions of higher education will be addressed in separate documents. [For "Technical Report for State and Local Public Health Officials and School Administrators on CDC Guidance for School (K-12) Responses to Influenza during the 2009-2010 School Year", see ED506278.]

Group family day care providers need to create high-quality programs where children have opportunities to grow, learn and thrive. Part of providing high-quality child care includes complying with the group family day care regulations from the New York State Office of Children and Family Services (OCFS). This Handbook will help day care providers: (1) Understand how the regulations promote the health, safety and development of children in their care; (2) Use the regulations as the foundation of their programs; and (3) Gain resources that they can use to support the children and families with whom they work. This Handbook is designed to be used along with the New York State OCFS group family day care regulations and is based on the regulations published in 2006. Includes an appendix on health, hygiene, and helpful resources. [This report was produced by SUNY Training Strategies Group under a contractual agreement with the New York State Office of Children and Family Services.]

Family day care providers are responsible for creating a high-quality program where children have opportunities to grow, learn and thrive. Part of providing high-quality child care includes complying with the family day care regulations from the New York State Office of Children and Family Services (OCFS). This Handbook will help day care providers: (1) understand how the regulations promote the health, safety and development of children in their care; (2) use the regulations as the foundation of their programs; and (3) gain resources that they can use to support the children and families with whom they work. This Handbook is designed to be used along with the New York State OCFS family day care regulations. Includes an appendix on health and hygiene. [This Handbook was produced by the New York State Office of Children and Family Services.]

When students pack up for college, they take along the basics-- TV, laptop, MP3 player, and cell phone. Many students will arrive at school with a microwave oven, tabletop grill, mini fridge, and toaster oven in tow. Most students, however, don't know there are food safety considerations when cooking with these appliances. The USDA Meat and Poultry Hotline receives many calls from parents or students with questions about the handling and storage of food for college kids. This bulletin answers many questions about how to safely cook and prepare foods while away at school. USDA's Meat and Poultry Hotline, advises all consumers to keep these four basic tips in mind when cooking and preparing foods: (1) Wash hands and surfaces often; (2) Separate raw meat, poultry and egg products from cooked foods to avoid cross-contamination; (3) Raw meat, poultry and egg products need to be cooked thoroughly. Use a food thermometer to ensure foods have reached a high enough temperature to kill any harmful bacteria that might be present; and (4) Refrigerate promptly. It also lists the 24 hour phone numbers, and web sites for the USDA Meat & Poultry Hotline.

The Child Care Bureau is reissuing the minimum standards as a "Health and Safety Guide" for Child Care and Development Fund (CCDF) Tribal Lead Agencies in conjunction with the 2005 Tribal Cluster Trainings, "Supporting the Physical, Social, and Emotional Wellness of Our Tribal Children." These voluntary guidelines represent the baseline from which all programs should operate to ensure that children are cared for in healthy and safe environments and that their basic needs are being met. Many Tribes may currently be exceeding the standards set forth in this document; others may want to use these standards as the starting point for developing their own tribal child care standards. These guidelines express minimum standards for health and safety in child care and are not intended to supersede any existing federal, state, tribal, or local laws or regulations. Tribal CCDF programs are responsible for knowing the laws and regulations that govern them and the child care programs that they fund through CCDF and for incorporating these laws and regulations into their tribal child care policies, procedures, and standards, as appropriate. Guidelines for policies/practices/caregiver training discuss: (1) Staffing Ratios and Group Sizes; (2) Caregiver Qualifications; (3) Caregiver Training; and (4) Program Policies. Building and Premises guidelines include standards for: (1) Safe Environment; (2) Nurturing and Enriching Environment; and (3) Transportation. The final section, Infection Control, discusses: (1) Immunization; (2) Sanitation; (3) Handwashing; (4) Food Safety; (5) Care of Ill Children; and (6) Caregiver Health. Appended is: (1) Standard Precautions. A Resource list is provided. [Guide developed by the Tribal Child Care Technical Assistance Center for the U.S. Department of Health & Human Services, Administration for Children and Families, Child Care Bureau.]

These two manuals provide instructors and participants with a curriculum to train paraeducators to provide supportive services to students with severe disabilities in inclusive classroom settings. The course requires approximately 12 hours of instruction and 10 hours of practicum and can be offered in a variety of formats (intensively or over a number of weeks) and does not require outside trainers. The instructor's manual contains introductory material, suggestions for using the manual, and four units of instruction. Each unit contains an instructor's overview (with a brief description, unit objectives, and lists of resources and materials), an agenda, a lesson plan, a review quiz and key, and overhead masters. For each unit, the participant's manual provides a participant's overview, required readings (full text), activity sheets, the review quiz, a cooperating teacher practicum summary, and a unit evaluation form. The curriculum's four units address the following topics: (1) principles and assumptions; (2) augmentative and alternative communication; (3) health and safety; and (4) personal care. Attachments include a list of practicum requirements and sample forms, including a participant registration form, a list of practicum requirements, a cooperating teacher responsibility form, instructor evaluation forms, and a certificate of completion. (Individual sections contain references.) (DB)

This document presents a case study of silicosis in sandblasters that has been adapted for instructional use in U.S. high schools. The primary objective of the case study is to teach students about epidemiology by studying an occupational hazard, disease associated with the hazard, and methods for preventing the disease. The introduction offers background information on the Occupational Safety and Health Act of 1970, discuses the incidence and effects of silicosis in U.S. workers, and lists the five behavioral objectives addressed in the case study. Presented next is a glossary of 35 terms related to epidemiology and silicosis. The next three sections consist of 10 questions and answers on the following topics: how epidemiologists traced the cause of a outbreak of silicosis in Texas; silica's properties and possible dangers; the types, symptoms, and effects of silicosis; the number of workers exposed to dust containing crystalline silica; the fields of occupational health that protect workers from occupational hazards; engineering controls, work practices, and protective devices used to protect workers from silica; other steps to detect and control silicosis in the workplace; steps workers can take to reduce exposure to silica and prevent silicosis; and additional sources of information about preventing silicosis. Ten suggested readings and five resource organizations are listed. (MN)

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, assumptions underlying the standards, and performance skill levels. Presented next are skill standards for 63 tasks typically performed in the following areas of beef production: accident and emergency procedures; feeding and watering; sanitation; calving; neonatal and young stock care; restraint and behavior; other health/production procedures; cattle identification, parasite/pest control; moving and breeding cattle; and record keeping. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements; and (3) assessment criteria. Appended are the following: a diagram of the site for administering injections to cattle; a beef production glossary; a glossary of education-related terms; lists of Illinois Occupational Skill Standards and Credentialing Council, Agricultural and Natural Resources Subcouncil, and Beef Production Cluster Development Committee members; and a list of necessary workplace skills. (MN)

Intended for Spanish-speaking farmworkers with children, this publication in comic book format tells these parents how they can protect their children from pesticide risks. On returning home from work, one farmworker couple does not hug their young children. When their behavior is questioned by neighbors, the mother explains that the fields were recently sprayed with pesticides, which remain in the field; they could be carrying poisonous residues on their hands and clothing; and so they will not touch or hug their children until they have washed and changed clothing. She also explains that children have a greater risk of bad effects from pesticides, because of their smaller body size, and describes several ways that farmworkers' children might be exposed to pesticides. Potential short-term and long-term effects of pesticide exposure for children and adults are noted, and seven ways of protecting the family are discussed: not touching, hugging, or picking up children until after washing and changing clothes; leaving shoes outside or cleaning them before entering the house; bathing after work or, at least, washing hands, arms, and face; getting children and adults in the habit of washing their hands frequently; washing fruits and vegetables before eating; separating and washing work clothes separately; and covering toys that are outside when pesticides are sprayed, and washing them afterward. (SV)

In order to prevent the occurrence and spread of disease in California child care programs, this set of laminated procedure pages, in English and Spanish versions, details infant and child care procedures for safe diapering. The document delineates important rules about diapering, gives directions for making a disinfecting solution, and provides rules for cleaning and disinfecting, gloving, and hand washing. The pages also list ways to prevent communicable diseases in child care settings, describe the problem of head lice and how to deal with it, and list signs of child health to observe in a daily morning health check. (KB)

Noting that primary prevention of contagious diseases includes teaching young children and their caregivers about personal hygiene behavior, this paper presents a lesson for teaching handwashing to young children in preschool and early elementary grades using a variety of fun and low-cost techniques. The learning objectives for the lesson are that students will: identify the five most important times to wash their hands, demonstrate proper handwashing technique, and practice washing their hands correctly at appropriate times during the school day. Materials for the lesson are presented. Methods for the lesson include singing songs, playing games, completing activity sheets, and using guided practice. Assessment criteria are also described. (KB)

This guide provides information for 4-H Club members who have decided on a club goat project. Topics include general information in the following areas: show rules; facilities and equipment (barns/sheds, fences, feeders, water containers, and equipment); selection (structural correctness, muscle, volume and capacity, style and balance, and growth potential); nutrition (water, protein, carbohydrates and fats, minerals, and vitamins); health (enterotoxemia, internal parasites, urinary calculi, coccidiosis, soremouth, ringworm, pinkeye, illegal drugs, hoof trimming, and dehorning or tipping); management and feeding; and fitting (washing and shearing). (YLB)

This document provides information on the most commonly asked science safety questions by science teachers primarily at the secondary school level. Topics include the legal responsibilities of a science teacher, a general safety checklist, proper labeling and storing of chemicals, purchasing of new chemicals and disposing of old chemicals, a chemical hygiene checklist, general guidelines in case of student accidents, precautions for animal or plant use in the laboratory, a list of protective equipment for teacher and student use in the laboratory, general information on federal safety mandates, and a checklist describing the physical layout of a science lab. (Contains 22 print material, 1 software, and 21 internet references.) (YDS)

The goal of the Chemical Hygiene Plan (CHP), created by North Seattle Community College, is to provide an environment that protects and promotes health and safety and complies with health and safety laws. The CHP focuses especially on the laboratory workplace (biology and chemistry), as many hazardous materials can be found there. Employee protection measures must be taken, and a Chemical Hygiene Officer must provide training to laboratory workers in order to meet requirements of the Laboratory Safety Standard. Details of the Laboratory Safety Standard are listed. Responsibilities of personnel (such as Chemical Hygiene Administrator and Laboratory Employee) are discussed, along with general rules of laboratory operation (i.e., material handling, waste management, glassware, and inspections). Exposure control measures (i.e., laboratory design and employee exposure protection), employee information and training (training records and emergency procedures), exposure monitoring and medical attention (physician's reports and medical exams), and standard operating procedures (i.e., hazardous materials and distillation) are all described in detail. (CJW)

This report, the fourth in the National Center for Early Development and Learning's (NCEDL) "Spotlights" series, is based on excerpts from a paper presented during a "Research into Practice in Infant/Toddler Care" synthesis conference in fall 1997. The report addresses controlling diarrhea in out-of-home child care. The report notes that the rate of diarrheal disease in children cared for out of the home is two to three times that in children cared for at home, and that one study puts the mean cost per episode of diarrhea at $289, while another finds an average cost of $172 per child-year. The report offers several suggestions for controlling and preventing diarrheal disease in child care environments, such as: (1) food preparation areas should be completely separate from diapering and toilet areas; (2) use of potty chairs should be discouraged; and (3) surfaces should be designed and built for ease of cleaning. The report offers administrative measures for controlling diarrhea, such as excluding children with diarrhea from the center, and concludes with a note about the recent approval by the FDA of "Rotashield," a tetravalent, live oral rotavirus vaccine for preventing diarrhea due to rotavirus. (EV)

This health curriculum, developed by an elementary school faculty, provides three sets of lesson plans. Lesson plans include lessons taught by the school nurse, resource teachers, and classroom teachers. The topics considered in the lessons taught by the school nurse include hygiene, germs and diseases, safety, nutrition, and drugs. Topics explored in the resource teacher lesson plans include teeth, bones, sound, individual differences, the digestive system, and the circulatory system. Resource teacher lessons also provide interdisciplinary links with physical education and music. The lessons taught by the classroom teacher are separated by grade level. Prekindergarten focuses on the five senses, kindergarten learns about nutrition, first grade focuses on safety, second grade reviews playground safety and dental care, and third grade examines fire safety. Details for staging a health fair and for implementing a health tip of the week strategy are also provided. (DDR)

Adventure travel to Latin America requires careful planning, implementation, and followup to ensure safe, healthy experiences. This paper provides an overview of basic principles of prevention, assessment, and treatment of medical problems common to adventure travel in tropical areas. A brief introduction defines the vegetation and climatic challenges. A pretrip planning section discusses: (1) understanding the risks (disease, injury, limited medical care in developing countries); (2) medical research and resources on health care in tropical countries; (3) immunizations; (4) trip insurance; (5) trip logistical considerations; and (6) medical kits. A discussion of endemic tropical diseases and their treatments covers cholera, dengue fever, giardiasis, hepatitis A, hepatitis B, HIV, influenza, malaria, meningitis, rabies, tapeworms, travelers' diarrhea, typhoid fever, and yellow fever. A section on principles of safe foreign travel discusses food; water; insects; environmental emergencies (such as shellfish reactions, altitude sickness, diving injuries, dehydration); hygiene; posttrip followup; and the importance of skilled and experienced leadership. Appendixes include travel medicine terminology, an endemic diseases chart, water disinfection procedures, medical kit supplies, general principles of safe foreign travel, and sources on wilderness and travel medicine. (Contains 22 general references and other specific categorical references.) (SAS)

The language manual for Kyrgyz was designed for the specific language instruction needs of Peace Corps personnel in Kyrgyzstan. It begins with a brief introduction to the Kyrgyz language, stressing the points at which the Kyrgyz system differs from English, and outlining the Kyrgyz sound system. It then presents 15 topical lessons, each containing sample dialogues from everyday life, relevant vocabulary, phonetic drills, exercises for practicing common phrases, expressions, and structures, grammar rules, exercises for practicing dialogues, self-directed exercises in everyday conversation and grammar, dialogues based on the grammatical structures and new vocabulary and leading to mastery of the particular vocabulary and structures in natural conversation, and a reference grammar. Lesson topics include: greetings; family; food; housing; transportation; buying items at the kiosk, buying items in the bazaar; grocery shopping; department store shopping; post office; personal appearance; health; weather; daily routine; and the work environment. (MSE)

This handbook gives Arkansas child care providers current information on child and caregiver health, child illness, and development. The 16 chapters are: (1) "Child Growth and Development," on typical development from birth through 6 years; (2) "Children's Health Histories, Physical Exams and Immunizations," including immunization requirements and regulations for reporting communicable diseases; (3) "Nutrition," focusing on balanced diets; (4) "WIC (Women, Infants, and Children)," describing this nutrition program; (5) "Dental Health," with a focus on preventive dental care for young children; (6) "Preparing, Handling and Storing Food," including guidelines for purchasing food; (7) "Preventing Injuries," dealing with both indoor and outdoor areas; (8) "Preventing Illness," on procedures to prevent the spread of illness, guidelines for excluding children from child care, and typical infant illness; (9) "Preventing Communicable Diseases," describing for each communicable disease its symptoms, incubation and communicable periods, treatment, and prevention; (10) "Quick Guide to Communicable Diseases Chart," outlining for 21 diseases their incubation and communicable periods, symptoms, minimum isolation periods, and control measures; (11) "Regulations Relating to Spread of Disease," describing Arkansas' day care regulations; (12) "Reporting Communicable Diseases," outlining reportable diseases; (13) "HIV/AIDS Infection Control," providing a sample AIDS policy; (14) "First Aid in Emergencies," detailing first aid procedures; (15) "Child Maltreatment," presenting Arkansas' laws and reporting statute, and information on various types of maltreatment; and (16) "Protecting Health of Child Care Providers," including precautions for pregnant providers and preventing injury and illness. (KB)

Because children under age 5 are susceptible to food-borne illnesses and children in diapers present special sanitation and health problems, food safety and sanitation are emerging as important issues for child care providers. This booklet is designed to give providers and parents a quick and easy reference for food safety and sanitation. The first part of the booklet provides an overview of sanitation, covering handwashing, disinfecting, and safe diapering. The second part presents food safety basics for babies, covering safe handling of bottles, breast milk, and baby food. The third part of the booklet presents food safety basics for children in the areas of safe food handling, cooking, cleaning, cooling and refrigeration, storing leftovers, and safely handling leftovers. This section also includes food safety for field trips. A handwashing poster and refrigerator storage chart are included. The booklet concludes with a list of local and federal resources and related organizations. (HTH)

This manual targets new and second-year Peace Corps volunteers, presenting health lessons and activities for primary school students in Thailand. Each section of the manual outlines basic technical information about the topic, contains several detailed lesson plans, and lists quick activities that can be carried out at schools. Songs and recipes relevant to each section are also included. The nine sections focus on dental health; hygiene; nutrition; general health/colds and fevers; first aid; self-empowerment; drugs, alcohol, smoking, and fitness; the environment; and AIDS/reproductive health. All of the lesson plans and activities emphasize active learning for students and encourage students to make healthy decisions and to be responsible for the health of their communities. Each lesson is described by content area and type of activity (e.g., demonstration, game, or activity) and there is also information on target group, recommended group size, and approximate time for the lesson. At the end, there is a technical vocabulary for the lesson in English and Thai so the lesson can be taught in either language. A resource list describes some of the best health resources available at the Peace Corps. (SM)