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THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA
CONTINGENCY MANAGEMENT PLANNING GUIDE FOR
INFLUENZA (FLU) PANDEMIC
Health Education Services
ACKNOWLEDGEMENTS
The Pandemics Planning Committee would like to acknowledge the following for their
contributions to The Broward County School Board
Health Education Services Department.
Collaborators
Broward County Health Department
Broward Regional Health Planning Council
Committees
Advance Pandemic Planning Committee Members
Editor
Marcia Bynoe, ARNP-BC, MSN, FNP, SNP,
Director
Health Education Services Department
Leah Kelly, Executive Director
Student Support Services
BROWARD COUNTY PUBLIC SCHOOLS
Prepared By:
H E S
Health Education Services
May 2009
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Table of Contents
Acknowledgements………………………………………………………………………… 2
Table of Contents…………………………………………………………………………...3-4
Executive Summary………………………………………………………………………... 5
I. Introduction…………………………………………………………………………... 6
II. Context……………………………………………………………………………….. 6
2.1 Pandemic Influenza……………………………………………………….... 6
2.1.1Definition……………………………………………………………....6
2.1.2 Pandemic Characteristics and Impact……………………………….6
2.1.3 Seasonal influenza vs. Pandemic influenza………………………....7
2.2 Why focus on preparing Schools and Facilities?........................................... 8
2.3 How is the School Board of Broward County (SBBC) planning for an
Influenza Pandemic?.......................................................................................8
2.4 Incident Command System (ICS)…………………………………………...8
2.5 Pandemic Emergency Management Organizational Chart………………… 9
2.6 Concept of Operations: Preparedness and Response……………… ……....9
2.6.1 Planning and Coordination……………………………………….....9
2.6.2 Overall Influenza Pandemic Management Strategy and Associated Actions
by Level Checklist – Appendix 2…………………………................9
2.6.3 SBBC Levels of Response – Figure 1……………………………......10
2.6.4 SBBC Levels of Pandemic Planning Management Strategy
At-a-Glance Figure 2………………………………………………..11
• Level One - Plan for it (Mitigation and Prevention)……………………….. 12
• Level Two - Take Advanced Precautions (Preparedness)…………………..12
• Level Three - Keep Alert (Initiate Surveillance &
Heightened Awareness)…………………………………………………......12
• Level Four - Prepare for possible school(s) closure………………………...12
• Level Five - Full Activation of the Response Plan……………………….... 13
• Level Six - Recovery (Reopen schools and resume operations)……………13
III. Essential Operations………………………………………………………………......13
3.1 Communication with Students Parents and Staff…………………………...13
3.2 Continuing educational opportunities for students………………………….13
3.3 Mobilization / Transportation of students and staff…………………………13
3.4 Workforce reduction, staff absenteeism, work at home, sick leave...............14
IV. Infection Control Precautions…………………………………………………………15
4.1 How can we protect staff, students, and visitors from getting sick?..............15
4.2 Personal hygiene………………………………………………………….....15
4.2.1 Hand hygiene……………………………………………………......15
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4.2.2 Social distancing…………………………………………………….16
4.2.3 Personal protective equipment )PPE) pandemic kits, infection prevention
supplies………………………………………………………….......16
4.2.4 Use and disposal of PPE…………………………………………….16
4.2.5 Ordering of supplies/kits for schools………………………………..17
4.2.6 Staff, students, and parents education materials and resources…….17
V. Facilities Management……………………………………………………………….. 18
5.1 Staff training on proper cleaning……………………………………………18
5.2 Workplace cleaning – cleaning methods and products (Figure 3)………... 18
5.3 Workplace Precautions……………………………………………………...19
5.4 Air Conditioning / ventilation regulations…………………………………..19
VI. Managing Students and Staff who become ill……………………………………........20
6.1 Procedure for managing students, staff who become ill at school, work…....20
6.2 Influenza Screening………………………………………………………….20
6.3 Influenza Surveillance Procedures…………………………………………. .20
6.4 Completion of Suspect Influenza case Notification Form…………………..20
6.5 Reporting of possible cases to HES/Nursing Command Center…………….20
VII. Parent Information…………………………………………………………..................20
7.1 Sample letters for students with influenza……………………………….......20
7.2 Fact Sheet on Influenza vs. Common cold symptoms…………………….....20
7.3 Reporting Students’ Absences – Parent Link………………………………...21
VIII. Continuity Plan……………………………………………………………………........21
8.1 Table Top Scenarios/Exercises…………………………………………........21
8.2 Planning, Preparedness, Response and Recovery Phases………………….....22-26
IX. Resources………………………………………………………………………….........27
X. Appendix…………………………………………………………………….................28
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SCHOOL BOARD OF BROWARD COUNTY CONTINGENCY MANAGEMENT
PLANNING GUIDE FOR INFLUENZA PANDEMIC
EXECUTIVE SUMMARY
This planning guide aims to encourage and support schools and departments in planning for a
possible human influenza (avian flu) pandemic. It provides information for schools and
departments to help them plan to protect staff, students, and families. It also provides a brief
background on the pandemic flu and its implications for schools, departments, students, staff and
families. It also explains the roles of government entities that the school district will be
communicating with while responding to a pandemic.
The guide reminds all those responsible for planning or managing services that they should plan
for the possibility of a pandemic flu as part of their normal planning for responding to any
emergency. It provides the details for the implementation of the plan and recommends what
schools and departments should plan both for operating during a pandemic and for the possible
closure to children of all schools, as decided by the local Broward County Health Department’s
Administrator in conjunction with the District Superintendent.
This planning guide sets out the processes that we would use to communicate to schools,
departments, staff and families. It stresses the importance of reviewing plans regularly with staff,
as there may be too little time immediately before the arrival of a pandemic to review plans and
take necessary actions. It draws on the best information available at that time. Health advice will
change over time and as new information becomes available, updates to this planning guide will
be provided.
It is recommended that everyone who is responsible for schools and staff, review this guide and
be familiar with the lines of responsibility and communication necessary to develop your local
plans to assist you and your staff in working together with open lines of communication to
students, staff and parents in the event of a pandemic.
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Acknowledgements: Some of these materials were adapted from the New Zealand Ministry of Education document
Influenza Pandemic Planning: Planning Guide for Education Agencies and Providers, December 2005.
I. Introduction
The World Health Organization (WHO) has warned that there is a high risk of the avian
influenza (“bird flu”) becoming the next human influenza pandemic. No one knows exactly
when a pandemic will occur, but WHO has informed all individuals to plan for the event of it
happening. Broward County Public Schools continue to develop and review plans for such an
eventuality. The Broward County Public Schools Pandemic Action Planning Guide has been
developed to assist staff in the planning and preparation. Figure 1 outlines the six levels of the
School Board of Broward County’s (SBBC’s) pandemic influenza management strategy, as well
as the “triggers” (Figure 2) that will signal a shift from one level to the next. Currently, in
December 2007, the SBBC’s level is “One”. Decisions to move from one level to the next will
be made in collaboration with the Broward County Health Department.
II. Context
2.1 Pandemic Influenza
2.1.1 Definition
Pandemic Influenza is a highly infectious viral illness. A pandemic occurs when a new
influenza virus appears against the human population which has no immunity, resulting in
several, and simultaneous epidemics worldwide with enormous numbers of death and illness.
Influenza Pandemics are characterized by the spread of a novel type of influenza virus to many
parts of the world, causing unusually high morbidity (illness) and mortality for perhaps two to
three years. Most people do not have immunity to the virus and therefore are susceptible to the
influenza infection. A pandemic can overwhelm the resources of a society due to the exceptional
number of those affected. A pandemic may occur as a result of the emergence of a new viral sub-
type with the capacity to spread efficiently from human to human.
2.1.2 Pandemic Characteristics and Impact
A pandemic will not be like a physical disaster such as a hurricane. A pandemic has unique
characteristics when compared with a more “typical” disaster. The following are characteristics:
• Widespread impact
The impact of a pandemic would likely be widespread, even nation-wide, not localized to a single area
and there may be little outside assistance.
• Not a physical disaster
A pandemic is not a physical disaster. It has some unique characteristics that require implementation of
activities to limit contact such as restriction of movement, quarantine, and banning of public gatherings.
• Duration
A pandemic would not be a short, sharp event leading immediately to commencement of a recovery
phase. Unlike hurricane incidents, which are usually short/sharp with initiation of recovery, a pandemic
emergency may last several months.
• Notice
It is likely that there will be some advance warning from the development of the pandemic overseas, but it
is possible that any warning period may be very short. Should pandemic influenza spread within the
United States, it will probably be some weeks before the full impact on workforce will be felt, although
there may be early impacts resulting from school closures and similar measures.
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• Primary effect is on staffing levels
Unlike natural disasters, where disruption to infrastructure and service delivery is likely to be hardware-
related, a pandemic is more of a threat to staff. SBBC planning is considering the possibility of up to 50
percent staff absences for periods of about two weeks at the height of a severe pandemic and lower level
of staff absence for a few weeks either side of the peak. However, enforced closures of schools may take
away the need to plan for this kind of scenario. Overall a pandemic wave may last about 8 weeks. Note
that the pandemic may come in waves of varying severity over time, further limiting the availability of
staff and students.
Staff absences can be expected for many reasons:
• Illness/incapacity (suspected / actual / post-infectious)
• some employees may need to stay at home to care for the ill
• people may feel safer at home (e.g., to keep out of crowded places such as schools)
• some people may be fulfilling other voluntary roles in the community
• others may need to stay at home to care for pre-school and school-aged children (as preschools,
day care centers, and schools may be closed).
A pandemic may have other impacts on education providers, for example:
• supplies of materials needed for ongoing activity may be disrupted, e.g., trucking may be
impacted, railways services reduced or stopped
• similarly, availability of services from sub-contractors may be impacted (this may affect
maintenance of key equipment, and is an area that merits close planning attention)
• demand for infrastructure services may be impacted – demand for some services may increase
(internet access is a possible example); while demand for others may fall (e.g., certain types of
travel activity may be reduced)
• delivery of education may continue after enforced closures, through the use of technology, e.g.,
television, radio, internet. This is an integral part of the BCPS plan.
Susceptibility to the pandemic influenza virus will be universal. Illness rates will be highest among
school-aged children, about 40% and decline with age. An average of 30% of the population will become
ill during a community outbreak. The following areas may be impacted:
• Livelihoods - food and income loss from poultry deaths and decreased economic activity
• Human health- high illness and potentially higher death rates, overstretched health facilities
• Governance and security - increased demand for governance & security, higher public anxiety,
reduced capacity due to illness & death
• Social & humanitarian needs - deterioration of coping & support mechanisms, interruption in
public services, quarantine policies
• Economic systems - trade & commerce disruptions, trade and labor force, interruption of regular
supply systems.
Broward County Regional Plans have been reviewed to ensure that they withstand significant staff
absences and other pandemic-related risks. Again, enforced closures or restricted work practices may
mitigate these risks, and this is the most likely scenario for the school system.
2.1.3 Seasonal influenza versus Pandemic influenza
Seasonal influenza occurs every year during the months of October to April. It is unpleasant but not
life-threatening, and most people recover within 1-2 weeks without medical interventions. The flu vaccine
is available in advance as a preventative mode.
The pandemic influenza has occurred three times in the 20th century and typically is highly
infectious and a more serious infection; whereas, some people will not recover and it has a high
mortality rate. Vaccine is usually not available in advance and antiviral drugs are likely to be
limited in supply.
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2.2 Why Focus on Preparing Schools/Facilities?
As the largest employer of Broward County with over 30,000 employees and with nearly
260,000 student body, what the school system does will have a major impact on the community.
Because a key response to pandemic influenza will be to minimize social gatherings, schools
need to be prepared for enforced and sustained regional or national closures by health authorities.
Pandemic modeling strongly suggests that educational environments, especially those dealing
with young people, provide a very fertile ground for spreading viruses. The impact on children
and young people will depend on the nature of the virus causing the pandemic. During the first
wave of the Asian influenza pandemic of 1957-1958, the highest attack rates were in school-aged
children.
At this planning stage, education providers can play a key role in contributing to cultural
change around good personal hygiene practices (cough and sneeze etiquette, proper
hand washing), and prevention of transmission of illness. Education agencies and
providers will be central to social recovery after the passage of a pandemic and planning
should anticipate psychosocial pressures at this stage.
2.3 How is the School Board of Broward County (SBBC) Planning for an Influenza
Pandemic?
SBBC has been planning for an influenza pandemic since December 2005. SBBC is working
with the Broward County Health Department, Broward Regional Health Planning Council,
Broward County Emergency Management (BCEM) ESF-8, health sectors, fire, ambulance and
law enforcement departments, and several other community agencies to ensure SBBC is as
prepared as possible for a potential pandemic. The school district already has in place a disease
prevention and mitigation program. These programs include instruction for school based staff
and students in proper hand washing and sneeze and cough etiquette aimed at reducing the
transmission of surface and airborne contaminants.
The SBBC’s Contingency Management Plan for Health Related Issues aims to ensure that school
personnel, staff, students and parents:
• are knowledgeable about preventing the spread of germs and employ infection control
precautions
• contribute to preventing or minimizing the effects of pandemic influenza through general
health education and infection prevention measures
• are knowledgeable about the signs and symptoms of influenza and take the proper
precautions when observed
• are prepared for possible disruption to services due to staff shortages or enforced closures
• are employing suitable cleaning and disinfectant measures for prevention and clean up
• have access to crisis recovery measures which address mental health issues, as well as
physical health issues.
2.4 Incident Command Systems
In the event of an emergency, SBBC will use a modified version of the Incident
Command System (ICS) developed by the Federal Emergency Management Agency
(FEMA) which is in compliance with the National Incident Management System
(NIMS: Department of Homeland Security).
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This system is designed to:
1. Assigns roles, responsibilities, and lines of communication to be used by emergency
responders in a crisis.
2. SBBC uses this model to facilitate coordination with City and Broward County
Emergency Responders.
3. The nature of an incident determines the level of activation and response
4. One person in charge
May vary for different types of incidents
May change during incident response
5. Responsibilities should be determined in advance
6. Each person is assigned to report to one person only
7. Common terminology is key. Everyone must learn to use the same words to
communicate during a crisis
2.5 School Board Pandemic Flu Emergency Management Organizational Chart
The organizational chart provides the chain of command that will be utilized in the event the
Incident Command System is activated. (Appendix 1)
2.6 Concepts of Operations: Preparedness and Response
2.6.1 Planning and Coordination:
Broward County Health Department (BCHD) will be the lead agency in coordinating the local
health and medical response to a pandemic with State, Federal, and local agencies and officials.
During the Pandemic phases, BCHD will facilitate the health care system preparedness efforts
and lead the countywide education efforts for pandemic response. All SBBC preparedness and
response efforts will be done in collaboration with BCHD.
SBBC officials will notify each school principal and department heads what level to implement.
At no time should SBBC employees take action without conferring with SBBC officials and
receiving notification.
2.6.2 (Overall Influenza Pandemic Management Strategy and Associated Actions Checklist)
(See Appendix 2)
This checklist is intended to be utilized in assisting principals and managers in implementing
appropriate actions specific to the determined level, recording each action when it has been
completed.
2.6.3 SBBC Levels of Response
(See Figure 1)
This provides a description of the levels of response utilized in conjunction with the Influenza
Pandemic Planning Strategy At-A-Glance (Figure 2)
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Figure 1
BCPS CONTINGENCY PANDEMIC ACTION PLAN LEVELS OF RESPONSE
Level 1
Mitigation/
Prevention
Level 2
Advanced
Precautions
Level 3
Surveillance and Heightened
Awareness
Level 4
Prepare for Possible School Clousures
Closures
Level 5
School Closure(s)
Level 6
Recovery
LEVELS OF RESPONSE TO HEALTH-RELATED INCIDENTS
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2.6.4 SBBC Levels of Pandemic Planning Management Strategy At –a-Glance
(See Figure 2)
SBBC officials shall notify each school principal and department heads what phase to implement. At no time should
SBBC employees take action without conferring with SBBC officials and receiving notification. The Influenza
Pandemic Planning Management Strategy At –a- Glance on (Figure 2) is intended to be utilized in assisting the
principals and managers in implementing appropriate actions specific to the determined level recording each action.
Figure 2- SBBC Levels of Pandemic Planning Management Strategy At-a-Glance*
LEVEL SBBC STRATEGY SBBC ALERT CODE TRIGGERS AND GOALS
1 Plan for it White Trigger: Avian flu has been confirmed in birds in
(Mitigation and Prevention) other countries, with limited bird to
human transmission and no/little human to
human transmission. Health officials are
concerned that the H5N1 virus (‘avian flu’)
could mutate and cause a global/local pandemic.
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, students and
parents are well informed and understand
their roles in preventing general influenza
spread.
2 Take Advance Precautions White Trigger: The World Health Organization (WHO) or CDC
(Preparedness) reports a case of human transmission of avian
flu within the United States.
Goals: Heighten awareness and precautionary measures
in schools, departments, and school community.
3 Keep Alert Yellow Trigger: Broward County Health Department (BCHD)
(Initiate Surveillance and notifies district contact warning of suspected
Heightened Awareness) case(s) of avian flu within the state of Florida.
Goals: Initiate surveillance of staff, students and other
school visitors and personnel to assist the
BCHD in close monitoring of influenza like
incidents. Initiate use of Level Three Influenza
Planning Matrix and Flowchart.
4 Prepare for Possible School(s) Red Trigger:Broward County Health Department (BCHD)
Closure notifies district contact of confirmed case(s)
within the tri-county area.
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.
5 Implement Full Activation of the Trigger: Broward County Health Department (BCHD)
Response Plan mandates school(s) closure.
Goals: Schools in affected areas (clusters) activate
closure procedures in consultation with BCHD,
superintendent, and area superintendent(s).
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.
6 Recovery Green Trigger: Broward County Health Department notifies
district contact that the pandemic has been
abated in Broward County 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.
The decisions to move from Code white to Yellow, from Yellow to Red and from Red to Green, will be made by BCHD. BCHD will notify
the public through its website and media channels. * Refer to Appendix 2 for a more comprehensive guide.
11
• Level One – plan for it (Mitigation and Prevention)
Education and training:
In this level education and training in creating a cultural change relating to infection prevention
practices to staff, students, and parents is important. Provide information on hand washing practices, use
of alcohol based hand sanitizers, cough and sneeze etiquette. Place posters on hand washing and infection
control prevention in strategic areas, e.g. bathrooms, cafeterias, front office, classrooms, health clinics and
employee lounges. Provide updated information to staff, students and parents on seasonal influenza, signs
and symptoms and precautionary measures. Ensure custodial staff has the appropriate training on proper
cleaning and disinfecting work areas.
Supplies/Facility Readiness:
Ensure your school/department has adequate supplies; i.e. soaps, hand sanitizers and paper towels. Check
First Aid kits to determine if required supplies are available. Identify areas in your school for isolation of
“suspect” cases. Review lists of pandemic supplies (Appendix 3)
Communication (Internal/ External):
Communications with the public will be one of the most critical strategies for containing the spread of the
influenza. Ensure an effective communication process is in place with communicating updates on
pandemic plans and infection control prevention resources to your staff, students, and parents in various
languages. Keep abreast of the districts updates via the web, news articles, broadcasts and memos.
Establish an “internal communication tree”, and update each staff/ student contact phone #’s regularly.
Test your communication process to ensure efficiency. Provide information to staff and parents on
planning tips at home. Establish a mechanism to facilitate cultural education at home in the event of
school closure or illness. Develop plans for operating with staff workforce reduction with a backup plan
for managing essential operations at your school/ department.
• Level Two-take advanced precautions ( Preparedness)
Review pandemic plan for preparedness and provide ongoing communication to key staff on their roles
and responsibilities. Maintain infection control precautionary measures. Keep staff and parents current
with updates. Ensure all contact information is current.
• Level Three-keep alert (Initiate surveillance and heightened awareness -preparedness)
Initiate surveillance of staff, students and other school visitors and personnel to assist the BCHD in close
monitoring of influenza like incidents. Provide accurate, consistent and comprehensive information about
pandemic influenza, infection control measures, and reporting requirements. Keep relevant groups
informed through CAB conference, e-mails, newsletters and websites. Remind staff, students and parents
about the importance of good hygiene practices such as hand washing, sneeze and cough etiquette. Send
out notification to staff and parents on influenza precautions “Influenza Fact Sheet (Appendix 4).
Emphasize to staff and parents the importance of staying home when sick. Place
“Influenza Notification Flyers” (Appendix 5) Influenza Notification sign in employee lounges, all
strategic areas.
• Level Four-prepare for possible school closure(s) (Response)
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. Ensure an efficient mechanism for managing information between parents, staff and the
local Broward County Health Department. Contribute to maintaining order, minimizing public panic and
fear, and facilitating public compliance by providing accurate, rapid and complete information. Address
rumors, inaccuracies, and misperceptions as quickly as possible and prevent the stigmatization of affected
groups.
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• Level Five - Implement full activation of response plan (Response)
Schools in affected areas (clusters) activate closure procedures in consultation with BCHD,
superintendent, and area superintendent(s). 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 Six - Recovery
Schools/departments ensure continuing well being of staff and students, and education services
are fully restored, recognizing possible work force reduction impact.
III. Essential Operations
3.1 Communication with Students, Parents and Staff
It is likely there will be anxiety during a pandemic and this is likely to contribute to increased
absence and/or increased stress to staff, parents and students (Refer to Appendix 13). Suggested
ways to manage this include:
• Communicating early the possibility of a pandemic and the district’s plan to manage it to
staff, parents and students. The BCPS fact sheet would be helpful and is available on the
BCPS website.
• Modeling prevention precautions and providing direction to staff and students.
• Ensuring contact information for all staff and students are kept up-to-date and that
secondary emergency contact information is available.
It will be important to have systems in place to allow your staff to communicate in a
pandemic. In activating your plan, provide clear, timely and pro-active communications to staff,
students and parents explaining how your school/department is handling the situation. You may
wish to establish a “communications tree” to circulate important messages.
3.2 Continuing Educational Opportunities for Students
Continuity of student learning will be provided by alternative procedures. Upon school closure,
schools will be directed to alternative procedures of instruction e.g., web-based, on-line
instruction, digital resources, BECON, podcasts, Broward Virtual Education and BEEP portal, to
get updates. Parent Link/Telerobot will contact students and parents via telephone to give
directives for technology driven activities and other methods of instruction. Benchmark points
will be determined and activities based on the time period in which the pandemic outbreak
occurs. Schools need to identify what web-based “platforms” for learning that allow face to face
and/ on- line or other instructional support to serve students. Instructional staff should have
training and practice to create a comfort level to implement on –line instruction before a
pandemic. Refer to Appendix 12 for Technology driven activities.
3.3 Mobilization/ Transportation of Students and Staff
Effective planning and preparedness and timely responses to and recovery from disasters of this
scale require partnerships between all SBBC departments, outside agencies and government
agencies. Planning is important for all transportation services and Pupil Transportation
Department employees. In all likelihood schools will be closed once a Level Five response has
been initiated. However, there may be need for mobilization and relocation of students/staff in
the unaffected areas. The following is an example of a possible scenario which may necessitate
implementation of this process:
13
• The BCHD determines that a particular school should be closed and quarantined.
Students/staff who are assigned to that school, but are determined not to be at risk, may
need to be reassigned to another area. The principal at that particular school will need to
coordinate with the transportation and other applicable departments for mobilization and
relocation of these students/staff. Refer to following guidelines:
Guidelines for the Pupil Transportation Department
The Pupil Transportation Department is the mobilization unit that will enable students; school
staff and persons within the community to access needed care or relocate persons to uninfected
sites. The Department’s employees, on all levels, are important to minimize and help to contain
an outbreak. All Transportation Services staff shall prepare to mobilize school staff, students
and persons within the community. During “Preparedness” phase the Director of Transportation
Services leadership role is to secure procurement of goods and services and to receive, evaluate
and act on employee needs in support of the department’s recovery.
The Director of Transportation Services or designee shall complete the following
preparations:
Update employee contact information. Each Terminal Supervisor should maintain an emergency
contact list of all employees, including telephone numbers and cellular telephone numbers. The
list will be updated three times per school year and once during summer months and will be used
by the Terminal Supervisors to contact employees.
Procure emergency supplies
• Compile list of support services, including supplies, in “Preparedness” phase and confirm
department’s/vendors ability to provide supplies, food, etc.
• Fueling of all school buses and county vehicles must take place upon notification of
“Preparedness” phase. Transportation Specialist should conduct fueling inspections upon
the return of buses to the terminal or secure location.
Bus Operators shall:
1. Wear appropriate protection needed (See Section 4.2.3 and 4.2.4) to transport students,
school staff to designated sites. Sites may vary depending on scenario.
2. Mobilize students to locations for quarantine or home.
3.4 Workforce reduction, staff absenteeism, work at home, sick leave
Workforce reduction is a critical issue with the possibility that up to 50% of the workforce could
be absent due to illness. It may be difficult to maintain adequate staffing for certain critical
functions. It is not possible to predict how long a pandemic may last. There could be more than
one wave of infection and each wave could last about 8 weeks, building a peak in week 4 before
abating again. Although schools may be closed, identification of essential operation activities,
core people and skills and training with back - up alternatives arrangements must be planned at
each school/department. Broward County Health Department in conjunction with the District
Superintendent and the Pandemic Flu Emergency Organizational Team will clearly communicate
to staff the scope and impact of a pandemic for planning. District Policies and procedures
regarding staff absenteeism, sick leave, and return to work issues addressing this issue, have
been developed and will continue with an ongoing planning workgroup.
14
IV. Infection Control Precautions
4.1 How can we protect staff, students and visitors from getting sick?
Staff, students and visitors should be advised not to come in the school/ department when they are feeling
ill. It maybe helpful to place the “Influenza Notification Flyer (Appendix 5) in strategic areas in your
school/department. Inform staff, students and parents of the differences in symptoms between a common
cold and influenza. Staff and students who are not feeling well should be advised to see a health care
provider, and to stay at home until their symptoms resolve. Use normal communication methods to ensure
all staff, parents and students receive the appropriate information. You may also provide them with the
“Influenza Fact Sheet” (Appendix 4), which provides information on how to stay well during a pandemic
and post the “Influenza Precautions Flyer” (Appendix 6) in your school/workplace.
The main strategies to protect your staff, students and visitors include:
• Restrict workplace entry of people with influenza symptoms.
• Practice good personal hygiene and workplace cleaning habits.
• Increase social distancing (e.g. enable tele-working, avoid face-to-face contact).
• Manage staff and students who become ill at work.
• Manage staff and students who travel overseas (international students need special consideration).
4.2 Personal Hygiene
This is an area where education programs can make a major contribution to national preparedness and
safety. Personal hygiene measures should be reinforced as a key way to minimize influenza transmission:
• Cover nose and mouth when sneezing and coughing (preferably with a
disposable single use tissue).
• Cough in the crutch of your sleeve if you do not have a tissue available
• Immediately dispose of used tissues.
• Adopt good hand washing practices, particularly after coughing, sneezing or using tissues.
• Keep hands away from the mucous membranes of the eyes, mouth, and nose.
Ensure that adequate supplies of hand hygiene products are available. This is a high planning priority as
there may be shortages of soap and hand towels. Schools/Departments who experience difficulty in
obtaining supplies should contact the Logistics Department at 754-321-4724.
Communicate hand and personal hygiene information to staff and visitors:
• Hand washing notices/posters should be posted in all workplace entrances, bathrooms, cafeterias,
employee lounges, classrooms and public areas.
• Use brochures, newsletters, global emails, notice boards, and information included with paycheck
stubs, to inform staff and students of the importance of proper hand hygiene and workplace
cleaning during a pandemic.
Examples of notices/ posters can be found on the SBBC website.
4.2.1 Hand Hygiene
The most important thing you can do to keep from getting sick is to wash your hands!
Hand washing is the single most important measure to reduce the risk of transmitting infection from one
person to another.
Hand washing with soap and water for 20 seconds, use of alcohol-based hand sanitizer, or antiseptic hand
wash should be performed regularly. Hands should be thoroughly dried, preferably using disposable
tissues or towels. Use the disposable towel to open the door after washing your hands.
15
Hand washing and drying should always be done after coughing, sneezing or handling used tissues or
after touching objects, materials or hard surfaces that may have been contaminated by someone else with
the infectious illness.
Hand-to-face contact such as during eating, normal grooming, or smoking presents significant risks
because of the potential for transmission of influenza from surfaces contaminated with wet respiratory
droplets. Hand washing should always be carried out before and after eating, grooming, using the
bathroom, preparing food, smoking or any other activity that involves hand-to-face contact.
4.2.2 Social Distancing
Another strategy to protect staff and students during a pandemic is to minimize their contact with others.
School concerts, athletic activities, and any event involving large gatherings should be avoided, whether
inside or outside.
A distance of at least one yard (3 feet) should be maintained between persons wherever practical. Larger
distances are more effective. Visiting ill people should be avoided unless it is essential.
Suggestions on how to minimize contact include:
• Avoid meeting people face to face – use the telephone, video conferencing and the internet to
conduct business as much as possible – even when participants are in the same building.
• Avoid any unnecessary travel and cancel or postpone non-essential meetings/gatherings/
workshops/training sessions.
• If possible, arrange for employees to work from home or work variable hours to avoid crowding
at the workplace.
• Avoid public transport: walk, cycle, drive a car or go early or late to avoid rush hour crowding on
public transport.
• Bring lunch and eat at desk or away from others (avoid the employee lounge and crowded
restaurants). Introduce staggered lunchtimes and coffee breaks to reduce numbers in the
staffroom.
• Do not congregate in photocopy rooms, staffrooms or other areas where people socialize. Do
what needs to be done and then leave the area.
• If a face-to-face meeting with people is unavoidable, minimize the meeting time, choose a large
meeting room and sit at least one yard away from each other if possible. Avoid shaking hands or
hugging. Consider holding meetings via conference call or teleconference.
• Set up systems where students and staff can request information via phone/email/fax/pony and
have information ready for fast pick-up or delivery.
• Encourage students and staff to avoid recreational or other leisure classes/meetings, etc. where
they might come into contact with infectious people.
4.2.3 Personal protective equipment- pandemic kits infection prevention supplies
Personal protective equipment is required to prevent exposure to infectious materials. Pandemic kits have
been placed in all schools and locations. All pandemic materials are ordered exactly as all other
warehouse items. (Refer to Appendix 3)
4.2.4 Use and Disposal of Personal Protective Equipment
Personal protective equipment (PPE) acts as a barrier between infectious materials and the skin, mouth,
nose, or eyes (mucous membranes). It helps prevent the spread of infection because it helps protect
wearers from infection or contamination from blood, body fluids, or respiratory secretions; reduces the
chance that healthcare workers will infect or contaminate others; and reduces the chance of transmitting
infections from one person to another.
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Personal protective equipment is any type of specialized clothing, barrier product, or breathing
(respiratory) device used to protect workers from serious injuries or illnesses while doing their jobs. PPE
that is intended for use in preventing or treating diseases is subject to regulation by FDA under the device
provisions of the Federal Food, Drug, and Cosmetic Act. This includes devices such as surgical gowns,
gloves, masks and respirators.
Surgical masks and N-95 respirators
Surgical masks and surgical N-95 respirators are disposable devices that cover the mouth and nose during
medical procedures. They help protect the caregiver and patient against microorganisms, body fluids, and
small particles in the air. Surgical masks and surgical N-95 respirators are regulated by the Food and
Drug Administration (FDA). CDC (Centers for Disease Control and Prevention), not FDA, makes
recommendations for infection control practices, including recommendations specific to influenza. As
part of its overall infection control recommendations, CDC recommends that healthcare workers wear the
following personal protective equipment during the care of a patient with suspected or confirmed flu
(influenza): e.g.; surgical masks, medical gloves and surgical gowns.
Neither FDA, nor a manufacturer, knows to what extent PPE will protect you against bird flu. Keep in
mind that other infection control practices, such as hand-washing, isolating sick individuals, and using
appropriate coughing etiquette, are also important to minimize your risk of infection.
When to use surgical masks and surgical N-95 respirators?
Use surgical masks and surgical N-95 respirators to cover your mouth and nose when you may be
splattered by or exposed to someone else’s body fluids (such as blood, respiratory secretions, vomit, urine
or feces).
Surgical masks
• help protect against micro-organisms, body fluids, and large particles in the air
• are designed to cover the mouth and nose loosely; not sized for individual fit
• help prevent exposure to the wearer’s saliva and respiratory secretions
• are made of soft materials and are comfortable to wear
• are usually packaged in boxes of single-use masks
4.2.5 Ordering of supplies/kits for schools (Refer to Appendix 3)
Pandemic materials and supplies are available in the warehouse for ordering. Sample kits were
distributed to all schools and departments. Items needed should be ordered exactly as all other warehouse
items. Bookkeepers/Budget keepers can order the Flu Preparedness Kit, 1000212, which contains all the
required items except for the disinfectant (Wexcide) and safety glasses.
4.2.6 Staff, students, and parents education materials and resources
(Refer to Appendices 4, 5 and 6)
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V. Facilities Management
5.1 Staff training on proper cleaning for all locations if a pandemic occurs.
During a pandemic you will need to clean more thoroughly to minimize the spread of the virus,
particularly environmental surfaces. For more specific guidelines refer to the latest edition of the SBBC
Facilities Servicepersons Guidelines and Procedures Handbook (Handbook). The Handbook is available
electronically on the SBBC website under Human Resources Development at
http://www.broward.k12.fl.us/hrd/noninstructional/. Frequent hand-contact surfaces include sinks,
handles, railings; light switches, restrooms and counters should be cleaned (daily) more frequently than
surfaces with minimal hand contact. Floors, wall and window sills are considered minimal hand contact
surfaces and should be cleaned in accordance with the Handbook; however, be prepared for increased
cleaning schedule should it become necessary. Transmission this way is unlikely but influenza viruses
may live up to two days on hard surfaces.
Influenza viruses are inactivated by alcohol and by chlorine. Cleaning of surfaces with the District’s
approved germicidal cleaner is recommended. Surfaces that are frequently touched with hands should be
cleaned often, preferably daily.
Staff and students should be reminded not to share cups, dishes, and cutlery and ensure they are
thoroughly washed with soap and hot water after use. Remove all magazines/papers from waiting rooms
and common areas (such as break rooms, kitchens).
When a person with suspected influenza is identified and has left the school facility, it is important that
their work area/office, along with any other known places they have been, are thoroughly cleaned and
disinfected.
The process for training new and existing staff on proper cleaning will include written procedures and
presentations via HRD. The training will target facility servicepersons who clean the overall facilities and
physical plant operation (PPO) staff who maintain the heating, ventilating and air conditioning (HVAC)
equipment. Written procedures for cleaning will be incorporated into the Facilities Servicepersons
Guidelines and Procedures Handbook and the Physical Plant Maintenance Department Operations
Manual. HRD currently offers three levels of professional development training to facility
servicepersons that can be used to teach staff about cleaning during a pandemic.
5.2 Workplace Cleaning – Methods and products to use - schools, offices, buses etc.
During a pandemic you will need to clean more thoroughly to minimize the spread of the virus,
particularly hard surfaces (e.g. sinks, handles, railings, objects and counters). This mode of transmission
is unlikely but influenza viruses may live up to two days on hard surfaces.
Influenza viruses are inactivated by alcohol and chlorine. Cleaning of surfaces with a neutral detergent
followed by a disinfectant solution is recommended. Surfaces that are frequently touched with hands
should be cleaned often, preferably daily.
The District’s approved germicidal cleaner, Wexcide/Disinfectant, will be used to clean schools, buses,
and offices. Facility servicepersons shall use appropriate personal protective equipment (i.e., gloves,
goggles, respirators, etc.) pursuant to the cleaning products’ material safety data sheet MSDS).
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The following table suggests the appropriate choice and concentration of disinfectants.
Figure 3 Workplace Cleaning Products
Disinfectant Recommended Use Precautions
Wexcide Disinfection of areas contaminated Should be used in well ventilated
Approved germicidal solution. with blood and body fluids. areas.
Alcohol Flammable and toxic. To be used in
e.g. 70% Isopropyl, 60% Ethyl Utilize on smooth metal surfaces, well-ventilated areas. Avoid
alcohol tabletops and other surfaces on inhalation.
which other disinfectants cannot be Keep away from heat sources,
used safely. electrical equipment, flames, and hot
surfaces.
Allow it to dry completely,
particularly when using diathermy,
as this can cause diathermy burns.
5.3 Workplace Precautions
Staff and students should be reminded not to share cups, dishes, and cutlery and ensure they are
thoroughly washed with soap and hot water after use.
Remove all magazines/papers from waiting rooms and common areas (such as break rooms, kitchens).
When a person with suspected influenza is identified and has left the workplace, it is important that their
work area/office, along with any other known places they have been, are thoroughly cleaned and
disinfected.
Among other things, planning should identify the basic hygiene practices (including hand hygiene) to be
followed by cleaners, protocols for the use of personal protection equipment and methods for waste
disposal.
5.4 Air Conditioning/Ventilation
There is scientific and medical evidence that influenza can spread in inadequately ventilated rooms. The
District will continue to use the American Society of Heating, Refrigerating, and Air-Conditioning
Engineers (ASHRAE) Standard 62.1-2004 for providing a recommended ventilation rate of 15 cubic feet
per minute for educational use.
HVAC systems should continue running, increasing the amount of outside air and reducing the amount of
recirculated air. There is no medical indication for cleaning air filters more frequently than usual during
pandemic influenza. Since the spread of influenza is still primarily by droplets, the filters will not make a
difference.
When a person with suspected influenza is identified and must temporarily remain until he/she has left the
school facility, the person will be placed in a designated room where the ventilation system is not shared
with other rooms. As a result, this will either be a portable classroom or the gymnasium. Site based
administration will identify their specific quarantine location. If a portable or gymnasium is not available
for designation as the quarantine location, then consult with their Principal, Head Facility Service Person
and/or Physical Plant Operations on an alternate location that has an isolated ventilation system. SBBC
will coordinate planning efforts for isolation and quarantine with State DOH.
Prior to the reopening of the SBBC facility following a pandemic event, the HVAC system will be
thoroughly cleaned by PPO staff. Cleaning of the HVAC system will include replacing the air filter,
cleaning and sanitizing the drain pan and coils. Site based facility servicepersons will clean and sanitize
the air supply and return.
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VI. Managing Students and Staff who become ill
6.1 Procedure for managing staff, students who become ill at school / work
Staff and students should be advised not to come to work/school if they are feeling ill. If a
person feels ill, or if someone observes that another person is exhibiting symptoms of influenza,
he/she is to contact the principal / supervisor’s designated “influenza manager” by telephone if
possible. Avoid face-to-face contact if at all possible. (See Appendix 7).
6.2 Influenza Screening
The “Influenza Screening Flowchart” (Appendix 8) provides a screening tool to utilize in
determining if the signs and symptoms exhibited by an individual may be considered as a
possible suspected case of influenza.
6.3 Influenza Surveillance Procedures
• Restrict Workplace Entry of People with Influenza Symptoms
On declaration of Code Red, your school/facility should consider putting up notices at all entry
points, advising staff, students and visitors not to enter if they have influenza symptoms.
Staff and students should be advised not to come in when they are not feeling well,
particularly if they are exhibiting any influenza symptoms. It may be helpful to inform staff and
parents of the differences in symptoms between influenza and a common cold. Ill staff and ill
students should be advised to see a doctor, and to stay at home until symptoms resolve.
Use normal communication methods to ensure all staff, parents and students receive the notice.
You may also provide them with information about how to stay well during a pandemic, e.g. the
“Influenza Fact Sheet” (Appendix 4, 5, 6). In your pandemic planning, set up a process for
ensuring that ill students and staff have completed any required quarantine period and are
healthy before allowing them to return to education or work.
Note that students and staff who have recovered from the pandemic influenza are unlikely to be
re-infected (they will have natural immunity) and should be encouraged to return to education or
work as soon as they are well.
6.4 Completion of Influenza Notification Form
In the event there is a suspected or confirmed case of influenza the “Suspected Influenza Case
Notification Form” (Appendix 9), must be completed.
6.5 Reporting of possible cases to Health Education Services (HES) / Nursing Command
Center
All possible cases must be reported to Health Education Services (HES)/ Command Center that
will be established when Level three has been initiated.
VII. Parent Information
7.1 Sample Letters for Students with Influenza
(Refer to Appendix 10)
7.2 Fact Sheet on Influenza vs. Common cold symptoms
(Refer to Appendix 4)
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7.3 Reporting Students’ Absences
(Refer to SBBC Attendance Policy 5.5, Section 111 A)
Students having, or suspected of having a communicable disease which can be transmitted are to be
excluded from school and are not allowed to return to school until they no longer present a health hazard
(F.S. 1003.22). Parents must report their child’s absence to the school as early as possible if their child
exhibits signs and symptoms of fever (greater than 100 degrees by mouth, headache, cough, sore throat,
fatigue and weakness, muscle aches and pains. During this period of health alert in a pandemic, it will be
necessary for school staff to obtain as much information from the parent/guardian regarding the student’s
absence. When a parent indicates that their health care provider has diagnosed their child as having the
Influenza virus, the attendance clerk should mark the student as an excused absent and use the
“08A” code on the A17 panel to appropriately flag this student. This information will help in working
with the Broward County Health Department to identify and assist families with resources for suspected
cases of influenza.
VIII. Continuity Plan
8.1 Tabletop Scenarios
The objective of tabletop exercises is to incorporate envisioning circumstances that represent a real-world
disaster situation in order to plan how schools, departments and staff will respond in these situations.
Scenarios should be developed to include other SBBC departments, law enforcement agencies, local
emergency response, local business churches and other community agencies. Scenarios should be
developed to support operations and identify specific triggers changes, breaking points, priorities, costs,
and possible conflicting situations.
8.1.1 Scenario One
On January 5, 2007, the Broward County Health Department (BCHD) notified the SBBC that there have
been 5 suspected cases of avian flu in the northern part of Florida. A Code Yellow Alert has been issued.
Utilize the following outline extracted for the SBBC’s Contingency Management Planning Guide for
Influenza Pandemic to assist you.
Hint: This would be a Level Three Action Plan.
8.1.2 Scenario Two
On January 2, 2008, schools reopen; however, the Broward County Health Department has notified the
SBBC that 35 students who attend Any Town Elementary, located in the South Central area, have been
diagnosed with Avian Influenza. That school remains closed and the area has been quarantined. A Code
Red Alert has been issued. You are the principal of This City High School located in the
North Area which has no reported cases. What will your actions be?
Utilize the following outline extracted for the SBBC’s Contingency Management Planning Guide for
Influenza Pandemic to assist you.
Hint: This would be a Level Four Action Plan.
8.1.3 Scenario Three
On March 8th, 2007, worldwide panic increases in across the globe. Jurisdictions are implementing a
variety of social distancing measures. The Broward County Health Department has asked for a briefing of
the pandemic flu situation in the United States. The Center for Disease Control (CDC) has informed that
the U.S. cases have tripled in 3 weeks from 12 to 26. They advise local health department to be ready to
implement disease control initiatives as needed. International passenger identified with flu-like
symptoms isolated at local hospital, and other passengers placed in home quarantine. Leaders express
concern about travel restrictions and closures.
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Utilize the SBBC’s Contingency Management Planning Guide for Influenza Pandemic to assist you.
The School Board and Superintendent call you for recommendations about the following:
• Health - should we start aggressively screening for high temperatures?
• Education – should we cancel classes for the medically fragile students?
• Business – should we stop transporting magnet students?
• Community – the local hotels will not quarantine any more non-locals. They have requested to use your
schools. Can they?
8.2 Planning, Preparedness, Response and Recovery Phase
Pandemic Management Phases (PMP): Planning, Preparedness, Response and Recovery. The PMP charts below are
developed to assist management with planning operations during the pandemic. The certainty and results of a
pandemic are unpredictable; therefore, critical thinking and planning is important.
Planning Phase
Action Issues to Consider Supporting Actions
Forecast employee Factors used when forecasting • Monitor Federal, State, local pandemic
absences absences: Worker or family information sites for information on
illness, community containment containment strategies.
measures and quarantines, school • Meet with SBBC officials
closures and public facility
closures.
Identify/prioritize Identify personnel, supplies, and • Examine essential internal functions for
workers, supplies, equipment vital to maintain the other challenges, including obtaining staff
equipment operations functions and services. from other offices
Sustain essential Identify and propose actions to • Cross-train backup employees
functions, supplies, protect and sustain essential • Retrain and update employees on issues
materials and functions, supplies, materials, and concerns often
equipment equipment, and systems support. • Propose efficient preparedness for all
supplies, material and equipment
Develop prioritized actions to
promote current and future stock
Planning Phase
and/or rapid reliable re-supply
process for all essential materials
and equipment.
Sustain essential Assess and propose pandemic • Make available medical consultation and
employees response policies and actions to advice for potentially ill SBBC
initially protect and sustain all employees, family members and students.
SBBC employees, family • Establish flexible worksite hours
members and students. • Establish safeguards to limit influenza
spread at the worksite.
• Establish infection control safeguards for
sick employees
• Exercise and test best practices
• Educate employees on procedures and
policies
Coordinate risk Effective, consistent, and timely • Assess and prioritize communication
communications communication is essential. protocols and processes for rapid
protocols and Coordinate and support information sharing.
communication information sharing for pandemic • Meet with staff to identify concerns and
capabilities surveillance and detection. support needs.
Identify, document A “triggering event” occurs when • Assess each “trigger event”
and coordinate something internal or externally • Identify how these triggers effect the
“trigger points” changes and forces a response. operation
and report actions Identify and assess “trigger • Establish mechanisms for altering the
events” for each potential action. operation
22
The first implementation phase of the PMP has specific acts to take in order to respond to a pandemic influenza.
Preparedness Phase
Action Issues to Consider Supporting Actions
Prepare and Reduce risk and protect • Reduce risk by implementing actions
sustain employees and their families. that would reduce risk.
employees
Improve the numbers of • A single employee should not be the
available employees only person able to perform an
essential function. Cross-train all
employees.
Employees • Take measures to support employees
and ensure the safety of returning
employees and their families.
Ensure essential Prioritized actions • Implement prioritized actions to
supplies, ensure adequate reserves in a timely
material, manner for all supplies, material,
equipment and equipment and systems support.
support systems
Reserve duration • Ensure pandemic reserves are
sufficient to endure the initial 6-8
week wave and to replenish rapidly
during the first recovery period or for
any additional length of time.
Recovery Phase
Implement Monitor work place to detect • The work place may suddenly
internal disease occurrence and experience a greater than normal
surveillance and outbreaks, especially from numbers of employees with flu like
detection animal to human. symptoms.
• Report any suspicion of disease
immediately.
Coordinate Implement strategies that • Provide overview of information on
employee allow for the dissemination of symptoms of influenza, mode of
relations materials on preparedness and transmission, etc.
pandemic fundamentals • Provide information to employees on
personal protection and response
strategies (e.g., hand hygiene,
sneezing etiquette, etc.).
• Provide information on disease
containment strategies (e.g., social
distancing).
• Provide updated planning and
preparedness information.
Adjust actions Rapidly and effectively adjust • Continuously assess ongoing
actions based upon changes in preparedness activities to adjust
the operational environment effects and actions based upon
changes
• Continuously assess planned
response and recovery actions to
ensure they remain the best actions to
achieve success.
23
At this stage, an alert may be given to school officials with no time remaining before schools, communities and
businesses begin reacting.
Reponse Phase
Action Issues to Consider Supporting Actions
Monitor The speed with which • Monitor pandemic outbreak reports
pandemic pandemic outbreaks may • Assess and adjust actions based on
outbreaks appear and spread across the potential implications
nation will severely challenge • Assess implications
disaster response. • Assess supply chain impacts due to
outbreaks
Employee risk Two basic categories of risk • Implement strategies to protect
management management intervention: employees from getting or spreading
strategies 1. transmission influenza enabling employees to stay
interventions (i.e., home at the first sign of symptoms.
cough etiquette and • After assessing employees, determine
hand hygiene) strategies for tailoring interventions
2. contact interventions to individual needs.
(i.e., social distancing
techniques and the
implementation of
liberal leave policies)
Manage and Individuals at high risk for • Coordinate with employees strategies
track high risk severe and fatal infections: for maintaining healthy at work and
employees • Pregnant women home.
Recovery Phase
• Employees with
compromised
immune systems
• Employees with
underlying chronic
conditions
• Employees 65 and
older
Recommend Share with employees and • Provide overview of information on
employees and their families personal and symptoms of influenza, mode of
family protection home protection measures and transmission, etc.
strategies social distancing strategies • Provide information to employees on
similar to those at the work personal protection and response
place. strategies (e.g., hand hygiene,
sneezing etiquette, etc.).
• Provide information on disease
containment strategies (e.g., social
distancing).
• Provide updated planning and
preparedness information.
Enforce Employees should all pursue • Implement personal social distancing
employee individual protective strategies strategies: maintaining three feet
protection while at the work place. If spatial separation between
strategies possible, publish strategies at employees.
work place. • Avoid crowded places and heavily
populated gatherings.
• Avoid face-to-face meetings
• Avoid cafeterias staggering
24
lunchtimes
• Avoid congregating in break room.
Consider the use Employees should be advised • Documentation of the effectiveness
of personal to wear PPE equipment if ill of surgical/procedure masks or N95
protection respirators are pending but
equipment (PPE) employees should be advised to wear
protection.
Clean facilities Influenza can spread through • Cleaning work place surfaces with
and equipment contaminated objects and District’s approved germicidal
surfaces. Consistent cleaning WEXCIDE detergent/disinfectant,
of sinks, handles, railings, and depending on the nature of the
counter tops is very important. surface and the type and degree of
Viruses may live up to two contamination. (See 5.2)
days on surfaces.
Ensure social Persons must be experienced • Monitor employee s and family
and with disaster relief. social and psychological concerns.
psychological
support
Exercise media Controlling misinformation • Re-affirm contacts and planned
and public and rumors will remain a actions with employees.
relations critical function. • Assess and adjust for changing
conditions.
• Quickly address rumors and
misinformation.
25
Assess how different challenges in the response phase may affect the operation and incorporate
them into future pandemic plans.
Recovery Phase
Action Issues to Consider Supporting Actions
Assess There may be little physical • Assess all physical, economic and
response damage; however, recovery social impacts.
impacts phase will likely still be • Adjust recovery actions
lengthy and costly. • Implement adjust recovery
actions to restore operation.
Prepare for Unlike most other natural • Continue to monitor health
next pandemic and manmade disasters, a information and sources for any
wave pandemic could linger for updates on next pandemic waves.
more than a year with • Balance recovery actions with
Recovery Phase
multiple outbreaks. essential preparedness for next
wave actions.
Address Overcoming effects • There may be a substantial
impacts from employee and family illness increase in single-parent families
influenza and death will cause a and orphans.
related illness significant challenge. • Widespread fear and grief will
and deaths potentially cause long-term
psychological trauma.
Continue Accurate and timely risk • Ensure communications and
communication communications and open information sharing channels
and information sharing among remain open.
information employees is critical for a • Provide continuous updates on
sharing successful recovery. recovery and pandemic wave.
• Share information in a consistent
and timely manner.
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IX. Resources
The following phone numbers may be helpful when initiating the plan:
• HES / Nursing Command Center – (754) 321-2272
• Broward County Health Department - (954) 467-4700
• State Department of Health - 1-800-342-3557
• SBBC Rumor Control - (754) 321-0321
The following websites provide further information about pandemic influenza:
• The School Board of Broward County
(http://www.broward.k12.fl.us/studentsupport/healthedservices/index.htm)
Centers for Disease Control and Prevention s
(www.cdc.gov/flu) – provides background information about influenza, how it is spread,
vaccines, outbreak information, travel advice and professional guidance.
• World Health Organization
(www.who.int/csr/disease/influenza/en/index.html) – provides updates of global
situation, pandemic phases, fact sheets.
• Broward County Health Department
(www.browardchd.org)
• New Zealand’s Ministry of Health
(www.moh.govt.nz/pandemicinfluenza) - provides background information about
influenza, National Health Emergency Plan, pandemic preparedness, planning, etc.
• Vancouver Coastal Health
(www.vch.ca/public/communicable/pandemic.htm) – includes PDF chapters for
private sector organization planning, local government planning and self-care, as well
as other topics. User-friendly “hand-outs” are available.
27
X. Appendices:
1. Pandemic Flu Emergency Management Organizational Chart
2. SBBC’s Overall Influenza Pandemic Management Strategy and Associated Actions by
Level Checklist.
3. Pandemic Supplies List
4. Influenza Fact Sheet
5. Influenza Notification Flyer
6. Influenza Precautions Flyer
7. Influenza Protocol for Managing Staff and Students who become ill at school
8. Influenza Screening Flowchart
9. Influenza Suspected Case Notification Form
10. Sample Letters for students with influenza
11. Influenza Preparedness At-A-Glance
12. Continuing Educational Opportunities for Students Technology Driven Activities
13. Avian Flu Communications Plan
28
Emergency Departm
Operations Health
Center
DRAFT
(EOC) (DO
Agency Liaison Incident
Commander
Jerry Graziose
MaryAnn Leah Kelly
MacKenzie Marcia Bynoe
Operations
Donnie Carter
Safety Physical Plant Risk Transportation Food Service Logistics ETS
Coordinator Operations Management
Jerry Graziose (Maintenance) Gary Brown
MaryAnn Jeff Moquin Ruben Parker Barbara Leslie Robert Ed Kessler
MacKenzie Tom Linder Aston Henry Lucille Green Darlene Moppart Waremburg
Sylvester Davis Ed See
Purchasing
Bill Harris
Supply
Warehouse
Brian Little
Appendix I: Pandemic Flu Emergency Management Organization Chart
29
Appendix 2
Overall Influenza Pandemic Management Strategy and Associated Actions by Level Checklist
(This checklist is intended to be utilized in assisting the principals and managers in implementing appropriate
actions specific to the determined level recording each action when it has been completed.)
Level One – Plan for it (Mitigation and Prevention)
Trigger: Avian flu has been confirmed in birds in other countries, with limited bird to human
transmission and no/little human to human transmission. Health officials are concerned that the H5N1
virus (‘avian flu’) could mutate and cause a global/local pandemic.
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, students and parents are well informed and understand
their roles in preventing general influenza spread.
Alert Code: None
Actions to be taken Completed
(Take care not to be alarmist. Show confidence in the district’s plan by taking a calm,
planned approach.)
Note: This level was initiated by the SBBC Pandemic Planning Committee and !
actions relating to this level have already been implemented.
Level Two – Take Advanced Precautions (Preparedness)
Trigger: The World Health Organization or CDC reports a case of human to human transmission of avian
flu within the United States but not Florida.
Goals: Heighten awareness and precautionary measure in schools, departments and school community.
Alert Code: White
Actions to be taken Completed
(Preparedness)
1. Review pandemic plan for full implementation, checking for up-to-date information on
the CAB site.
• 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
2. Keep relevant groups informed
• Parent groups should be provided with information for Level 2
3. Institute increased disinfectant processes by custodial/cleaning staff.
30
Level Three – Keep Alert (Inititate Surveillance and Heightened Awareness)
Trigger: Broward County Health Department (BCHD) notifies district contact warning of suspected
case(s) of avian flu within the state of Florida.
Goals: Initiate surveillance of staff, students and other school visitors and personnel to assist the BCHD
in close monitoring of influenza like incidents. Initiate use of Level Three Influenza Planning Matrix and
Flowchart.
Code: Yellow
(Actions to be taken) Completed
Initiate Surveillance and Heightened Awareness
(Surveillance refers to identifying and reporting to BCHD influenza like
symptoms and increased absenteeism observed at the school and department
levels to assist in capturing patterns and areas of concern)
1. Maintain links with relevant agencies and community support networks
2. Review pandemic plan
• Check staff and student contact details are correct
• Brief staff on roles and responsibilities, including isolation of students/staff per
Level Three Influenza Planning Flowchart
3. Keep relevant groups informed through briefings, CAB conference, emails, newsletters
and websites.
4. 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 pandemic through scenarios/stories of 1918 pandemic, etc.
5. Monitor recent domestic and international travel of staff, students and parents (as far
as possible); area superintendent approval required for all travel.
6. Confirm school / department’s role in local response plans with Broward County
Health Department.
31
Level Four – Prepare for Possible School(s) Closure
Trigger: Broward County Department of Health (BCHD) notifies district contact of confirmed case(s)
within the tri-county area.
Goals: Schools and departments endeavour 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.
Code: Red
Actions to be taken Completed
(Initiate Response Plan)
1. District contacts to maintain contact with Broward County Health Department
(BCHD), DOE K-12, Food and Nutrition Services at DOE and the United States
Department of Agriculture.
2. Make preparations for possible school closure (coordinate zone plan)
• Make preparations for securing premises
• Do not close your school without specific direction from the BCHD and the
Superintendent
3. Keep relevant groups informed through briefings, CAB Conference, e-mails,
newsletters and websites.
4. Prepare staff and student contact lists for BCHD in case of school closure
BCHD may require information urgently to trace contacts of infected people.
Make it clear that contact details will only be used for the purpose of pandemic
management.
• Two emergency contacts for each student
• Staff home contact details – staff to indicate if willing to be a volunteer
5. Cancel all staff travel plans (domestic and international).
Follow all BCHD guidance. Review travel of staff who work between areas or schools.
6. Take care of staff and students showing influenza symptoms.
• Use Level Three Flowchart with increased rigor and immediately report to Nursing
Command Center
7. Institute Level 4 rigorous cleaning policies and practices to reduce the spread of a flu
virus.
32
Level Five - Implement Full Activation of the Response Plan
Trigger: Broward County Department of Health (BCHD) mandates school(s) closure.
Goals: Schools in affected areas (clusters) activate closure procedures in consultation with BCHD, and
Superintendent. 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.
Actions to be taken Completed
(Closing your school)
1. Close school(s) as directed by BCHD, and Superintendent
• Provide notice to parents if another location will be available for students who
are not sick.
• Notify transportation of initiation of alternative location(s).
2. Provide previously identified educational opportunities to home bound students.
3. Secure premises.
4. Post provided notices of closure on entry points and main buildings.
5. Keep relevant groups informed through briefings, CAB Conference, emails, newsletters
and websites.
6. Collaborate with local agencies in making school facilities available in local response
efforts, as previously identified.
7. Be prepared for another wave of influenza, a few weeks after the first; initiate
procedures as needed.
Level Six – Recovery (NOTE – a person can remain infectious for up to 21 days from when they first display symptoms.
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: Broward County Health Department notifies district contact that the pandemic has been abated
in Broward County 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.
33
Code: Green
Actions to be taken Completed
(Getting back to business as usual)
1. 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 #’s of
students returning, as appropriate.
2. Cleaning, disinfecting of affected areas including school busses and remote locations.
3. 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.
4. 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.
• Utilize EAP Post Disaster Mental Health Plan to address the needs of SB
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.
5. Keep relevant groups informed through briefings, emails, newsletters and
websites using the developed Recovery Communication Plan.
6. Evaluate the success of the pandemic plan and make adjustments.
The decisions to move from Code White to Yellow, from Yellow to Red and from Red to Green, will be made by BCHD. BCHD will notify the
public through its website and media channels.
34
Appendix 3
Pandemic Supplies List
All pandemic materials are ordered exactly as all other warehouse items. The Budget
keepers/Bookkeepers go into SAP they create a Stock Transport Requisition. The following are
the item numbers.
The Flu Preparedness Kit, 10000212, contains all the items listed below except the Wexcide,
respirator masks and safety glasses. Schools may therefore order this kit and as items are
consumed order the individual replacements as needed.
BRITE Item Number
W87474 Particulate Respirator 10003890
W87476 Safety glasses 10000187
W87660 Facial Tissue 10000209
W87662 First aid kit 10000210
W87664 Hand sanitizer 10000210
W87668 Flu preparedness kit 10000212
W87670 Gloves – latex – XL only 10002353
W87672 Soap antimicrobial pump bottle/foam each 1000214
W56601 Coverall, safety, large w/ hood & 4001487
boot tyvek
W566001A Coverall, safety, large w/o hood & 4001487
Boot tyvek
W91131 Particle Face mask 4003563
W91140 Respirator (small) 4003997
W91141 Respirator (medium) 4003998
W91135 Respirator (large) 4003993
W91136 Respirator cartridge – chemical 4003996
W91135A Respirator cartridge – organic vapor 4003985
W91135B Respirator cartridge – covers (caps) 4003994
WEXCIDE Germicidal Cleanser 1000068
35
Appendix 4
FACT SHEET
Key Facts about Influenza and the Influenza Vaccine
What is Influenza (also called Flu)?
The flu is a contagious respiratory illness caused by influenza viruses. It can cause mild to severe
illness, and at times can lead to death. The best way to prevent the flu is by getting a flu
vaccination each fall.
Symptoms of flu include:
* fever (usually high)
* headache
* extreme tiredness
* dry cough
* sore throat
* runny or stuffy nose
* muscle aches
*Stomach symptoms, such as nausea, vomiting, and diarrhea, also can occur but are more
common in children than adults
Complications of Flu
Complications of flu can include bacterial pneumonia, ear infections, sinus infections,
dehydration, and worsening of chronic medical conditions, such as congestive heart failure,
asthma, or diabetes.
How Flu Spreads
Flu viruses spread mainly from person to person through coughing or sneezing of people with
influenza. Sometimes people may become infected by touching something with flu viruses on it
and then touching their mouth or nose. Most healthy adults may be able to infect others
beginning 1 day before symptoms develop and up to 5 days after becoming sick. That means that
you may be able to pass on the flu to someone else before you know you are sick, as well as
while you are sick.
36
People who should get vaccinated each year are:
1. People at high risk for complications from the flu, including:
• Children aged 6–59 months of age,
• Pregnant women,
• People 50 years of age and older,
• People of any age with certain chronic medical conditions, and
• People who live in nursing homes and other long term care facilities.
2. People who live with or care for those at high risk for complications from flu, including:
• Household contacts of persons at high risk for complications from the flu
• (see above)
• Household contacts and out of home caregivers of children less than 6 months of
age (these children are too young to be vaccinated)
• Health care workers.
3. Anyone who wants to decrease their risk of influenza.
Who Should Not Be Vaccinated:
Some people should not be vaccinated without first consulting a physician. They include:
• People who have a severe allergy to chicken eggs.
• People who have had a severe reaction to an influenza vaccination in the past.
• People who developed Guillain-Barré syndrome (GBS) within 6 weeks of getting an
influenza vaccine previously.
• Children less than 6 months of age (influenza vaccine is not approved for use in this age
group).
• People who have a moderate or severe illness with a fever should wait to get vaccinated
until their symptoms lessen.
If you have questions about whether you should get a flu vaccine, consult your health-care
provider.
For further information you can visit the website at www.cdc.gov/flu/keyfacts.htm or call
Marcia Bynoe, Director, Health Education Services at (754) 321-2274.
37
38
Appendix 5
Influenza Notification
Influenza is a contagious disease. In order to reduce the spread of influenza in the workplace, the
following is required of everyone:
If you are NOT AT WORK and experience symptoms such as:
• chills, shivering, and a fever (temperature > 100 degrees by mouth)
• onset of muscle aches and pains
• sore throat
• cough
• trouble breathing
• sneezing
• stuffy or runny nose
• lethargy (tiredness, weakness)
DO NOT come to work, but call in to your work location and provide information to the
influenza designee so that an Influenza Notification Form can be completed as soon as possible.
OR
If you are at work and you have some of the above symptoms, or if you start feeling ill at work,
please call the front office/or notify the designee who will complete an Influenza Notification
Form. Go home immediately. Contact your healthcare provider and most importantly…
WAIT until you have recovered before returning to work.
39
Appendix 6
Influenza Precautions
PROTECTING YOURSELF AND OTHERS AGAINST RESPIRATORY
ILLNESS
HANDWASHING IS THE MOST IMPORTANT THING YOU CAN DO TO
PROTECT YOURSELF
Cover your nose and mouth when coughing or sneezing
• Use a tissue and dispose of this once used in the waste
• Always wash hands after coughing and sneezing or disposing of tissues
Keep your hands away from your mouth, nose, and eyes
Avoid contact with individuals at risk (e.g. those with underlying or chronic
illnesses such as immune suppression or lung disease) until influenza-like
symptoms have resolved.
Avoid contact with people who have influenza-like symptoms.
Ask children to use a tissue and cover their nose and mouth when coughing or
sneezing and to wash their hands afterwards.
Use of hand sanitizer
Appendix 7
40
Appendix 7
Influenza Protocol For Managing Staff
And Students Who Become Ill
(Pandemic)
If a person feels ill, or if someone observes that another person is exhibiting symptoms of
influenza, he/she is to contact the principal’s designee “influenza manager” by telephone if
possible. Avoid face-to face contact if at all possible.
Utilize the Influenza Screening Flowchart (ISF) (Attachment A)
1. The designee should avoid close proximity with the person if possible – manage the
process over the phone, or wear mask and gloves and adhere to infection control
precautions when necessary.
2. The designee should check if the employee or student has any of the symptoms outlined
in the first section of the Influenza Screening Flowchart (ISF chart).
3. If the employee or student does not have symptoms like those listed on the ISF chart,
he/she is very unlikely to have influenza and should be reassured but advised to call the
designee again later or to see his/her healthcare provider if still concerned.
4. If the employee or student does have symptoms that match some of those listed, he/she
should be treated as a “suspect case”.
5. The employee should be informed where he/she can get a respirator mask, and students
should be given a mask and instructed to wear it immediately. This is to help protect
other staff and students.
6. For students with symptoms, a designee wearing a mask and glove should take the
student to the gymnasium or a predetermined area until parent/guardian picks up student.
7. Designee should obtain any information possible from employee/student/parent regarding
contacts, such as siblings, associates and any extracurricular activities, the person
participated in.
8. The employee or student should be sent home and informed to immediately contact a
healthcare provider. This may involve phoning the person’s regular doctor or nurse, or a
specially designated health center to seek further advice. The employee’s manager or the
student’s teachers should be informed of the situation.
9. Designee should notify contacts if possible. Schools with siblings/associates should be
notified and they should be asked to go home until advised otherwise, by their healthcare
provider.
41
10. The employee should be advised to avoid public transport when leaving the education
workplace. Student should be picked up by parent/guardian.
11. Employee/parent should be given the Influenza Fact Sheet (Attachment B).
12. Designee should complete the Influenza Notification Form (Attachment C) with any
details of any staff, students and/or visitors the individual has been in contact with. This
information will permit the designee to identify recent movements and monitor
well-being during the pandemic.
13. Designee should report/fax information to Health Education Services (HES) at phone #
(754) 321-2272, fax # (754) 321-2289 or contact the Nursing Command Center (TBA)
for your area to report information. HES staff will report/fax information to the Broward
County Health Department.
14. When an employee or student with suspected influenza is identified and has left the
workplace/school, it is important that his/her work area/office, along with any other
known places they have been, are thoroughly cleaned and disinfected according to
established protocols.
15. Contact the appropriate department regarding guidance on employees’ leave or absence
from work arrangements.
16. Arrangements should be made for the students’ continued learning at home.
17. Employees and students may return to work only after they have been without any fever
for a minimum of 24 hours or more, and received medical clearance.
18. After recovery, the employee or student should call the office for clearance prior to
returning to work or school.
42
Appendix 8
INFLUENZA SCREENING FLOWCHART (ISF)
(Non-Pandemic)
Ask the person if he/she has any of the following symptoms:
• High fever (or feel feverish and hot), fever (greater than 100 degrees by mouth)
• Headache
• Fatigue and weakness
• Sore throat, cough, chest discomfort, difficulty in breathing, sneezing
• Stuffy or runny nose
• Muscle aches and pains
If Yes to two or more of the above If Yes to only one
Including fever of the above except fever
PERSON SHOULD BE CONSIDERED AS
POSSIBLE INFLUENZA CASE
PERSON SHOULD NOT BE
CONSIDERED AN INFLUENZA
CASE
Fill out the Influenza Notification Form.
If student, he/she should, be isolated promptly in a room
separate from other students, and picked up by
parent/guardian immediately. If staff, ask him/her to leave
work immediately
• Reassure individual
• Advise to call again if concerned if
he/she experiences 2 or more of the
above or visit his/her healthcare
Advise staff/parent to call his/her healthcare provider by telephone provider
to discuss their symptoms and discuss of they need to be seen or
evaluated.
Staff/students with Influenza-like illness should stay home for
at least 7 days even if symptoms resolve, unless otherwise
RETURN TO
advised for their healthcare provider. Staff/students may NORMAL/SCHOOL
return to work/school 24 hours after symptom free . (Please WORK ROUTINE
refer to CDC Guidance for any changes.)
Fax completed Notification Form to Health Education Services
Nursing Command Center at 754-321-2743 immediately.
Rev. 05/06/09
43
Appendix 9
Suspected Influenza Case
Notification
DATE:___________
TIME: __________
School/Work Location:_________________________________________________
Date Symptom Started:_________________________________________________
Name of Staff or Student:________________________________________________
Address:______________________________________________________________
______________________________________________________________________
Phone:_______________________________Cell:_____________________________
Date of Birth:__________________________________________________________
Month Date Year
Gender: Male Female
Travel recently outside the United States: Yes No if so, where______________
For Students:
Grade:_________________________________________________________________
Teacher’s Name:_________________________________________________________
Name of Parent or Guardian:______________________________________________
Signs/Symptoms Notice: Please check all that apply:
Fever Body aches Headache Fatigue
Dry Cough Runny Nose Sneezing Chills
Vomiting Sore Throat Tiredness Trouble Breathing
Other__________________________________________________________________
Names of people you were in contact within the past 24/48 hours:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Fax the completed form to Health Education Services at 754-321-2743, immediately.
Rev. 05/04/09
44
Appendix 10
Sample Parent Influenza Letter for Schools
(SCHOOL HEADING)
(SCHOOL TELEPHONE NUMBER)
Dear Parent or Guardian:
You may have noticed various information in the news recently related to the Avian Influenza
(H5N1). Influenza is a contagious disease. To prevent widespread influenza in the school, we
recommend that your child stay home from school if experiencing flu or cold symptoms. The
following guidelines will assist you in determining whether or not to send your child to school:
Consider keeping your child at home for an extra day of rest and observation if he or she has any
of the following symptoms:
• Very stuffy or runny nose and/or a cough
• Mild sore throat (no fever, no known exposure to Strep)
• Headache
• Mild stomachache
Definitely keep your child at home for treatment and observation if her or she has any of these
symptoms:
• Fever (greater than 100 degrees by mouth), your child may return to school only after his or
her temperature has been consistently below 100 degrees, by mouth, for a minimum of 24
hours
• Vomiting (even once)
• Diarrhea
• Chills
• General tiredness or feelings of fatigue, discomfort, weakness or muscle aches
• Frequent congested (wet) or croupy, dry cough
• Lots of nasal congestion with frequent blowing of nose
• Sore throat
• Trouble breathing
To help prevent the spread of influenza, teach your children good hygiene habits:
• Wash hands frequently
• Do not touch eyes, nose or mouth
• Cover mouth and nose when sneezing or coughing with paper tissue or use crutch of elbow.
Discard tissues immediately after each use and then wash hands
• Avoid close contact with people who are sick
• Use hand sanitizer when soap and water are not accessible
(Parents may purchase travel size hand sanitizer for students to bring to school)
45
Influenza is most contagious during the first 48 hours. A child who has a fever should remain at
home until “fever free” for a minimum of 24 hours. Often when a child awakens with vague
complaints (the way colds and flu begin), it is wise to observe your child at home for an hour or
two before deciding whether or not he/she should go to school. Your child should be physically
able to participate in all school activities on return to school. Keeping a sick child at home will
help minimize the spread of infections and viruses in the classroom. You should also prevent
other sibling of all ages from further contact with the child with prescribed symptoms. Contact
your health care provider for advice on your child’s condition.
Calling in Absent:
If your child has the signs and symptoms mentioned previously, please indicate this to the
attendance office staff or leave a message on the recording message for absentees. This
information will help in working with the Broward County Health Department to identify and
assist families with resources for possible cases of influenza.
Please note absenteeism will not be held against students who have sustained Influenza
symptoms. Arrangements can be made for continued learning at home.
Sincerely,
____________________________________
Principal
46
Appendix 11
Influenza Preparedness At A Glance
Level One: Planning and Preparedness
Action/Step Timeline Resources
A. Education Now and ongoing Refer to memo packet/posters
Facilitate cultural change relating to distributed on 3/23 regarding
infection prevention practices to staff, Influenza
students, and parents.
• Provide information on hand- HES web site:
washing, use of alcohol based hand www.browardschools.com
sanitizers, cough and sneeze
etiquette Video, BECON Broadcast
• Place posters on the hand washing
and the used of hand sanitizers in
strategic areas, e.g. bathrooms,
cafeterias, classrooms, and health
rooms.
• Post information on signs and
symptoms of Influenza.
• Provide updated pandemic planning
information to staff.
• Inform parents/staff/students on the
importance of School Board of
Broward County (SBBC), Health
Education Services (HES) link.
B. Supplies/Facility Readiness Now and ongoing Refer to stockpile list and sample
• Ensure your workplace has kits
adequate supplies; i.e. soaps, hand
sanitizer, and paper towels.
• Purchase additional supplies to
stockpile.
• Check First Aid kits to determine if
required supplies are available.
• Identify area to be utilized for
isolation of suspect cases.
C. Training Now and ongoing Facilities Department
Ensure custodial staff has appropriate
training on proper cleaning and disinfecting
work areas.
D. Communication Process Now an Memos
Ensure an effective communication process in d ongoing Website
place to communicate vital information to your BECON Broadcast
staff, students and parents in various languages.
• Establish an internal “communication
tree”.
• Ensure each staff/student phone
number is up-to-date.
• Test the process to ensure efficiency.
47
E. Planning outside the work place Now and ongoing Pandemic Flu Planning checklist
Provide information to staff and parents on for individuals and families.
planning tips at home. http://www.cdc.gov
F. Preparation for Continued Learning at Now and ongoing
home
Establish a mechanism to facilitate cultural
education at home in the event of school
closure.
G. Preparation for Workforce Reduction Now and ongoing
Plan for reduced staff availability now.
Level Two: Planning and Preparedness
Action/Step Timeline Resources
A. Notification Now and ongoing Refer to “Sample Parent
• Send out notification to parents on Influenza Letter”.
Influenza Precaution. Refer to memos and Broward
• Review with staff protocol on Schools website –
feeling ill and reporting to work: www.browardschools.com
1. Post “Influenza Precautions” in all
provided notification lace posters
on the hand washing and the use of
hand sanitizers in strategic areas,
e.g. bathrooms, cafeterias,
classrooms, and health rooms,
teacher lounges, and break rooms.
2. Post “Influenza Precautions” in
strategic areas.
3. Review “Influenza Fact Sheet”.
4. Review with staff “Influenza
Protocol for managing staff and
students who become ill:.
5. Review “Influenza Notification
Form: with staff.
6. Review “Influenza Screening
Flowchart: with staff.
B. Absenteeism Notification Now and ongoing Refer to parent link information
Ensure a mechanism is in place for parents on Broward Schools website.
and staff to report absenteeism. www.browardschools.com
• Establish/enhance staff absenteeism
reporting mechanism.
48
Level Three: Surveillance
Action/Step Timeline Resources
A. Monitoring Absenteeism Now and ongoing Refer to P&P on managing
• Activate parent link recording students/staff with Influenza who
message about Influenza for are ill.
parents reporting student
absenteeism.
• Review and strictly enforce
Influenza Screening Flowchart During surveillance
process.
B. Reporting Now and ongoing
• Identify any flu-like symptoms
among staff, and students and
complete Influenza Notification
Form.
• Report any Influenza suspect cases
information to HES department of
Nursing Command Center (TBA)
in your area.
Level Four: Initiate Response Plan
Action/Step Timeline Resources
A. Enhance Communication Now and ongoing Pandemic Communication Plan
Maintain sense of calmness among Emails
students/staff. Website
B. Preparedness Now and ongoing Sample letters “regarding school
• Prepare for possible school closure”
closure.
• Ensure contact list for students is
current.
• Set up isolation room.
• Review Influenza Checklist of
symptoms.
C. Facility Now and ongoing
Ensure cleaning procedures are in place
and effective
Level Five: Full Activation
Action/Step Timeline Resources
A. School Closure Now and ongoing
Secure premises
B. Duration
Initiate continued learning for students at
home.
49
Appendix 12
Pandemic Plan
Continuing Education Opportunities For Students
Benchmark points will be determined and activities assigned based on quarter in which outbreak occurs.
Upon school closure, students will be directed to tune to district web-site, school web-site, radio, and/or
television to get updates. Parent Link/Telerobot will contact student and parents via telephone to give
directives for specific assignments.
If uninfected students from closed locations are to be assigned to other sites, that information will be
shared via media.
Technology Driven Activities
PINNACLE BE/FLVS PODCAST BEEP STUDENT SOFTWARE
PORTAL PROGRAMS
Students and/or Affected students Teacher Assignments Web-based
parents use login to will be enrolled in directed posted lessons Programs
get assignment corresponding virtual lessons accessed currently used by
education courses created and students will be
beginning at download for accessed from
benchmark student home.
viewing
NIE digital
Additional
vendors to
develop materials
aligned to our
standards and
paced according
to SBBC
curriculum, maps
Non Web-based
Software from
textbooks
Subject are
software
50
Appendix 13
AVIAN FLU COMMUNICATIONS PLAN
PURPOSE
The purpose of this communications plan is to propose a plan of action for informing various audiences,
including employees, parents, students and the public about what the Broward County Public Schools is
doing to prepare for the potential outbreak of the avian flu, including proactive steps individuals can take
now to present contracting the ailment.
KEY MESSAGES
• The Broward County Public Schools already has in place effective on-going disease prevention
and mitigation plans, as well as established health and wellness programs.
• The Broward County Public Schools has an effective disease prevention, identification and
mitigation plan in place for dealing with the potential outbreak of the avian flu.
• The health and wellness of students is a priority concern of the Broward County Public Schools.
OVERVIEW
As the avian flu outbreak works its way across Asia and Europe, it is important for various public and
private interests in the United States to prepare in advance for the inevitable outbreak of the disease here.
Broward County Public Schools works closely with the Broward County Department of Health on
programs related to disease prevention and mitigation, as well as in the development and implementation
of health and wellness programs. The fact is the District already has in place effective disease prevention
and mitigation plans and programs for dealing with flu outbreaks. As the avian flu makes it’s away
across the Atlantic and Pacific oceans, it becomes important for the District to review its disease
prevention and mitigation plans and to use the opportunity to reinforce what individuals can do today to
prevent falling victim to the disease.
PLAN – Phase 1
• Develop and disseminate posters/flyers with proven effective disease prevention tips for use in
schools and offices through the District.
• Develop talking points on the avian flu for use by District officials in discussing aspects of the
disease, including the school system’s plans and programs for handling a potential outbreak.
• Develop articles/scripts for the various communications vehicles used by the District to inform its
various audiences about what the District is doing and what various audiences can do in advance
of the avian flu outbreak. These communications vehicles include but are not limited to the
District Web site, school-based Web sites, BECON, newsletters, Parent Link, school marques and
various meetings and forums.
51
PLAN – Phase 2
• Prepare contingency communications materials for use when the avian flu arrives in the
local area, including information to reinforce the procedures school-based personnel are
required to take to identify potential contagious disease epidemics and to isolate
suspected victims. Phase 2 will involve employment of the same communications
vehicles listed in Phase 1 but will include more external news media engagement to
broaden audience coverage.
• Prepare contingency communications for use in the event the avian flu outbreak requires
shutting down part or all of the school system to mitigate continued spread of the disease
through the student and/or employee populations.
CONCLUSION
It is certain that Phase 1 of this communications plan will be implemented, because it is
inevitable that the avian flu will arrive in this country. The main communications effort
associated with Phase 1 is to provide audiences with practical disease prevention tips and to
inform them of the District’s plans and programs for dealing with a potential epidemic.
Phase 2 of the communications plan will be triggered by an actual outbreak of the avian flu in the
area and the potential for an epidemic. It is important that Phase 2 not be implemented too soon,
as it could result in panic and misinformation, including prematurely prompting parents not to
send their children to school or employees not to report to work out of fear of contracting the
disease.
###
52
Health Education Services Department
Marcia Bynoe, ARNP-BC, MSN, FNP, SNP, Director
Maureen O’Keeffe, R.N., BSN, Clinical Nursing Supervisor
Adella Earle, R.N., MSN, Asthma Coordinator
Rhonda Elba, R.N., BSN, School Nurse
Kelly Bradshaw, R.N. School Nurse
Gail Adams, R.N., BSN, Clinical Nurse
Marilyn Fuentes, Clerical
John Mackey, Clerical
Linda Williams, Clerical
SCHOOL BOARD MEMBERS
Maureen Dinnen, Chair
Jennifer Leonard Gottlieb, Vice Chair
Robin Bartleman
Beverly A. Gallagher
Phyllis C. Hope
Stephanie Arma Kraft, Esq.
Ann Murray
Robert D. Parks, Ed.D.
Benjamin J. Williams
Superintendent of Schools
James F. Notter
The School Board of Broward County, Florida, prohibits any policy or procedure
which results in discrimination on the basis of age, color, disability, gender, national origin, marital
status, race, religion or sexual orientation. Individuals who wish to file a discrimination and/or
harassment complaint may call the Director of Equal Educational Opportunities at (754) 321-2150
or Teletype Machine TTY (754) 321-2158.
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