Emergency Calling System

MSAD #4 District Emergency Plan

  
SAD #4 has established an emergency telephone call system that will be used to contact everyone within a few minutes in the event of an extreme emergency. We also use a modified version of this list to notify people when school is called off for the day, or when schools will unexpectedly be closed early.  This is done on snow days as a convenience, but more importantly as a method of practicing for a more serious event.  
 
Parents should have received information on how to be certain that the appropriate phone numbers are on the call list.  If you wish to have your number deleted from the “snow day” list please contact the secretary in your child’s school. Please do not depend on this new service to replace your existing system of receiving information of this nature, it is merely one more tool that we will use for emergency communications along with written letters, e-mails, and radio/television broadcasts.  
 
Communication is essential in times of emergency, and this new technology gives us the ability to send one message to as many as three thousand people at once. 

Emergency Numbers

Mayo Regional Hospital     -    207-564-8401
Mayo Emergency Room     -    207-564-4260
Charles Dean Hospital     -     207-695-5200
Eastern Maine Medical     -    207-973-7000
Skowhegan Hospital        -    207-474-5121
St. Joseph Hospital        -    207-262-1000    
Guilford Fire Dept.         -    911
Poison Center         -    800-222-1222
Maine State Police         -     800-432-7381
Piscataquis Sheriff’s Dept    -    207-564-3304
FBI (Bangor)         -    207-947-6670
PCEMA            -    207-564-8660
American Red Cross        -    207-941-2903    
Guilford Water District     -    207-876-3066
Central Maine Power    -    800-696-1000
            Phone Trace            -    *57
            Phone Trace Follow Up    -    800-518-5507

RADIO STATIONS

WDME Radio        -    207-564-2642
WQCB            -     207-991-9500
Kiss 94.5            -    207-947-9100

TELEVISION STATIONS

            WLBZ – TV (2)        -    800-244-6306
            WABI  – TV (5)        -    800-432-1625
            WVII   -  TV (7)        -    207-947-6457

                
                
*This section has been omitted from the public version of the Emergency Plan for security and confidentiality purposes.

Board of Directors Contacts

Accidental Blood Exposure

  
An accidental exposure means a specific eye, mouth, other mucous membrane, non-intact skin, or parenteral contact with blood or OPIM.  In the event of an accidental exposure to an employee, the procedure is as follows:

1.   Immediate first aid- Employee will wash the exposed site thoroughly with soap or disinfectant and water. Flush eyes and/or mucous membranes with water immediately.

2.   Immediately report injury to supervisor and school nurse. If immediate supervisor is not available, report to another school administrator.

3.  The school nurse or supervisor will arrange for a medical post-exposure evaluation and follow-up.

4.  Required forms to be completed within 24 hours are:

a. Employee Injury Report, using back of form as needed to describe in full how the exposure to blood or body fluid occurred.
b. Supervisor’s Injury Report

5.  The school nurse will meet with the employee.

a. The employee will be given bloodborne pathogen information.
b. Blood collection and testing will be discussed.
c. The employee will be referred to the School Doctor’s office for a medical post-exposure evaluation. The form, Medical Care Provider Report will be accompany.
d. The employee will be informed of laws concerning disclosure of identity of source individual.

6.  If the source individual is known, the school nurse will assist in making arrangements to have the source individual tested for HIV, HBV, and HCV infectivity. 

7.  The school nurse will meet with the employee after all data has been collected to complete a Follow-up Outcome Report and discussed any additional concerns.

8.  Flow of completed forms:

a. Original copies to Superintendent’s office.
b. Retain copy of each form for employee’s personnel file.

 

  
Date_________________
 
Employee’s Name _________________________________________   DOB_________________
              
 
The above named individual was seen by me today following an accidental exposure to blood.
 
 
Blood was collected for HBV, HCV, and HIV serological testing:   YES______        NO_____
 
Serological testing was done at this time: ____________
 
Blood was collected, but the employee declined baseline testing at this time:   YES_____  NO_____  
 
Blood will be held for 90 days   YES_____  NO_____
 
 
My recommendation is as follows:
 
     Hepatitis vaccine required:      YES______  NO_____
      
     Initial dose administered:        YES______  NO_____ Date (if yes)  __________________                          
                                                     
 
 
Signature__________________________________________________Date__________________
 
 
Please print name and address of Health Care Provider completing this report:
 
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 

 
Employee Name: _________________________________________________________________
Title ____________________________________ Social security # _________________________
Date of Exposure Incident __________________________________________________________
Employee’s Report of Injury Filed  _______ Yes ______ No
A. Source Name (if individual known) _________________________________________

Consent for Blood Testing Obtained ______ Yes _____ No Date _________
Source Blood Tested for HIV, HBV and HCV and Report Received Date ________
Comments:

 B. Employee
 
  Blood Collected  _________ HBV ________ HIV
  And  Tested  _________ HCV ________ Declined Blood Testing
  Hepatitis B  ______ No prior Hepatitis B vaccination or incomplete series
     ______ HBIG (Hepatitis B Immune Globulin) received
     ______ HBV vaccinated – received three doses previously
     ______ HBV series started
  HIV & Hepatitis C ______ Risk Counseling Offered
  Tetanus  ______ Current within 10 years
     ______ Suggest booster through employee’s physician
  Counseled  ______ Informed of laws and regulations concerning
       Disclosure of source individual identity
     ______ Received current/appropriate health ed materials
  Comments:
 
Post exposure Medical Evaluation Completed by: _____________________________________
_____________________________________________________________________________
Written opinion form health care professional obtained if appropriate _____________________
Report Filed By: _______________________________________   Date: _________________ 

Employee Incident form

 
• REMINDER:  If your employer has a primary care physician, initial treatment must be through their office.  In case of an emergency, proceed to the nearest medical facility.
 
This report is requested even though you may have reported this injury to your Supervisor.
Name  ____________________________________________________________________________________
Address _____________________________________________________________  Phone________________
SS# __________________  Gender ______ Date of Birth __________Date of Hire________#Dependents_____  
Employer/School ____________________________________________________________________________
Supervisor _________________________________________________________________________________
Occupation when injured  _______________________________  Secondary Employment _________________
Were you doing your regular work? _______________________  If not, what work? ______________________
Date of injury ________________________________________  Hour of day  __________ AM ____ PM ____
Exact place where injury occurred ______________________________________________________________
Describe fully how injury occurred _____________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Describe your injury in detail (mention body parts affected) (specify (L) or (R) side)______________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Do you have any pre-existing or contributory Injuries/Conditions? ____________________________________
__________________________________________________________________________________________
Names of any witnesses ______________________________________________________________________
__________________________________________________________________________________________
Name of doctor treating you _____________________________  First Date seen: ________________________
Address ___________________________________________________________________________________
Name and addresses of other medical providers seen _______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Did you lose time from work? ___________  If so, when did disability start?_____________________________
Have you returned to work?  ____________ When? ________________________________________________  
Light Duty _______ Regular Duty _______ Number of Hours __________ Rate of Pay  ___________________
To whom was injury reported? __________________________When (date)?____________  AM ____ PM____
 
______________________________                  _______________________________________________
                      Date                                                                                  Signature
 
J:bjb:data:ee report.doc(08/06)

Supervisor's Incident Report Form

 
This report should be completed within 24 hours of the incident while the facts are still fresh in the minds of witnesses and should be filed with the department responsible for the processing of Workers’ Compensation claims.

Name of injured employee ____________________________________________________________________
Occupation when injured  _______________________________  School _______________________________
Was employee performing regular occupation? ______________   If not, what occupation? ________________
Was employee experienced/trained in this occupation?_________  Secondary Employment?________________
Date of injury ________________________________________  Hour of day  __________ AM ____ PM ____
Describe the events which resulted in the injury or disease ___________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Primary Cause of Injury ____________________________________________________________________
__________________________________________________________________________________________
Action taken to prevent
recurrence______________________________________________________________
Describe the injury /disease and indicate body parts affected (specify (L) or (R) side) _____________________
__________________________________________________________________________________________
Do you have any questions or concerns pertaining to this injury?   Yes _____________  No ________________
If  “yes,” please explain ______________________________________________________________________
__________________________________________________________________________________________
Are you aware of any pre-existing or contributory injuries/conditions?__________________________________
__________________________________________________________________________________________
Name(s) of any witnesses _____________________________________________________________________
Was medical treatment provided? _______________________________________________________________
__________________________________________________________________________________________
Were you notified by the injured employee of this injury? __________  If so, when? ______________________
Did employee lose any time from work? _____________  If so, when did disability start? __________________
Has employee returned to work? ___________________ When? ______________________________________  
Light Duty _______ Regular Duty _______ Number of Hours __________  Rate of Pay ___________________
Any Light Duty work available? ________________________________________________________________
 
________________________________  ________________________________________________
                      Date                                                                                          Signature
 
________________________________ ________________________________________________
                Phone number                             (Position and Department)
 
J:bjb:data:er report.doc(08/06)
Doctor:
Hospital:
$

Medical Emergency Form

 
 
 
Site _______________________________  Date _________________  Time ________________
 
 
Name of person with medical emergency_____________________________________________
              
Nature of emergency ____________________________________________________________
 
_______________________________________________________________________________
 
_______________________________________________________________________________
 
      
First aid administered at the scene __________________________________________________  
 
_______________________________________________________________________________
 
_______________________________________________________________________________
 
Administered by _________________________________________________________________
 
911 called by ___________________________________________  Time ___________________
 
Parent/Guardian called by _________________________________ Time ___________________
 
Taken by ambulance to  ___________________________________ Time ___________________
    (Name of Hospital)
 
Person completing this form _______________________________________________________
       Signature
 
 
 

School Incident Report Form

 
Please complete one form for each “incident of prohibited behavior” which occurs on school property
during school hours or during school sponsored activities.
 
Date of Incident_________ Person completing form______________________ School__________________
 
OFFENDER(S)______________________________ Age____  Grade____  M or F____ Special Ed.____
 
                 ______________________________ Age____  Grade____  M or F____ Special Ed.____
 
 
VICTIM(S)____________________________________  Age_______  Grade_______   M or F______
 
  ____________________________________ Age_______  Grade_______   M or F______
 
 
VIOLENCE INCIDENT:  Fighting_____ Pushing_____ Stealing_____  Swearing_____  
 
Threat/Intimidation____ Hate Crime____ Harassment____ Sexual Offenses____ Racial/Sexual Bias_____
 
Describe what happened____________________________________________________________________
 
 
VANDALISM INCIDENT:   Describe what happened_______________________________________
__________________________________________________________________________________________
 
 
SUBSTANCE ABUSE:  Describe (Alcohol, Marijuana, Tobacco, etc.)___________________________
__________________________________________________________________________________________
 
 
WEAPONS:  Describe incident_____________________________________________________________
 
__________________________________________________________________________________________
 
ACTION TAKEN:
 
1. Detention or loss or privilege____
 
2. In school suspension____
 
3. Out of school suspension____
 
4. Alternative placement_____
 
5. Expulsion from school_____
 
6. Law enforcement referral_____

Student Accident Report Form

 
1. Name: ____________________________________     Sex:       1.   Male    2.     Female     Grade ______    Age ______
 
2. School Name: ________________________________ Date Occurred: ____/____/____ Date Reported: ____/____/____  
 
3. Time:  _____________ A.M./P.M.  01 Before School Hours 02 During School Hours
       03 After School Hours 04 School not in Session
 
4. Place of Accident:

** Other (explain) __________________________________________________________
 
5. Source of Injury:

    ** Other (explain) __________________________________________________________
 
6. Body Part Injured:

    ++ No Noticeable Injury        
    ** Other (explain) ___________________________________________________________
 
7. Nature of Injury:

** Other (explain) ___________________________________________________________
 
8. Narrative Description of Accident: ________________________________________________________________________
 ______________________________________________________________________________________________________
 ______________________________________________________________________________________________________
 
9. Names of Witnesses: ________________________________________________________________________________
 
10. Action Taken: 

 ** Other (explain) __________________________________________________________
 
Signature ______________________________________________________________________  Date _________________
 
Nurse Assessment: ___________________________________________________________________________________________
____________________________________________________________________________________________________________
__________________________________________________________Nurse’s Signature__________________________________ 

Homeland Security Advisory

Disaster Related Psychological Factors

 
This guide, meant to be a resource for the classroom teacher in helping children to recover from the effects of a disaster, was prepared using information developed to assist teachers to help children recover from the Loma Prieta Earthquake of 1989.  The ideas presented will help in coping with other general disasters, as well as with the mini-disasters that occur in the lives of individual children.
 
A Crisis Intervention Team, made of trained professional staff members, will play an important role in the recovery from any type of psychological crisis.  Teachers can access a Crisis Intervention Team through their Principal or site administrator.
 
It is not the intent of the disaster preparedness plan to “train” the staff members to be mental health professionals, nor to expect them to function as such.  The intent is to make available all information that pertains to preparing and coping with the effects of disasters, minor or catastrophic. Therefore, the psychological factors involved in disaster situations need to be understood by all staff members.
 
For purposes of maintaining preparedness in disasters, especially disasters that could involve mass injuries, it is necessary to consider both psychological and social needs, those emotional and community-related factors that affect the victim or family and significant others or that influence the staff in the performance of their duties.  The emotional component is characterized by:
 

(1) the individual’s reaction to a casualty situation, whether or not a personal injury has been incurred
(2) the reaction of the family and significant others to the situation and to the victim’s injury or possibly death
(3) the reaction of the staff to the situation, both as participants personally affected by the situation and as school district employees providing a disaster service
(4) the reactions and behavior of the community.

 
The social component can be seen as the response of community agencies and services in providing necessary resources and in meeting responsibilities to those injured or affected, as well as the material resources of the victim and family.
  

 
Victims undergo what might be called a disaster syndrome, which consists of four phases of emotional and mood reactions.  Individuals differ in the time spent in each phase and in the intensity of reaction, but the general sequence is as follows:
 

1. Shock Phase:  Immediate, lasting a few minutes to a few hours; behavior is dazed, stunned, apathetic, disorganized, does not respond to direction.
2. Suggestibility Phase:  May last several days; shows unselfish regard for the welfare of others, willing to follow instructions, grateful, guilt due to survival, suggestible.
3. Euphoric Phase: May last several weeks; behavior includes identifying with others in the same situation, feeling of brotherhood, enthusiastic participation in group activities.
4. Depressive Phase: (personal frustration) – Hopefully fades as life returns to regular pattern; behavior is critical, complaint oriented, awareness of and annoyance with losses.

These phases are all normal behavioral responses.  Experiencing a disaster is a crisis and as such is made more severe by the added factors of death, injury, family problems, job difficulties, illness, loss of personal belonging and the disturbance of regular routine.  After the initial numbness and absence of panic wears off (usually one to two hours), the following behaviors set in:
 

⋅ Fearful, crying, horror at sights of destruction/devastation/sounds; talks about it to everyone who will listen; watches all TV coverage; reads everything on the events – lasting several days.
 
⋅ Returns to work and usual routine when possible; less apt to want to discuss disaster; avoids media; feels anxious, irritable, insomnia, depressed, guilt of surviving, angry (both direct and displaced) usually lasts several weeks.

 
In some instances, dysfunctional behavior responses may be manifested.  They include continuing morbidity, anxiety, suicide, depression, poor concentration, phobias, headaches, gastrointestinal problems, drug/alcohol abuse, absenteeism from school/work, deterioration of personal relationships; recurrent recollection of event/recurrent dreams/nightmares.
 

 
Rescue workers will experience many of the same feelings as victims.  As participants, and possibly victims, the behavioral patterns of staff members may include excessive irritability, fault finding, holding grudges, being suspicious, resenting authority, and concern about safety for selves and family.
 
Stress in the working environment is created by:

⋅ understaffed/overworked
⋅ philosophic/emotional conflicts
⋅ sudden death
⋅ inexperience or anxiety about one’s competence
⋅ shock-impact of sights/smells
⋅ family responsibilities vs. work demands
⋅ political/bureaucratic problems  

 “Burn-out” is a problem that needs to be addressed, because it lowers group morale, increases absenteeism, lowers mutual support, increases scapegoating, and adversely affects home life.  The symptoms are emotional, physical, and behavioral and might be acted out by detachment or over involvement.  They are manifested in the following ways:

⋅ deterioration of one’s sense of well-being
⋅ chronic exhaustion/depression
⋅ hostility/negativity
⋅ loss tolerance for more difficult victims/problems
⋅ dreading new encounters
⋅ guilt for feeling negative
⋅ helplessness/isolation  

 
These factors stand out as essential in dealing with crisis recovery:
 

⋅ Being able to talk about the experience and express the feelings accompanying the experiences
⋅ Being fully aware of the reality of what has happened
⋅ Resuming concrete activity and being able to reconstruct the pre-disaster life routine
⋅ Accessible/available help
⋅ Leadership clearly making decisions/giving directions
⋅ Open avenues of communication for victims to locate family/friends
⋅ Prevention of rumors by careful control of words used, information given – (Don’t use words such as PANIC, MORGUE, HATE)
⋅ Planning ahead – being prepared

 
The main contribution to be made on the non-professional level is to provide Psychological First Aid – the initial aid received by a person in trouble.  The goal should be either to return moderately disabled persons to reasonably good function in a short time, or to make more seriously disabled persons as comfortable as possible until they can be given more complete care.  At the most basic level, it begins with keeping calm and expressing reassurance to the students during and after the occurrence.
 
The general principles of Psychological First Aid include:
 

⋅ Accept every person’s right to his/her own feelings.
⋅ Attempt to calm the victim, relieve the anxiety and stress.
⋅ Communicate confidence in yourself.
⋅ Contact members of victim’s family or support system.
⋅ Size up disturbed person’s abilities as accurately and quickly as possible.
⋅ Encourage the person to speak freely about whatever is on his/her mind, allowing him/her to “ventilate” feelings.
⋅ When the person begins talking, interrupt as little as possible.  After you have heard the full story, you can ask for details.  Practice “active listening.”
⋅ Do not argue with the person if he/she disagrees with you.
⋅ In helping a child, deal with issues indirectly and provide food and comforting.
⋅ Do not impose your methods of problem-solving upon the disaster victim; his/her solutions will be the most successful for him/her.
⋅ Accept your own limitations in a relief role; do not attempt to be all things to all people.
 

Particularly in a disaster, children look to adults for help.  How you react to a disaster give them clues on how they should react.  If you react with alarm, their fear will increase.  As the situation ceases, explain to the children what has happened and that help is coming.

MSAD #4 Response to a National Tragedy

 
Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, students may be confused and/or frightened.  They will look to adults for information and guidance.  School personnel can help students cope by establishing a sense of safety and security.   
 
In the event that the Homeland Security Advisory System should issue a “severe condition”, (red), school officials will monitor the situation closely and will take appropriate action, including the possibility of closing schools.  When possible, the superintendent of schools will communicate with local, regional, and national security and police agencies on the best course of action.    
 
MSAD #4 will:
1. Maintain structure and stability within the schools.  It would be best, however, not to have tests or major projects in the next few days.
 
2. Provide teachers and parents with information about what to say and do for children in school and home.
 
3. Have teachers provide information directly to their students, not during public address announcements.
 
4. Have school social worker and counselors available to talk to students and staff who may need or want extra support.  
 
5. Be aware of students who may have recently experienced a personal tragedy or have a personal connection to victims and their families.  Even a child who has merely visited the affected area or community may have a strong reaction.  Provide these students extra support and leniency if necessary.
 
6. Know the community resources available for children who may need extra counseling.   
 
7. Allow time for age appropriate classroom discussion and activities.  Do not expect teachers to provide all of the answers.  They should ask questions and guide the discussion, but not dominate it.  Other activities may include art and writing projects, play acting, and physical games.
 
8. Be careful not to stereotype people or countries that might be associated with the tragedy.  Children can generalize negative statements and develop prejudice.  Talk about tolerance and justice versus vengeance.  Stop any bullying or teasing of students immediately.
 
9. Refer children who exhibit extreme anxiety, fear, or anger to school counselor or social worker.  Inform their parents.
 
10. Provide an outlet for students’ desire to help.  Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters, and police.
 
11. Monitor or restrict viewing scenes of the event as well as the aftermath.  
 
2002, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301)
657-0270; www.nasponline.org

 
Tips for Teachers
 
Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened.  They will look to adults for information and guidance on how to react.  Parents and school personnel can help students cope by establishing a sense of safety and security.   
 
All adults should:
 

1. Model calm and control.  Children take their emotional cues from the significant adults in their lives.  Avoid appearing anxious or frightened.
 
2. Reassure children that they are safe and (if true) so are the other important adults in their lives.  Depending on the situation, point out factors that help insure their immediate safety and that of their community.
 
3. Remind them that trustworthy people are in charge.  Explain that the government emergency workers, police, firefighters, doctors, and the military are helping people who are hurt and are working to ensure that no further tragedies occur.
 
4. Let children know that it is okay to feel upset.  Explain that all feelings are okay when a tragedy like this occurs.  Let children talk about their feelings and help put them into perspective.  Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.   
 
5. Observe children’s emotional state.  Depending on their age, children may not express their concerns verbally.  Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety, or discomfort.  Children will express their emotions differently.  There is no right or wrong way to feel or express grief.
 
 6. Look for children at greater risk.  Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others.  Be particularly observant for those who may be at risk of suicide.  Seek the help of mental health professional if you are at all concerned.

7. Tell children the truth.  Don’t try to pretend the event has not occurred or that it is not serious.  Children are smart.  They will be more worried if they thing you are too afraid to tell them what is happening.

8. Stick to the facts.  Don’t embellish or speculate about what has happened and what might happen.  Don’t dwell on the scale or scope of the tragedy, particularly with young children.
 
9. Keep your explanations developmentally appropriate.  Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change.  Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy.  Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society.  They will share concrete suggestions about how to make school safer and how to prevent tragedies in society.  They will be more committed to doing something to help the victims and affected community.  For all children, encourage them to verbalize tier thoughts and feelings.  Be a good listener!
 
10. Monitor your own stress level.  Don’t ignore your own feelings of anxiety, grief, and anger.  Talking to friends, family members, religious leaders, and mental health counselors can help.  It is okay to let your children know that you are sad, but that you believe things will get better.  You will be better able to support your children if you can express your won emotions in a productive manner.  Get appropriate sleep, nutrition, and exercise.  

2002, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301)
657-0270; www.nasponline.org

 
Whenever a national tragedy occurs, such as terrorist attacks or natural disasters, children, like many people, may be confused or frightened.  They will look to adults for information and guidance on how to react.  Parents and school personnel can help students cope by establishing a sense of safety and security.   
 
What parents can do:
 

1. Focus on your children over the week following the tragedy.  Tell them you love them and everything will be okay.  Try to help them understand what has happened, keeping in mind their developmental level.
 
2. Make time to talk with your children.  Remember if you do not talk to your children about this incident someone else will.  Take some time and determine what you wish to say.
 
3. Stay close to your children.  Your physical presence will reassure them and give you the opportunity to monitor their reaction.  Many children will want actual physical contact.  Give plenty of hugs.  Let them sit close to you, and make sure to take extra time at bedtime to cuddle and to reassure them they are loved and safe.
 
4. Limit your child’s television viewing of these events.  If they must watch, watch with them for a brief time; then turn the set off.  Don’t sit mesmerized re-watching the same events over and over again.
 
5. Maintain a “normal” routine.  To the extent possible stick to your family’s normal routine for dinner, homework, chores, bedtime, etc., but don’t be inflexible.  Children may have a hard time concentrating on schoolwork or falling asleep at night.
 
6. Spend extra time reading or playing quiet games with your children before bed.  These activities are claming, foster a sense of closeness and security, and reinforce a sense of normalcy.  Spend more time tucking them in.  Let them sleep with a light on if they ask for it.  
 
7. Safeguard your children’s physical health.  Stress can take a physical toll on children as well as adults.  Make sure your children get appropriate sleep, exercise, and nutrition.
 
8. Consider thinking hopeful thoughts for the victims and their families.  It may be a good time to take your children to your place of worship, write a poem, or draw a picture to help your child express their feelings and feel that they are somehow supporting the victims and their families.
 
9. Find out what resources your school has in place to help children cope.  Most schools are likely to be open and often are a good place for children to regain a sense of normalcy.   Being with their friends and teachers can help.   Schools should also have a plan for making counseling available to children and adults who need it.

Emergency Contacts

Emergency Preparedness Checklist

Emergency Preparedness Checklist

Please see the attached file for the checklist. 

Family Emergency Checklist

Family Emergency Checklist Form

See attached file for the form. 

Pandemic Flu Planning Checklist

Pandemic Flu Planning Checklist

See attached file for this form. 

Water Treatment

Many people have asked the Red Cross for information and suggestions on treating water after disaster strikes.  The following information is provided to address those questions.

In addition to having a bad odor, and taste, water from questionable sources may be contaminated by a variety of microorganisms, including bacteria and parasites that cause diseases such as dysentery, cholera, typhoid, and hepatitis.  All water of uncertain purity should be treated before use.  To treat water, follow these steps:

1. Filter the water using a piece of cloth or coffee filter to remove solid particles.
2. Bring it to a rolling boil for about one full minute.
3. Let it cool at least 30 minutes.  Water must be cool or the chlorine treatment described below will be useless.
4. Add 16 drop of liquid chlorine bleach per gallon of water, or 8 drops per 2-liter bottle of water.  Stir to mix.  Sodium hypochlorite of the concentration of 5.25% to 6% should be the only active ingredient in the bleach.  There should not be any added soap or fragrances.  A major bleach manufacturer has also added Sodium Hydroxide as an active ingredient, which they state does not pose a health risk for water treatment.
5. Let stand 30 minutes.
6. If it smells of chlorine. You can use it.  If it does not smell of chlorine, add 16 more drop of chlorine bleach per gallon of water (or 8 drops per 2-liter bottle of water), let stand 30 minutes, and smell it again.  If it smells of chlorine, you can use it.  If it does not smell of chlorine, discard it and find another source of water.

Past information that has changed and is no longer recommended

1. The only agent to use to treat water should be liquid household bleach.  Other chemicals, such as iodine or products sold in camping or surplus stores for water treatment that do not contain 5.25% hypochlorite as the only active ingredient, are not recommended and should not be used.
2. The only accepted measurement of chlorine (or water treatment agents) is the drop.  A drop is specifically measurable.  Other measures such as "capful" or "scant teaspoon" are not uniformly measurable, and are not to be used.
3. There is no difference between treatment of potentially contaminated water that is cloudy or clear. If local public health department information differs from this advice, the local information should prevail.  For more information, contact your local Red Cross chapter and ask for a copy of the brochure entitled, "Food and Water in an Emergency" (A5055).

Flu Resources

 
 
1.   The Red Cross is a wonderful resource for people wanting to prepare for the possibility of a disaster, whether caused by nature or by pandemic flu.  Visit web sites at www.redcross.org (national) or www.pinetree.redcross.org (Maine chapter).   
 
 
Local Chapter:
                        American Red Cross
                        Pine Tree Chapter
                        33 Mildred Ave.
                        Bangor, ME  04401
                        941-2903
 
 
Information on Emergency Planning, Water Storage, and Water treatment are included in attachments.
 
2. Other Resources
     www.pandemicflu.gov
     www.avianflu.gov
     www.maineflu.gov
     www.mainebirdflu.org
 
3. If you are a small flock owner and need to know about Avian “Bird” Flu, go to the University of Maine Cooperative Extension at: www.umext.maine.edu
 
or go to:  www.maine.gov/agriculture/ahi/diseases/avianflu.html
 
 
                        
   
 

Information from the School Nurse

 
 
The Center for Disease Control and Prevention defines flu or influenza illness as having the following symptoms:

1. Fever of 101.5 or higher     AND ONE OF THE FOLLOWING
2. Cough
3. Sore Throat
4. Headache
5. Muscle Ache

 
FLU IS A DISEASE OF THE LUNGS. IT IS NOT A DISEASE OF THE STOMACH OR BOWEL THAT CAUSES VOMITING OR DIARRHEA.
  
Flu Terms Defined:
 

1. Seasonal Flu---sometimes called the common flu---this illness is easily spread from one person to another. There is a yearly vaccine made available to prevent the spread of serious illness . Most people have some immunity to these viruses.
 
1. Avian Flu---   or bird flu---is caused by influenza viruses that occur naturally among wild birds. The H5N1 virus is deadly to domestic fowl and can be transmitted from birds to  humans. There is no human immunity and no vaccine.   
  
2. Pandemic Flu--is a human flu that causes a global outbreak  called a pandemic. It is a serious illness because  people have very little if any natural immunity and the  disease spreads quickly from one person to another. Currently there is no pandemic flu.
 

Academic Component of Pandemic Plan

 
 
Activities for Families:
 
• Reading – There should be many opportunities for reading throughout the day.  This would include reading to children and having your child read to you.  Storybooks, chapter books, magazines, newspapers, etc. are only a sampling of materials that you can use to read with your child.  Take time during the reading to stop and discuss story events, ask questions about what might happen next, why a character did something, etc.
 
• Have a family play production.  Assign a character and lines to each person.  Practice and have a show when everyone knows his/her part.
 
• Writing - Along with reading, there are many ways to include writing into the day.  Children can keep daily journals, describing events of the day.  They can keep a journal that discusses the reading that they have been doing.  This is a great place to think about questions they may have about the reading they are doing.
 
• Math – There are some very traditional activities that you can do with your child such as practicing math facts – addition, subtraction, multiplication, and division.  There are also many games that help children to practice problem solving such as Sudoko.  You can create “story problems” in which children have to decide whether to add, subtract, etc in order to solve the story.
 
• Record the weather each day, using a graph for the temperature.  Make comparisons among the different days, count how many rainy days in a month, etc.
 
• Board games, card games, checkers, etc. are all great activities to help children think!
 
• Pick science and social studies topics that interest your child and do some family research to learn more about the topic.  Children can read and write about the topic, but just taking time to discuss the topic is valuable.
 
• Art – There are many activities for coloring, painting, crafts, etc. that you can do with your child.  Provide your child with the materials and encourage him/her to be creative.
 
• Music – Sing-a-longs, playing music while you work, dancing to music, etc.
 
• Cooking with children is a great way to teach math skills of measuring, introduce and practice fractions, and serve as another opportunity to read.  
 
• Although too much television is not a good idea for children, there are several educational shows that you may consider watching with your child.  Reading Rainbow and Read between the Lions are two educational shows.
 
• You can read a popular children’s book with your child and then view the video version and make comparisons.  
 
• Computer/Internet:  There are websites and computer software that have learning games that your child can play.  It’s important, as always, to monitor what your child is viewing on the internet.  And don’t forget the opportunity to email friends.  
 
• Knitting, crocheting, sewing, and scrap booking are all activities that children love.  Family histories can be explored through scrap booking activities and writing stories or introducing children to genealogy can follow this up.
 
• Children and adults need exercise, so be sure to include time for a few sit-ups and some jogging in place!  

Three Areas of Importance if a Pandemic Occurs

Flu germs are spread from person to person just like common colds. Respiratory droplets from coughs and sneezes travel through the air and land on the mouth or nose of people nearby or on objects like a desk. If the next person who touches the desk wipes his or her eyes, mouth, or nose before washing hands, the virus gets into their body. This is called droplet spread or transmission of viruses from one to another.

How can we prevent this from happening?

1. Everyone needs to learn to cough or sneeze into the upper sleeve of his/her own clothing.

2. If you use a tissue to cover your mouth or nose when coughing or sneezing, you should put the tissues into a wastebasket and then clean your hands.

3. Keep your hands away from your eyes, nose, and mouth.

4. MOST IMPORTANT OF ALL WASH YOUR HANDS often with soap and water or clean them with a hand sanitizer. You should wash your hands for 20 seconds…about the time it takes to sing the “Happy Birthday” song twice!

According to the CDC, “the single most important thing we can do to keep from getting sick and spreading illness to others is to clean our hands.”

CLEAN YOUR HANDS…

• After you use the bathroom
• Before you eat
• Before, during, and after you prepare food
• When your hands are dirty
• After handling animals or animal waste
• More frequently when you, or someone with whom you come in contact, is sick.

The Center for Disease Control advises all households to be prepared to stay at home and isolated from the rest of the population for extended periods of time. This may be from two weeks to one month and may occur more than once, since pandemic flu strikes in waves. This takes some thought and planning on everyone’s part.

The CDC and the American Red Cross have both prepared checklists to help you determine what needs to be done to get ready. Please see attached checklists.

Because we are all different with different needs at home, you really need to plan ahead. Ask yourself some questions:

1. Do I need some cash on hand?
2. Do I have a list of Emergency numbers?
3. Do I have a First Aid Kit?
4. Do I have pets that will need to have supplies on hand?
5. Do I have a plan for care of my children if school closes?
6. Do I have plenty of water and food stocked for the whole family?
7. Do I have an elderly relative who might need some help with plans?
8. Do I have a neighbor who might need assistance with plans?
9. Am I prepared to home school my children? (school will help)

There are things you can do to stay as healthy as possible.
1. Eat healthy foods

2. Get adequate rest (children and teenagers need 8 to 10 hours)
3. Exercise regularly
4. Do something daily to reduce stress (listen to music, find a hobby, laugh, play)
5. Practice good personal hygiene (clean mouth, clean clothes, clean skin).
6. WASH HANDS OFTEN AND WELL

Anyone with the signs of flu should stay home from work, school, and errands and avoid contact with others.

Care of the Home:

1. Keep everyone’s personal items separate. Avoid sharing computers, pens, papers, clothes, towels, sheets, blankets, food, or eating utensils.
2. Disinfect doorknobs, switches, handles, toys, and other surfaces that are commonly touched around the home.

DISINFECTANT
• 1 gallon water
• ¼ cup bleach
• Mix up fresh every
• time you use it

3. Clothing and dishes may be washed together. Use hot water. Wash hands after handling dirty laundry.
4. Wear disposable gloves when in contact with or cleaning up body fluids.
5. The caregiver may want to wear a mask when giving care.

Care for a Loved One:

1. Encourage plenty of fluids to drink at the first sign of flu. Prevent dehydration. You can give ice chips, soups or broth as well as other liquids. Give small sips very frequently if drinking larger amounts of liquids causes nausea.
2. Keep the ill person as comfortable as possible. Rest is important
3. Give fever-reducing medication such as acetaminophen (Tylenol), ibuprofen (Motrin, Advil) or aspirin. Follow directions on the container label for dosage and frequency. DO NOT GIVE ASPIRIN TO ANYONE UNDER AGE 20. This can cause Reye’s syndrome.
4. Sponging the body with tepid (wrist-temperature) water lowers fever, but only during the period of sponging. DO NOT SPONGE THE BODY WITH ALCOHOL.
5. Keep a record of temperature readings and when medication has been given.
6. Keep tissues and a trash bag for their disposal within reach of the patient.
7. If your loved one has diarrhea or vomiting, give fluids that contain electrolytes like Pedialyte. You can make your own electrolyte drink for use with anyone over age 12.
Electrolyte Drink
1 quart water
¾ teaspoon salt
1 teaspoon baking soda
4 tablespoons sugar
1 cup orange or lemon juice
Mix thoroughly

8. All members of the household should wash their hands frequently.
9. Keep other family members and visitors away from the person who is ill.
10. Contact your healthcare provider for further advice. If the ill person is having difficulty breathing or is getting worse, contact the healthcare provider right away.

A. Outbreak Alert

 
• We know this is an anxious time for our community and our hearts go out to those who are ill.  We are working closely with local health officials to deal with the situation and will keep parents updated with any important information.
 
• At this time, under the guidance of the county health department, we believe students can safely attend classes and schools will remain open.  Our thoughts are with all of our families and children who are affected.
 
• If pandemic flu continues to spread and more students become ill, heath officials may need to close schools for an extended period of time (for example, up to 6 weeks).
 
• The purpose of closing schools will be to decrease contact among children in order to decrease their risk of getting sick and to limit the spread of infection.  If schools are closed, children should stay at home.  
 
• We urge parents to plan now for the possibility of schools closing and arrange for day care.  
 
• Parents can help protect their children and prevent the spread of pandemic flu as they would colds and other flu by taking the following precautions:
 

•     Teach your children to wash hands frequently with soap and water for 20 seconds.  Be sure to set a good example by doing this yourself.  
•   Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow. 
•   Teach your children to stay away from people who are sick and stay home from  work or school if you are sick.

 
• Recommendations may change during the course of a flu pandemic.  We will make public announcements through the media and parents can call the school district’s hotline at 207- 876-3444.
 
• For more information on pandemic flu and prevention, visit www.pandemicflu.gov or the American Red Cross at www.redcross.org.
 

B. School Closures S.A.D. #4

• Health and school officials have ordered the closure of schools as a result of the pandemic flu outbreak in our district.

• Schools may be closed for an extended period of time (for example, up to 6 weeks).

• We know this is a difficult time for out community and our hearts go out to those who are ill. We are working closely with health officials to deal with the situation and will keep parents updated with any important information.

• Because pandemic flu is easily spread from person-to-person, it is unsafe for large groups of people to gather and children should stay home. The purpose of closing schools is to decrease contact among children in order to decrease their risk of getting sick and to limit the spread of infections.

• During this time, children and adults should stay away from other people and groups, as much as possible. Health officials also advise people should not gather in other locations such as homes, shopping malls, movie theaters or community centers.

• Parents can help protect their children and prevent the spread of pandemic flu as they would colds and other flu by taking the following precautions:

• Teach your children to wash hands frequently with soap and water for 20 seconds. Be sure to set a good example by doing this yourself.
• Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow.
• Teach your children to stay away from people who are sick and stay home from work or school if you are sick.

• Recommendations may change during the course of a flu pandemic. We will make public announcements through the media and parents can call the school district’s hotline at 207- 876-3444.

• For more information on pandemic flu and prevention, visit www.pandemicflu.gov or the American Red Cross at www.redcross.org.

Sample Parent Letter #1

 
 
 Dear Parents,
 
This letter will help your family prepare for a flu pandemic that could make many people sick.  It is important to know that at this time, there is no pandemic flu of any kind in the United States.  There is also no bird/avian flu in the United States at this time.   Public health officials are worried the avian/bird flu virus may change so it can infect people and spread easily from person-to-person.  This would cause a worldwide flu outbreak, called a pandemic.  Public health officials want people to protect themselves against pandemic flu.
 
Here are some ways to protect your family:  
 

• Keep children who are sick at home.  Don’t send them to school.
• Teach your children to wash hands a lot with soap and water for 20 seconds.  Be sure to set a good example by doing this yourself.  
• Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow.  Be sure to set a good example by doing this yourself.  
• Teach your children to stay at least three feet away from people who are sick.
• People who are sick should stay home from work or school and avoid other people until they are better.  

 
 Enclosed with this letter is a checklist to help families get ready for a pandemic flu outbreak.  This information can also help your family get ready for any kind of emergency.
 
If you have questions, please contact your school nurse or healthcare provider.  You can call the school at 207-876-3444.
 
You can get more information at: ___________________ or the_________________________.
 
The federal government website with information on planning for individual sand families:  
http://pandemicfly.gov or the American Red Cross http://www.redcross.org.
 
 
 
 

Sample Parent Letter #2

  
Dear Parents,
 
As expected, birds sick with avian/bird flu virus are in the United States. It is important to know that, at this time, there are no known human cases of avian/bird flu in the United States.   Health officials are worried that the avian/bird flu virus may change so that people can get sick from it.  If that happened it could spread from person-to-person.  This would cause a worldwide flu outbreak, called a pandemic.  So, even though there is no flu pandemic now, we want to remind you about some ways to protect your family from getting sick:  
 

• Keep children who are sick at home.  Don’t send them to school.
• Teach your children to wash hands a lot with soap and water for 20 seconds.  Be sure to set a good example by doing this yourself.  
• Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow.  Be sure to set a good example by doing this yourself.  
• Teach your children to stay at least three feet away from people who are sick.
• People who are sick should stay home from work or school and avoid other people until they are better.  
• Do not touch sick or dead birds.

 
 Enclosed with this letter is a checklist to help families get ready for a pandemic flu outbreak.  This information can also help your family get ready for any kind of emergency.
 
If you have questions, please contact your school nurse or healthcare provider.  You can call the school at 207-876-3444.
 
You can get more information at: ___________________ or the _________________________.
 
The federal government website with information on planning for individual sand families:  
http://pandemicfly.gov or the American Red Cross http://www.redcross.org.

Sample Parent Letter #3

 Dear Parents,
 
This letter will give you information about a flu outbreak in M.S.A.D. #4.  Every year, some people get sick with the flu during the fall and winter months.   This year, there is a new flu virus that is making many people in our area sick.  So many people are sick in Maine and the United States that health officials call it a “pandemic flu”.  Many of the students and teachers in our school are sick with the flu. We hope they will all get better quickly.  At this time, health officials tell us that students who are not ill can safely come to school.  The schools will remain open.  We will keep you updated with any important information.   
 
To keep the flu from spreading to more people, we ask you to keep sick children home.  Any children who are sick in school will be sent home.
 
Public health officials want you to protect yourself and your family against pandemic flu.  Here are some ways to stop the spread of germs and sickness: 

• Keep children who are sick at home.  Don’t send them to school.
• Teach your children to wash hands a lot with soap and water for 20 seconds.  Be sure to set a good example by doing this yourself.  
• Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow.  Be sure to set a good example by doing this yourself.  
• Teach your children to stay at least three feet away from people who are sick.
• People who are sick should stay home from work or school and avoid other people until they are better.  
• Stay away from shopping malls, movie theaters or other places where there are large groups of people.  

We are also giving you some tips about how to care for your family if they are ill.   If you have questions, please contact the school nurse or healthcare provider.  You can call the school at 207- 876-3444.  If the pandemic flu continues to spread and more students become ill, school may close for days or weeks.  The purpose of closing schools will be to keep children from getting sick.  If schools are closed, children should stay at home.   Begin planning now for childcare in your home.  
 
Recommendations may change during the course of a pandemic flu outbreak. 

Sample Parent Letter #4

 
  
Dear Parents.
 
We wrote to you recently to tell you about a pandemic flu outbreak in our community.  Here is some new information.  
 
There are now even more students in our school who are ill with this flu virus.  Still the Maine CDC/Department of Education tells us that students who are not ill can continue to attend school.  The schools will remain open.  We will keep you updated with any important information.  
 
To keep the flu from spreading to more people, we ask you to keep sick children home.  Any children who are sick in school will be sent home.  Our school nurse will assess each child.  
 
Public health officials want you to protect yourself and your family against pandemic flu.  Here are some ways to stop the spread of germs and sickness and take care of your family:

• Keep children who are sick at home.  Don’t send them to school.
• If some of the people in your home are sick with the flu, keep them away from the people who are not sick.

If some of the people in your home are sick with the flu and you cannot see a health provider, some things you can do to help them are:

• Have them drink a lot of liquid (juice, water)
• Keep the sick person as comfortable as possible.  Rest is important.
• For fever, sore throat and muscle aches, in adults, use ibuprofen (Motrin) or acetaminophen (Tylenol).  Do not use aspirin with children or teenagers; it can cause Reye’s syndrome, a life-threatening illness.  
• Keep tissues and trash bags within reach of the sick person.
• Be sure everyone in your home washes their hands frequently.  
• Contact a healthcare provider for further advice.  
• If the ill person is having difficulty breathing or is getting worse, contact the healthcare provider right away.  

More information on pandemic flu is available at www.pandemicflu.gov or the American Red Cross at www.redcross.org.
 
If the pandemic flu continues to spread and more students become ill, schools may close for days or weeks.  The purpose of closing schools will be to keep children from getting sick.  If schools are closed, children should stay at home.  Begin planning now for children in your home.

Sample Parent Letter #5

 
 Dear Parents.
 
Officials have ordered all schools in our district to close.  This order is because of the pandemic flu situation in our district.  All schools are immediately closed until further notice and children should stay home.  
 
Schools may be closed for days or even weeks to reduce contact among children and stop the spread of the flu.  We know that many students and their families are very sick.  We know this is a hard time for our community and our hearts go out to those who are ill.   Because the flu is easily spread from person-to-person, it is not safe for large groups of people to gather.  During this time, both children and adults should stay away from other people and groups as much as possible.  They should not gather in other locations such as shopping malls, movie theaters or community centers.
 
We know if may be hard to get a doctor’s appointment, go to a clinic or even be seen in a hospital emergency room.    
 
Here are some tips for helping those who are sick with the flu:

• Have them drink a lot of liquid (juice, water)
• Keep the sick person as comfortable as possible.  Rest is important.
• For fever, sore throat and muscle aches, in adults, use ibuprofen (Motrin) or acetaminophen (Tylenol).  Do not use aspirin with children or teenagers; it can cause Reye’s syndrome, a life-threatening illness.  
• Keep tissues and trash bags within reach of the sick person.
• Be sure everyone in your home washes their hands frequently.  
• Keep the people who are sick with the flu away from the people who are not sick.  

More information on pandemic flu is available at www.pandemicflu.gov or the American Red Cross at www.redcross.org.
 
We will contact you as soon as we have information about when schools will reopen.

Sample Parent Letter #6

 
 Dear Parents.
 
Local health officials have declared the pandemic flu is under control.  Our schools will open again on  ___________(date)_____________.  At this time, students may safely return to class.  Even though school is opening, there are still some people who are sick from the flu virus.  Health officials say that pandemic flu outbreaks sometimes happen in waves.  This means more people could become sick soon again.  If more people get sick, schools may need to close again.  We will continue to give you any important information.
 
Because the flu can still be spread from person-to-person, please keep children who are sick at home.  
 
We are looking forward to seeing your children again. 

Sample Press Release A

 
 Date:  
 
Contact:  
 
RE:  Local schools are open but parents should prepare
 
 
S.A.D. #4 schools remain open despite the pandemic flu outbreak in the county but parents are asked to prepare for possible closures if the virus continues to spread.  School and county health officials are working together to monitor the situation and parents will be updated with any important information.
 
“At this time, we believe students can safely attend classes and schools will remain open.  Our thoughts are with all of our families and children who are affected,” said school officials.  If the pandemic flu continues to spread and more students become ill, health and school officials may need to order schools closed for a period of time.  They urged parents to begin planning now for childcare in their home.  Health officials say parents can help protect their children and prevent the spread of pandemic flu as they would colds and other flu by taking the following precautions: 

• Teach your children to wash hands frequently with soap and water for 20 seconds.  Be sure to set a good example by doing this yourself.
• Teach your children to cover coughs and sneezes with tissues or by coughing into the inside of the elbow.
• Teach your children to stay away at least three feet from people who are sick.   
• People who are sick should stay home from work or school and avoid other people until they are better. 

Health officials point out that recommendations may change during the course of a pandemic flu outbreak.  For school updates, parents can call the school district at 207-876-3444, the federal government at www.pandemicflu.gov or the American Red Cross at www.redcross.org.
 

Sample Press Release B

 
  
Date:  
 
Contact:  
 
RE:  Officials order closure of schools in S.A.D. #4
 
Health and school officials have ordered the closure of schools as a result of the pandemic flu outbreak in the county.  Schools may be closed for a period of time – days or even weeks.  Because it is unsafe for large groups of people to gather, health officials warn people to stay away from shopping malls, community centers and other places where germs can be spread.   
 
 “We know this is an anxious time for our community and our hearts go out to those who are ill.  We are working closely with the schools to deal with the situation and will keep parents updated with any important information,” said local school officials.   
 
According to school officials, the purpose of closing schools is to limit contact among children to decrease their risk of getting sick and to limit the spread of infection.   Because so many people are sick with the flu, health officials acknowledge that it may be hard to get a doctor’s appointment, go to a clinic or even be seen in a hospital emergency room.  They provided some tips for residents to care for the sick at home: 

• Have them drink a lot of liquid (juice, water)
• Keep the sick person as comfortable as possible.  Rest is important.
• For adults with fever, sore throat and muscle aches, use ibuprofen (Motrin) or acetaminophen (Tylenol).  Do not use aspirin in children or teenagers; it can cause Reye’s syndrome, a life-threatening illness.  
• Keep tissues and trash bags within reach of the sick person.
• Be sure everyone in your home washes their hands frequently.  
• Keep the people who are sick with the flu away from the people who are not sick.   

More information on pandemic flu is available at www.pandemicflu.gov or the American Red Cross at www.redcross.org.
 

SAD #4 E Policies

NEPN/NSBA Code:  EBAA
 

 
SAD #4 is committed to providing a safe environment for students and employees.  It is the policy of the district to follow safe practices in regard to the storage and handling of hazardous chemicals in its schools.  The school unit will comply with all applicable Maine and federal laws and regulations concerning hazardous chemicals.
 
The Superintendent will be responsible for developing a Chemical Hygiene Plan that includes procedures relevant to the identification, purchase, storage, inventory, handling, and disposal of hazardous chemicals, maintenance of material safety data sheets (MSDS), and for ensuring that employees are provided required training and information concerning hazardous chemicals used in the schools.  The Superintendent may delegate responsibilities associated with Plan development to school system staff, as appropriate, or, with the approval of the Board, to a professional consultant.   
 
The Superintendent/designee will appoint a Chemical Hygiene Officer for the school unit.  The Chemical Hygiene Officer will have the primary responsibility for implementing the school unit’s Chemical Hygiene Plan.  The person appointed Chemical Hygiene Officer should be familiar with State and federal regulations pertaining to laboratory and chemical safety and the chemicals used in the schools.   
 
The Chemical Hygiene Officer shall achieve such certification and/or attend such training as may be mandated by the Maine Department of Education or other State agencies.
  
Legal Reference: 29 C.F.R. § 1910.1200
   26 M.R.S.A. § 565
   Ch. 2 § 179 (Dept. of Prof. Regulation Rule)
   Ch. 161 (Dept. of Educ. Rule)
   Commissioner’s Administrative Letter No. 33, June 9, 2005
    (Chemicals in Schools)
 
Cross Reference: EBCA – Crisis Response Plan
 
Adopted: December 13, 2005
 

 
NEPN/NSBA Code:  EBAA-R
 

 
1.  SAD #4 has performed an original inspection of all facilities for the purpose of determining quantity and location of asbestos containing material (ACM). This inspection was performed by a licensed consultant. This inspection has prioritized materials with a “1” indicating a high potential for fiber release and a “5” indicating a very low potential.
 
2. SAD #4 will have one person serve as asbestos coordinator.  This individual will be referred to as the “designated person”.  This individual will be noted on a certification of general responsibilities of the LEA being met, located in the front of the AMP which can be located in the office of the Superintendent.
 
3. The designated person will be trained, and will continue to stay updated, in order to be able to perform the duties involved. Copies of any trainings of the designated person can be located in the AMP.  
 
4.  All custodial/maintenance staff will receive a two hour awareness training which will include a video that explains the uses of asbestos and its health effects.  Each member of the maintenance/custodial staff will participate in a walk through of the facility at which time all locations of ACM will be pointed out. Staff will receive training updates in the event of change in asbestos conditions or with a new assignment.  Documentation of this training will be located in the individual’s personnel file
 
5. Any removal/repair jobs will be performed by the designated person. Any waste material will be disposed of in an appropriate landfill and every job will be documented.  The designated person will participate in regular medical monitoring programs as required.  Documentation of medical monitoring will be located in the personnel file of the designated person.
 
6. In the event of a fiber release, the custodial staff will seal off the area and contact the designated person.  A licensed asbestos removal company will be hired to resolve the problem. Following any abatement procedure a copy of disposal receipts and final air clearance documentation will be filed with the AMP.
 
7. Facility occupants will be notified annually that a management plan has been developed and that it is available for viewing in the central office.
 
8. All outside contractors that might come into contact with asbestos will be notified of the exact location of the ACM and instructed not to impact it.  
 
9. The designated person will conduct periodic surveys of the facilities to determine if there has been a change in the condition of the ACM.  These will be conducted every 6 months.  Documentation of these inspections can be located in the AMP.
 
10. Warning labels will be posted in routine maintenance areas such as boiler rooms or custodial closets or other areas where ACM would be likely to be impacted.
 
11. Every three years a licensed consultant will perform a re-inspection of every SAD#4 facility.  The results of the 3 year re-inspection will be located with the ACM in the office of the superintendent.
 
12.  Response actions to situations discovered by any formal inspection or in the course of normal business will be based on a variety of factors.  The first priority for any remediation efforts will be for areas that students, staff, and the public inhabit.  Other factors involved would be time, costs, likelihood of impact, changes in state or federal regulations and scheduled construction, renovation, or consolidation projects.
 
13.  All floors using tile that contains asbestos will be maintained with appropriate protective coatings and maintained regularly using techniques that do not compromise the integrity of the tile itself.  High speed dry buffing is expressly prohibited.  
    
Adopted:  November 12, 2003
 

NEPN/NSBA Code:  EBCA

 
The School Board hereby adopts the M.S.A.D. #4 Comprehensive Emergency Management Plan.  The Superintendent and building administrators shall be responsible for developing, in consultation with staff and persons or agencies with expertise in planning for and responding to emergencies, a Comprehensive Emergency Management Plan that identifies and addresses all hazards and potential hazards that could reasonably be expected to affect the school unit and school facilities.  
 
The Superintendent and building administrators shall be responsible for ensuring that the Plan is implemented in each school and evaluated on an annual basis and after each incident when the plan is used.  It is understood that specific procedures may vary from school to school due to differences in school facilities and the ages of students.  
 
As required by law, the Board will approve the plan annually.  Any substantive changes in the Plan shall be subject to the approval of the Board.
 
The following information pertaining to the M.S.A.D. #4 Comprehensive Emergency Management Plan is considered public information:

A. A description of the scope and purpose of the Plan and the process used for developing and updating it;
B. General information on auditing for safety and preparedness;
C. Roles and responsibilities of school administrators, teachers and staff and the designated chain of command during an emergency; and  
D. Strategies for conveying information to parents and the general public during an emergency.

Except as specified in paragraphs A through D above, those portions of the Comprehensive Emergency Management Plan and any other records describing security plans, security procedures, or risk assessments prepared specifically for the purpose of preventing or preparing for acts of terrorism shall not be considered public information under the Freedom of Access Act, but only to the extent that the release of such information could reasonably be expected to jeopardize the physical safety of school unit personnel or the public.  For the purpose of this policy, “terrorism” is defined as in 1 M.R.S.A. § 402(3)(L) as “conduct that is designed to cause serious bodily injury or substantial risk of bodily injury to multiple persons, substantial damage to multiple structures whether occupied or unoccupied, or substantial physical damage sufficient to disrupt the normal functioning of a critical infrastructure.”  
 
Legal Reference: 20-A MRSA § 1001 (16)
 
Adopted: June 10, 2003
Revised: March 11, 2008
 
 
        NEPN/NSBA Code:  EBCB
 

 
In order to protect the health and safety of students and staff and in compliance with the provisions of the Life Safety Code, schools at all levels, K-12, are required to hold two fire drills during the first two weeks of school.  Schools housing grades K-4 will hold an additional eight fire drills during the year; schools housing grades 5-8 an additional six fire drills; and schools housing grades 9-12 an additional four fire drills.  Schools housing any combinations of these grade levels will hold the additional number of fire drills required of the lowest grade level within the span.  Results shall be recorded and deficiencies noted and corrected.
 
Each building Principal, in cooperation with local fire officials, will develop procedures designed to accomplish the evacuation of school buildings as quickly and efficiently as possible.
 
Principals shall keep a record of all fire drills held in their schools, stating the date and time the drill was held and the time required for evacuation of the building.  This information will be reported to the Superintendent or his/her designee after each drill.  Seacoast Security will be notified before each drill.
 
Staff members will receive an annual orientation to this procedure, and the fire drill procedure will be prominently displayed in each classroom.  At the beginning of each school year, Principals will ensure that each teacher acquaints the students under his/her care with the designated evacuation routes.
 
Legal Reference: Ch. 125 § 10.2 (Me. Dept. of Ed. Rule)
 
Adopted: April 10, 1990
 
Revised: March 8, 1994;  June 10, 2003
 

         NEPN/NSBA Code:  EBCC

 
The Board recognizes that bomb threats are a significant concern to the school unit.  Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property.  Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services.  These effects occur even when such threats prove to be false.   
 
Any bomb threat will be regarded as an extremely serious matter and treated accordingly.  The Board directs the Superintendent to react promptly and appropriately to information concerning bomb threats and to initiate or recommend suitable disciplinary action.
 
 A. Conduct Prohibited
 
  No person shall make, or communicate by any means, whether verbal or non- verbal, a threat that a bomb has been, or will be, placed on school premises.   Because of the potential for evacuation of the schools and other disruption of school operations, placement of a bomb or of a “look-alike” bomb on school premises will be considered a threat for the purpose of this policy.
 
 It is also a violation of Board policy to communicate by any means that any toxic or hazardous substance or material has been placed, or will be placed, on school premises with the intent to endanger the safety and welfare of students or staff and/or to disrupt the operations of the schools.  For the purpose of this policy, “toxic or hazardous substance or material” means any material or substance, including biomedical materials or organisms, that, when placed as threatened, could be harmful to humans.
 
B. Definitions
 
  1. A “bomb” means an explosive, incendiary or poison gas bomb, grenade, rocket, missile, mine, “Molotov cocktail” or other destructive device.
 
  2. A “look-alike bomb” means any apparatus or object that conveys the appearance of a bomb or other destructive device.
 
  3.  A “bomb threat” is the communication, by any means, whether verbal or non-verbal, that a bomb has been, or will be, placed on school premises, including possession or placement of a bomb or look-alike bomb on school premises.
 
  4. “School premises” means any school property and any location where  any school activities may take place.
 
 C. Development of Bomb Threat Procedures
 
  The Superintendent/designee shall be responsible for developing and implementing procedures specific to bomb threats as part of the school unit’s Crisis Response Plan.  These procedures are intended to inform administrators and staff of appropriate protocols to follow in the event that a bomb threat is received and should include provisions to address:
 
  1. Threat assessment (for the purpose of identifying a response that is in proportion to the threat, in light of what is necessary to ensure safety);
 
  2. Building evacuation and re-entry (including selection of potential alternative sites for those who are evacuated);
 
  3. Incident “command and control” (who is in charge, and when);
 
  4. Communications contacts and mandatory bomb threat reporting;
 
  5. Parent notification process;
 
  6. Training for staff members; and
 
  7. Support services for students and staff.
 
  The initial bomb threat procedure will be subject to approval by the Board.  The Superintendent/designee will be responsible for overseeing a review or evaluation of bomb threat procedures prior to the Board’s required annual approval of the school unit’s Crisis Response Plan, or following implementation of the procedure in response to a specific threat.
 
D. Reporting of Bomb Threats
 
  A student who learns of a bomb threat or the existence of a bomb on school premises must immediately report such information to the building principal, teacher, or other employee in a position of authority.
   
  An employee of the school unit who learns of a bomb threat shall immediately inform the building administrator.  The building administrator shall immediately take appropriate steps to protect the safety of students and staff in accordance  with the school unit’s bomb threat procedure, as developed under Section C, and inform the Superintendent of the threat.  
 
  All bomb threats shall be reported immediately to the local law enforcement authority, as provided in the bomb threat procedures.
 
  The Superintendent shall be responsible for reporting any bomb threat to the Department of Education within two business days of the incident.  Reports will include the name of the school, the date and time of the threat, the medium used to communicate the threat, and whether or not the perpetrators have been apprehended.
 
E. Student Disciplinary Consequences
 
 Making a bomb threat is a crime under Maine law.  Any student suspected of making a bomb threat shall be reported to law enforcement authorities for investigation and possible prosecution.  Apart from any penalty imposed by law, and without regard to the existence or status of criminal charges, a student who makes a bomb threat shall be subject to disciplinary action by the school.
 
  The administration may suspend and/or recommend for expulsion any student who makes a bomb threat.  The making of a bomb threat will be considered deliberately disobedient and deliberately disorderly within the meaning of 20-A M.R.S.A. § 1001(9) and will be grounds for expulsion if found necessary for the peace and usefulness of the school.   
 
  In addition, a student who is found after hearing by the Board to have brought a bomb to school shall be expelled from school for at least one year in accordance with 20-A M.R.S.A. § 1001(9-A) and Policy JICIA, except that the Superintendent may modify the requirement for expulsion based on individual circumstances.
 
  A student who has been identified through the PET process as having a disability and whose conduct in violation of this policy is related to the disability shall be disciplined as provided in Policy JKF.  
 
F. Aiding Other Students in Making Bomb Threats
 
  A student who knowingly encourages, causes, aids or assists another student in making or communicating a bomb threat shall be subject to the disciplinary  consequences described in Section E of this policy. 
 
G. Failure to Report a Bomb Threat  
 
  A student who fails to report information or knowledge of a bomb threat or the existence of a bomb or other destructive device in a school building or on school property may be subject to disciplinary consequences, which may include suspension and/or expulsion.   
 
 H. Staff Disciplinary Consequences
 
  A school system employee who makes or communicates a bomb threat will be reported to appropriate law enforcement authorities and will be subject to disciplinary action up to and including termination of employment.  Disciplinary action taken shall be consistent with collective bargaining agreements, other employment agreements and Board policies.
 
  A school system employee who fails to report information or knowledge of a bomb threat or the existence of a bomb on school premises will be subject to discipline up to and including termination of employment.    
 
I. Civil Liability
 
  The school unit reserves the right to bring suit against any individual responsible for a violation of this policy and to seek restitution and other damages as permitted by law.
 
J. Lost Instructional Time
 
  Instructional time lost as a result of a bomb threat will be rescheduled at the earliest appropriate opportunity, as determined by the Superintendent within parameters set by the Board.
 
Time lost may be rescheduled on a weekend or vacation day, or after what would normally be the last day of the school year, except on days when schools must be closed as required by law.    
 
K. Notification through Student Handbook
 
  All student handbooks shall address the school unit’s bomb threat policy and procedures and explain the educational consequences of bomb threats.  In addition, student handbooks shall notify students and parents that bomb threats violate Board policy and civil and criminal law.
 
Legal References: 18 U.S.C. §§ 921; 8921
17-A M.R.S.A. § 210
20-A M.R.S.A. §§ 263; 1001(9); 1001(9-A); 1001(17); 1001(18)
 
Cross References: EBCA – Crisis Response Plan
 JKD – Suspension of Students
 JKE – Expulsion of Students
 JKF – Suspension/Expulsion of Students with Disabilities
 JICIA – Weapons, Violence and School Safety
 Student Code of Conduct
 
Adopted: June 10, 2003
 
           
NEPN/NSBA Code:  EBCF
 

 
The Board recognizes that from time to time medical emergencies may arise that warrant the use of an automated external defibrillator (AED).  MSAD #4 may acquire one or more AED’s for use in its school and at school athletic events.  
 
The Superintendent shall be responsible for developing, in consultation with the school physician, or other qualified expert and in accordance with the manufacturers’ instructions,  protocols for the use, storage, location, testing, and maintenance of the school unit’s AEDs, and for identification of school personnel who should be trained in the use of an AED.  
 
Although the Board authorizes the acquisition of AEDs, it cannot and does not guarantee that an AED or a person trained in its use will be available at any particular school site or school- sponsored event.
 
Legal Reference: 14 MRSA § 164
   20-A MRSA § 4009
   20 MRSA § 2150-C
 
Cross Reference: EBCA – Comprehensive Emergency Management Plan
   JLCE – First Aid and Emergency Medical Care
 
Adopted:  January 9, 2007
Revised:  February 12, 2008
 
 
M.S.A.D. #4
 
NEPA/NSBA Code: EBCF-R
 

 
Definition
 
Automated External Defibrillators (AED) are specialized medical devices designed to recognize and treat a person who experiences sudden cardiac arrest. AEDs provide auditory and visual prompts to assist trained first responders and are used in conjunction with cardiopulmonary resuscitation (CPR). AEDs are classified as Class III medical devices. Therefore, use of an AED requires medical oversight by a licensed physician.
 
Maine Law Governing AEDs
 
As owner of an AED, the District must:
A. Have a Standing Order from the School Physician for its use. The School Physician may also offer technical assistance in the selection and storage location of an AED, protocols for use, and use review;
B. Notify local Emergency Medical Services of:
1. The existence, location, and type of AED the District possesses; and
2. The clinical use made of the AED
C. Maintain and test the AED in accordance with the applicable standards of the manufacturer.
 
Coordinator
 
The Superintendent will designate a Coordinator (e.g. School Nurse, Athletic Director) to oversee all aspects of AED operation. The Coordinator has the following responsibilities:
• Selection of employees for AED training and distribution of AED-trained employee lists as required
• Coordination of training for emergency responders
• Coordinating equipment and accessory maintenance
• Maintain on file a specifications/technical information sheet for each approved AED model assigned or donated to the District
• Revision of this procedure as required
• Monitoring the effectiveness of this system
 
Medical Control
 
The Medical Advisor of the AED program will be the school physician.  The school physician has ongoing responsibility for providing medical direction for use of AEDs. Standing orders will be reviewed yearly.
 
Training
 
The District will offer periodic training sessions on AED use for employees.

School Office Responsibilities
 
The school office staff is responsible for:
• Receiving emergency medical calls from internal locations
• Announcing over a PA system CODE BLUE and location
• Contacting the external community 9-1-1 response team (EMS) if required
• Assigning someone to meet responding EMS vehicle and direct EMS personnel to site of medical emergency
 
Equipment
 
• District AEDs will be equipped with Adult and Child Electrode Pads
• The AED and first responder bag will be brought to all medical emergencies.
• The AED should be used on any person who displays ALL the symptoms of cardiac arrest. The AED will be placed only after the following symptoms are confirmed:

 Victim is unresponsive
 Victim is not breathing, or is breathing ineffectively
 Victim has no signs of circulation, such as pulse and coughing, or movement

 
Location of AEDs
 
During school hours, the AED will be at designated locations. These locations should allow the device to be easily seen by staff. The locations should allow staff members to retrieve the device outside of normal school hours.
 
Equipment Maintenance
 
All equipment and accessories necessary for support of medical emergency response shall be maintained in a state of readiness. Specific maintenance requirements include:
• The school main office and building first responders shall be informed of changes in availability of emergency medical response equipment. If equipment is withdrawn from service, the school main office shall be informed and then notified when equipment is returned to service.
• The school nurse or designee shall be responsible for having regular equipment maintenance performed.  
• All maintenance tasks shall be performed according to equipment maintenance procedures as outlined in the operating instructions.
• Following use of emergency response equipment, all equipment shall be cleaned and/or decontaminated as required. If contamination includes body fluids, the equipment shall be disinfected according to procedure.
 
Routine Maintenance
 
• The AED will perform a self-diagnostic test every 24 hours that includes a check of battery strength and an evaluation of the internal components.
• The school nurse, or designee, will perform a regular AED checks following the procedure checklist. The procedure checklist will be initialed at the completion of the check and posted with the AED.
 
Medical Response Documentation
 
It is important to document each use of the medical emergency response system.
• Internal post-event documentation:
• The following forms shall be sent to the AED Coordinator or designee within 24 hours of a medical event: The AED-trained employee or volunteer responder shall complete a medical emergency form whenever an AED is used.
• External Post-Event Documentation:  
• A copy of AED use information shall be presented within 48 hours of the emergency to the following:
 School physician
 Local EMS, county, or state officials as designated in state AED requirements and local regulations
 At a minimum, event information supplied shall include any recorded data, and all electronic files captured by the AED.
 
Note on Civil Liability
 
Because of “Good Samaritan” laws, non-licensed individuals rendering first aid, emergency treatment, or rescue assistance to a student during a school program may not be held liable for injuries to that student alleged to have occurred as a result of an act or omission in rendering such aid, treatment, or assistance.
 
Legal Reference: 22 MRSA § 2150C
20-A MRSA § 4009
 
Adopted:  June 12, 2007
Revised: February 12, 2008

M.S.A.D. #4

SAD #4 G Policies

          NEPN/NSBA Code:  GBGAA
 

 
The School Board acknowledges the risk of infection from bloodborne pathogens that employees may incur when they handle or participate in procedures that involve blood, other body fluids or other potentially infectious materials.
 
The Board directs the Superintendent to implement the mandated Occupational Safety and Health Administration (OSHA) standard to eliminate or minimize occupational exposure to potentially infectious material for employees who have a reasonable anticipation of exposure to blood and other body fluids.
 
The Superintendent shall prepare for Board consideration and approval an initial Occupational Exposure Control Plan with updates on at least an annual basis.  The adopted plan shall be distributed to all employees.  The following issues shall be addressed in the plan:
 
 A. Exposure determination;
 
 B. Preventive measures including training, universal precautions, Hepatitis B vaccination, engineering controls, work practice controls, and personal protective equipment;
 
 C. Post-exposure evaluation and follow-up; and
 
 D. Recordkeeping.
 
Adopted: April 10, 1990
 
Revised: October 14, 2003
 
M.S.A.D. #4
NEPN/NSBA Code:  GBGAA-R
   

            
Medical records will be maintained by the school unit for thirty years after the employment of those employees who report exposure to bloodborne pathogens as a result of performance of job duties.  Further, the medical records will be stored in compliance with federal, state and local laws regarding privacy and confidentiality of all medical records and any additional legal protection for information related to HIV infection and AIDS.  Records of participation in in- service programs provided by the school unit for employees will be compiled and maintained for three years.
 
I. PURPOSE
 
 In accordance with the OSHA Bloodborne Pathogens Standard, 29 CFR 1910.1030, the following exposure control plan has been developed.
 
II. SCOPE
 
 This plan is to cover all M.S.A.D. #4 employees who could be “reasonably anticipated,” as the result of performing their job duties, to be exposed to blood and other potentially infectious materials.
 
 Infectious materials include semen, vaginal secretions, cerebrospinal fluid, pleural fluid, pericardial fluid, amniotic fluid, saliva in dental procedures, and body fluid visibly contaminated with blood, and all body fluids in situations where it is difficult or impossible to differentiate between body fluids.  They also include any unfixed tissue or organ other than intact skin from a human (living or dead) and human immunodeficiency virus (HIV) containing culture medium or other solutions as well as blood, organs or other tissues from experimental animals infected with HIV or HBV.
 
III. EXPOSURE CONTROL PLAN
 
 A. Identify job classifications for M.S.A.D. #4 faculty, staff and administration where occupational exposure to blood occurs without regard to personal protective clothing or equipment.
 
 B. Identify tasks associated with the above classifications.  Task defined:  Any activity which involves the handling of or possibility of handling of blood or other potentially infectious materials as described above.
 
IV. EXPOSURE DETERMINATION
 
 OSHA requires employers to perform an exposure determination identifying which employees may incur occupational exposure to blood or other potentially infectious materials.  The exposure determination is made without regard to the use of personal protective equipment (i.e., employees are considered to be exposed even if they wear personal protective equipment).  This exposure determination is required to list all job classifications in which all employees may be expected to incur such occupational exposure, regardless of frequency.  Within this school unit, the following job classifications are in this category.
 
 A. Classification I/Tasks and Procedures
 
  1. School Nurses/First Aid, Care of the sick, Decontamination of the environment, Activities for Daily Living.
 
  In addition, OSHA requires a listing of job classifications in which some employees may have occupational exposure.  Since not all the employees in these categories would be expected to incur exposure to blood or other potentially infections materials, tasks or procedures that would cause these employees to have occupational exposure are also required to be listed.
 
 B. Classification II/Tasks and Procedures
 
  1. Principals/First Aid, Care of the sick;
  2. Assistant Principals/First Aid, Care of the sick;
  3. Bus Drivers/First Aid, Care of the sick, Decontamination of the environment;
  4. Secretaries/First Aid, Care of the sick;
  5. Self-contained Special Education Techs/First Aid, Care of the sick, ADLs;
  6. Self-contained Special Ed Teachers/First Aid, Care of the Sick, ADLs;
  7. [Family and Consumer Science Teachers/First Aid;]
  8. Technology Ed Teachers/First Aid;
  9. Physical Ed Teachers/First Aid; and
  10. Custodians/First Aid, Care of the sick, Decontamination of the environment.
 
V. EMPLOYEE AWARENESS
 
 This plan will be accessible to M.S.A.D. #4 employees through the following means:
 
 A. Copies of the plan are to be posted in all school facilities where there are employees in the identified classifications.
 
 B. Copies of the plan will be sent to all administrative personnel for insertion into the policy book.
 
 C. Training of employees will be done on a yearly basis.
 
VI. ANNUAL REVIEW AND UPDATE
 
 At the end of each school year, the policy/plan is to be analyzed and updated.  The review will be conducted by M.S.A.D. #4 health personnel, a representative from personnel, the Superintendent and the Occupational Safety and Health Team.  The updated plan will be distributed to those indicated in the previous section.
 
VII. IMPLEMENTATION SCHEDULE AND METHODOLOGY
 
 OSHA requires that this plan also include a schedule and method of implementation for the various requirements of the standard.  The following complies with this requirement.
 
 A. Compliance Methods
 
  Universal precautions will be observed in this school unit to prevent contact with blood or other potentially infectious materials.  “Universal Precautions” is an approach of infection control.  The concept of universal precautions is that all human blood and body fluids are treated as if known to contain disease-causing germs (pathogens).  It is not always possible to know when blood or body fluids are infectious; therefore, all body fluids shall be handled as if infectious.  All employees shall routinely observe the following universal precautions to prevent and reduce spread of infectious disease.
 
 B. Personal Protective Equipment
 
  All personal protective equipment used in the school unit will be provided without cost to employees.  Personal protective equipment will be considered appropriate only if it does not permit blood and other potentially infectious materials to pass through or reach the employee’s clothing, skin, eyes, mouth or other mucous membranes.
 
  Gloves shall be worn where it is reasonably anticipated that employees will have hand contact with blood, other potentially infectious material, non-intact skin and mucous membranes.  Gloves will be used for the following procedures:  administering first aid, housekeeping tasks, nursing procedures (e.g., catheterization, suctioning, assisting an incontinent student, etc.).  Gloves will be available from health/nurse’s offices and custodial areas.
 
  Wear disposable waterproof gloves whenever you expect to come into direct contact with blood, other body fluids containing blood, or contaminated items and surfaces.  This applies to incidents including, but not limited to, caring for nose bleeds or cuts, cleaning up spills, or handling clothing soiled by blood or body fluids containing blood.  Do not reuse gloves.  After each use, remove gloves without touching the outside and dispose of them in a lined waste container.
 
 C. Engineering Controls
 
  1. Sharps containers—located in appropriate health/nurse’s offices.  These containers will be examined and maintained on a regular schedule.  When sharps containers are full, the school nurse will be responsible for making arrangements to having them transported to a licensed biomedical waste facility.  School nurses will inspect sharps containers with each use.  Contaminated needles and other contaminated sharps will not be bent, recapped or removed.
 
  2. Hand washing facilities are available to employees who incur exposure to blood or other potential infectious materials.  OSHA requires that these facilities be readily accessible after incurring exposure.  Within this school unit hand washing facilities are located in most bathrooms, in most custodial areas, in kitchen areas, in some classrooms and in the nurse’s offices.
 
   After removal of personal protective gloves, employees shall wash hands and any other potentially contaminated skin area with soap and water immediately or as soon as feasible.  All staff should routinely observe the following universal precautions to prevent and reduce spread of infectious disease:
 
   a. Wash hands and any other contacted skin surfaces thoroughly for 15 to 30 seconds with dispensable soap and warm running water, rinse under running water and dry thoroughly with disposable paper towel.
 
    1) Immediately after any accidental contact with blood, body fluids or drainage from wounds with soiled garments, objects or surfaces;
 
    2) Immediately after removing gloves or other protective equipment or clothing;
 
    3) Before assisting others with eating and drinking as well as eating or drinking yourself;
 
    4) Before handling food, cleaning utensils or kitchen equipment; and
 
    5) Before and after diapering and assisting with toileting, as well as toileting yourself.
 
    When running water is not available, use antiseptic hand cleanser and clean towels or antiseptic towelettes and use soap and running water as soon as feasible.
 
   b. Clean surfaces and equipment contaminated with blood with soap and water and disinfect them promptly with a fresh germicide (ten parts water to one part bleach) or other disinfectant.  While cleaning, wear disposable gloves and use disposable towels whenever possible.  Rinse mops or other reusable items in the disinfectant and dry thoroughly.
 
   c. Properly dispose of contaminated material (and label them as biohazards). (It takes 50 lbs. of material to be designated as biohazard.)
 
    1) Place blood, body fluids, gloves, bloody dressings and other materials soaked with blood into (appropriately labeled) plastic bags or lined waste container.  Sharp disposable objects shall be disposed of in leak-proof, puncture-proof containers.
 
    2) Bag soiled towels and other laundry and send home.
 
    3) Dispose of urine, vomit, or feces in the sewer system.
 
   d. Do not care for others’ injuries if you have any bleeding or oozing wounds or skin conditions yourself.
 
   e. Use a mouthpiece, resuscitation bag or other ventilation device when readily available when it is necessary to provide mouth-to- mouth resuscitation.
 
   f. Immediately report any incident of accidental exposure to  blood or first-aid incident that involved direct contact with blood in accordance with school unit policies about accident reporting and exposure.
 
 D. Housekeeping/Decontamination of Environment
 
  The following school facilities will be cleaned daily and after each body fluid spill:  all bathrooms, all health/nurse’s offices, all administrative areas, all daily use sink areas, and all water fountains.
 
  Decontamination will be accomplished by utilizing the following materials:
 
   A bleach solution of 1 part bleach to 10 parts water (1:10 mixed when needed and not allowed to stand longer than 24 hours) or a germicide.
 
  All contaminated work surfaces will be decontaminated after completion of procedures, immediately after any spill of blood or other potentially infectious materials, and at the end of the work shift.  All equipment (e.g., mops, brushes, dust pans) used in cleaning up potentially contaminated materials will be decontaminated immediately.  All mops, brushes, bins, pails, cans and similar
 
  receptacles shall be inspected regularly and by custodians on a daily basis.  Plastic bags in waste receptacles located in health/nurse’s offices and all bathrooms will be changed daily.
 
  Any broken glassware which may be contaminated will not be picked up directly with the hands.  The following procedures will be used:  brush and dustpan will be used to assist picking up contaminated glass.  Potentially contaminated glass will be placed in a puncture-proof biohazard container.
 
  Handle contaminated laundry in areas of use.  Always use appropriate personal protective equipment when handling contaminated laundry.  Before transporting, place contaminated laundry in leak-proof plastic bag and send home.
 
 E. Hepatitis B Vaccine
 
  All employees who have been identified as having occupational exposure to blood or other potentially infectious material (Classification I and II) will be offered the Hepatitis B vaccine, at no cost to the employee, within 10 working days of their initial assignment.  Employees must sign the Bloodborne Pathogen Mandatory Declination Statement indicating their consent, declination or provide previous proof of vaccination.  Employees who initially decline the vaccine but who later wish to have it may have the vaccine provided at no cost.  The vaccine will be offered yearly if refused.  Employees who consent to the vaccine will be given the Hepatitis B instruction sheet.  It is the employee’s responsibility to complete the series and notify the Personnel Department of vaccination dates.  All vaccines will be provided under the supervision of a licensed physician.
 
Adopted: October 14, 2003