# Presentation: 053551

## Ruth Ellen LuehrHealth Services – Student Support Specialist

*Ruth Ellen Luehr**Health Services – **Student Support Specialist*

**Pandemic Influenza Planning for Schools **A State Perspective

## EDUCATORS’ QUESTIONS: 

 WHO has the authority to close schools?

 WHEN schools close, is there continued funding?

 How will children with special needs be cared for?

 Do you REALLY think a pandemic will happen?

 Will we be the first to know of a threat & school closings?

 This too shall pass. 

*  *
* **WHO has the authority to close schools?*
* **WHEN schools close, is there continued funding?*
* **How will children with special needs be cared for?*
* **Do you REALLY think a pandemic will happen?*
* **Will we be the first to know of a threat & school closings?*
* **This too shall pass. *

## State Education Role in MINNESOTA PANDEMIC INFLUENZA PLANNINGFOR SCHOOLS Components

** ****COORDINATE – COMMUNICATE – COLLABORATE*** *

**State Education Role in ****MINNESOTA PANDEMIC INFLUENZA PLANNING****FOR SCHOOLS Components**

| 
CSERVICE CONTINUATION PLAN |
| --- |

** **
** ****DISEASE PREVENTION, CONTROL, SURVEILLANCE**

**with STATE PARTNERS**** **

** ****with SCHOOL PARTNERS**

## Investigated state emergency management / public health plans; find resources. 

Reviewed complexity of education system: 
    types of schools, local control, school culture.

Established state agency communication plan; school plan: public, non-public & charter schools. 

Adding education assumptions to emergency management and public health assumptions.

*Reviewed complexity of education system: *
*    **types of schools, local control, school culture.*
*Established state agency communication plan; school plan: **public, non-public & charter schools. *
*Adding education assumptions to emergency management and public health assumptions.*

**COORDINATE – COMMUNICATE – COLLABORATE*** *

**Minnesota works with STATE PARTNERS**

## Communicated the communication plan:
	- State Education sending regular notices to schools
      throughout four phases of All Hazards planning.

Encouraging local partners to link with each other:
	- Fall 06 regional meetings of Emergency Managers
	- Notices to Superintendents and School Nurses
	- Plan to establish web links.

*	**- State Education sending regular notices to schools*
*      **throughout four phases of All Hazards planning.*
*Encouraging local partners to link with each other:*
*	**- Fall 06 regional meetings of Emergency Managers*
*	**- Notices to Superintendents and School Nurses*
*	**- Plan to establish web links.*

**COORDINATE – COMMUNICATE – COLLABORATE*** *

** ****Minnesota works**** ****with SCHOOL PARTNERS**

## Confirmed trigger points for social distancing including student dismissal. 

*Confirmed trigger points for social distancing including student dismissal. *
*Examining public health’s recommendation for N95 respirators in all settings. Plan for schools?*
*Encouraging emergency management / public health to use schools as a conduit to reach families with prevention messages.   *
*   **Encourage schools to use public health materials.*

**Minnesota works with STATE PARTNERS**** **

## Verifying the threat of pandemic influenza. People continue to ask if the threat is real and imminent. 

Explaining the rationale for student dismissal as a major strategy to control pandemic influenza;
    translating prevention and protection priorities.

Reviewing use of disinfectants, effective personal hygiene measures, safety for personnel/staff before and during an epidemic. 

*Explaining the rationale for student dismissal as a major strategy to control pandemic influenza;*
*    **translating prevention and protection priorities.*
*Reviewing use of disinfectants, effective personal hygiene measures, safety for personnel/staff before and during an epidemic. *

** ****DISEASE PREVENTION, CONTROL, SURVEILLANCE**

** ****Minnesota works with SCHOOL PARTNERS**

## Using formal and informal health education opportunities; ex. teachers are role models!

Stepping up surveillance by school nurses; 
    protocols for case identification; on-line reporting.

*Stepping up surveillance by school nurses; *
*    **protocols for case identification; on-line reporting.*

** **continued** **- SCHOOL PARTNERS

## 
“A community mitigation framework: 
     early, targeted, layered mitigation strategy 

involving the directed application of multiple 
     partially effective non-pharmaceutical measures 

initiated early and maintained consistently.”

IOM report: http://www.nap.edu/catalog/11800.html  Report 12/06.  

- “A community mitigation framework:
-      early, targeted, layered mitigation strategy
- involving the directed application of multiple
-      partially effective non-pharmaceutical measures
- initiated early and maintained consistently.”
- IOM report: _[http://www.nap.edu/catalog/11800.html](http://www.nap.edu/catalog/11800.html)__  Report 12/06._

- Example: DISEASE PREVENTION & CONTROLTHROUGH SOCIAL DISTANCING** **

*      **My Space *
*	**	**	**	*
*	**	**	**	**  **Your Space*

**Notes:**
A community mitigation framework: 
early, targeted, layered mitigation strategy 
involving the directed application of multiple 
partially effective non-pharmaceutical measures 
initiated early and maintained consistently during an epidemic wave.

## Clarified authority to dismiss students: 
       - in emergencies, the Governor & Commissioner of
         Education have authority to close schools. 
	   - Education’s role: State Emergency Operations Center.

Clarified funds are available to schools during school closure; criteria to be developed. 

Clarifying roles of schools in pandemic planning: 
	   - expectations of state and local partners
	   - limitations: food services, direct care, transportation
       - opportunities: communication, care coordination. 

*       **- in emergencies, the Governor & Commissioner of*
*         **Education have authority to close schools. *
*	**   **- Education’s role: State Emergency Operations Center.*
*Clarified funds are available to schools during school closure; criteria to be developed. *
*Clarifying roles of schools in pandemic planning: *
*	**   **- expectations of state and local partners*
*	**   **- limitations: food services, direct care, transportation*
*       **- opportunities: communication, care coordination.** *

**SERVICE CONTINUATION PLAN**

**Minnesota works with STATE PARTNERS**** **

## Continuing to clarify that the children belong to   the community; all sectors need to be involved in providing basic & emergency services, not only schools.

Table tops show complexity of school issues:
        Governor’s Table Top – September 2006       Homeland Security 
        Four diverse communities – January 2007   State Health Agency
	    Multi-state Leaders Table Top – March 2007  
						National Governors Association

*Table tops show complexity of school issues:*
-         *Governor’s Table Top **– September 2006       Homeland Security** *
*        **Four diverse communities **– January 2007   State Health Agency*
*	**    **Multi-state Leaders Table Top **– March 2007  *
*	**	**	**	**	**	**National Governors Association*
*	*

- continued - **STATE PARTNERS**** **

## Lay foundation using All Hazards plan: 
   provides framework, clarifies authority;
   relate to existing school crisis planning.

Simplify / consolidate planning. 

Begin by addressing mental health / social
    emotional learning. 

*   **provides framework, clarifies authority;*
*   **relate to existing school crisis planning.*
*Simplify / consolidate planning. *
*Begin by addressing mental health / social*
*    **emotional learning. *

**SERVICE CONTINUATION PLAN**

**Minnesota works with SCHOOL PARTNERS**

## Hosting forums for Stakeholders regarding continued instruction during pandemic influenza:
    - listen to policy / legal concerns: 
		testing, special needs students, care for children
    - explore decision dilemmas.

Hosting regional table top exercises for schools and partners – fall 2007: 
	- review resources for planning!  
	- confirm partnerships!
	- examine needs that are revealed through the exercises. 

*    **- listen to policy / legal concerns: *
*	**	**testing, special needs students, care for children*
*    **- explore decision dilemmas.*
*Hosting regional table top exercises for schools and partners – fall 2007: *
*	**- review resources for planning!  *
*	**- confirm partnerships!*
*	**- examine needs that are revealed through the exercises. *

** **continued** **- SCHOOL PARTNERS

## Example:CLARIFY SCHOOL RESPONSIBILITIES IN Minnesota

| Presidential Directive
 |
| --- |
| Crisis/Safety Policy 
 |
| School Health Plan  |
| Employee Health/Wellness |
| State authority in Emergencies |
| Governor’s Executive Order |
| Codes of Standards/Ethics |
| Partner expectations  |
| Community expectations |

| - Homeland Security Presidential Directive 
  (HSPD)-5 established DHS & NIMS |
| --- |
| - Minnesota Statute 121A.035 Crisis Policy
- SDFSC Title IV Sec 4114 (d)(7)(D) |
| - Minnesota Statute 121A.21 Health Services
- Health and Safety Plan (levy) |
| - OSHA  directives and guidelines
 |
| - Minnesota Statute chapter 12
     Gov. and Commissioner ->close schools |
| - Directive to state agencies – 
  All Hazards Planning GEO 4-04, rev 5-07 |
| - Fellow education & health professionals |
| - Emergency Management & Public Health  |
| - Parents and families |

*Type of directive**	**	**                   Source for directive*

## Example: BASIS FOR PANDEMIC PLANNING IS ALL HAZARDS PLANNING

- US Dept of Education
- _[www.ed.gov/](http://www.ercm.gov/)_
- _[emergencyplan ](http://www.ercm.gov/)_
- FEMA
- _[www.training.](http://www.training.fema.gov/)_
- _[fema.gov](http://www.training.fema.gov/)_
*New course for educators  - June 07*

## Minnesota’s All Hazards -> PANDEMIC INFLUENZA PLAN for SchoolsCOMPONENTS

**  ****COORDINATE – COMMUNICATE – COLLABORATE*** *

**Minnesota’s All Hazards -> ****PANDEMIC INFLUENZA PLAN for Schools**COMPONENTS

| 
C  SERVICE CONTINUATION PLAN |
| --- |

|    
   CONTINUATION OF OPERATIONS PLAN (COOP) 
 |
| --- |

**  ****DISEASE PREVENTION, CONTROL, SURVEILLANCE**

***Hazard-specific Supplements***

## A  COORDINATE – COMMUNICATE – COLLABORATE 

- B** ****DISEASE PREVENTION, CONTROL, SURVEILLANCE**

| POLICY & ADMINISTRATION |
| --- |
| CURRICULUM/ INSTRUCTION |
| STUDENT SUPPORT |
| FAMILY / PARENT INVOLVEMENT  |

|  C  SERVICE CONTINUATION PLAN:
           1   KEEP STAFF EMPLOYED; SUSTAIN EDUCATION INFRASTRUCTURE.
           2   CONTINUE TEACHING & LEARNING. |
| --- |

## MN CAPSULE:  PANDEMIC INFLUENZA PLAN for SCHOOLS

| C  SERVICE CONTINUATION PLAN  2CONTINUE TEACHING AND LEARNIING. |  |  |  |  |
| --- | --- | --- | --- | --- |
|  | PHASES of All Hazards EMERGENCY MANAGEMENT |  |  |  |
| School Program COMPONENTS | PREVENTION/
MITIGATION  | PREPAREDNESS | RESPONSE | RECOVERY |
| 
POLICY
AND 
ADMINISTRATION |  |  |  |  |
| 
CURRICULUM 
AND 
INSTRUCTION |  |  |  |  |
| 
STUDENT 
SUPPORT |  |  |  |  |
| 
FAMILY AND PARENT INVOLVEMENT |  |  |  |  |

| C  SERVICE CONTINUATION PLAN  2 CONTINUE TEACHING AND LEARNIING. |  |  |  |  |
| --- | --- | --- | --- | --- |
|  | PHASES of All Hazards EMERGENCY MANAGEMENT |  |  |  |
| School Program COMPONENTS | PREVENTION/
MITIGATION  | PREPAREDNESS | 
RESPONSE | RECOVERY |
| 
POLICY
AND 
ADMINISTRATION |  |  |  |  |
| 
CURRICULUM 
AND 
INSTRUCTION |  |  |  |  |
| 
STUDENT 
SUPPORT |  |  |  |  |
| 
FAMILY AND PARENT INVOLVEMENT |  |  |  |  |

##     Commissioner:  Recognize the stress of planning.

PREPAREDNESS: 
	   Training:  Psychological First Aid, Personal Preparedness
	   Planning: Build in support systems

RESPONSE:  
	   Solidify personal / family plans
	   Teachers: check status of student / family -> refer
	   Teachers: use Facing Fear – American Red Cross
	   Student Support Services:  partner with community agencies
		 & prioritize resources, assess student/family; link
 RECOVERY
        Learning problems may occur related to stress

- PREPAREDNESS:
- 	   Training:  Psychological First Aid, Personal Preparedness
- 	   Planning: Build in support systems
- RESPONSE:
- 	   Solidify personal / family plans
- 	   Teachers: check status of student / family -> refer
- 	   Teachers: use Facing Fear – American Red Cross
*	**   *Student Support Services:  partner with community agencies
- 		 & prioritize resources, assess student/family; link
-  RECOVERY
-         Learning problems may occur related to stress

**Addressing social – emotional needs****:**

##   Challenge 

*What is necessary *
*to make social measures work?*

*Social cohesion, local leadership & trust in government.*
-        IOM report: _[http://www.nap.edu/catalog/11800.html](http://www.nap.edu/catalog/11800.html)__  Report 12/06. _
* *
*Understand health behavior and behavior change.*
*   *
*Appreciate innovation.*

## References

- Theory at a Glance: A Guide for Health Promotion Practice (2nd ed).
- The monograph describes influential theories of health-related behaviors, processes of shaping behavior, and the effects of community and environmental factors on behavior.  _[www.nci.nih.gov/theory/pdf](http://www.nci.nih.gov/theory/pdf)_
- New and Improved, Creating Growth Through Innovation
- _[http://www.newandimproved.com/](http://www.newandimproved.com/)_  and
- _[http://www.creativity-portal.com/articles/bob-eckert/fear-innovation-killer.html](http://www.creativity-portal.com/articles/bob-eckert/fear-innovation-killer.html)_

## US Department of Education

- Safe and Drug Free Schools and Communities
- August 4, 2007
- **************************************** *Ruth Ellen Luehr, MS, RN, FNASN* *Pandemic Influenza Planning for Schools *
*Health Services/Student Support Specialist *
*NCLB and Related Federal Programs, Safe and Healthy Learners* *Team*
*Minnesota Department of Education* *1500 West Hwy 36* *Roseville, MN  55113*   *voice   651-582-8403    fax   651-582-8499*
*email  *_*ruthellen.luehr@state.mn.us*_