COVID-19 Health & Safety Training

Re-Entry Training PA Day

January 29, 2021 Vision Mission Empowering all Together, we learners to inspire innovation achieve personal and a passion for excellence. learning. Today’s Agenda

1. Welcome Back/Strategic Plan Presentation 2. Re-Entry Plan 3. Health and Safety a. Handwashing b. Putting on Masks c. Taking off Masks 4. Ministry Health and Safety 5. Mentally Healthy Return to School Welcome back/Strategic Plan Presentation Re-Entry Plan

• Plan: https://www.dsb1.ca/Return_to_school/Documents/Return%20to %20School%20Plan%20-%20Conventional%20Model.pdf

• Fact Sheet: https://www.dsb1.ca/Return_to_school/Documents/School%20R e-Entry%20Fact%20Sheet%20-%20Conventional%20Model.pdf Health & Safety - Handwashing Health & Safety – Putting on Masks Health & Safety – Taking off Masks Professional Learning Resource:

Health and Safety Protocols for COVID-19 Resource Overview for Facilitators

This resource is based on the government's Guide to Reopening Ontario’s Schools as of July 30, 2020.

Relationships between schools and local public health units are crucial in navigating the complex and evolving COVID-19 environment, including the reopening of schools.

Boards should continue to work with their local public health units and joint health and safety committees in the development of training and protocols to keep students and staff safe.

Boards should continue to work with their Joint Health and Safety Committees.

In the event of any conflict between this resource document and any orders or directive issued by the Minister of Education, Minister of Health or the Chief Medical Officer of Health (CMOH), the order or directive prevails.

The Occupational Health and Safety Act, subsection 2(2), states that despite anything in any general or special Act, the provisions of the Occupational Health and Safety Act and the regulations prevail

10 Stopping the Spread of COVID-19

According to the Public Health Agency of Canada, steps to reduce the spread of COVID-19 include:

• Practice physical distancing, if not possible, wear a mask. • Wash your hands often with soap and water for at least 20 seconds • Use an alcohol-based hand sanitizer containing at least 60% alcohol, if soap and water are not available • Try not to touch your eyes, nose or mouth • Avoid close contact with people who are sick • Cough and sneeze into your sleeve and not your hands • If you feel sick, please self-isolate.

11 Stopping the Spread of COVID-19 (Continued) Stay home if you display any symptoms of COVID-19 (will go over in this presentation) and use Ontario’s self-assessment tool.

All measures taken to prevent the spread of COVID-19 should be done in compliance with all applicable legislative requirements and advice from public health officials, including requirements under the Occupational Health and Safety Act, 1990 (OHSA) and its regulations and the applicable public health directives and guidance issued by the Chief Medical Officer of Health and Ministry of Health.

According to the Ministry of Health and Long Term Care: • Droplet and Contact Transmission is the spread of infection by touching secretions contaminated with the virus or through respiratory droplets that land on the face - eyes nose and mouth; this can occur when an infected person is coughing and sneezing close to you. • Indirect contact is the spread of infection from touching or handling equipment and other items that are contaminated with the virus and then transferring the virus to your face with your unwashed hands. 12 Engaging Parents and the Community – Targeted Needs

Indigenous Students According to the Sick Kids Guidance for School Reopening: ● Boards are strongly encouraged to work through their Indigenous Education Leads, Indigenous Graduation Coaches (where applicable), and with the board Indigenous Education Committee, to ensure that First Nation students are supported in every way possible. ● In urban settings, boards may also want reach out to the local Indigenous Friendship Centre or any other local Indigenous organizations to collaborate on how best to support urban Indigenous students’ learning. ● Boards must engage with local First Nation communities in the cases where students who live on-reserve attend provincially funded schools under an Education Service Agreement (ESA) or the Reciprocal Education Approach (REA), to support First Nation students’ continued access to learning whether the student will be attending school in person or participating in virtual learning while remaining on-reserve.

13 Engaging Parents and the Community – Targeted Needs

Children and Youth in Care According to the Sick Kids Guidance for School Reopening: ● Boards are strongly encouraged to actively consult with Education Liaisons at the Children Aids Societies to ensure appropriate coordination of needs and resources for children and youth in care. Students with Medical Conditions According to the Sick Kids Guidance for School Reopening: ● For students with an underlying medical condition or medical, physical, developmental and/or behavioural complexities, parents/guardians should be encouraged to consult with their child’s health care providers on the return to school so that they can make an informed decision based on individual circumstances. In order to ensure equitable access, parents/guardians, the student’s health care providers and school staff should work together to develop a plan to accommodate a more individualized return to in-person learning, where possible. Staff with Medical Conditions ● Staff are encouraged to identify any medical conditions that may require workplace accommodation to their supervisors/employers. 14 Module 1: Measures and Precautions This module outlines measures and precautions that can be taken to provide safer learning and work environments for students and staff during the COVID-19 pandemic, including:

● Conducting regular screening ● Practicing appropriate hand hygiene and respiratory etiquette ● Using personal protective equipment (PPE) and appropriate face coverings ● Maintaining physical distancing, where possible Overview Educators are likely thinking about the following questions:

• What school-wide protocols reduce the spread of COVID-19? Board-wide?

• How can educator's set-up classrooms to ensure physical distancing (i.e. students should face forward rather than in circles or groups)? What about Board office?

• Which classroom activities may need to be modified so they are appropriate this year (science experiments using lab equipment, math manipulatives, etc.)?

• What are some strategies educators can use to ensure students adhere to health and safety guidelines (i.e. encouraging students to keep face masks on)?

• What are some strategies to promote collaborative group work while adhering to health and safety guidelines?

• How will educators monitor everyday procedures to ensure health and safety is maintained?

16 What are key things I need to know this year?

How will we teach specific subjects differently in the upcoming school year? What about “complementary” activities (i.e. field trip, extra-curriculars, etc.)? Consider:

• Before my assignment begins

• The first day of the semester/assignment

• Evolution/refinement of practices and routines as the weeks progress-regularly changing

• Additional questions and great ideas

What can we do differently our areas of work (i.e. accounting, payroll, Human Resources, Mental Health, Plant, etc)

17 Symptoms Please note that it may take up to 14 days after exposure to COVID-19 for any symptoms to appear. However, individuals may also be asymptomatic.

Symptoms of COVID-19 can vary from person to person and in different age groups. Common symptoms of COVID-19 include:

• New or worsening cough • Shortness of breath or difficulty breathing • Temperature equal to or over 37.8°C • Sore throat • Difficulty swallowing • Lost sense of taste or smell • Gastrointestinal symptoms (abdominal pain, diarrhea, vomiting) • Runny nose/nasal congestion

18 Symptoms (Continued) Atypical symptoms of COVID-19 include:

• Fatigue/malaise/myalgias • Delirium (acutely altered mental status and inattention) • Unexplained or increase number of falls • Acute functional decline • Exacerbation of chronic conditions • Chills • Headaches • Barking cough, making a whistling noise when breathing • Pink eye (conjunctivitis)

19 Screening

● All staff and students must self-screen every day before attending schools or boarding a school bus. ○ School boards will provide parents with a checklist to perform daily screening of their children. ○ Self-assessment tools should be made available to staff to ensure awareness of possible symptoms of COVID-19

● If a student or staff member is experiencing any symptoms of COVID-19, they must use Ontario’s self-assessment tool and follow the instructions.

• All staff and students who are experiencing new or worsening symptoms consistent with COVID-19 must not attend school and should seek appropriate medical attention as required, including getting tested at a COVID-19 testing centre. • Signs should be posted at entrances and throughout the school, and on school purposed vehicles to remind students, staff, parents/caregivers, and essential visitors of screening requirements.

20 Screening (Continued)

21 Sample Screening Checklist

Schools should consider posting similar screening checklists at school entry points.

Source: Toronto Public Health If you answered yes to any of these questions, please use Ontario's self-screening checklist and follow instructions. 22 Hand Hygiene

• Appropriate hand hygiene is one of the most important protective strategies. Schools should be prepared to train students on appropriate hand hygiene, including the use of alcohol-based hand rub (ABHR), and to reinforce its use.

• Hand hygiene should involve scheduling breaks to allow students to wash their hands at appropriate times during the school day, above and beyond what is usually recommended (for example, before eating food, after using the washroom, after coughing or sneezing).

• Studies have shown that performing hand hygiene five or more times per day will reduce the transmission of viruses and gastrointestinal illness.

23 Hand Hygiene (Continued)

• Alcohol Based Hand Rub (ABHR) with a minimum 60% alcohol concentration (60- 90% recommended in community settings) throughout the school (including ideally at the entry point to each classroom) and/or plain liquid soap in dispensers, sinks and paper towels in dispensers. • Soap and water are preferred as it is the most effective method and least likely to cause harm if accidentally ingested. • ABHR can be used by children. Soap and water should be used if hands are not visibly soiled. • Paper hand towels are preferable to hand dryers.

24 Sample Posters

Principals and teachers should consider posting this type of signage throughout their schools.

Source: Public Health Canada

25 Sample Posters

Principals and teachers should consider posting this type of signage throughout their schools and classrooms.

Source: Public Health Ontario 26 Masks and Personal Protective Equipment

• Kindergarten: students will be encouraged to wear masks in indoor spaces and on school buses. Non-medical masks will be made available to students.

• Grades 1-12 students: students will be required to wear their own non-medical or cloth masks indoors in school and on school buses. Non-medical masks will be made available to students. • Reasonable exceptions on masks requirements will apply (e.g., medical conditions and disabilities).

• Outdoor times like recess can serve as a break for students from wearing masks within their cohorts.

• Medical masks and eye protection (I.e. face shields) will be provided for all staff of school boards. All school-based staff will be required to wear masks, with reasonable exceptions for medical conditions and disabilities as identified by staff to their supervisor/employer.

• Board office employees will be required to wear masks when they are unable to be 2 metres 27 apart from each other. Exceptions

• Reasonable exceptions to the requirement to wear masks are expected to be put in place by schools and school boards. • Staff or students with sensory or breathing difficulties may be exempted by the school principal, guided by school board policies.

28 Sample Mask Posters Teachers should review these posters with their students.

Source: Toronto Public Health 29 Important Reminders

Students and School Staff:

• If a student or staff member is experiencing any symptoms of COVID-19, they must stay home from school and should seek appropriate medical attention.

• All staff and students who are experiencing new or worsening COVID-19 symptoms must not attend school and should seek appropriate medical attention as required, including getting tested at a COVID-19 testing centre. • Staff and students feeling sick should remain home while waiting for test results • If a symptomatic individual tests positive for COVID-19, they should continue to remain in isolation at home and follow the directions of their local public health unit.

• Personal belongings brought to school/office should be minimized.

• Water bottles will be filled rather than drinking directly from the mouthpiece of water fountains.

• Schools are asked to significantly limit visitors. 30 Lunch Time Issues

• What are some things about lunch/snack time that will change this year?

Staff will bring their own drink bottle that is labelled, kept with them during the day and not shared.

Staff will be required to have their own individual meals or snack with no common food items-Some cafeteria services

Staff will perform hand hygiene before and after eating

Microwave use will not be permitted-unless approved through school admin

Staff will wash hands before touching coffee machine and refrigerators

31 What will this look like in schools? Personal Protective Equipment (PPE) • Medical grade masks and eye protection (i.e. face shields) will be provided for all teachers and other staff of school boards and teachers and other school board staff are required to use what has been provided by the employer, with reasonable exceptions for medical conditions as identified by staff to their employer/supervisor.

Signage • Directional signage should support distancing and one-way use of hallways, adjustments to entrance and exit practices, adjustments to the use of playgrounds and school grounds, signage in bathrooms and common areas to indicate maximum capacity and availability of hand sanitizer. • It is important not to reduce the number of exits and to ensure the fire code is adhered to. • The self-screen symptom checklist should also be posted at school entrances as a reminder.

Personal Items • Personal items being brought to school (e.g. backpack, clothing, sun protection, water bottles, food) should be labeled and stored separately, in cubbies/designated areas or lockers.

32 What will this look like in schools? Physical Distancing

• As much distancing as possible between students, between students and staff and between staff members should always be promoted. Physical distancing measures are to be supplemented with other public health measures supported by health and safety strategies, such as screening, adapted school environment, cohorting, hand hygiene, enhanced cleaning and masking.

• Remove unnecessary furniture and place desks with as much physical distancing as possible. Teachers should have as much teaching space as possible. Desks should face forward rather than in circles or groupings.

• Schools are encouraged to locate larger classes in larger spaces and to use all available space in a school, including gym and libraries.

• Congregation of teachers/staff should be limited to minimize potential for adult-to-adult transmission.

33 How will supporting student learning change?

● How will you recognize the different experiences of students and consider mental health and well-being as a part of your planning? ● What are some things you have been thinking about in terms of changes to the way you teach? ● Given the precautions and measures that you’ve learned about in this training, what will you need to rethink (e.g., classroom arrangements for physical distancing, class time for hand washing, signs posted in classroom)? ● How do you plan to make learning engaging within the new environment?

34 How will supporting student learning change?

Music • Most overall expectations for the Music strand can be met without the use of instruments in both the elementary and secondary arts curriculum. Some experiential learning expectations (e.g., singing and playing wind/brass instruments), may require alternate delivery, such as remote learning, to align with local public health requirements.

Health and Physical Education • Teachers should plan physical activities that would support physical distancing while also limiting the use of shared equipment.

• Shared equipment is to be disinfected regularly and students should be encouraged to practice proper hand hygiene before and after participating in physical activity and equipment use.

• Boards may choose to refer to Physical & Health Education (PHE) Canada's resource or the Ontario Physical and Health Education Association (Ophea) website for suggestions on teaching physical education in line with current public health recommendations.

35 How will supporting student learning change?

Co-operative Education

• Co-op placements can be offered virtually, where feasible. In-person community placements can be arranged in alignment with the direction and recommendations of the local health unit, the direction of the school board, and with the safety and curriculum requirements of Cooperative Education, Grades 11 and 12, 2018.

Field Trips • To align with physical distancing, schools should not plan field trips and activities requiring group transportation at this time.

Clubs and Sports

• Schools can offer clubs and organized sports only if physical distancing is possible and equipment and spaces are cleaned and disinfected between each use.

• Schools are encouraged to identify opportunities for virtual social clubs or other activities that create a sense of community and belonging for students.

36 How will supporting student learning change? School assemblies

● School assemblies or other large gatherings (e.g., concerts or dances) should be avoided. Virtual options should be offered instead of in-person gatherings.

Technological Education

● Technological education classroom cohorts must be designed to meet all physical distancing practices as well as health and safety precautions. Boards may choose to refer to Ontario Council for Technology Education's website for suggestions on teaching technological education in line with current public health recommendations and in virtual environments Outdoor Learning According to the Sick Kids Guidance for School Reopening:

● Teachers should incorporate outdoor learning activities into the curriculum as outdoor learning has many benefits for children and youth and the transmission of COVID-19 is likely lower in outdoor settings

● Outdoor learning may also provide students an opportunity to take breaks from wearing masks. 37 Module 2: Cleaning Protocols This module will review cleaning and disinfecting protocols related to environmental cleaning, including:

● How and when to clean and disinfect high-touch surfaces ● Signage use to remind students and staff on cleaning and disinfecting protocols ● Guidance on how to safely use shared objects What do schools need to know?

Cleaning Protocols

• Common surfaces used when teaching in classrooms must be cleaned and disinfected between use and students should be encouraged to practice proper hand hygiene before and after use.

• Use only disinfectants that have a Drug Identification Number (DIN). A DIN is an 8-digit number given by Health Canada that confirms it is approved for use in Canada.

• Check the expiry date of products you use and always follow manufacturer’s instructions.

• Follow any health and safety procedures required for the cleaning products being used, including using appropriate personal protective equipment (PPE). This information can be found on the Safety Data Sheet for the product.

39 What are best practices in cleaning protocols? Cleaning Routine

• Cleaning plus disinfection of high-touch surfaces twice daily is suggested at a minimum, however, more frequent cleaning and disinfection may be necessary, depending on the frequency of use and extent of soilage.

• Installation of visual reminders about hygiene and distancing at critical areas such as washrooms.

• Routine cleaning of surfaces on playgrounds, including high touch surfaces made of plastic or metal requires soap and water but not disinfectant. Cleaning of wooden surfaces is not recommended.

Sharing Objects

• The use of shared objects (e.g., gym or physical education equipment, art supplies, toys, games, pens, print materials, machinery and tools in technological education courses) should be limited where possible, or the objects should be cleaned and disinfected between each use. 40 What cleaning procedures should schools take when an individual is suspected of having COVID-19?

• Schools will establish a protocol for identification and communication of suspected/confirmed cases to administration and relevant staff to determine contaminated areas and carry out cleaning and disinfection, including timing, return to use, methods, PPE and waste disposal.

• Identify areas that may require cleaning plus disinfection (items used by the individual and all surfaces within 2 metres of the ill person) versus cleaning alone (such as a hallway or room where the individual has passed through).

• Use disposable cleaning equipment, where possible.

• Remove all items that cannot be cleaned (books and paper etc.) and store them in a sealed container for a minimum of 7 days.

41 Module 3: Health Monitoring

This module will review testing and outbreak management, including:

● What to do if a student or staff member receives symptoms of COVID-19 ● What to do if a student to staff member tests positive for COVID-19 ● What testing protocols will needed to be put in place by schools.

All school staff must receive training on outbreak management procedures. What are key things I need to know this year? Any student or staff member who develops COVID-19 symptoms must be immediately separated from others in a closed isolation room until they are able to go home and should not take student or public transportation.

The risk of severe health outcomes is not the same for all workers. The risk increases with age and is higher for people with certain medical conditions.

If any student or staff member develops COVID-19 symptoms, the following must take place:

• Isolated students should be supervised per usual school policy, with physical distancing maintained and PPE provided consistent with health guidance. Following their departure, the room must be fully cleaned and disinfected.

• Staff or parents/guardians of children with symptoms should be directed to use the online self- assessment tool and follow the instructions. This tool provides a list of assessment centres.

• Those who test positive may not return to school until they are cleared by public health. Persons who test negative can return once they are symptom-free for 24 hours, unless they have been directed to self-isolate, such as if they have been in close contact with a case of COVID-19. 43 What are key things I need to know this year?

Where an individual is suspected of having COVID-19 at school:

• Use disposable cleaning equipment, such as disposable wipes, where possible.

• There are new reporting requirements for secondary students

44 What will this look like in schools?

• Schools report on a daily basis any suspected or confirmed cases within the school community to the ministry. This report will not include the personal information of any individual.

• Communication with the school community is consistent with ministry guidance and relevant privacy legislation.

• There is a dedicated contact in the local public health unit and a list of the locations of the closest COVID-19 assessment sites.

• At least one isolation room is identified for any student or staff member that develops COVID- 19 symptoms, PPE must be available in the room.

• If possible, the isolation room should be in a low-traffic area of the school.

• Teachers provide remote learning opportunities for students to engage in asynchronous and synchronous learning in the event of an outbreak if students are unable to attend in-person classes.

45 What will this look like in schools?

• Schools must immediately report any suspected or confirmed cases of COVID-19 within the school to the local public health unit and provide any materials (e.g., daily attendance and transportation records) to public health officials to support case management and contact tracing and other activities in accordance with all applicable legislation, including the Municipal Freedom of Information and Protection of Privacy Act.

• Public health officials will determine any additional steps required, including but not limited to the declaration of an outbreak and closure of classes and/or schools School boards must report on a daily basis any suspected or confirmed cases within the school community to the ministry.

• Staff are required by OHSA to report any circumstances in the workplace that is likely to be hazardous to the health or safety of employees in the workplace.

46 Reporting Requirement

• If the Board is advised that one of our workers has tested positive for COVID-19 due to exposure at the workplace, or that a claim has been filed with the Workplace Safety and Insurance Board (WSIB), the Board must give notice in writing within four days to: o the Ministry of Labour, Training and Skills Development the workplace’s joint health and safety committee or a health and safety representative the worker’s trade union (if applicable) o Additionally, the Board must report any occupationally acquired illnesses to the WSIB within three days of receiving notification of the illness.

47 Module 4: Cohorting

This module will outline cohorting, which refers to the practice of keeping students together in a small group throughout their school day, with limited exposure to multiple teachers or a wide variety of students.

The risk of transmission of COVID-19 is reduced by limiting exposure to others. Contact tracing is also enhanced when groups (cohorts) are maintained. What are key things I need to know this year?

Elementary schools will reopen with conventional delivery, with enhanced health and safety protocols, province-wide.

Before and after school programs will be available in schools. Students with high level of special education needs who are unable to study remotely will be permitted daily attendance and instruction. Entry to schools will be staggered, starting with students with surnames starting with A-H on Thursday, September 3rd, I-P on Friday, September 4th and Q-Z on Tuesday, September 8th . Secondary students may be staggered in based on classes.

49 What are key things I need to know this year?

A secondary student should be limited to approximately 100 student contacts. Boards are also encouraged to keep in-person cohorts to two classes, or with their grade, depending on the size of their high school. This may require adapted timetables and a study hall or remote delivery of some classes in Grades 11 and 12 to limit the size of the cohort a secondary student is exposed to. Elementary students will also be able to leave their classrooms to receive additional supports but direct and indirect contacts in schools for students should be limited to approximately 50. Educators are encouraged to nurture social-emotional learning skills to support mental health and well-being

50 What will this look like in schools? Elementary Schools

● Elementary students will be able to leave their classrooms to receive additional supports but direct and indirect contacts in schools for students should be limited to approximately 50.

● An elementary student should be cohorted with their classmates and their homeroom teacher, with limited contact with other subject teachers for classes such as French as a second language/Anglais, the arts and physical education.

● Specialized teachers, like French teachers, will still be able to go into classrooms to provide the full breadth of programming for students

51 What will this look like in schools? Before and After School Programs

• Students attending these programs will be part of two cohorts and attendance records will be kept. • The rooms that host before and after school programs will be cleaned between cohorts.

Recess

• Elementary cohorted classes will stay together and with one teacher, where possible. Students can expect to see changes in the timing of recesses, lunches, and bathroom breaks as they are staggered to support cohorting.

• Shared equipment should be disinfected regularly and students should be encouraged to practice proper hand hygiene before and after playground use.

52 What will this look like in schools? Secondary Schools

● A secondary student should be limited to approximately 100 direct and indirect student contacts.

● The school year will be divided into eight rotations, by quartering the two traditional semesters. Students will engage in one class at a time.

● Rotation 1: September 3 to October 6 (23 days) ● Rotation 2: October 7 to November 10 (23 days) ● Rotation 3: November 11 to December 11 (23 days) ● Rotation 4: December 14 to January 28 (24 days) ● Rotation 5: February 1 to March 4 (23 days) ● Rotation 6: March 5 to April 15 (23 days) ● Rotation 7: April 19 to May 18 (22 days) ● Rotation 8: May 19 to June 21 (22 days)

● Half-credit courses (e.g. Civics and Careers) will be offered. Cohorts will remain the same in the transition between the two half-credit courses. 53 What will this look like in schools? Special Education Support

● Some services typically offered face to face (e.g. School Based Rehabilitation Services) may be offered remotely, depending on local protocols. Some services typically offered through withdrawal (e.g., certain special education supports) may be offered in the classroom to minimize student movement.

● Students with significant special education needs, for whom remote learning is challenging, may attend school daily in alternative delivery models. Boards have been working with local public health units to determine how this may impact student timetabling and in which cohorts students may be.

• SERTs will go into classrooms as opposed to bringing small groups together. This will ensure that cohorts are maintained and limit the number of contacts. On a very limited basis, students from the same class may be grouped together with the SERT in the SERT’s room. These spaces will be cleaned by staff after each small group. Schools may choose to have SERT rooms closed.

54 What will this look like in schools? Lunch and Snacks • To the greatest extent possible, students are encouraged to eat lunch and snacks in their classroom with their cohort to ensure chances of contact and transmission are minimized.

• Lunch times should be staggered to allow students to wash hands before and after handling food, without creating congestion in washrooms or hand washing stations.

• If weather permits, consideration could be given to having lunch breaks outside.

• Schools will not plan non-instructional activities that involve students in preparing or serving of food.

• Third party food services including nutrition programs, will be delivered in a way that any student who wishes to participate can do so. "Grab and Go format" is preferred. All surfaces, bins and containers for food should be disinfected prior to and after each use.

55 How will supporting student learning change? Voluntary Learn at Home

• In-person school attendance will be optional for the 2020/21 school year.

• Remote learning options will be available for all students on a full-time enhanced distant/remote learning basis with access to learning materials posted online to support both synchronous and asynchronous learning opportunities during the day.

• For students who are engaged in remote learning, attendance should be taken according to the school's daily protocol, students will be provided with a daily schedule of subjects/courses according to a 5 hour instructional day with opportunities for frequent, live contact with a teacher and expectations for synchronous learning. It is expected that learning is based on overall expectations across all subjects/courses and grades.

56 How will supporting student learning change? Voluntary Learn at Home (continued)

• For secondary students, online courses delivered through a fully independent learning model are also available through the TVO Independent Learning Centre (ILC); over 140 courses are available in both English and French.

• Key times will be identified when parents can choose to reintegrate their child to in-person instruction, when they feel comfortable to do so: • October 7, 2020 • November 11, 2020 • December 14, 2020 • February 1, 2021 • March 5, 2021 • April 19, 2021 • May 19, 2021

57 Module 5: Student Transportation

This module will cover safe transportation methods in the context of COVID-19, including: ● Walking ● Cycling ● Private transportation by parents and caregivers What are key things I need to know this year?

To the extent that physical distancing may not be possible, the use of non-medical or cloth masks for students in Grades 4 to 12 will be required on school vehicles. Students in Kindergarten to Grade 3 will be encouraged but not required to wear masks on student transportation.

Exceptions should be made for students with medical conditions or special needs that prevent masking.

School bus drivers, school bus monitors and student aides will be provided with medical masks and eye protection.

Students should be assigned seats and a record of the seating plan should be kept to assist with contact tracing in the case of a student or driver contracting COVID-19.

60 What will this look like on school vehicles? Seating:

● To support return to school 5 days a week, school boards may be required to increase the seating capacity of buses beyond one student per seat and operate closer to regular vehicle capacity. ● Students should be assigned seats and a record of the seating plan should be kept to assist with contact tracing in the case of a student or driver contracting COVID-19. ● Students who live in the same household or in the same classroom cohort should be seated together. ● The seat directly behind the school bus driver should be empty, where possible, to maintain physical distancing for the driver. Cleaning and Hygiene

● Frequently touched surfaces (e.g., handrails and seatbacks) should be cleaned and disinfected at least twice daily. ● Alcohol-based hand sanitizer should be available on vehicles. ● Windows should be opened when feasible to increase ventilation.

61 What will this look like on school vehicles? Masks:

● To the extent that physical distancing may not be possible, students in Grade 4 to 12 must wear a non-medical mask. ● Students in Kindergarten to Grade 3 will be encouraged to wear masks on student transportation ● Exceptions will be made for students with medical conditions or special needs and disabilities that prevent masking.

Personal Protective Equipment (PPE)

● monitors and student aids. Medical masks and eye protection (e.g. face shields) will be provided for school bus drivers, school bus ● Eye protection for drivers should not interfere with the safe operation of vehicles and is intended to protect drivers during close contact with students, such as boarding and exiting.

62 Module 6: Mental Health and Well-Being Considerations during COVID-19 Pandemic This module will introduce considerations for a mentally healthy return to school, as well as profile the following resources developed by School Mental Health Ontario: • Mentally Healthy Return to School Toolkit • The First 10 Days (and Beyond) Overview These are extraordinary times for every stakeholder in education. Within our systems, the uncertainties have created a sense of unease - a worry about the unknown. We also know that many students and staff have anxiety about their physical health as we return to school. Each of us has had a different COVID-19 experience, and we must respond with compassion and understanding as we support all members of our community. Schools with effective organizational conditions for supporting mental health build resilient students and we have a shared responsibility for the well-being and learning of all the students we serve. To support a mentally healthy return to school, it is important that school leaders and staff working in school: • Demonstrate a clear commitment to student and staff mental health • Create caring conditions for learning • Help students, families, and staff to access mental health supports and services

65 What are key things I need to know this year? What is key, is not only that we enhance and protect staff and student mental health as a component of safe, inclusive and equitable return to school, but that we communicate and model that message clearly and often.

These key messages support us with consistency of verbal, written and electronic communication. When woven through your communication, people will see the commitment and presence of your personal and organizational support for mental health. There has never been a time when that has mattered more. 1. Mental health and well-being is our priority. 2. We need to lead with compassion and empathy. 3. Schools are an excellent place to promote and protect mental health. 4. We have strong mental health foundations to build on. 5. We need to work together.

66 What are key things I need to know this year?

• School Mental Health Ontario (SMH-ON) has prepared a menu of resources to form the Mentally Healthy Return to School Toolkit. The resources are developed for directors, superintendents, school mental health professionals, educators, students and parents.

• The toolkit includes a series of slides, videos, handouts, and classroom resources to support a mentally healthy return for school.

• The materials were created in consultation with key stakeholders including teacher federations and the Council of Ontario Directors of Education (CODE). Many pieces helped to inform the spring ministry webinar slide decks.

67 What will this look like in schools?

Using the School Mental Health Ontario Toolkit, school leaders may guide staff to start with reflection about their own and their students' COVID-19 experience. Consider using questions like this:

1. Stepping back and considering your COVID-19 story, what are 3 words you would use to describe your experience? 2. What has helped you most to get through these times? 3. What are you most apprehensive about re: the return to school? 4. What are you most looking forward to re: the return to school? 5. What is your fondest wish for our students?

68 What will this look like in schools? Another piece of the School Mental Health Ontario Toolkit is a resource for “The First 10 Days (and beyond)”.

This resource is meant to help with the transition back to school by offering educators a range of ideas for activities related to mental wellness and social emotional learning.

It uses grounding principles for creating caring connections and supporting staff and student mental health during the return to school:

• We proceed together. • We learn. • We build on what we know. We connect the dots. • We remain flexible.

69 What will this look like in schools? Each student, school and community is unique and there are a multitude of factors that impact the mental health and well-being of students, staff and families. Fostering a positive school climate and a welcoming, inclusive and safe return to school that prioritizes mental health and well-being, addressing inequity, relationship-building and a sense of belonging for students, staff and families remains a key priority.

70 What will this look like in schools? Resources will continue to be made available throughout the school year to provide culturally-sensitive and –responsive mental health and well-being supports to students, including:

• Targeted supports for First Nation, Métis, Inuit and Black students

• Students who identify as LGBTQI2S, helping students develop culturally relevant and responsive social-emotional learning skills,

• Addressing bullying and cyber-bullying,

• Identifying positive behaviour supports for JK-3 students,

• Supporting well-being through the arts and offering physical activity opportunities and learning outdoors. Examples of resources and support could include virtual social clubs or podcasts.

71 The First 10 Days (and Beyond) resource

https://drive.google.com/drive/folders/1UbO14qJd9t- GhgqJ0xAcaveq_P-f8Qdd?usp=sharing

72 Additional Resources Health and Safety Resources Resource link Short Description Ontario’s Coronavirus (COVID-19) self-assessment tool This self-assessment tool can be used if you’re worried you were exposed to COVID-19 or have symptoms.

Ontario’s Case and Contact Management Strategy Ontario’s enhanced case and contact management strategy that will help contain the spread of COVID-19. Ontario’s Sector Specific Guidance and Multilingual Tip A collection of resources that are geared to specific sectors, Sheet including education to prevent COVID-19 in the workplace.

Public Health Ontario's COVID-19 public resources A list of COVID-19 resources available in 20 different languages.

Public Health Ontario’s Cleaning and Disinfection for A document that provides guidelines on cleaning and Public Settings (PDF) disinfections in a public setting.

Government of Canada’s Help Reduce the Spread of A Federal government guidance document on physical COVID-19 resource distancing.

Government of Canada’s List of Hand Sanitizers and List of A list of skin cleansers, hand sanitizers, and disinfectants Disinfectants authorized by Health Canada that meet Health Canada requirements.

75 Health and Safety Resources (Continued)

Resource link Short Description Health and Safety Guidance During COVID-19 for Student A guidance document to support student transportation Transportation Employers employers and employees in remaining safe during COVID- 19. Government of Canada’s Guidance for School Bus Federal recommendations to minimize the spread of Operations COVID-19 during school bus operations.

Sick Kids’ Guidance for Reopening Schools (PDF) This report emphasizes the importance of school reopening for broader child health, balanced against the potential and important risks of coronavirus disease 2019 (COVID-19).

76 Health and Safety Videos and Graphics

Resource link Short Description TVO Kids’ Dr. Cheddar Tips on how to stay healthy with Dr. Cheddar

CBC Kids’ Handwashing 101 A quick and easy guide to the basics of handwashing.

CBC Kids’ Make Space, Stay Safe Video A singalong video reminding children of the importance of physical distancing. Government of Canada’s Wash Your Hands Infographic A federal government infographic on how to effectively wash hands. Government of Canada’s How to Wear a Non-Medical Mask A federal government video on how to wear a non-medical Video mask. Public Health Ontario’s How to Wash Your Hands (PDF) fact A quick and easy step-by-step fact sheet on how to wash your sheet hands. Public Health Ontario’s Cleaning and Disinfection for Public A document that provides guidelines on cleaning and Settings (PDF) disinfections in a public setting.

77 Mental Health and Well-Being Resources Resource link Short Description

School Mental Health Ontario Resources, research and practical tools for school and system leaders, educators, students, parents and families, and school mental health professionals Coping with COVID (Ontario Mental Health @ CAMH) Strategies to maintain your mental wellness during the COVID-19 pandemic from CAMH

Coping with COVID (CAMH) What we can learn from people with lived experience of mental illness

Seven Tips for Staying Grounded as the World Grapples with Seven tips for coping with stress and anxiety in challenging COVID-19: UofT Expert times, and information about support services for University of Toronto students and faculty

Finding Hope and Resilience During the COVID-19 Pandemic Three opportunities for "moments of strength and hope" in these challenging times. From Your Health Matters, Sunnybrook, by Jennifer Palisoc

The Working Mind COVID-19 Self-care & Resilience Guide The Mental Health Commission of Canada's guides for workers and post-secondary students for self-care and resilience. Documents can be used to follow along with resilience courses offered by the Commission. Additional Safety Protocol Activities

Organization Short Description MHSTCI’s Return to Play Webpage Provides a list of resources for a safe return to play, including sports and recreation during COVID-19. The goal of these resources is to help Ontarians better understand how to prevent the spread of COVID-19 while training, practicing and competing in sport and recreation activities. Ophea’s Outdoor Education Toolkit for Grade 9 to 12 Promotes a culture of safety-mindedness, increase teacher awareness, confidence, and preparedness to teach outdoor education safety and risk management, and increase student awareness, confidence, and preparedness about outdoor education safety and risk management. Ophea’s Health and Physical Education at Home Provides learning resources and supports for educators, website families, and students to enable safe and developmentally appropriate learning opportunities related to Health and Physical Education.

79 Leading a Mentally Healthy Return to School Today’s Intent

School teams will… • Be aware of the board’s priorities for mental health and the well- being of staff and students. • Know what the Board is planning to establish practices and processes to promote the quality, consistency, inclusiveness, equity and sustainability of mental health in schools • Be equipped with resources to focus on developing students' socio-emotional learning abilities, so that they can build resilience, manage stress and establish/maintain healthy relationships. A Few Questions to Reflect On

• How do you feel about the return to school? • How can the way you feel have an impact on your work? • Identify strategies that could help you manage how you feel? Personal Resiliency

• Nourish yourself • Sleep well • Stay active • Stay connected • Pause • Reflect • Be gentle • Be committed https://smho-smso.ca/wp- content/uploads/2019/08/Personal-Resilency.pdf These are extraordinary times for every stakeholder in education – a back to school like no other.

Our usual plans and processes will need to change. Self Care Each of us has had a different COVID-19 experience, and we must respond with compassion and understanding as we support all members of our community. * Resilient school boards build resilient schools and resilient schools build resilient students. We have a shared responsibility for the well-being and learning of all of the students that we serve. As a Board community, we acknowledge that this period represents a profound change:

• We know that many adults and students have experienced significant loss.

• We know that change affects each of us differently.

But … We won’t know what people need until we ask them. To be ready to learn, students need to feel a sense of safety, belonging, and well-being at school. Mental health, equity and student learning have always been important in our schools. There has never been a time when uniting these priorities has been more essential. Frequently Asked Questions

What kinds of mental health issues should we expect to see on return? What kinds of mental health needs may students be displaying upon return to school? • Most students will have a normal stress response to a return to school and will not experience concerns with their mental health. • Some students will experience higher levels of stress and heightened levels of worry. • A few may be experiencing significant mental health concerns such as anxiety, depression and substance misuse Frequently Asked Questions

I feel overwhelmed by all the needs of the students. With all this emphasis on mental health, how am I supposed to meet their needs? • Validate the students' feelings • "I can understand that you feel overwhelmed because we are living in an unusual time, we are all feeling the effects of the pandemic and we are trying to be receptive and meet the needs." • Reassure them that support is available for students • "We care about our students and we want to make sure we have the right support services for everyone who feels the need." • Reassure them that there are helpers and resources they can use to meet their classroom needs • "We have resources focused on socio-emotional learning that help develop skills and resilience. Also, our Mental Health Team continues to be available in person and remotely to provide support to students. » Frequently Asked Questions

How can we focus on well-being when there is so much academic progress to be caught up? • Addressing well-being is the foundation to academic progress. • It is important to take the time to address the emotional needs of students to create the conditions in the classroom that will allow learning to happen. • Providing a mentally health classroom that is welcoming, attentive, inclusive, safe, caring and accepting provides for each student’s overall well-being. Education Reimagined: The future of Learning

https://edudownloads.azureedge. net/msdownloads/Microsoft- EducationReimagined-Paper.pdf Education Reimagined: The future of Learning Brief Video Reflection

• After watching the video, please share one key element that resonated with you

• Take 2-3 minutes to share your thoughts with your “socially distant” elbow partner Considering what we’ve covered so far, let’s reflect on some key messages in the next slides and on how these can help support a mentally healthy return to school… At DSB1 we are committed to these five key messages to support our system in a mentally healthy return to school:

1. Mental health and well-being is one of our main priorities 2. We need to lead with compassion and empathy 3. Schools are an excellent place to promote and protect student mental health 4. We have strong mental health foundations to build on 5. We need to work together 1 - Mental health and well-being is our priority What do we need to consider for us • As we welcome each other back to to reconnect as a caring learning school, we will focus on community? reconnecting as a caring, learning community. • As a school community, we How will we know that we are continue to prioritize an inclusive prioritizing mental health and well- and welcoming learning being as we return to school? environment, so all students have a sense of belonging. • We will consistently communicate hopeful and proactive messages about our plan for supporting student mental health and well-being. 2 - We work together with compassion and empathy What strategies clearly • As caring adults, we value our relationships and all demonstrate empathy and members of our school community. compassion in an inclusive environment to connect/ • Students will have different levels of comfort returning to reconnect with students school. and their families, so they • As a school community, we will practice listening to all feel included, welcomed understand/acknowledge, create spaces for students, and that they belong? How staff and families to share comfortably, and allow do we show our support for everyone an opportunity to express themselves. equity and inclusion? • We will support each other in modelling a calm, friendly welcome to ensure students feel they belong. • Doing so will ensure equity and inclusion for all students 3 - Schools are an excellent place to promote and protect student mental health and well- being What did we learn during the • As a staff, we want to school closure time that will understand the implications of help us move forward? How do our student’s experiences to we know that a student may be support their mental health struggling and require and well-being. additional support? 4 - We have mental health foundations to build on Recognizing the work • We have the knowledge, skills, tools and already done in mental resources to promote mental health literacy health and well-being, and support student mental health. how do we continue to • New resources are available for our review build on this to move and use (First 10 Days, Social-Emotional forward during the Learning (SEL) Lesson Plans, Everyday pandemic? Mental Health Practices, MH LIT Course). • Grounded in culturally relevant and responsive practices, we will recognize and reduce inequities, support students who are racialized, marginalized, or oppressed, and those who have experienced barriers during remote learning. 5 - We need to work together

The pandemic has provided • Our shared responsibility: us with an opportunity to do things differently as we • We each have a critical role in move forward. As part of a supporting all students as they return team, what is our shared to school. responsibility through our • We have a plan for a welcoming, safe, individual roles to promote inclusive return to school for all and support student mental students and staff. health and well-being on • We will work through the uncertainties return to school? together. • We will be flexible as we support all members of our school community. “It is possible to prepare for the future without knowing what it will be. The primary way to prepare for the unknown is to attend to the quality of our relationships, to how well we know and trust one another” ~Margaret Wheatly, 2004 (retrieved from Disturb Me, Please - Margaret J. Wheatley) Next Steps to Move Forward

Find out more at: https://drive.google.com/drive/folders/1UbO14qJd9t- GhgqJ0xAcaveq_P-f8Qdd?usp=sharing Practical Resources for Educators

• Resource #1: Everyday practices for Mental Health & Well- being • Resource #2: The First 10-days and Beyond • Resource #3: Supporting Minds-Strategies at a glance • Resource #4: MH LIT: Mental Health in Action

We can provide you with each of the resources listed… Ok, Let’s Get Real

Even when key foundational elements are in place to support mental health and student learning at the classroom level, we know there are students who may require more supports. Consider….

• When should we be concerned about a student/staff member? • Who else can support student/staff member needs in our school/department? At the Board level? In our community? • How can we access these supports? Support for all staff:

We know that the topic of mental health is deeply personal for many; there is both personal and professional overlap in this learning. Be aware of your emotional responses. It may become necessary to reach out for support if you are triggered by a topic. Reaching out for Support

• Big White Wall: Anonymous online community where members can support each other 24 hours a day, 365 days a year. • BounceBack: Free skill-building program accessed over the phone. With the guidance of a coach, you’ll work through a series of workbooks at your own schedule, to gain practical skills to better manage low mood, anxiety, worry or stress. • Internet-Based Cognitive Behavioural: To be supported by a therapist online contact either: • MindBeacon • AbilitiCBT by Morneau Shepell • Hope for Wellness: Immediate mental health counselling and crisis intervention for Indigenous people • Talk 4 Healing: Culturally appropriate and confidential support and resources seven days a week, 24 hours a day for Indigenous women • What is mental health?

• Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (WHO, https://www.who.int/features/factfiles/mental_health/en/) • Share What You Do!

- E-MAIL your photos & stories to Andreanne Denis @ [email protected] - TWEET your moments to your school accounts or use the hashtags @DSBONE1, #EdWeekON2020, #MHW2020, & 5Ways - FACEBOOK: share your moments on your school Facebook account - SCHOOL WEBSITE: share your moments on your school website account Five Ways to Well Being

• Five Ways to Well-Being is a set of five simple, evidence-based actions which can improve well-being in everyday life. Each weekday of Mental Health Week, we will promote one of the five actions. Join us in celebrating mental health and wellbeing by incorporating these actions into your life.

• The Five Ways to Well-Being are:

1. Connect: Talk and listen. Be there. Feel Connected. 2. Take Notice: Appreciate the simple things that give you joy. 3. Be Active: Move your mood. Do what you can. Enjoy what you do. 4. Keep Learning: Embrace new experiences. See opportunities. Surprise yourself. 5. Give: Your time. Your words. Your presence. Connect

Connect with the people around you. With family, friends, colleagues and neighbours, At home, work, school or in your community Take Notice

Be curious, Notice the beauty of nature, and the little things that surround you. Savour the moment. Be aware of the world around you and what you are feeling By taking notice of these experiences, you will appreciate what matters to you. Be Active

Go for a walk or run. Step outside Cycle. Play a game. Dance. Exercising make you feel good, so find the activity that you enjoy and get moving. Keep Learning

Try something new. Sign up for that course. Take on a different responsibility at work. Learn to play an instrument or cook a new dish. Set a challenge that you will enjoy achieving. Give

Do something nice for a friend or a stranger, Thank someone. Smile. Volunteer. Join a community group. See yourself and your happiness linked to others. Please reach out to Denise Plante-Dupuis, Mental Health Lead, [email protected] if you would like to connect about any of the content or resources from this mental health session.