SD48 Safety Plan for COVID-19 Exposure Control

• While COVID-19 impacts adults more than children, most adults infected with COVID-19 will have mild symptoms that do not require care outside of the home.
• Some adults with specific health circumstances are at an increased risk for more severe outcomes, including individuals:
  • aged 65 and over;
  • with compromised immune systems; or,
  • with underlying medical conditions.

• There is limited evidence of confirmed transmission within school settings. This is partially due to wide-spread school closures worldwide at the onset of the pandemic to help prevent the spread of COVID-19.
• In documented cases, there was typically minimal spread beyond the index case though isolated outbreaks have been reported.
• Children do not appear to be the primary drivers of COVID-19 spread in schools or in community settings.
• Schools and childcare facility closures can have significant mental health and socioeconomic impacts on families and children, especially those most vulnerable. 
• Prevention measures and mitigation strategies involving children must be commensurate with risk.

• signage is posted at entrances outlining expectations for entry, hand washing, and physical distancing expectations;
• floor markings and posters are used to address traffic flow throughout the school;
• barriers or markers are installed in places where physical distance cannot regularly be maintained (e.g. front reception desk where visitors check in);
• recess, breaks, lunch, and class transition times are staggered to provide a greater amount of space for everyone;
• additional areas are provided for staff to take breaks, including outdoors;
• strategies are created that prevent crowding at pick-up and drop-off times; and,
• guidelines, as well as appropriate signage and communication plans, are created for the appropriate use of school property before and after school and during recesses/lunch breaks.

• parents, caregivers, and other visitors remain outside of the school to drop off their children;
• all inquiries or requests to schools are done through phone or email;
• approved external visits to the school are prioritized to those adults supporting activities that are of benefit to student learning and well being (e.g. teacher candidates, mental health clinicians, immunizers, meal program volunteers, etc.);
• when adult visitors are approved to enter the school, additional signage and floor markings indicate how the visitor is to proceed and that the visitor is placed on the school contact list for that day, has completed the requirements of a daily health check, is wearing a non-medical mask (or provide one for them), and sanitizes their hands when they enter the building;
• site entrances and administrative areas have a designated 2 metre distance (using tape or other floor markers) from the counter and the staff member working there; and,
• schools will maintain a list of the names, dates, and contact information for all visitors who are approved to enter the school.

• all families and students understand that students are to remain on school property during the instructional day, including breaks and lunch time; and,
• if a student needs to leave school for an appointment, principals must ensure that they sign out of the school and, upon return, sign back in and wash their hands before rejoining their Learning Group.

• all participants follow the school site safety plan and the recommended preventative measures (e.g. stay home when sick, hand hygiene etc.);
• maintain daily attendance records; 
• the capacity for occupancy is limited and that the number of families attending are able to physically distance; and,
• the program is encouraged to increase outdoor activity. 

• daily health checks of individual user group members prior to entering the building;
• washing hands before entering the building and frequently throughout;
• notification that participants stay at home if they are feeling ill;
• a list of the date, names, and contact information for any user group members who entered the school; 
• maintaining a maximum of 50 people in alignment with the Gatherings and Events Order of the PHO. Additional information is available from the BCCDC for gatherings and events in community settings; 
• members practicing diligent hand hygiene and respiratory etiquette; 
• physical distancing among older youth and adults; 
• limiting building access to only those areas required for the purpose of the activity; 
• a process for identifying the used equipment to ensure proper disinfecting can take place by SD48 custodians; and,

Principals are to implement the Draft SD48 Room Readiness Policy for creating and maintaining open, spacious, flexible, and hygienic learning and working environments. For clarity, the Draft SD48 Room Readiness Policy was not created specifically as a COVID-19 exposure control measure. Rather, it is intended as an ongoing plan to support our collective social responsibility to a high standard of cleanliness and care at all times. When all staff and students tidy up after their own activities, remove unnecessary clutter, and maintain orderly spaces, it supports custodial staff to more easily clean high touch and other surfaces for important hygiene safety standards. Please note that input collected from staff and partners over time will inform the further development of the Draft SD48 Room Readiness Policy. 

• eliminate all clutter, including the removal of rarely used materials currently being stored in the classroom or work space;
• place school district resources in a central storage area rather than in classrooms or work spaces;
• take all personal items home, including personal learning resources not currently being used by students;
• ensure students take personal items home daily and that all elementary ‘coat/cloak rooms’ are empty at the end of each day;
• make every effort, where deemed necessary in elementary schools, to store students’ items like indoor shoes or extra dry clothes inside closed cupboards;
• eliminate the use of middle and secondary school lockers;
• reduce the number of high touch surfaces in all rooms; 
• remove all materials from any remaining surface areas, including desks/countertops, sink areas, workstations, and staff rooms; and,
• ensure that all classrooms/work spaces that are not in use are cleaned, closed, and locked.

School water fountains are to be disabled. Signage and training should support everyone in using the water filling stations at each school. Principals will inform students and parents/guardians that they will need to bring their own personal water bottle to use at the water filling station. Principals will arrange to have compostable cups available for students to use if they forget or don't have a water bottle.

• establishing and posting occupancy limits for shared spaces, such as lunch rooms & washrooms;
• providing additional areas for staff to take breaks, including outdoors;
• creating plans, if necessary, for two or more Learning Groups sharing the same learning space to enter and leave the space safely;
  • Learning Group A enters the space first and is seated on the far side of the classroom as indicated by signage; Learning Group B follows and is seated on the near side of the classroom as indicated by signage. Process reversed at dismissal.
• having staff use outside spaces for student learning as often as possible;
• creating guidelines for school arrival and departure times and gathering during recesses/lunch breaks;
• ensuring that there is a specific plan for students to, where possible, remain in their Learning Group during recess, lunch and break times;
• creating schedules and plans to reduce density that include assigned physical spaces for individual cohorts and their break times,
  • in some cases, staggered schedules will be necessary to ensure that all Learning Groups have adequate space for breaks; and,
• creating plans for the arrival and dismissal of students and instructions to students and parents and guardians for specific entrances and exits to the building.

• children of Essential Service Workers (ESWs) aged 5-12 are identified;
• children of ESWs aged 5-12 are provided access to full-time in-class instruction; 
• children of ESWs over 12 who are vulnerable or have a disability that precludes them from being at home alone will be offered full-time in class instruction; and,
• density targets are maintained.

• all students with disabilities, diverse abilities, and children who require additional support have access to full-time in-class instruction.

All school district owned playgrounds are to be opened. Principals are to send home communications to remind community members using school district playgrounds that they do so at their own risk and that surfaces will not be disinfected. Principals are to ensure that Playground Use School Signs are posted around each playground.

SD48 Pandemic Guide for Custodial Operations provides pandemic cleaning procedures required at our schools and facilities in accordance with directions from the BCCDC’s Cleaning and Disinfectants for Public Settings. Regular cleaning and disinfecting are essential to preventing the transmission of COVID-19. General cleaning and disinfecting of school premises must occur once in a 24 hour period and cleaning and disinfecting of high touch surfaces twice in 24 hours, including at least once during regular school hours. Custodial hours have been adjusted for instructional days to include two daytime custodians in the majority of our facilities with shifts starting at 10:30 am, 12:00 pm, and 2:30 pm. The day shift custodians must maintain the frequent cleaning of high touch surfaces during regular school hours. The after school custodians must complete the general cleaning and disinfecting of the school, including the second disinfecting of high touch surfaces.

• a schedule for general cleaning and disinfecting of each premise at least once every 24 hours, including items that only a single student uses (e.g. desks and chairs) is established;
• cleaning and disinfecting high touch surfaces occurs at least twice every 24 hours (e.g. door handles, cupboard handles, handrails, grab handles, light switches, desk tops, counter tops, shared keyboards and devices, phones, washrooms and associated handles, etc.);
• cleaning products for classrooms, work spaces, and common work areas are provided;
• only school district provided liquids (these will be commonly used and commercially available cleaners and detergents) and/or soap and water for cleaning surfaces are used;
• items which cannot be easily cleaned are removed (e.g. plush toys);
• any surface that is visibly dirty is cleaned and disinfected;
• frequently touched items that are not easily cleaned are limited;
• appliances (microwaves, refrigerators, coffee pots, photocopies etc.) can be shared but are considered high touch services;
• paper hand towels rather than hand dryers are provided;
• garbage, recycling, and composting containers are emptied daily; and,
• usual safety standards when cleaning up blood or bodily fluids (e.g. runny nose, vomit, urine) by wearing disposable gloves and washing hands before and after wearing gloves are followed.

 For more information, click here to access our SD48 Operational Changes to School Ventilation System to Limit Exposure to COVID-19

*Updated on September 21st, 2020

Administrative measures include the implementation of policies, procedures, and related training and education which reduce the risk of exposure. Examples of these include health and wellness policies, cohorts, modified schedules and supporting the ability of individuals to maintain physical distance.

• existing policies and procedures as well as the COVID-19 health and safety guidelines are followed;
• field trip locations provide supervisors with their COVID-19 operating plan, ensuring that it does not conflict with the school’s plan, and is shared with parents and administration;
• parent volunteer drivers are not involved (not permitted in stages 2-4); and,
• volunteers providing supervision are trained in and strictly adhere to physical distancing and all other health and safety guidelines.

• existing policies and procedures as well as the COVID-19 health and safety guidelines are followed;
• external locations provide supervisors with their COVID-19 operating plan, ensuring that it does not conflict with the school’s plan, and is shared with parents and administration;
• parent volunteer drivers are not involved (not permitted in stages 2-4); and,
• volunteers providing supervision are trained in and strictly adhere to physical distancing and all other health and safety guidelines.

• they are able to attend school full time or have a plan to ensure supports and learning continue if a student needs to learn at home;
• they have access to the necessary health and safety supports;
• they will continue to receive supports and services as identified in their IEP, including 1:1 supports ; and,
• Their children will not be grouped in segregated settings as a part of the establishment of cohorts.

• Elementary Schools: up to 60 people
• Middle School: up to 60 people
• Secondary Schools: up to 120 people
• Please see the SD48 Learning Group cohort infographic for more detailed information regarding Learning Groups

• minimized physical contact is required, but physical distancing does not need to be maintained.

• *physical distancing of 1-2m must be maintained for all students and staff interacting outside their Learning Group (this is actually not a requirement for elementary age students when outdoors; however, for the purpose of practicing physical distancing requirements in Stage 3 we expect our schools to organize and make a plan for 1-2m of physical distancing even outdoors for elementary school students);
• middle and secondary school students and staff are required to wear a mask if they cannot maintain physical distancing; and,
• even when wearing a mask, staff and students are required to maintain physical distance from people outside of their Learning Group.

• organized by Learning Group cohorts of up to 60 students and staff as the primary learning environment where a teacher learning team and their students can interact more regularly.

• organized by Learning Group cohorts of up to 60 students and staff as the primary learning environment where a teacher learning team and their students can interact more regularly;
• focused on full-time instruction for all students for the maximum instructional time possible within cohort limits, with self-directed/online learning supplementing in-class instruction, only if required.

• organized into Learning Group cohorts to no more than 120 students and staff;
• scheduled for student learning in a manner which ensures each student continues to receive their required courses for their Career Life post-secondary plan, to the fullest extent possible; and,
• focused on full-time instruction for all students for the maximum instructional time possible within cohort limits, with self-directed/online learning supplementing in-class instruction, only if required. 

• Learning Groups are diverse in their composition, and established in a manner that reflects the principles of equity and inclusion, and does not result in segregated learning environments for students with disabilities/diverse abilities;
• Learning Groups stay together throughout the day, including unstructured times such as lunch, recess, classroom changes, etc;
• students are supported within each Learning Group to minimize physical contact with each other (*1-2m physical distancing does not need to be maintained within a Learning Group);
• students are supported with maintaining *1-2m physical distancing from others outside of their Learning Group cohort during unstructured time such as recess, break, and lunch time;
• the number of adults (staff and others) who interact with cohorts they are not a part of (to the extent possible while supporting learning and a positive, healthy, and safe environment) is minimized;
• staff and other adults maintain *1-2m of physical distance from each other at all times, unless they are part of the same cohort;
• current lists of all members of a cohort are readily available; 
• a protocol is established for each Learning Group cohort to enter and exit their learning space for scheduled instructional time; and,
• Learning Group cohorts are amended only at the start of a new quarter, semester, or term in the school year unless necessary to do so sooner or more often to support optimal school functioning.

• Valleycliffe - regular lunch and recess with designated cohort zones
• Cultural Journeys-  regular lunch and recess with designated cohort zones
• Squamish - regular recess and lunch with designated cohort zones
• Garibaldi Highlands- staggered recess and lunch
• Mamquam - regular lunch and recess with designated cohort zones
• Brackendale - staggered recess and lunch
• Spring Creek  - staggered lunch and recess
• Myrtle Philip - staggered lunch and recess
• Signal Hill -  staggered lunch and recess
• Blackwater Creek - regular lunch and recess

• Don Ross Middle School: classes will be organized into pods with two teachers
• DRM will also be organized as a Middle Years Program with year long curricular development, especially for literacy and numeracy). 
• Density will be reduced at school arrival, departure, and at break times through a staggered schedule with designated entrances and exits; zones will be created for specific learning groups for break times.

• Development of remote learning options for K-9 students wishing to remain enrolled in a class in their home school.
• Extension of Distributed Learning from Grades 10 - 12 to K - 12  for students intending to complete the school year online in SD48; for students in Grades 10 -12, additional option to cross-enrol in brick and mortar schools as well as courses online already exists.

• Elementary: up to 30 people
• Middle: up to 30 people
• Secondary: up to 60 people

• physical distancing of 2m for middle and secondary school students and for all staff, at all times.

• physical distancing of 2m for elementary school students and for all staff when working outside of their Learning Group

• staff and students should pack in and pack out their personal items each day;
• middle and secondary schools may permit the use of lockers as long as they are able to meet the following conditions:
  • lockers are assigned to individual students (no sharing); 
  • physical distancing of *1-2m (2m under Stage 3) between students outside of their Learning Group can be maintained;
• elementary Learning Groups are to scan each ‘coat/cloak room’ at the end of each day to ensure they are completely empty; and,
• staff should not leave personal items in the classroom or in the staff/storage rooms.

• the usual FOODSAFE measures are implemented
  • when food is prepared as part of learning and is consumed by the student(s) who prepared it;
• the usual FOODSAFE measures are implemented when food is prepared and served as part of school food service by other than those who prepared it (including for sale)
  • anyone preparing and serving the food wears a mask if they cannot physically distance from others; and,
• all other related healthy and safety guidelines in this document are followed.

• identify families who receive regular nutritional support;
• regularly assess which families have emerging needs for food support are provided a mechanism for requesting support;
• plan for continuity of food support for students on days they are not in session; and,
• establish a plan for safe distribution of food (collaborate with existing food programs and community volunteers).

• continue to provide school bus transportation according to Board Policy 701: Transportation of Students for eligible riders only - for clarity, there will not be ineligible / courtesy ridership provided at this time;
• encourage private (e.g. parents/guardians) vehicle use,  car pools, and public-transit, where possible to decrease ridership density and the likelihood of virus transmission;
• provide heavy flexible plastic shields at the side and rear of the drivers’ seats to provide a barrier between the drivers and students, whenever possible;
• provide every bus with a box of non-medical disposal mask and a bottle of hand sanitizer; 
• establish new bussing schedules (pick up and drop off times) due to rider volume and/or staggered start and end times of each school where appropriate
• communicate bussing schedule to parents; 
• assign seating in the following priority order:

1. students from the same household will share a seat; 
2. students from the same Learning Group will share a seat;
3. if required, students from outside their Learning Group will share a seat (middle and secondary students will be required to wear a mask); and,

• maintain current passenger lists to share with public health when necessary. 

• clean their hands often, including before and after completing trips; 
• clean and disinfect the high touch surface areas of the bus assigned to them at the start of their shift and between runs; and,
• disinfect all internal surfaces of the bus after the final drop off for the day. 

• clean their hands before they leave home to take the bus, when they leave school prior to taking the bus, and when they get home; 
• if possible, sit one student per seat only, if not living together;
• non-medical masks are required in situations where a person cannot maintain physical distance for extended periods of time and is in close proximity to a person outside of their regular contacts. This includes riding the bus to school where a student may be sitting next to a person outside of their cohort or household;
• non-medical masks are not recommended for elementary students on busses due to the increased likelihood they will touch their face and eyes, as well as require assistance to properly put on and take off their mask (requiring increased close personal contact from school staff); 
• no student is required to wear a non-medical mask if they have a medical condition;
• remain seated at all times while on the bus and until given direction to stand and exit the bus;
• enter according to their seating from back to front and exit from front to back; and, 
• follow all other directions given by the bus driver, including possible new guidelines for school bus entry and exit.

Personal measures are actions individuals can take to protect themselves and others. Principals, with the support of their staff, must create a plan to communicate with parents/guardians, teach students, train staff, and notify visitors of all required personal measures expected at a school district site, such as maintaining physical distance/minimizing physical contact, washing hands frequently, coughing into elbows, sharing protocols, assessing their wellness each day, and staying home if sick.

• staff and other adults entering the school are aware of their responsibility to assess themselves daily for symptoms such as fever, chills, cough, shortness of breath, loss of sense of smell or taste, nausea, vomiting and diarrhea prior to entering the school;
• there is clear communication with staff that if they have any symptoms, they must not enter the school; and,
• *there is clear communication with parents and caregivers about their responsibility to assess their children daily by performing the Daily Health Check to help determine if they should attend school that day.

• hand hygiene signage is posted;
• opportunities for staff and students to practice hand hygiene is facilitated;
• staff are trained and students are taught to wash hands:
• before leaving home and on arrival at school/work site;
• after using the washroom;
• after breaks and outdoor activities;
• before food preparation;
• before eating any food;
• after eating; and,
• before leaving the school/work site.

• signage directs people entering the building to a designated hand washing station;
• hand sanitizer stations are set up at the school entrance (e.g. the placement of hand sanitizer dispensers);
• refillable hand sanitizer pump bottles are supplied for all classrooms without sinks; and,
• hand washing supplies are well maintained and inventory is monitored by the school custodian on a weekly basis. 

• all staff are trained and all students are taught appropriate respiratory etiquette; and,
• cough and sneeze into an elbow, sleeve, or a tissue. Used tissues must be thrown away, and hands washed immediately
• appropriate signage is posted.

When students are interacting within their Learning Group cohort they are to reduce physical contact with each other but do not need to practice physical distancing. *When students are interacting with others outside of their cohorts, practicing physical distancing should include avoiding physical contact and close, prolonged face-to-face interactions, spreading out as much as possible within the space available, and ensuring there is 1-2 meters of space available between people. This amends the previously recommended 2m of physical distancing for interactions outside of Learning Groups.

• classrooms will be set up to promote spacing between students where possible;
• staff are trained to physically distance outside of their Learning Group cohorts; and,
• students are taught to physically distance themselves from students outside their Learning Group cohorts during instructional time and outside of instructional time, including not gathering or crowding.

• wear a mask, maintain physical distance in vehicles wherever possible, and consider separate vehicles; larger vehicles may be able to accommodate physical distancing by using a seat configuration that maximizes distance between people.

• all staff, middle and secondary students wear a mask when they cannot safely distance from others outside their Learning Group, including crowded common spaces like hallways and school busses;
• even if wearing masks, students and staff in different Learning Groups do not crowd in large groups or gather together;
• students and staff have the option to wear a mask in the classroom;
• when riding the bus, middle and secondary students wear a mask;
• middle and secondary students know that when they are outside of their Learning Group and cannot maintain physical distancing they are required to wear a mask (i.e. high traffic areas, hallways, etc.);
• students who don't tolerate face masks for medical reasons will not have to wear them;
• everyone treats each other and those wearing masks with respect;
• students and staff are reminded to have a non-medical mask or face covering available at school so it is accessible; and,
• non-medical masks are available in the front office.