The document outlines 11 scenarios for a contingency plan on COVID-19 resurgence and the required actions for different stakeholders in each scenario. The scenarios address situations like a household member showing symptoms; a learner being a close contact; a learner or staff showing symptoms with or without being a close contact; confirmed COVID-19 cases inside or outside the school; and lockdowns announced at the barangay or municipal level. For each scenario, the plan identifies the stakeholders and their required actions to help prevent spread, like quarantining, shifting to distance learning, coordinating with local authorities, and informing parents.
The document outlines a school's contingency plan for responding to potential COVID-19 situations. It defines key terms like close contact and asymptomatic. It describes mild to severe COVID-19 symptoms. It explains the plan's objective is to design guidance for safe school reopening. It outlines scenarios involving household members showing symptoms or being confirmed cases. It details the required actions like advising self-monitoring, quarantining, shifting to distance learning, and informing stakeholders. The plan aims to prevent spread and safely manage COVID-19 situations within the school community.
This document provides guidelines for schools to minimize disruptions from COVID-19 resurgences, including case scenarios and stakeholder responses. It contains minimum requirements for contingency plans but allows for cultural and geographic customization. Schools should regularly review and update plans based on changing risks and health guidelines. The initial response focuses on coordinating tasks, collecting information from symptomatic individuals, and contacting authorities, school staff, and families. Specific scenarios outline responsibilities for different situations like household or close contact with a confirmed case. Distance learning may be implemented depending on the scenario.
This document outlines contingency plans for Valverde NHS SDO- Iloilo in the event of suspected or confirmed COVID-19 cases among students or staff during limited face-to-face classes. It describes 5 scenarios: 1) a household member shows symptoms; 2) a household member tests positive; 3) a close contact outside of household; 4) an individual shows symptoms; 5) an exposed individual shows symptoms. For each, it details the roles of safety officers, class advisers, and others to isolate the affected individual, conduct contact tracing, shift to distance learning, and follow quarantine/testing guidelines before returning to school. The goal is to prevent transmission while continuing education.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
1) The document provides tools and guidelines for COVID-19 monitoring in schools, including health declaration forms, daily monitoring logs, referral procedures, and reporting templates.
2) Key tools include classroom daily health monitoring logs to track student symptoms, a clinic logsheet to record cases at the clinic, and a school head summary template to track the health status of students and personnel.
3) The referral process outlines steps for teachers to report symptomatic students to the clinic, for the clinic to assess students and contact doctors for instructions, and for students to be sent home, to health facilities, or reported to local health teams as needed.
Sta. Catalina Science High School will pilot face-to-face classes after being approved by the Department of Education and Department of Health. This pilot aims to develop strategies for transitioning to expanded face-to-face learning and identify resources needed. It will involve schools in low-risk areas and last up to two months. The pilot benefits students by addressing difficulties with independent distance learning and lack of access to technology. Student information will be kept confidential under the Data Privacy Act. Participation is voluntary, and those with COVID-19 risks cannot participate.
MCS CONTINGENCY PLAN FOR LIMITED FACE TO FACE NEW2.docxelyssamarieprado
1. The document outlines Muñoz Central School's contingency plan for limited face-to-face classes during the COVID-19 pandemic. It details the initial response guidelines including coordinating tasks, collecting information from infected individuals, and contacting authorities, school personnel, and families.
2. The plan also provides actions for specific scenarios involving household members or others identified as close contacts showing COVID-19 symptoms or testing positive. It specifies notifying and advising stakeholders, recording information, and shifting potentially exposed students and staff to distance learning for quarantine periods.
3. The goal is to prevent virus transmission within the school community while continuing education through coordinated and informed responses tailored to each situation.
Contingency Planning for limited face to face Orientation.pptxmaverickarquillo1
This document outlines the contingency plan for Vigan National High School West to conduct limited face-to-face classes amid the COVID-19 pandemic. It discusses the school's background and goals to ensure safety and continuity of education. Preparedness measures are outlined, including communication of COVID-19 information, health protocols, isolation areas, and mental health support. The response plan details scenarios involving household members showing COVID-19 symptoms and the required actions of stakeholders, including temporary shifts to distance learning when needed. The overarching aim is to guide the school through potential COVID-19 situations while protecting students, staff, and continuing education delivery.
The document outlines a school's contingency plan for responding to potential COVID-19 situations. It defines key terms like close contact and asymptomatic. It describes mild to severe COVID-19 symptoms. It explains the plan's objective is to design guidance for safe school reopening. It outlines scenarios involving household members showing symptoms or being confirmed cases. It details the required actions like advising self-monitoring, quarantining, shifting to distance learning, and informing stakeholders. The plan aims to prevent spread and safely manage COVID-19 situations within the school community.
This document provides guidelines for schools to minimize disruptions from COVID-19 resurgences, including case scenarios and stakeholder responses. It contains minimum requirements for contingency plans but allows for cultural and geographic customization. Schools should regularly review and update plans based on changing risks and health guidelines. The initial response focuses on coordinating tasks, collecting information from symptomatic individuals, and contacting authorities, school staff, and families. Specific scenarios outline responsibilities for different situations like household or close contact with a confirmed case. Distance learning may be implemented depending on the scenario.
This document outlines contingency plans for Valverde NHS SDO- Iloilo in the event of suspected or confirmed COVID-19 cases among students or staff during limited face-to-face classes. It describes 5 scenarios: 1) a household member shows symptoms; 2) a household member tests positive; 3) a close contact outside of household; 4) an individual shows symptoms; 5) an exposed individual shows symptoms. For each, it details the roles of safety officers, class advisers, and others to isolate the affected individual, conduct contact tracing, shift to distance learning, and follow quarantine/testing guidelines before returning to school. The goal is to prevent transmission while continuing education.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
1) The document provides tools and guidelines for COVID-19 monitoring in schools, including health declaration forms, daily monitoring logs, referral procedures, and reporting templates.
2) Key tools include classroom daily health monitoring logs to track student symptoms, a clinic logsheet to record cases at the clinic, and a school head summary template to track the health status of students and personnel.
3) The referral process outlines steps for teachers to report symptomatic students to the clinic, for the clinic to assess students and contact doctors for instructions, and for students to be sent home, to health facilities, or reported to local health teams as needed.
Sta. Catalina Science High School will pilot face-to-face classes after being approved by the Department of Education and Department of Health. This pilot aims to develop strategies for transitioning to expanded face-to-face learning and identify resources needed. It will involve schools in low-risk areas and last up to two months. The pilot benefits students by addressing difficulties with independent distance learning and lack of access to technology. Student information will be kept confidential under the Data Privacy Act. Participation is voluntary, and those with COVID-19 risks cannot participate.
MCS CONTINGENCY PLAN FOR LIMITED FACE TO FACE NEW2.docxelyssamarieprado
1. The document outlines Muñoz Central School's contingency plan for limited face-to-face classes during the COVID-19 pandemic. It details the initial response guidelines including coordinating tasks, collecting information from infected individuals, and contacting authorities, school personnel, and families.
2. The plan also provides actions for specific scenarios involving household members or others identified as close contacts showing COVID-19 symptoms or testing positive. It specifies notifying and advising stakeholders, recording information, and shifting potentially exposed students and staff to distance learning for quarantine periods.
3. The goal is to prevent virus transmission within the school community while continuing education through coordinated and informed responses tailored to each situation.
Contingency Planning for limited face to face Orientation.pptxmaverickarquillo1
This document outlines the contingency plan for Vigan National High School West to conduct limited face-to-face classes amid the COVID-19 pandemic. It discusses the school's background and goals to ensure safety and continuity of education. Preparedness measures are outlined, including communication of COVID-19 information, health protocols, isolation areas, and mental health support. The response plan details scenarios involving household members showing COVID-19 symptoms and the required actions of stakeholders, including temporary shifts to distance learning when needed. The overarching aim is to guide the school through potential COVID-19 situations while protecting students, staff, and continuing education delivery.
MUNOZ CENTRAL SCHOOL CONTINGENCY PLAN FOR LIMITED FACE TO FACE NEW.docxelyssamarieprado
The document provides guidance for Muñoz Central School in Science City of Muñoz, Nueva Ecija, Philippines on protocols to address possible COVID-19 situations. It outlines scenarios involving household members or school community members showing COVID-19 symptoms or being exposed. For each scenario, it describes who is involved and the required actions for the school, which include contacting health authorities, isolating potentially exposed individuals, facilitating quarantine and testing, and shifting to distance learning when needed. The school is directed to record all actions taken to support contact tracing by local health teams.
COVID-19 NC DHHS Interim Guidance for Child Care Settings June 15, 2020EducationNC
This document provides guidance for child care facilities on health and safety procedures during the COVID-19 pandemic. It recommends strategies like conducting daily health screenings, monitoring for COVID-19 symptoms, isolating and sending home anyone showing symptoms, notifying local health officials of any positive cases, and implementing social distancing and enhanced cleaning and hygiene practices. It outlines procedures for when someone tests positive or is exposed to COVID-19, including quarantining, contact tracing, and criteria for returning to the facility. The guidance aims to help child care programs minimize virus transmission risks while continuing to care for children.
The document provides information about Patrick Elementary School's plan to transition from limited instruction to hybrid learning on February 2nd. It outlines the school's safety protocols including requiring masks, social distancing, frequent handwashing, and daily health screenings. Families have a choice between hybrid learning with students on campus Monday through Friday from 7:50-12:50pm or continuing with comprehensive distance learning. The hybrid schedule and safety measures are described.
This document provides guidelines and protocols for Iloilo King of Glory Christian Academy's limited face-to-face classes during the COVID-19 pandemic. It outlines health and safety measures including temperature checks, proper mask wearing, hand washing and sanitization upon entry. The school's entrance and exit procedures are specified, with one gate for drop off and another for pick up. Parents must wait in a designated area and are prohibited from entering the school premises except in special circumstances. Procedures are in place for monitoring and handling any COVID cases. The document aims to safely facilitate limited in-person learning while preventing virus transmission.
Parent Orientation complete school plan.lsaad750407
The document provides information for parents about Al Nur School's policies and procedures. It outlines the school's mission, admission requirements, hours of operation, attendance policies, late pick-up fees, tuition payments, closed campus policy, discipline policies, uniform code, field trips, health services, and food services. The school aims to provide effective Islamic education in a safe, nurturing environment.
Republic act no 10627 padonan, rodena e.RodenaPadonan
This document outlines the key provisions of the Anti-Bullying Act of 2013 in the Philippines. It requires all elementary and secondary schools to adopt policies to address bullying. It defines bullying and directs schools to prohibit bullying on or off campus. Schools must establish procedures for reporting, investigating, and responding to bullying. They must also educate students and parents about bullying dynamics and policies. The school principal is responsible for implementing anti-bullying policies, investigating reports, taking disciplinary action, and notifying parents. Schools must submit annual reports to the Department of Education on bullying incidents.
Ms. Rosario's English class has established 22 rules for the 2021-2022 school year due to the COVID-19 pandemic. Students must bring their own materials and not share them, arrive with a mask and keep it on properly, and be vaccinated against COVID-19 if 12 years or older. Students will be doing much of their work through an online TEAMS platform and must check it daily for assignments and notifications. Work must be turned in on time or points will be deducted, and a positive attitude is encouraged.
RESEARCH PROPOSAL MARAMING INFO presentation.pptxLanzCuaresma2
The research proposal aims to study the low rate of parental cooperation in distributing and retrieving modules on time from St. Barbara Integrated High School, particularly among parents who are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps). Specifically, the study will describe respondent characteristics, determine parental perceptions and attitudes towards the distribution/retrieval system, and assess parental availability. It hypothesizes that 4Ps beneficiary parents do not see the importance of their child's education. The study intends to provide recommendations to school administrators, parents, teachers, and learners. It will be limited to a parent questionnaire distributed at St. Barbara Integrated High School.
- The document summarizes COVID-19 metrics and cases associated with K-12 schools in North Carolina. It provides data showing 139 total clusters in K-12 schools since June 2020, resulting in 1,189 associated cases.
- Recent research is cited showing low transmission rates in schools with prevention measures, and that school reopenings have not increased community transmission. Proper masking, distancing, cohorting, ventilation, and hygiene are emphasized as effective strategies.
- The document recommends a full return to in-person learning for K-5 under Plan A and 6-12 under Plan B, both with full implementation of StrongSchoolsNC protocols. Teachers will be eligible for vaccines as part of Group 3.
This document outlines the code of discipline for Monching National High School for the 2014-2015 school year. It begins with the DepEd vision and mission, then discusses the importance of rules at school. The code of discipline is then presented, dividing offenses into major, less serious, and minor categories. Corresponding sanctions are provided for each offense. The document also discusses attendance, uniform, and the roles and responsibilities of the school discipline committee. The goal is to promote safety, order, and a productive learning environment for all students.
The document is a safety waiver and event handbook for The Exodus Projects 2022 Vacation Bible School. It provides information on the program schedule, COVID-19 policies, prohibited personal items, behavioral expectations, health policies, allergies, non-discrimination policies, and requires parent/guardian acknowledgement of understanding and agreement to the policies. Contact information is also included.
This document outlines the contingency plan of Fortunato F. Halili National Agricultural School-Annex in response to COVID-19 for the upcoming school year 2021-2022. The plan details the objectives, potential impacts of different community quarantine scenarios, organizational structure, activation and deactivation criteria, coordination measures, and timeline of responses before, during and after a potential COVID-19 situation. The overarching goal is to ensure safety of students and personnel while continuing education through the pandemic.
2017-18 Campus Policies and Procedures and Expectations (English)Amy Gonzalez
Del Valle High School provides an orientation for incoming freshmen students and their parents that outlines the school's academic support programs, tutoring policies, and behavioral expectations. The orientation covers topics such as tutoring programs like Cardinal Time and the Academic, Attendance, Remediation, and Redemption Center; policies regarding student identification cards, dress code, electronic devices, bullying, tardiness, bathroom breaks, outside food, and leaving campus; and introduces administrators, tutors, and support staff available to assist students.
1) The Exodus Projects runs a Vacation Bible School program from July 11-14, 2022 at First Reformed Church. The program aims to restore, build, and send out disciples.
2) The document outlines the schedule, COVID-19 policies, rules around personal items, behavior, bullying, health concerns, allergies, non-discrimination policies, and child protection policies for the VBS program.
3) Parents must sign a form acknowledging they have read and understand the policies in the handbook.
The document provides information for families about Mae Richardson Elementary School's hybrid reopening plan on February 2, 2021. It outlines the hybrid schedule with Groups A and B attending on alternating days, safety protocols like distancing, masks and sanitation, transportation details, health protocols if students show COVID symptoms, testing availability on site, and contact information for the school.
SPECIFIC MEASURES FOR COVID-19 PREVENTION AND MITIGATION IN.pptxGilesPalenciaBotavar
This document outlines health and safety protocols for schools to implement upon reopening during the COVID-19 pandemic. It details measures like physical distancing, proper hand hygiene, mask-wearing, regular surface disinfection, symptom screening of students and staff, a response plan for dealing with potential COVID-19 cases, and ensuring access to personal protective equipment and health services. It also discusses restricting large gatherings, online learning where possible, limiting travel, and strictly enforcing existing DepEd policies on tobacco control, nutrition, and water/sanitation to support student and staff health during this time.
The document outlines a code of conduct and disciplinary measures for a school. It describes the demerit system, where students receive demerits for minor offenses, which can lead to detention or suspension. Detention involves staying after school for 1-4 hours. Corporal punishment of up to 3 licks may be used. At-home suspension requires students to stay home without making up work. For more serious offenses, students are referred to the Board Discipline Committee, which can also expel students for a full school term before allowing re-enrollment.
Dr. William Allan Kritsonis - Regular School Disciplikne, Suspension, and Exp...William Kritsonis
1) Every school district must adopt a student code of conduct establishing clear behavior standards. Discipline policies include due process for students who violate the code or are placed in alternative programs.
2) Teachers can remove disruptive students from class and principals can place them in disciplinary programs. Removed students cannot return over teacher objections unless a committee finds it the best option.
3) The document outlines grounds for suspension, removal to a disciplinary alternative education program, and expulsion for various offenses both on and off campus.
The document outlines new lice procedures for a school district. If lice are discovered at school, the nurse will contact parents and allow the child to remain in class for the day so treatment can begin at home. The child may return with a parent note confirming treatment. If lice are discovered at home, the parent must bring a note for the nurse and the child can re-enter class after approval. In both cases, the nurse will inform teachers and the class will receive a letter about lice exposure.
AMPLITUDE MODULATION lessons in robotics 10JohnleoClaus2
This document discusses amplitude modulation (AM) and frequency modulation (FM) radio. It begins with a quiz about AM and FM radio frequencies and characteristics. AM radio operates between 535 kHz to 1605 kHz while FM radio operates between 88 MHz to 108 MHz. FM radio has better sound quality than AM radio because it has a higher bandwidth (150 kHz vs 10 kHz for AM), allowing it to transmit more audio information. The document then discusses how to tune a radio to different stations by changing the radio frequency setting to match the frequency a station broadcasts on. It explains that radio signals are received at specific frequencies to avoid receiving all stations simultaneously.
This document discusses strategies for solving logarithmic equations. It provides examples of solving logarithmic equations using the following strategies: 1) rewriting the equation into an exponential form, 2) using logarithmic properties, 3) applying the one-to-one property of logarithmic functions, and 4) using the zero factor property. Sample solutions are shown applying these strategies to solve equations such as log4(2x) = log4 10, logx(16) = 2, and log6 x^2 = x + 30.
MUNOZ CENTRAL SCHOOL CONTINGENCY PLAN FOR LIMITED FACE TO FACE NEW.docxelyssamarieprado
The document provides guidance for Muñoz Central School in Science City of Muñoz, Nueva Ecija, Philippines on protocols to address possible COVID-19 situations. It outlines scenarios involving household members or school community members showing COVID-19 symptoms or being exposed. For each scenario, it describes who is involved and the required actions for the school, which include contacting health authorities, isolating potentially exposed individuals, facilitating quarantine and testing, and shifting to distance learning when needed. The school is directed to record all actions taken to support contact tracing by local health teams.
COVID-19 NC DHHS Interim Guidance for Child Care Settings June 15, 2020EducationNC
This document provides guidance for child care facilities on health and safety procedures during the COVID-19 pandemic. It recommends strategies like conducting daily health screenings, monitoring for COVID-19 symptoms, isolating and sending home anyone showing symptoms, notifying local health officials of any positive cases, and implementing social distancing and enhanced cleaning and hygiene practices. It outlines procedures for when someone tests positive or is exposed to COVID-19, including quarantining, contact tracing, and criteria for returning to the facility. The guidance aims to help child care programs minimize virus transmission risks while continuing to care for children.
The document provides information about Patrick Elementary School's plan to transition from limited instruction to hybrid learning on February 2nd. It outlines the school's safety protocols including requiring masks, social distancing, frequent handwashing, and daily health screenings. Families have a choice between hybrid learning with students on campus Monday through Friday from 7:50-12:50pm or continuing with comprehensive distance learning. The hybrid schedule and safety measures are described.
This document provides guidelines and protocols for Iloilo King of Glory Christian Academy's limited face-to-face classes during the COVID-19 pandemic. It outlines health and safety measures including temperature checks, proper mask wearing, hand washing and sanitization upon entry. The school's entrance and exit procedures are specified, with one gate for drop off and another for pick up. Parents must wait in a designated area and are prohibited from entering the school premises except in special circumstances. Procedures are in place for monitoring and handling any COVID cases. The document aims to safely facilitate limited in-person learning while preventing virus transmission.
Parent Orientation complete school plan.lsaad750407
The document provides information for parents about Al Nur School's policies and procedures. It outlines the school's mission, admission requirements, hours of operation, attendance policies, late pick-up fees, tuition payments, closed campus policy, discipline policies, uniform code, field trips, health services, and food services. The school aims to provide effective Islamic education in a safe, nurturing environment.
Republic act no 10627 padonan, rodena e.RodenaPadonan
This document outlines the key provisions of the Anti-Bullying Act of 2013 in the Philippines. It requires all elementary and secondary schools to adopt policies to address bullying. It defines bullying and directs schools to prohibit bullying on or off campus. Schools must establish procedures for reporting, investigating, and responding to bullying. They must also educate students and parents about bullying dynamics and policies. The school principal is responsible for implementing anti-bullying policies, investigating reports, taking disciplinary action, and notifying parents. Schools must submit annual reports to the Department of Education on bullying incidents.
Ms. Rosario's English class has established 22 rules for the 2021-2022 school year due to the COVID-19 pandemic. Students must bring their own materials and not share them, arrive with a mask and keep it on properly, and be vaccinated against COVID-19 if 12 years or older. Students will be doing much of their work through an online TEAMS platform and must check it daily for assignments and notifications. Work must be turned in on time or points will be deducted, and a positive attitude is encouraged.
RESEARCH PROPOSAL MARAMING INFO presentation.pptxLanzCuaresma2
The research proposal aims to study the low rate of parental cooperation in distributing and retrieving modules on time from St. Barbara Integrated High School, particularly among parents who are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps). Specifically, the study will describe respondent characteristics, determine parental perceptions and attitudes towards the distribution/retrieval system, and assess parental availability. It hypothesizes that 4Ps beneficiary parents do not see the importance of their child's education. The study intends to provide recommendations to school administrators, parents, teachers, and learners. It will be limited to a parent questionnaire distributed at St. Barbara Integrated High School.
- The document summarizes COVID-19 metrics and cases associated with K-12 schools in North Carolina. It provides data showing 139 total clusters in K-12 schools since June 2020, resulting in 1,189 associated cases.
- Recent research is cited showing low transmission rates in schools with prevention measures, and that school reopenings have not increased community transmission. Proper masking, distancing, cohorting, ventilation, and hygiene are emphasized as effective strategies.
- The document recommends a full return to in-person learning for K-5 under Plan A and 6-12 under Plan B, both with full implementation of StrongSchoolsNC protocols. Teachers will be eligible for vaccines as part of Group 3.
This document outlines the code of discipline for Monching National High School for the 2014-2015 school year. It begins with the DepEd vision and mission, then discusses the importance of rules at school. The code of discipline is then presented, dividing offenses into major, less serious, and minor categories. Corresponding sanctions are provided for each offense. The document also discusses attendance, uniform, and the roles and responsibilities of the school discipline committee. The goal is to promote safety, order, and a productive learning environment for all students.
The document is a safety waiver and event handbook for The Exodus Projects 2022 Vacation Bible School. It provides information on the program schedule, COVID-19 policies, prohibited personal items, behavioral expectations, health policies, allergies, non-discrimination policies, and requires parent/guardian acknowledgement of understanding and agreement to the policies. Contact information is also included.
This document outlines the contingency plan of Fortunato F. Halili National Agricultural School-Annex in response to COVID-19 for the upcoming school year 2021-2022. The plan details the objectives, potential impacts of different community quarantine scenarios, organizational structure, activation and deactivation criteria, coordination measures, and timeline of responses before, during and after a potential COVID-19 situation. The overarching goal is to ensure safety of students and personnel while continuing education through the pandemic.
2017-18 Campus Policies and Procedures and Expectations (English)Amy Gonzalez
Del Valle High School provides an orientation for incoming freshmen students and their parents that outlines the school's academic support programs, tutoring policies, and behavioral expectations. The orientation covers topics such as tutoring programs like Cardinal Time and the Academic, Attendance, Remediation, and Redemption Center; policies regarding student identification cards, dress code, electronic devices, bullying, tardiness, bathroom breaks, outside food, and leaving campus; and introduces administrators, tutors, and support staff available to assist students.
1) The Exodus Projects runs a Vacation Bible School program from July 11-14, 2022 at First Reformed Church. The program aims to restore, build, and send out disciples.
2) The document outlines the schedule, COVID-19 policies, rules around personal items, behavior, bullying, health concerns, allergies, non-discrimination policies, and child protection policies for the VBS program.
3) Parents must sign a form acknowledging they have read and understand the policies in the handbook.
The document provides information for families about Mae Richardson Elementary School's hybrid reopening plan on February 2, 2021. It outlines the hybrid schedule with Groups A and B attending on alternating days, safety protocols like distancing, masks and sanitation, transportation details, health protocols if students show COVID symptoms, testing availability on site, and contact information for the school.
SPECIFIC MEASURES FOR COVID-19 PREVENTION AND MITIGATION IN.pptxGilesPalenciaBotavar
This document outlines health and safety protocols for schools to implement upon reopening during the COVID-19 pandemic. It details measures like physical distancing, proper hand hygiene, mask-wearing, regular surface disinfection, symptom screening of students and staff, a response plan for dealing with potential COVID-19 cases, and ensuring access to personal protective equipment and health services. It also discusses restricting large gatherings, online learning where possible, limiting travel, and strictly enforcing existing DepEd policies on tobacco control, nutrition, and water/sanitation to support student and staff health during this time.
The document outlines a code of conduct and disciplinary measures for a school. It describes the demerit system, where students receive demerits for minor offenses, which can lead to detention or suspension. Detention involves staying after school for 1-4 hours. Corporal punishment of up to 3 licks may be used. At-home suspension requires students to stay home without making up work. For more serious offenses, students are referred to the Board Discipline Committee, which can also expel students for a full school term before allowing re-enrollment.
Dr. William Allan Kritsonis - Regular School Disciplikne, Suspension, and Exp...William Kritsonis
1) Every school district must adopt a student code of conduct establishing clear behavior standards. Discipline policies include due process for students who violate the code or are placed in alternative programs.
2) Teachers can remove disruptive students from class and principals can place them in disciplinary programs. Removed students cannot return over teacher objections unless a committee finds it the best option.
3) The document outlines grounds for suspension, removal to a disciplinary alternative education program, and expulsion for various offenses both on and off campus.
The document outlines new lice procedures for a school district. If lice are discovered at school, the nurse will contact parents and allow the child to remain in class for the day so treatment can begin at home. The child may return with a parent note confirming treatment. If lice are discovered at home, the parent must bring a note for the nurse and the child can re-enter class after approval. In both cases, the nurse will inform teachers and the class will receive a letter about lice exposure.
AMPLITUDE MODULATION lessons in robotics 10JohnleoClaus2
This document discusses amplitude modulation (AM) and frequency modulation (FM) radio. It begins with a quiz about AM and FM radio frequencies and characteristics. AM radio operates between 535 kHz to 1605 kHz while FM radio operates between 88 MHz to 108 MHz. FM radio has better sound quality than AM radio because it has a higher bandwidth (150 kHz vs 10 kHz for AM), allowing it to transmit more audio information. The document then discusses how to tune a radio to different stations by changing the radio frequency setting to match the frequency a station broadcasts on. It explains that radio signals are received at specific frequencies to avoid receiving all stations simultaneously.
This document discusses strategies for solving logarithmic equations. It provides examples of solving logarithmic equations using the following strategies: 1) rewriting the equation into an exponential form, 2) using logarithmic properties, 3) applying the one-to-one property of logarithmic functions, and 4) using the zero factor property. Sample solutions are shown applying these strategies to solve equations such as log4(2x) = log4 10, logx(16) = 2, and log6 x^2 = x + 30.
Day 1_PFA Overview_Two_Day_Training.pptJohnleoClaus2
There may be situations where it is not possible or advisable to seek permission from parents or caregivers before speaking with children, such as:
- If the parent or caregiver is the source of danger or distress for the child
- If speaking with the parent/caregiver would endanger the child or compromise their safety
- In cases of suspected abuse, it may be necessary to speak with the child separately to understand their situation and needs
- In large-scale emergencies where family members have been separated, it may not be possible to immediately locate the child's parent/caregiver
In these types of exceptional circumstances, the welfare and protection of the child should be the top priority in deciding whether to seek
The document discusses how to find the inverse of a function by interchanging the x and y variables and solving for y in terms of x. It provides examples of inverting common functions such as f(x) = 3x + 1, f(x) = x^3 - 2, and f(x) = 2x + 1/3x - 4. The document concludes by stating it will provide a quiz to test the reader's understanding of inverting functions.
Applying Theorems on Triangle Inequality.pptxJohnleoClaus2
This document discusses triangle inequality theorems and reviewing properties of triangle angles. It recalls that the interior angles of a triangle are angles 4, 5, and 6, the exterior angles are 1, 2, and 3, and the remote interior angles of each exterior angle are the two interior angles not adjacent to that exterior angle. The document prompts the reader to find the measure of several indicated angles and solve for variable x using properties of triangle angles and triangle inequality theorems.
A biconditional statement combines a conditional statement with its converse by using "if and only if" or "iff" to connect them. This means that one conditional is true if and only if the other is also true. Biconditional statements use a double arrow to indicate the conditional must be true in both directions. Examples provided demonstrate biconditional statements for triangles being equilateral if and only if the three sides are congruent, and x equaling 4 if and only if 3x - 4 equals 5.
The document discusses ampacity, which is the maximum current a conductor can carry continuously without exceeding its temperature rating. It provides examples of calculating ampacity for different wire types and sizes, and factors like ambient temperature that require applying a correction factor. It also contains practice problems testing understanding of identifying wire sizes and types based on their ampacity, temperature ratings, and common applications.
This document contains solutions to 8 math problems. Problem 1 asks to find the length of a square given its area is 50 times its perimeter. The length is found to be 200 units. Problem 2 asks to find the length and width of a room given its area of 96 ft^2 and that the width is 4 ft less than the length. The length is 12 ft and width is 8 ft. The document provides the general 3 step process of choosing variables, writing equations, and solving for the unknowns.
The document provides instructions for factorizing cube expressions using the difference of cubes formula. It explains that to factor expressions of the form x3 ± a, you take the cube roots of the first and last terms to write as the first factor, and then generate the second factor by squaring the first term of the first factor, taking the opposite of the product of the first two terms, and squaring the last term. It provides examples of factorizing expressions like x3 + 8, 8a3 + 64, and x3 - 8 using this process.
Here are the step-by-step procedures to factor polynomials using the greatest common monomial factor:
1. Find the greatest common factor (GCF) of all the numerical coefficients.
2. Find the greatest common factor (GCF) of all the variables with the least exponents.
3. Multiply the GCF of the numerical coefficients with the GCF of the variables to get the greatest common monomial factor (GCMF).
4. Divide the original polynomial by the GCMF. The quotient is the other factor.
This document provides information about modules 4 and 5 for an electrical installations and management course. It lists the sections to complete for each module, which include pre-tests, activities, and post-tests. It also provides tips for storing electrical power tools, such as placing heavy tools on lower shelves and defective tools in a separate section. Finally, it lists assignments for the course, such as watching a video on tools, drawing 5 tools with their functions, and submitting details on 1 tool.
This document defines and provides examples of relations and functions. It explains that a relation is a set of ordered pairs where the first elements are the domain and second elements are the range. Relations can be represented as tables, mapping diagrams, graphs or rules. A function is a special type of relation where each domain element is mapped to only one range element. The document provides examples of determining if a set of ordered pairs or graph represent a function. It also defines independent and dependent variables, and explains that the domain is the set of independent inputs and the range is the set of dependent outputs.
Linear inequalities in two variables can be represented as ax + by + c < 0, where a and b are not both zero and c can be any real number. The inequality symbol can be <, >, ≤, or ≥. Systems of linear inequalities in two variables can model real-life situations and be represented graphically by shading the region defined by the intersection of the inequalities. Solving problems involving linear inequalities in two variables involves reading the problem, representing it with inequalities, solving for the unknown quantity, and checking the solution.
This document appears to be an agenda for a meeting that includes:
1) An opening prayer and national song.
2) A roll call of attendees.
3) Opening remarks from the Chief of the CID.
4) An inspirational message from the Assistant Schools Division Superintendent.
5) A statement of purpose from the Principal of Anao HS.
6) An orientation program.
7) A challenge or closing remarks from the Chief Education Program Supervisor of GOD.
Here are functions representing each situation:
1. M(x) = {10x if x < 50
450 + 8(x - 50) if x ≥ 50}
2. C(x) = {150x if x ≤ 15
140x if x > 15}
3. V(x) = (20-2x)(8-2x)x
4. R(d) = {50 + 10(d - 300) if d > 300
50 if d ≤ 300}
5. F(h) = {100 + 20(h - 3) if h ≤ 10
500 if h > 10}
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Scenario 1. A household member of a learner shows symptoms of COVID-19
but has not been tested.The learner is not showing symptoms of COVID-19.
Involved Stakeholder RequiredAction
Household member showing symptoms
- Prior to the implementation of face-to-face
classes, parents/guardians of learners, as well
as school personnel, shall be oriented to
immediately inform the school if any of their
household members experience COVID-19
symptoms.
Learner in the same household
-If the identified close contact is a learner,
provide appropriate support for a temporary
shift to distance learning modality while waiting
for the COVID-19 test result.
3. Scenario 1. A household member of a learner or school personnel shows
symptoms of COVID-19 but has not been tested. The learner is not showing
symptoms of COVID-19.
Involved Stakeholder Required Action
Learners in the same class and week
as the exposed person
Provided that there is no confirmed
case or close contact in the school,
the school shall still allow other
learners and personnel to attend
face-to-face classes.
4. Scenario 2. A household member of a learner is a confirmed case of COVID-19,
The learner or personnel is not showing symptoms of COVID-19.
Involved Stakeholder RequiredAction
Household member showing symptoms
- Prior to the implementation of face-to-face
classes, parents/guardians of learners, as well
as school personnel, shall be oriented to
immediately inform the school if any of their
household members experience COVID-19
symptoms.
Exposed learner
Advise the learner to return/remain at
home.
5. Scenario 2. A household member of a learner is a confirmed case of COVID-19,
The learner or personnel is not showing symptoms of COVID-19.
Involved Stakeholder RequiredAction
Exposed learner
Ensure that the learner has completed the
fourteen (14)-day quarantine, regardless of
negative test result and vaccination status,
before allowing him/her to return to
school.
If the identified close contact is a learner,
provide appropriate support for a shift to
distance learning modality for fourteen (14)
days. This may include psychosocial
support if needed.
6. Scenario 2. A household member of a learner or school personnel is a
confirmed case of COVID-19, The learner is not showing symptoms of COVID-
19.
Involved Stakeholder RequiredAction
Learners or personnel in the same class and week
as the exposed person
Since there is a close contact but no confirmed
case in the school, the school shall allow them
to attend face-to-face classes after a 24-hour
lockdown for disinfection of the school
premises.
If the identified close contact is a teacher, only
the class that the teacher is handling will be
shifted back to distance learning until the
teacher completes the quarantine period. The
school shall inform parents/guardians of
learners in the class regarding the situation and
the shift in learning modality for fourteen (14)
weeks.
7. Scenario 3. A learner is identified to be a close contact of confirmed case of
COVID-19 outside of their household. The learner or personnel is not showing
symptoms of COVID-19.
Involved Stakeholder RequiredAction
Exposed learner or personnel
Advise the learner or personnel to
return/remain at home.
Ensure that the learner or personnel has
completed the fourteen (14)-day quarantine,
regardless of negative test result and
vaccination status, before allowing him/her to
return to school.
If the identified close contact is a learner,
provide appropriate support for a shift to
distance learning modality for fourteen (14)
days. This may include psychosocial support if
needed.
8. Scenario 3. A learner or school personnel is identified to be a close contact of
confirmed case of COVID-19 outside of their household. The learner or
personnel is not showing symptoms of COVID-19.
Involved Stakeholder RequiredAction
Learners or personnel in the same class and week
as the exposed person
Since there is a close contact but no confirmed
case in the school, the school shall allow them
to attend face-to-face classes after a 24-hour
lockdown for disinfection of the school
premises.
If the identified close contact is a teacher, only
the class that the teacher is handling will be
shifted back to distance learning until the
teacher completes the quarantine period. The
school shall inform parents/guardians of
learners in the class regarding the situation and
the shift in learning modality for fourteen (14)
weeks.
9. Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is
not known to be a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Person showing symptoms
If the person showing symptoms Is In
school:
Assist the learner or personnel to the
designated isolation room in the school.
Collect the necessary information
regarding the person showing symptoms,
as well as his/her close contacts in school.
10. Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is
not known to be a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Person showing symptoms
if the person showing symptoms is at home:
Advise the learner or person to remain at home.
Collect the necessary information regarding the
person showing symptoms, as well as his/her close
contacts in school.
If a learner is showing symptoms, provide
appropriate support for a transition to a distance
learning modality to ensure continuity of learning
until he/she is cleared to return to school. This may
include psychosocial support if needed.
11. Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is
not known to be a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Exposed learners or personnel (from the same
class as the person showing symptoms)
Advise the asymptomatic close contact of the
suspect, probable, or confirmed cases to
immediately quarantine and complete it for 14
days, regardless if testing has not been done, or
resulted negative.
Inform parents/guardians of learners in the class
regarding the situation and the shift in learning
modality for two (2) weeks.
For learners, provide appropriate support for a shift
to distance learning modality for fourteen (14) days.
This may include psychosocial support if needed.
12. Scenario 4. A learner or school personnel shows symptoms of COVID-19 but is
not known to be a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Other learners and personnel
If the person showing symptoms tests negative for
COVID-19, the school shall allow other learners or
personnel from the week to attend face-to-face
classes without completing the required quarantine
period provided that school premises have been
disinfected.
13. Scenario 5. A learner or school personnel shows symptoms of COVID-19 and is
a close contact of a confirmed case.
Involved Stakeholder RequiredAction
All Stakeholders
Even if there is no confirmed case, the school shall
still declare a lockdown as a precautionary measure
since the person showing symptoms is a close
contact of a confirmed case. The school shall inform
all stakeholders regarding the situation and the
decision to undergo a lockdown.
14. Scenario 5. A learner or school personnel shows symptoms of COVID-19 and is
a close contact of a confirmed case.
Involved Stakeholder RequiredAction
Person showing symptoms
If the person showing symptoms is in school:
Assist the learner or personnel to the designated
isolation room in the school.
Collect the necessary information regarding the
person showing symptoms, as well as his/her close
contacts in school.
15. Scenario 5. A learner or school personnel shows symptoms of COVID-19 and is
a close contact of a confirmed case.
Involved Stakeholder RequiredAction
Household member of the person showing
symptoms
If the person showing symptoms in the school is a
learner, the school shall inform the household
members regarding the condition of the learner and
the actions undertaken by the school. The local
health authority shall be responsible for
coordinating with the household member if the
learner should be isolated at home or in an isolation
facility.
16. Scenario 6. A learner or school personnel who has symptoms tests negative for
COVID-19 and is not known to Mite a close contact with a confirmed case.
Involved Stakeholder RequiredAction
All Stakeholders
Since there is no confirmed COVID-19 case, the
school may announce the resumption of face-to-
face classes (if a school lockdown was previously
announced). However, only those who are not in the
same class as the person showing symptoms may
return to attending face-to-face classes.
Person showing symptoms
Continue providing the appropriate support and
monitoring the condition of the learner or personnel
while he/she is completing the required isolation
period.
Advise the learner or personnel to complete the
number of days in isolation, as required by the local
health authorities, as the result might be false
negative.
17. Scenario 6. A learner or school personnel who has symptoms tests negative for
COVID-19 and is not known to Mite a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Exposed learners or personnel (from the same class as the
person showing symptoms)
Continue providing the appropriate support and
monitoring their condition while they are completing the
required fourteen (14)-day quarantine. Ensure that they
complete the quarantine period, regardless of negative
test results and vaccination status, before allowing them
to return to school.
Person showing symptoms
Continue providing the appropriate support and
monitoring the condition of the learner or personnel
while he/she is completing the required isolation
period.
Advise the learner or personnel to complete the
number of days in isolation, as required by the local
health authorities, as the result might be false
negative.
18. Scenario 6. A learner or school personnel who has symptoms tests negative for
COVID-19 and is not known to Mite a close contact with a confirmed case.
Involved Stakeholder RequiredAction
Other learners and personnel
If the person showing symptoms tests negative for
COVID-19, other learners or personnel shall be allowed to
attend face-to-face classes without completing the
required quarantine period provided that school premises
have been disinfected.
Coordinate with parents/guardians and other school
personnel regarding the schedule of resumption of face-
to-face classes
19. Scenario 7. A learner or school personnel who has symptoms tests negative for
COVID-19 but is known to be a close contact with a confirmed case.
Involved Stakeholder RequiredAction
All Stakeholders
Even if there is no confirmed case, the school shall still
complete the fourteen (14)-day lockdown as a
precautionary measure since the person showing
symptoms is in close contact with a confirmed case.
Person showing symptoms
Continue providing the appropriate support and
monitoring the condition of the learner or personnel
while he/she is completing the required isolation period.
Advise the learner or personnel to complete the number
of days in isolation, as required by the local health
authorities, as the result might be false negative.
20. Scenario 8. A learner or school personnel tests positive for COVID-19.
Involved Stakeholder RequiredAction
All stakeholders
The school shall remain under lockdown until the required
quarantine period of all close contacts has been
completed. The lockdown may be extended if other
learners show symptoms of COVID-19.
Person confirmed to have COVID-19
Continue providing the appropriate support and
monitoring the condition of the learner or personnel
while they are completing the required isolation period.
Advise the person who is confirmed to have COVID-19 to
complete the number of days in isolation, as required by
the local health authorities, as the result might be a false
negative.
All other learners and personnel (including those from
the other week)
Continue providing the appropriate support and
monitoring their condition while they are completing the
required fourteen (14)-day quarantine. Ensure that they
complete the quarantine period, regardless of negative
test results and vaccination status, before allowing them
to return to school.
21. Scenario 9. There are confirmed cases of COVID-19 outside the school. There is
no known close contact in the school. A granular lockdown in the barangay was
announced by the LGU.
Involved Stakeholder RequiredAction
Local Government Unit (barangay
Closely coordinate with the local government unit to
know if there will be a need for a granular lockdown if
there is an observed resurgence of COVID-19 cases in the
barangay.
Coordinate with the local government unit to ensure that
learners and personnel are at home during the scheduled
lockdown.
Learners and personnel
Inform parents/guardians and personnel regarding the
expected shift to distance learning modality.
Provide the necessary support to learners and personnel
for the transition to the distance learning modality.
22. Scenario 10. There is a high resurgence of COVID-19 in an adjacent barangay.
There is no known close contact in the school. The affected barangay is known
to be frequented by members of the barangay where the school is located.
Involved Stakeholder RequiredAction
Local Government Unit (barangay)
Closely coordinate with the local government unit to
know if there will be a need for a granular lockdown if
there is an observed resurgence of COVID-19 cases in the
barangay.
Coordinate with the local government unit to ensure that
learners and personnel are at home during the scheduled
lockdown.
Learners and personnel
Inform parents/guardians and personnel regarding the
expected shift to distance learning modality.
Provide the necessary support to learners and personnel
for the transition to the distance learning modality.
23. Scenario 11. There is a resurgence of COVID-19 in multiple baranqays in the
municipality where the school is located, and there is a change in the risk
classification of the municipality. The barangav where the school is located is
not adjacent to the barangays with COVID-19 resurgence. There are no known
cases in the specific barangay of the school.
Involved Stakeholder RequiredAction
Local Government Unit (municipal
or provincial)
Although there are no known cases in the barangay where the school is
located, the school must strictly follow the recommendation of authorities to
temporarily shift to a distance learning modality. This is to avoid the possible
exposure of the community due to the high mobility of people.
Learners and personnel
If the lockdown was declared during school hours:
Ensure that health and safety protocols will still be observed in school.
Inform parents/guardians and personnel (through the appropriate
communication device) regarding the expected shift to distance learning
modality.