25 Checklist for school administrators and school based intervention/crisis management team .... The School Supervision and Management Division SSMD has adapted the July 2020 version of
Introduction
COVID-19 has created a 'New Normal' that schools must adopt as they reopen In Trinidad and Tobago, the school reopening guidelines are developed using the UNESCO Framework for Reopening Schools (April 2020), the Ministry of Health’s Reopening Guidelines for Businesses, Facilities and Institutions (May 2020), and the CDC’s Operating Schools During Covid-19: School Considerations (December 2020) These guidelines are intended to be implemented in collaboration with the Ministry of Health’s Reopening Guidelines for Schools to ensure a coordinated safe return to in-person learning.
Trinidad and Tobago’s education approach remains student-centered, committed to ensuring learners continue to have equitable access to quality education To achieve this, a multi-pronged intervention has been deployed, drawing on the Divisions and Units of the Ministry of Education as well as other Ministries and major stakeholders to coordinate policy, resources, and practices across the system.
Term I, the longest term of the academic year, was based on remote teaching and learning, shaping how the curriculum would be delivered for the rest of the year In Term II of the 2020/2021 academic year, the approach to curriculum delivery shifts from remote teaching and learning to a blended model that combines online and in-person instruction to support student learning.
The School Supervision and Management Division (SSMD) has adapted the July 2020 version of the Guidelines for the Reopening of Schools for implementation in Term II 2020/2021 This document forms part of the MOE’s roadmap for the physical reopening of schools and is intended for principals, incorporating the 6 ft (head-to-head) physical distancing mandated by the Ministry of Health (MOH) The guidelines for physical reopening should be carefully adhered to Schools should make it a practice to repeat the safety guidelines multiple times during the school day as reminders to staff and students of the required protocols.
Operations of Primary and Secondary Schools: Term II 2020/2021
Term II 2020/2021 began virtually on January 4, 2021 for all students As such, the guidelines for remote learning used in Term I 2020/2021 continue to be in effect
On February 8, 2021, students at secondary schools preparing for the CSEC/CAPE 2021 Examinations are scheduled to resume face-to-face sessions for Practicals, School-Based Assessments (SBAs) and Internal Assessments (IAs) The rollout will proceed on a phased basis, with the first phase limited to Forms 4, 5 and 6 beginning February 8, 2021.
Schools to open on February 8 th , 2021 for Forms 4 to 6 utilising a blended/hybrid system (online and face-to-face)
The MOH has advised that mask wearing be mandated for all students above the age of eight (8) Therefore, all students MUST wear masks
The MOH has further advised that in order to minimize the risk of infection, minimal opportunities be given for students to mingle
Schools are mandated, in line with MOH recommendations, to allow students to eat/drink whilst seated in the classroom Breaks (bathroom visits, lunch) should be staggered
To comply with MOH mandates for six-foot (head-to-head) physical distancing, classrooms and laboratories will be reorganized, and the number of students allowed in each teaching-learning space will be determined by occupancy calculations This space-planning approach ensures rooms are configured to support safe, effective instruction while meeting public health guidelines Schools must evaluate existing layouts and perform these calculations to establish the maximum student numbers for every space.
Secondary schools are authorised to operate within normal school hours
Online teaching should continue as far as possible for students of Forms 4, 5 and 6 with students physically reporting to school to complete Practicals, School Based
Assessments (SBAs) and Internal Assessments (IAs)
Students should attend on-site, face-to-face teaching only when absolutely necessary, and in-person sessions should be organised to minimise contact hours and limit the number of students on the school campus at any given time.
For students who are physically reporting to school, further guidance is provided in Section 7: Class Timetable
Implementation of face-to-face classes for primary school will begin on the second phase with Standard 5 students only, which is scheduled at the start of Term 3, April 12, 2021
The MOH has advised that mask wearing be mandated for all students above the age of eight (8) Therefore, all students MUST wear masks
The MOH has further advised that in order to minimize the risk of infection, minimal opportunities be given for students to mingle
Schools are mandated, in line with MOH recommendations, to allow students to eat/drink whilst seated in the classroom and to stagger bathroom visits
Classrooms must be organized to maintain six-foot (head-to-head) physical distancing as mandated by the MOH, which requires calculating how many students can be accommodated in existing teaching and learning spaces at the school This capacity assessment guides class sizes and scheduling to ensure safe, efficient use of space For practical steps and detailed guidance, see Section 7: Class Timetable.
Primary schools are authorised to operate within normal school hours
The Substitute Teacher System has been repurposed to provide additional supervisory support for teachers Schools are asked to indicate their need for Substitute Teachers through the usual channel
THE MOE HEALTH SERVICES UNIT
Cabinet has approved the establishment of the MOE District Health Unit which operates as follows:
• The Unit comprises fourteen (14) nurses headed by one (1) doctor
Two nurses will be assigned to each educational district to form the District Medical Team, with direct responsibility as the liaison between schools and the MOH's relevant units to facilitate and expedite communication between principals, supervisors, and the MOH; Tobago will implement similar arrangements.
• The Education District Health Unit will facilitate medical clearance for the entry/re- entry of students to school where necessary
The Unit, in collaboration with the MOE’s Health and Safety Unit, is responsible for ensuring that schools have the necessary arrangements in place to enforce COVID-19 protocols, safeguarding students and staff and maintaining compliance with health and safety standards.
• The District Medical Team will be the first response in the event of an emergency 1 at school
Each school's Crisis Management Team should stay current with the latest research and best practices related to reopening, and use this knowledge to advise the School Based Management Team The team should also engage targeted stakeholders to obtain general assistance and to coordinate responses to COVID-19 related emergencies.
Entry Protocol
In addition to the school’s regular entry protocol the following should be put in place:
• Signage indicating the following: “All visitors must wear masks No mask, no entry”
All visitors must wear masks at all times whilst on the compound
• All persons entering the compound must wash their hands
All visitors should observe the clearly marked floor markers at the school entrance to maintain physical distancing and comply with staff directions to form orderly lines and sustain an appropriate distance when entering.
• Visitors must provide contact information to facilitate contact tracing if necessary (visitors to schools must be kept at a minimum)
• Physical distancing must be observed on the compound, especially at the sanitisation stations, cafeteria, washrooms, main office, etc
• Visitors with flu-like symptoms will not be allowed entry onto the compound
Students displaying flu-like symptoms upon entering the school's compound should be directed to the designated quarantine area, and the principal, parent, and Education District Medical Team must be contacted immediately Parents will be asked to take the student home to seek medical attention, and the student may only return to school with written medical clearance from the District Health Unit submitted through the school’s principal.
Schools must establish a designated quarantine area for students displaying flu-like symptoms to await pickup by parents where applicable These students must be identified to the principal by teachers, health and safety officers, security officers, or staff, and the designated area must be a room or space with adequate facilities to protect the health and safety of all students while awaiting pickup.
An emergency is any incident not addressed in this document or in the School’s Crisis Management/School Safety Plan, including issues related to ventilation or any available room that is deemed suitable by the Crisis Management Team.
• The usual procedure when students are leaving with their parents must be adhered to
Safety officers or other appointed personnel at the school entry point shall monitor the temperature of students, staff or visitors using non-contact infrared or standing thermometers Anyone with a temperature above 37.5°C (99.5°F) should be directed to a cool area nearby and have their temperature rechecked after five minutes, with environmental temperature taken into account, as temperature checks may need to be repeated before a person is deemed a concern Note that persons other than students who display flu-like symptoms must be barred from entering, and their temperature should not be taken, since it is possible to have flu-like symptoms without a fever.
• Visitors with a high temperature reading should not be allowed entry and will be advised to make contact with school administration via telephone or email instead of face-to-face
A screening notebook or questionnaire should be established for use when a staff member or student records two consecutive readings above 37.5°C (99.5°F) The notebook should be organized with clear headings to support rapid review, such as Personal Details, Date and Time of Readings, Temperature Readings (Reading 1 and Reading 2), Actions Taken (e.g., isolation or referral to health services), and Follow-Up, with additional sections for Notes and Signatures to verify entries This documentation enables prompt responses to fever trends, supports privacy while tracking a fever policy, and improves temperature monitoring practices across staff and students.
American Medical Association: Pre-visit screening script template Retrieved from https://www.ama-assn.org/system/files/2020-06/physican-guide-reopening-practicescovid- 19.pdf)
Efficient student drop-off and pickup should be carefully managed to minimize the number of parents and drivers on the school campus, enhancing overall campus safety and traffic flow The drop-off and pickup windows should align closely with the school day, with arrival near the start time and departure near the end time to streamline movement and improve supervision during peak periods.
• In emergency situations, where parents or guardians are expected to visit the school, it is advised that only one (1) representative be allowed entry
• Visitors and service providers who access the school’s compound, must abide by the school’s policy and guidelines provided by the MOH (see Appendix 1)
Effective COVID-19 prevention starts with enforcing sanitation measures at the school entrance Hand washing and sanitising stations should be strategically placed near the compound’s entrance, allowing the security guard or School Safety Officer to supervise and ensure that every student and visitor sanitises their hands upon entry.
• Staff and students with flu-like symptoms must remain at home and provide written medical clearance from the District Health Unit before returning to school.
Guidelines for Assembly
Based on the recommended 6 ft (head-to-head) physical distancing by the MOH, whole school assemblies are not allowed The following alternatives can be considered:
• Schools should conduct assemblies over the Public Address (PA) system with students in classrooms supervised by the Form teacher/ Class teacher
• Morning assemblies must allow for a motivational message (guidance can be sought from the Student Support Services Division-SSSD), COVID-19 reminders and updates, preparation for learning and roll call
• COVID-19 reminders include compliance with new normal measures such as washing/sanitising hands and maintaining physical distancing Updates can include local and global trends and findings.
Role of Management
To adapt to the changing teaching and learning environment, the School Based Management Team (SBMT) reviews and updates systems, policies and procedures such as the Crisis Management Plan, Maintenance Plan, Prefect System, Communication Plan and club activities The School Development Plan, including the Physical School Reopening Plan and the Discipline Plan, must account for the new online learning environment and the constraints arising from the COVID-19 pandemic Decisions should be data-driven and research-based Deans, SBMT, the School Based Intervention Team (SBIT) and members of the SSSD are expected to collaborate closely to manage and address student issues and challenges, ensuring coordinated support across the school.
Attendance Monitoring in Schools: Deans, Heads of Departments/Senior Teachers (HOD/ST), and Administration must ensure that attendance is recorded for every scheduled class by the relevant staff—form teachers, class teachers, and subject teachers—whether the session is face-to-face or online.
(synchronous or asynchronous) Form teachers will ensure that attendance is taken for the morning session as well as the afternoon session
Form/Subject teachers should promptly note any students displaying flu-like symptoms and report them to the principal immediately The principal must place the affected student in the designated quarantine area, contact the parents to take the student out of school, and ensure they seek medical attention To return to school, the parent must provide written medical clearance from the District Medical Team, submitted through the school’s principal.
Teachers monitor student attendance and address absenteeism through parent conferencing by telephone In secondary schools, continued absenteeism is reported to the Form Teacher, who will follow up with parent conferencing and escalate to the Dean if no improvement is observed; persistent cases are referred to the SSSD for further intervention In primary schools, teachers refer the matter to HOD/ST/VP/PP and then to the SSSD for further intervention if absenteeism continues.
Monitoring curriculum delivery requires Heads of Departments (HODs) to ensure that topics taught conform to the Curriculum Guide and align with the Schemes of Work and Daily/Weekly Plans Administrators receive fortnightly summary reports from HODs and forward a Termly Report to School Supervisors Any concerns regarding teachers are reported by the HOD or a Senior Teacher to Administration as per the usual protocol.
For the 2021 CXC examinations, Heads of Departments (HODs) must ensure compliance with the latest version of the Treatment of Syllabuses and the School-Based Assessment for Administration of Examinations in 2021 Handbook issued by CXC, and note that further elucidation is being sought from CXC regarding Caribbean Vocational Qualifications (CVQ) and other subjects.
Clinical Supervision remains a developmental process designed to support teachers in delivering the curriculum, and it will be conducted by Heads of Department (HODs) and school administration Schemes of work and lesson plans must accommodate blended learning, ensuring that classroom delivery integrates online teaching and learning Consequently, clinical supervision will extend beyond the physical classroom, and the Curriculum Planning and Development Division (CPDD) has developed additional instruments to support this expanded approach to clinical supervision.
Curriculum Officers oversee the supervision of the online teaching and learning process by actively monitoring the Clinical Supervision process and informing principals in advance of any classroom visit, whether it is conducted virtually or in person They continue to liaise with School Supervisors to address any concerns, ensuring coordinated oversight and clear communication across the supervision cycle.
Within the Clinical Supervision framework for online teaching, the classroom observation component may be carried out by a Head of Department, Vice Principal, or Senior Teacher who logs into an online class or visits a physical classroom Teachers are required to share the link to their online classes with administrators, enabling them to monitor these sessions Administrators, together with the Head of Department, Senior Teacher, and Vice Principal, have the opportunity to observe and assess these classes to support instructional quality.
All personnel involved in Clinical Supervision should become acquainted with the methods and strategies of online learning to provide the necessary support and guidance The Teacher Education Performance and Professional Development Division (TEPPDD) of the MOE continues to organise training sessions to build capacity in online learning Heads of Department and administrators are encouraged to apply for training and/or pursue upskilling through other avenues.
Role of the District Leadership Team (DLT)
The schedule of weekly DLT 2 meetings must continue based on the usual agenda and can be virtual or face-to-face provided the MOH requirements can be met
Before the start of Term II, the District Leadership Team (DLT) will convene to review the District Plan and finalize the Calendar of Events, ensuring the plan accommodates the proposed blended learning model beginning in February 2021 with face-to-face classes for Forms 4, 5, and 6 and remote learning for the remaining students.
The individual school context must be taken into consideration as each will present unique and diverse challenges Individual school plans for reopening should include measures to mitigate/address such challenges, and should be submitted to School Supervisors within one week of the circulation of the final version of this document
2 The DLT comprises representation from SSMD, CPDD, SSSD, HSSU
At DLT meetings, progress on the district’s plan and the School Development Plans (SDP), inclusive of reopening, for the schools of the district should be discussed Issues identified by individual members of the DLT will also be addressed
As customary, schools of focus will be identified based on evidence (data collected, observations through school visits, issues raised through other avenues, etc.) The new School
Development and reopening plans for schools will be monitored and assessed, with support provided to schools by members from each arm of the DLT Feedback will be shared at every meeting to guide progress and ensure ongoing accountability.
A termly status report on the District Plan should be produced and submitted to the office of the Director of School Supervision (DSS)
MOE divisions outside the District Leadership Team (DLT) still participate in implementing the District Plan For instance, TEPPDD, in addition to national-level agencies, supports district-level execution, illustrating cross-divisional collaboration within the MOE to translate policy into action.
Teacher Training Programme, will also lend assistance to any school as required
Other than the routine visits by individual members of the DLT, inclusive of the line
The District Learning Team (DLT) will schedule physical visits to every school at least once per term During these visits, the DLT will hold meetings with the School Based Management Team (SBMT) to assess reports and provide recommendations Virtual meetings may be organized as needed The Line Supervisor, together with Curriculum Officers and SSSD personnel, will monitor the implementation of the recommendations.
School Supervisors’ meetings: Weekly meetings based on the usual agenda must continue Each Line
Supervisors will report on the schools under their purview that were visited and outline their proposed plan of action for the coming week Each report must document all contact with schools—whether conducted virtually or in person—to ensure a complete record of engagement and planned activities.
Each term, a termly report is prepared by every School Supervisor, with the School Supervisor III compiling a single report for submission to the Office of the DSS These discussions ensure that all Supervisors are informed about issues across all schools, enable the development of targeted interventions to address identified concerns, and inform the agenda for fraternity meetings.
Any other issues or concerns pertaining to the schools and the district office operations can also be discussed at the School Supervisors’ meeting.
Orientation and Support
COVID-19 has significantly affected the social, emotional, and economic well-being of families and the psychosocial status of students, and the Ministry of Education’s student-centred approach calls for careful consideration of factors such as mental health support, flexible and inclusive learning options, continuity of instruction, equitable access to resources, family and community engagement, and targeted interventions to address disparities and build resilience as students return to and progress in school.
The SSSD, in collaboration with School Administration, will equip staff with practical methods to re-engage students returning after extended absences from the physical classroom These guidelines address reduced attention spans and limited interaction, offering classroom-ready strategies to rekindle engagement and support a smooth in-person transition.
School administrators must ensure provision is made for SSSD personnel to interact with every class within the school term, with the topics to be covered by SSSD clearly outlined.
Debriefing of all students upon re-entry of face-to-face teaching / Orientation
Personal Safety during the Pandemic
Diversity among people: respect, tolerance and brotherhood
Setting Personal and Academic Goals
Understanding and applying effective exam taking strategies and relaxation techniques
Understanding the link between curriculum-based skills and the world of work
Knowledge of the relationship between school subjects and the world of work
Accessing Information: Skills in collating and classifying information; Sourcing from electronic media; Analysis and Synthesis of information
During the first week of physical classes, Home Room periods must be time-tabled as part of the orientation programme Form and class teachers should engage students in active discussions, provide support, and offer guidance on adapting to the school environment, while remaining alert to any student displaying behaviour of concern and making the necessary referrals to the SSSD.
During the first week of physical classes, Deans (Secondary) should be rostered to lead sessions with students organized by year groups, delivered on a class-by-class basis These interactions reinforce student expectations in line with the established guidelines.
• Administrators should liaise with the Employee Assistance Programme (EAP) or suitable NGO’s to attend to the psychosocial needs of the staff The TEPPDD has also scheduled sessions for staff.
Student Services
The Ministry of Education (MOE) will provide transport through the Public Transport Service Corporation (PTSC) and meals through the National School Dietary Services Limited (NSDSL) to students registered for these programs who attend face-to-face classes, with principals required to submit the names of Standard 5 students and Forms 4–6 students registered for these services so that arrangements can be made to facilitate the provision of these services.
Class Sizes and Timetabling
Classrooms must be organized to maintain six-foot (head-to-head) physical distances as mandated by the MOH, driving space-conscious classroom design and student safety This requires calculating how many students can be accommodated within the school's existing teaching–learning spaces by evaluating usable floor area, seating configurations, and circulation space to ensure compliant distancing while preserving an effective learning environment Capacity planning in this way informs classroom layouts, timetable design, and the potential use of additional spaces to meet MOH guidelines without compromising instructional quality.
Timetables must balance remote and face-to-face delivery for examination students, covering Practicals, SBAs and IAs, with school leaders allowing flexibility to keep all students actively engaged on school days and meet diverse educational needs Variations in timetable construction may include specific days for practical sessions and non-rostering online classes on the same day as practicals, while Schemes of Work are carefully prepared to give SEA and CXC candidates the best chance to perform optimally The timetable should be developed before students return physically and shared with staff, students, parents and the Line School Supervisor, ensuring a smooth transition to face-to-face classes effective from February 2021.
Principals must ensure that lines of communication remain open and parents are aware of changes to timetabling schedules
Critical staff shortages must be highlighted and brought to the attention of the Human Resource Division of the MOE through the established channels of communication
The Substitute Teacher System has been repurposed to provide additional supervisory support for teachers Schools are asked to indicate their need for Substitute Teachers through the usual channel.
Closing the Gap
To support students who were most disadvantaged during school closures and those needing extra help, very small schools can offer on-site assistance and provide access to computer labs and libraries for identified students at scheduled times, with rostered attendance on specific days where feasible to engage with online activities and lessons These accommodations may involve students outside of Forms 4–6 and Standard 5, but must be approved with the express permission of the MOE, sought through the Office of the CEO.
Administrative Responsibilities
In addition to formative assessments, summative assessments can now be introduced Summative assessments remain part of the preparations for students of examination classes
CPDD and TEPPDD will ensure teachers are familiar with the purpose and methods of the two types of assessment and will provide the training needed for online implementation In information and communication terms, School Supervisors should ensure that School Administrators receive timely updates from Head Office, while Administrators should communicate with staff, parents and other key stakeholders on a scheduled basis and as needed The schools’ online database/records should be further developed to include expanded data management capabilities and improved accessibility for oversight and decision-making.
- All information contained in the Students’ Cumulative Record Cards
- Valid parents’ address, email address (if available), other contact information and ID card number
- National School Dietary Services Limited (NSDSL) listing
- Students accessing the Ministry of Education sponsored Public Transport Service Corporation (PTSC) transport service
- Any other information as may be deemed necessary
All information should be verified termly to ensure accuracy In partnership with the SSSD, we will continue offering sessions to help parents cope with the changed school environment Schools should contact parents, either virtually or through printed materials, to inform them about the arrangements for Term II.
Ongoing training for teachers in ICT, online teaching, and assessment will continue as needed In addition to the training provided by the Teacher Education Performance and Professional Development Division, Administrators and Heads of Departments (HODs) can organize sessions tailored to identified needs.
Students and Teachers Medically At-Risk re COVID-19:
Students and teachers who are medically at risk and unable to physically attend school must provide a medical certificate from a registered medical practitioner to the District Health Unit For students, parents should liaise with the school to arrange alternative teaching and learning arrangements For teachers, arrangements must be made to ensure that job-related duties and responsibilities can be fulfilled.
Resumption of Duty After Approved Leave:
Members of staff who were on approved leave, must provide a hard copy of a Resumption of Duty form to the principal
The Principal may ask members of staff to occasionally report physically to school to attend to administrative matters
The MOE continues work on the following: o Provision of devices and connectivity to students in need.
Physical Infrastructure
Principals are asked to ensure that:
• Requests for critical infrastructural works are submitted in a timely manner via the online School Infrastructural Management System (SIMS)
• Visits by officers of the Education Facilities Planning and Procurement Division (EFPPD) for school compound assessment are facilitated
• Markers for physical distancing are strategically placed in offices, cafeterias, entrance to washrooms, hall, etc (see checklist for administrators)
• Rooms/areas are identified as quarantine/screening rooms as per guidelines issued by the MOH
• Entry and exit points are equipped with hand-washing/sanitization stations
• Where possible, hand sanitizer dispensers are set up at various locations throughout the School.
Water Storage
Principals are asked to ensure that:
• Water tanks are cleaned and filled as scheduled
• The water pump is serviced as scheduled and remains functional
• 50% storage capacity is maintained at all times
• A system to minimise wastage of water is implemented e.g timely repair of leaks; ensuring that taps are not left on.
Communication
Principals are asked to ensure that:
School entrance signage clearly conveys health and safety guidelines: persons with flu-like symptoms will not be allowed entry; respiratory etiquette must be followed when coughing or sneezing; the maximum capacity of each room, including the library and washrooms, is posted and must adhere to physical distancing requirements; preventive and protective measures are in place; and out-of-bounds areas are clearly marked.
• Form teachers, Deans, Heads of Department have access to updated information for parents and students
• Parents are apprised of the safety protocols and procedures in operation and enlist their support in reinforcing same with their children
To ensure smooth daily operation, all staff, students, and parents/guardians are aware of the timetable structure, the arrangements for break and lunch, the personal hygiene policy, and the school’s drop-off and pick-up policies.
• Regular reminders are communicated on the method of operation in the “New Normal”.
Classrooms and Staffrooms
• Furniture must be arranged so that student and staffroom seating satisfy the physical distancing requirement as stated by the Ministry of Health
Ensuring proper ventilation throughout the school, including classrooms, staff rooms, administrative areas, and any quarantine spaces, is essential Where possible, air conditioning should be minimized and windows and doors kept open to maximize natural airflow.
Where the building is not designed to allow for the flow of natural air, the air conditioning units must be in good working order.
Washroom Facilities
• An adequate supply of running water and liquid soap must be readily available at all times
• Paper towels or hand dryers where possible, should be made available in washrooms
• Washrooms must be cleaned frequently
• Door handles and taps must be frequently sanitised with the recommended alkaline solution or alcohol.
Cleaning and Sanitising
• Administrators must be familiar with the contractual agreement of maintenance workers
Implement a daily cleaning and disinfection schedule to ensure safety: all surfaces are wiped with the Ministry of Health–recommended bleach-and-water mixture or an approved sanitising solution, before entry and after all occupants have left the room, with sanitising wipes available; high-traffic areas and high-contact surfaces are frequently sanitised with the recommended disinfectants; all classrooms and specialty rooms are cleaned regularly and the work is recorded on the cleaning schedule; cleaning and sanitising occur before opening and after closing of the school day; furniture in use is sanitised before another person uses it; no cleaning or disinfecting residues are left on table surfaces, and there is adequate ventilation during disinfection; general cleaning and disinfection of the premises occurs at least once a day; the compound is kept free of debris and moss; drains are cleaned and grass is cut.
Where possible, garbage bins should feature swing-type lids to ensure secure and hygienic disposal These bins should be strategically placed at multiple locations throughout the school—including classrooms, staff rooms, and administrative areas—to allow people to dispose of gloves, tissues, and disinfecting wipes safely and conveniently.
• Sinks are installed at the entrance of the compound and, where possible, at strategic areas throughout the compound
• Where possible, that hand sanitizing dispensers be placed at identified parts of the school.
Personal Responsibility
Parents/guardians and staff shall work together to prevent the spread of COVID-19, by reinforcing the following with the students:
Sharing of materials such as books, stationery, food, drinks and snacks as well as sanitisers and other personal items, among or between students should not be permitted
Personal hygiene is prioritized in our school, with all students encouraged to carry a personal supply of hand sanitizer and/or hand soap The wearing of masks by staff and students is expected, and any changes will be guided by the Ministry of Health Students must wash their hands with soap and water after using the washrooms and must engage in frequent hand washing to maintain a healthy school environment.
• Students/Staff with Flu-like Symptoms o Students/staff experiencing flu-like symptoms MUST stay at home
If an individual has been ill with flu-like symptoms within two weeks prior to reporting to the school, written clearance from the District Medical Team assigned to that school must be presented This clearance can be arranged through the Principal.
Respiratory etiquette means coughing or sneezing into the elbow or sleeve, or into a tissue that must be discarded in a covered bin immediately, with hands sanitised immediately after disposing of the tissue Masks must be kept on when sneezing or coughing, and rags are not allowed.
Parental responsibility at our school includes encouraging attendance at all parent sessions and PTA meetings to stay updated on school policy, and notifying the school if a child develops flu-like symptoms at home or is identified as a primary contact Parents should provide current and accurate contact information, including an emergency contact number and email address, and respond promptly to school calls to pick up their child They must obtain and submit a medical clearance certificate for the student as required through the principal, and ensure their child has a clean mask and a supply of hand sanitizer whenever possible Finally, parents should inform their children about health protocols and guidelines issued by the Ministry of Health.
Procedure for dealing with positive COVID-19 cases or COVID-19 symptoms
Schools must follow clear protocols when staff or students exhibit flu-like symptoms, test positive for COVID-19, or are identified as a primary contact of someone who tests positive When flu-like symptoms appear, individuals should stay home, seek medical guidance, and adhere to school and public health directions for isolation and symptom monitoring A positive COVID-19 test requires immediate isolation, reporting to the school and health authorities, and implementation of a safe return-to-school plan aligned with current guidance Those identified as a primary contact should follow quarantine or testing recommendations from health authorities, with the school coordinating communication and support to minimize learning disruption while protecting the health of the school community.
Students must obtain medical clearance to re-enter the school population after being suspected or confirmed to have contracted COVID-19, and they must also be medically cleared to re-enter if another medical condition, such as allergies, is causing flu-like symptoms that would otherwise bar entry to the school premises.
The following protocols should be observed:
When the CMOH informs that a member of the school population has tested positive, the School Supervisor and District Medical Team must be alerted immediately; a request for written correspondence from the CMOH to the principal should be made, with the CMOH email followed by an official letter sufficing, and both the email and the letter must be forwarded to the School Supervisor on receipt; the school shall be closed immediately and sanitisation and Public Health clearance arranged before reopening, with reopening not allowed before a minimum of three days has elapsed unless advised otherwise by the District Medical Team or Health Officials; information required by the MOH for contact tracing must be forwarded, including the preparation of a database of all students, staff and visitors who were on the compound at the same time as the infected individual, listing the name of the infected person, the name of the parent if the infected person is a student, telephone contact, residential address, email address, and contact information for all persons who would have been in direct contact with the infected person; if the infected person is a student, the class to which they belong should stay at home and monitor their health for fourteen days, after which students without symptoms can report back to school.
Following the contact tracing process, we will adhere to medical professionals' guidance on which individuals must stay at home if a member of the school community tests positive for COVID-19.
The principal's report must be submitted to the School Supervisor and the District Medical Team and must include a copy of the school's protocol to mitigate the spread of COVID-19 It should also contain a list of the areas on the campus that the student or other individuals visited.
If the school is informed by the infected individual, the School Supervisor and District Medical Team must be immediately contacted for further advice; if the report is not substantiated by a positive COVID-19 test, staff and students who have recently had close contact (less than 6 feet for fifteen minutes or more) with the COVID-19 case should be managed according to district policy.
Age-Specific Health Education (Taken from MOH Guidelines)
Any staff member or student identified as a primary contact of a confirmed COVID-19 case must immediately inform the school principal and submit a copy of the letter confirming their status to ensure prompt health procedures and school safety.
Staff members or students who have tested positive for COVID-19 must provide evidence of a negative test and obtain medical clearance from the District Medical Team, and these documents must be presented to the principal before entry to the school compound is allowed.
Should a report be substantiated by a positive COVID-19 test, the School Supervisor and the District Medical Team must be alerted immediately, and the procedure outlined previously, including the closure of the school, should be followed This ensures rapid communication and adherence to the district’s established COVID-19 response guidelines.
12.0 Age-Specific Health Education (Taken from MOH Guidelines)
These guidelines should be contextualised based on the specific needs of children and include:
• Early Childhood Care and Education (ECCE) Centres
In ECCE centres, the relative impact of physical distancing among children is likely small based on the high degree of difficulty to implement In this regard, the preschool should focus on more effective risk mitigation strategies using cartoons, puppets or dolls and songs to demonstrate the practice of hand hygiene and fostering safe caring behaviours when coughing and/or sneezing Where possible, outdoor spaces should be utilised
In Primary schools, the emphasis should be on the reinforcement of hygiene practices through adherence to the rules and protocols of the Guidelines The teachers should create a classroom and school environment with pictorial displays and use special projects to reinforce these Guidelines such as quiz competitions and assignments Any concerns arising with the practice of these guidelines should be communicated to students as required The focus should be on the practice of healthy behaviours within the school and home environments Where possible, outdoor spaces should be utilised
Self-monitoring by students is the key intervention in secondary schools to ensure adherence to COVID-19 guidelines The focus should be on promoting healthy behaviours and hygiene practices to prevent the transmission of the virus The adjustment to the new normal can be understood through special projects and assignments that integrate safety measures Social and interactive forums, such as debates, should be included in school activities to foster greater understanding and awareness of these guidelines.
All children and adolescents with disabilities are entitled to a free and appropriate education and to special education services through an individualized education program (IEP) Students who receive special education services may face greater challenges with distance learning and are more susceptible to interruptions in regular education Depending on the individual’s needs, it may not be feasible to satisfy both distancing guidelines and the criteria set out in a specific IEP When implementing physical distancing, the approach should address the unique needs of each child and often call for creative, case-by-case solutions.
General protocols
All persons should be educated, engaged and empowered to adjust to the New Normal by following these practices: wear masks in public; maintain a six feet (head-to-head) distance from others; stay home if ill; wash hands often with soap and water or use an alcohol-based sanitizer; cough into a tissue or into the crook of the elbow; avoid touching the face; and clean and then sanitize surfaces such as tabletops, doorknobs and cell phones.
Phase III Proposed Reopening
Phase III reopening plan prioritizes inclusive access by considering children with special needs, Standard 4s, and, where possible, the entire student body in small schools Given that a portion of students at both primary and secondary levels do not engage with online or packaged curriculum delivery, the plan allows these students to be rostered to attend school to minimize dropout risk and address their educational needs The number of students that can be accommodated and the frequency of their in-person attendance will be determined by each school's physical capacity and should be incorporated into the school's individual reopening plan.
Checklist for school administrators and school based intervention/crisis management team
☐ Soap available for handwashing at all taps
☐ Schedule for monitoring and replenishing of soap and hand sanitiser
☐ Staff room arranged to facilitate social distancing
☐ Classroom arranged to facilitate social distancing
☐ Availability of cleaning and sanitising supplies for disinfecting surfaces and for disinfection of small items
☐ Availability of suitable area for quarantine / sick bay
☐ Roster for sanitising door knobs and frequently used surfaces
☐ All staff perform assigned role in monitoring student interactions
☐ All staff perform revised roles as per school committees and designations
☐ Systems are in place to ensure adherence to visitors policy (visitors wash hands before being escorted to the office; no entry on compound without mask, etc.)
☐ Parents are made aware of the visitor’s policy and requirements for students
☐ Form / class teachers reiterate with students the hand washing policy, cough and sneeze etiquette
☐ Social distance floor markers are clearly visible in the cafeteria, administration office, outside washrooms and handwashing stations/ sinks
☐ Schedule for lunch/break time shared with staff, parents and students
☐ Schedule developed for cleaning classrooms and sanitization of furniture
☐ Age appropriate signage promoting covid protocols, prominently displayed
☐ School Policy for persons with flu-like symptoms shared with stakeholders
☐ Updated contacts for all students
☐ Revised list for NSDSL and PTSC
☐ Schedule for monitoring of water stores developed and implemented
Checklist for parents/ caregivers and community members
☐ Monitor children’s health and keep them home from school if they are ill
☐ Ensure children are equipped with a clean mask, tissues, hand soap and sanitizers
☐ Reinforce the importance of social distancing to children
☐ Teach and model good hygiene practices
- Wash hands with soap and water frequently If soap and water are not readily available, use an alcohol-based hand sanitizer with at least 60% alcohol
- Always wash hands with soap and water, if hands are visibly dirty
- Ensure that safe drinking water is available and toilets or latrines are clean
- Cough and sneeze into a tissue or elbow and avoid touching face, eyes, mouth and nose
- Ensure safe disposal of used tissue and garbage in general
☐ Encourage children to ask questions when unsure
☐ Monitor children’s reactions to stress, be patient and understanding
☐ Co-ordinate with the school to receive information and ask how you can support school safety efforts (through parent-teacher committees, etc.)
☐ Provide school with updated contact information and provide alternative emergency contact numbers
☐ Respond in a timely manner when contacted by your child’s school
☐ Make arrangements for supervision of children
Parents should ensure their children attend online sessions and participate in scheduled classes, collect and return packaged materials on time, and attend face-to-face classes as timetabled Keeping abreast of their child’s timetable helps monitor the times at school and at home, enabling consistent learning across settings.
☐ Attend all parent sessions organized by the school
☐ Notify the school if anyone in your household has tested positive for coronavirus
☐ Ask questions, educate self and get information from reliable sources
☐ Wash your hands frequently, always with soap and water for at least 20 seconds
☐ Practice social distancing whilst away from home
☐ Always have a supply of mask, tissue, hand soap and sanitiser when leaving home
☐ Do not touch your face
☐ Do not share books, stationery, cups, eating utensils, food or drinks with others
☐ Be a leader in keeping yourself, your school, family and community healthy
☐ Model good practices such as sneezing or coughing into your elbow and washing your hands, especially for younger family members
☐ Do not stigmatize your peers or tease anyone about being sick
Tell your parents, another family member, or a caregiver if you feel sick