COVID-19 Information for School Health Services

• DPI COVID-19 Infection Control and Mitigation Measures for Wisconsin Schools (August 12, 2022)
• Overview of COVID-19 module
• Guidelines for Prevention, Investigation, and Control of COVID-19 Outbreaks in K-12 School in Wisconsin
• FERPA & Coronavirus Disease 2019 (COVID-19) Frequently Asked Questions (FAQs) March 2020
• DPI Student Record Confidentiality
• NASN- Coronavirus Disease Resources
• What You Should Know About COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws

• Centers for Disease Control and Prevention (CDC) - Ready Set Test guidance booklet on performing waived laboratory testing
• How to Obtain a CLIA Certificate of Waiver
• Centers for Medicare and Medicaid Services CLIA webpage
• CLIA Waiver Frequently Asked Questions
• Department of Health Services (DHS) - What you need to know about CLIA Certification & BinaxNow Tests recorded webinar
• Laboratory Testing Certification Requirements for Schools and Colleges

• Operational Guidance for K-12 Schools and Early Care and Education Programs to Support Safe In-Person Learning
• What’s New & Updated
• Schools and Childcare Programs
• Isolation and Precautions for People with COVID-19
• How COVID-19 Spreads (8/11/22)

• PPE Awareness Training for Schools Module
• PPE Considerations for Schools
• Personal Protective Equipment (PPE) Purchasing Resource
• Using Facial Coverings When Supporting Students

• COVID-19 and Asthma Toolkit for Schools
• Tracheal Suctioning Procedure
• Post Isolation Room Considerations for COVID-19
• Post Health Room Considerations for COVID-19
• Nebulizer Procedure COVID-19
• Too Sick for School? Flyer

• Allergy & Asthma Network - Asthma Care at School Post COVID-19 Outbreak

• COVID-19: Activity Level by Region and County
• COVID-19: Healthy Kids
• COVID-19: Resources for Parents and Guardians
• COVID-19: Schools
• COVID-19: Vaccine Data
• Case Notification Letter Template: School and ECE program administrators may use the template to develop a letter for notifying families, teachers, and staff of COVID-19 cases in their school or program.
• COVID-19 Prevention Strategies for Schools and ECE programs: This one-page resource includes strategies school and ECE program administrators can use to keep kids safe and in school.

Restarting Safe Education & Testing For Children with Medical Complexity

Family Decision Making Tool

Food Allergy and Anaphylaxis in School during COVID-19

Autism and the Coronavirus: Resources for Families

During the coronavirus crisis, many families who have children with autism spectrum disorder are coping with the suspension of both school and essential services. Additionally, children with autism often have difficulty adjusting to the disruption of their routine and environment. (Child Mind Institute’s Autism Center 4/10/20)

• Tips for Talking With Your Child With Autism About the Coronavirus

• Tips for Developing Routines, Schedules and an Emergency Plan

• Tips for Teaching Handwashing to Children with ASD

• Tips for ABA Service Providers

Children and Youth with Special Healthcare Needs in Emergencies Webpage (CDC)

Provides resources to plan and care for children with various health conditions for urgent or constant medical needs, difficulty communicating or have trouble with transitioning to different situations. Includes emergency plans, transportation, access and functional needs. (CDC 1/6/21)

COVID-19: Information for Families of Children and Youth with Special Health Care Needs

Provides information on ways parents and caregivers can help themselves, their families, and their children with special health care needs meet their safety, growth, and health care needs during the COVID-19 outbreak: (American Academy of Pediatrics 2/18/21)

Information for School Nurses from the Specialized Health Needs Interagency Collaboration (SHNIC)

Provides resources for providing direct care, managing the health care plan, educating staff about emergency plans, identifying possible classroom accommodations for the student, as well as providing resources for parents for students with special health care needs. (Kennedy Krieger Institute, Baltimore MD 2/2021)

COVID-19 Planning Considerations for Students with Special Health Needs

Schools and ECE programs can optimize ventilation and improve indoor air quality to reduce the risk of germs and contaminants spreading through the air. Funds provided through the U.S. Department of Education’s Elementary and Secondary Schools Emergency Relief (ESSER) Programs and the and the Governor’s Emergency Education Relief (GEER) Programs can support improvements to ventilation; repairs, upgrades, and replacements in Heating, Ventilation, and Air Conditioning (HVAC) systems; purchase of MERV-13 air filters and portable air cleaners; as well as implementation of other public health protocols and CDC guidance. Ventilation recommendations for different types of buildings can be found in the American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE) schools and universities guidance. The Environmental Protection Agency’s (EPA) Clean Air in Buildings Challenge provides specific steps schools and other buildings can take to improve indoor air quality and reduce the risk of airborne spread of viruses and other contaminants. DPI does not provide recommendations for, or against, any manufacturer or product.

• EPA Indoor Air Quality Tools for Schools Action Kit
• Ventilation in Schools and Childcare Programs
• Interactive School Ventilation Tool
• Ventilation in Buildings
• Upper-Room Ultraviolet Germicidal Irradiation (UVGI)

• ED COVID-19 HANDBOOK Strategies for Safely Reopening Elementary and Secondary Schools Volume 1
• ED COVID-19 HANDBOOK Roadmap to Reopening Safely and Meeting All Students’ Needs Volume 2
• Long COVID under Section 504 and the IDEA - Resource to Support Children, Students, Educators, Schools, Service Providers, and Families

Not all students previously diagnosed with COVID-19 or exhibiting symptoms of the illness will develop symptoms of long COVID. However, the school nurse should be proactive in assessing, educating, and referring possible students who could be exhibiting physical, behavioral, or mental health issues, as well as academic challenges, as a symptom of this illness. (Long COVID—The New “Invisible” Illness. NASN School Nurse March 2022. DOI: 10.1177/1942602X211059427)

• LongCovidKids.org/schools
• Supporting a Student with Long COVID
• Long COVID under Section 504 and the IDEA - Resource to Support Children, Students, Educators, Schools, Service Providers, and Families

• CDC: Long COVID or Post-COVID Conditions