COVID-19 in schools : frequently asked questions for parents

These FAQs are meant to help parents understand how school officials are being guided on COVID-19

Frequently asked questions for parents and caregivers about COVID-19 precautions in schools

Updated Feb. 16, 2022COVID-19 Safety and My School -- Vaccines -- Masks -- Testing and Contact Tracing -- Quarantine, Isolation, and Close Contacts -- Sports and Activities -- Mealtime -- Ventilation -- Special Accommodations -- Community Transmission.20221096

Frequently asked questions for parents and caregivers about COVID-19 precautions in schools

Updated Dec. 17, 2021COVID-19 Safety and My School -- Vaccines -- Masks -- Testing and Contact Tracing -- Quarantine, Isolation, and Close Contacts -- Sports and Activities -- Mealtime -- Ventilation -- Special Accommodations -- Community Transmission.20211071

Voluntary guidelines for managing food allergies in schools and early care and education programs : frequently asked questions.

A FAQ explaining the Voluntary guidelines for managing food allergies in schools and early care and education programs issued Oct. 2013 by the National Center for Chronic Disease Prevention and Health Promotion Division of Population Health.General Questions: What is a food allergy? -- What are symptoms of an allergic reaction to food? -- What is anaphylaxis? -- Why are the Voluntary Guidelines for Managing Food Allergies being disseminated now? -- What is the purpose of the Voluntary Guidelines for Managing Food Allergies? -- What is the FDA Food Safety Modernization Act? -- What are the priority areas in the Voluntary Guidelines for Managing Food Allergies? -- Are these the only food allergy guidelines for schools and early care and education (ECE) programs? -- Do the Voluntary Guidelines for Managing Food Allergies preempt state law? -- Are schools or early care and education (ECE) programs required to implement the Voluntary Guidelines for Managing Food Allergies? -- What are the financial costs of implementing a plan consistent with the Voluntary Guidelines for Managing Food Allergies? -- How do the Voluntary Guidelines for Managing Food Allergies compare to the 2010 Guidelines for the Diagnosis and Management of Food Allergy in the United States developed by an NIAID-sponsored expert panel? -- Are the Voluntary Guidelines for Managing Food Allergies different from national school health guidelines for other chronic conditions? -- Were the Voluntary Guidelines for Managing Food Allergies developed to be consistent with other federal laws and regulations? -- Do the Voluntary Guidelines for Managing Food Allergies provide specific information for each state? -- Are the recommendations in the Voluntary Guidelines for Managing Food Allergies applied in the same way for early care and education (ECE) programs as they would be in K-12 schools? -- Do schools and early care and education (ECE) programs need to implement every guideline? -- Putting Guidelines into Practice: What actions can be taken by School Boards and District Staff? -- What actions can be taken by school administrators and staff? -- What actions can be taken by early care and education (ECE) administrators and staff? -- Where can I find more information on federal laws and regulations that govern food allergies in schools and ECE programs? -- Where can I find more food allergy resources? -- Is there a glossary for abbreviations and acronyms?Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health.6 p.2013CurrentPrevention and Control859

A Survey of Information Sources Used for Progress Decisions about Medical Students

Although many medical schools have adopted a variety of methods to assess student competency, the extent to which these innovations have changed how decisions about student progress are made is not clear. This paper describes a survey of 126 accredited allopathic U.S. medical schools to determine which information sources are used for decisions related to medical student progress and graduation. Respondents were asked to indicate up to three information sources used for seven specific decisions about student progress. The results indicate that multiple choice questions (MCQs) and faculty ratings remain the most frequently used information sources. Clinical skills education in the pre-clinical curriculum is the area with the broadest use of assessments for progress decisions. Several explanations are suggested for the primacy of MCQs and faculty ratings in student decisions, including familiarity for faculty and students, ease of implementation and the resources required for the adoption of other assessment strategies

Frequently asked questions for directors of overnight camps

Updated May 27, 2022CDC recommendations are consistent across youth-focused settings. Camp directors of both day and overnight camps should follow the most recent version of the Operational Guidance for K-12 School and Early Care and Education Programs (ECE) to Support Safe In-Person Learning and accompanying Frequently Asked Questions for K-12 and Early Care and Education (ECE) Settings: Information for School and ECE Administrators, Teachers, Staff, and Parents. They can also access additional resources on the CDC COVID-19 schools landing page, which hosts resources related to testing, Test to Stay, quarantine and isolation, and COVID-19 vaccines.The following frequently asked questions (FAQs) provide additional detail and context for directors of overnight camps.20221141

Monkeypox : Schools, early care and education programs, and other settings serving children or adolescents

Updated August 19, 2022At this time, the risk of monkeypox to children and adolescents in the United States is low. However, this page answers frequently asked questions about monkeypox for administrators and staff of K-12 schools, early care and education (ECE) programs, camps, and other community settings serving children or adolescents (for example, sports leagues and after-school programs). ECE programs may include center-based childcare, family childcare, Head Start, or other early learning, early intervention and preschool/pre-kindergarten programs delivered in schools, homes, or other community settings. This information may also be helpful to parents who have questions about monkeypox.20221187

Spatial Analysis of Students Residing in Metro Hartford in HPS-run Magnet Schools, 2011-12 and 2012-13

New immigrants face many cultural, economic, and language barriers upon arriving in the United States. Due to these barriers, they rely heavily on the services provided to them by governmental agencies and community based organizations. However, many of these services are not advertised to the immigrant population and are difficult to navigate. Further, for undocumented immigrants, many essen.al services are simply not available for them. This research project will develop a comprehensive list of services available to immigrants in Connecticut, with a focus on services for undocumented immigrants, based off of the most common questions that immigrants have asked at The American Place at the Hartford Public Library. This form will be produced through research and conversations with service providers in Connecticut, the public school system, and branches of local government. While researching services at several government agencies and other service providers, it has become clear that some officials and administrators are unaware of the protocols and services for the undocumented population. However, the services available, especially involving public schools and community based organizations, have been identified and recorded and will serve to help Hartford’s immigrant population. The production of this Frequently Asked Questions sheet will serve as a lesson for the public as it will make visible the lack of resources for the undocumented immigrant community and show the need for comprehensive immigration reform in order for all people to receive basic human services