Setting Sail to Educate the Whole Child
The mission of the Triton Wellness Advisory Committee is to strengthen and maintain a culture of health, well-being and the ability to learn by providing information, activities, and services designed to support the whole person: physically, emotionally, intellectually and socially.
2017-18 MEETING DATES:
Tues. October 3, 2017
TMS Wellness Way, Room 323
Other Wellness Committee Dates:
Thur. Feb 15, 2018
Mon. Apr 23, 2018
TMS Wellness Way, Room 323
Triton Wellness Advisory Committee
The Triton Wellness Advisory Committee is a group of community members and staff from across the Triton Regional School District who are dedicated to promoting student wellness in all areas, including physical health, social-emotional health, and behavioral health. The Committee is grounded in the belief that when all aspects of students are nurtured, they will do better in school and life. This approach is known as “Whole Child Education” and it is proving to be a highly beneficial approach to education.
Committee members come together on a quarterly basis to ensure that all district wellness-related efforts and initiatives are working together, in unison, to educate the whole child. The goal is to keep the efforts of individual committees organized and in-sync to ensure the best possible outcomes for Triton students.
Members worked to develop a shared understanding for their work and to sign up for focused subcommittees that will be charged with the task of assessing current programs and systems in place to address the physical, social-emotional, and behavioral health of Triton students. Data yielded, will inform essential action steps to ensure that Triton schools are following best-practice in each of these areas.
Another critical element of the committee is to foster school-family-community partnerships with the goal of creating a comprehensive approach to the educating the whole child.
Triton Wellness Advisory Committee Organization
Triton Wellness Advisory Committee is made up of different subcommittees that represent the key areas of wellness to be targeted in Whole Child Education.
Substance Abuse Prevention
Health & Sexual Education
Social Emotional Health
Triton Wellness Advisory Committee wants to hear from you!!
Please contact Kimberly Croteau at email@example.com
with questions, ideas, and experiences that you want to share with the Committee.
Please see our Fall Newsletter:
Meet Some Of Our Committee Members!
Angela M. DeSilva Mousseau, Ph.D.
Dr. Angela M. DeSilva Mousseau earned her doctorate in counseling psychology from Boston College. As part of her training, she completed her pre-doctoral internship at Yale University School of Medicine and her post-doctoral fellowship at Brown University School of Medicine. Both of these training programs focused on children, adolescents, and young adults in hospital and school settings. Dr. Mousseau was also granted a research award from the National Institute of Health to study the impact of stress on adolescents and young adults. She continues to conduct and publish research in this area. Dr. Mousseau is a licensed psychologist who has clinical experience working in hospital, community, and school settings. She also has experience with individual, group, and family therapy as well as conducting psychological evaluations. Currently, Dr. Mousseau’s clinical work focuses on children, adolescents, and young adults in the context of parenting support, psychological assessment, school consultation/transition planning, and program development for individuals with special needs. She is a member of the American Psychological Association and Massachusetts Psychological Association and teaches psychology and research/statistics classes at the graduate and doctoral level.
“I’m excited to think about how Tier 1 instruction can support physical, social emotional and behavioral health.” ~Anna Bates
“I joined the Triton Wellness Advisory Board to help enact positive change for the district.” ~Sean O’Neil
“I’m excited that there will be discussion and hands-on (use in your classroom) activities to help the “whole child.” ~Carol Jakobsons
“I’m excited to see the district make positive changes for students that need support with this.”~Andrea Bradley, Teacher
“Excited about the “coming together” of the different components. ~Nancy Tsakirgis, Social Worker
“Health and wellness in our district is very important.”~Lucinda Ward, Director of Food & Nutrition Services
“To put supports in place across the district with a clear definition and focus.” ~Beth Yando, NES Principal
Check Your Facts About Wellness and Learning
- Higher rates of absenteeism have been reported for students who are overweight or have poor health status, diet, or lack of sleep. This can be reversed by increasing access to services and increasing physical activity.
- Students engaged in school-based social and emotional learning attain higher grades and scored 11 percentile points higher on academic achievement tests than peers who did not engage in such learning.
- Victims of violence at school often experience loneliness, depression, and adjustment difficulties, and they are more prone to truancy, poor academic performance, dropping out of school, and violent behaviors.
- As students age, their level of school engagement tends to decrease—from a peak in elementary school through a significant dip in middle and early high school to a slight increase in later high school.
- Learning environments that focus on caring student-teacher relationships, students’ social and emotional needs, and high expectations result in students who perform better academically; are more likely to attend school; and have significantly lower rates of emotional distress, violence, delinquency, substance abuse, and sexual activity.
School Wellness Policy
Guidelines on Physical Activity and Nutrition
June 13, 2012
The Triton Regional School District (TRSD) is committed to promoting health and wellness for the students and staff within the school community. TRSD supports guidelines for nutrition education, physical activity, food and beverages sold and served within our schools, and the establishment of a District Wellness Advisory Committee (WAC).
Section 204 of PL 108-265, the Child Nutrition and WIC Reauthorization Act of 2004, states: “Not later than the first day of the school year beginning after June 30, 2006, each local educational agency participating in a program authorized by the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) or the Child Nutrition Act of 1966 (U.S.C. 1771 et seq.) shall establish a local school wellness policy for schools under the local educational agency…”
The Triton Regional School District recognizes the important relationship of physical, social, emotional and mental wellness to academic success and learning. Further to the WIC Reauthorization in 2004 a great deal of attention has been paid to nutrition, health, and wellness. On December 13, 2010 the Healthy Hunger-Free Kids Act was signed into law by President Obama. Since then, the Commonwealth has further interpreted the requirements of this Act in regulations. The requirements of these regulations contained in 105 CMR 225 are reflected in this Wellness Policy.
This policy has been developed in association with a team of individuals on the WAC in consultation with employee and administration input.
This policy also applies to all students, staff, and events sponsored by the Triton Regional School District. The intention of the Wellness Program promulgated by this policy is designed to make suggestions that address both physical and emotional well-being.
The Triton Regional School District highly values the health and well-being of every student and staff member. While this policy in no way provides or suggests punitive measures, as the role models, staff members are encouraged to live a healthy lifestyle, and the TRSD will plan and implement activities and policies that support personal efforts by staff to maintain their own well-being.
Nutrition Education and Physical Activity
The health education curriculum will be improved using a phased in approach over three (3) years, beginning in 2012/13 and include nutrition education, general health and wellness, and human sexuality, following the Massachusetts Department of Elementary and Secondary Education (DESE) Curriculum Frameworks at all levels consistent with our district’s intentions of offering elementary, middle, and high school health education.
- The TRSD will strive to have time allotted for physical activity within the school day to be consistent with research and national and state standards
- Physical Education requirements will meet or exceed the minimum Massachusetts DESE requirements at all levels.
- All PE instruction will be provided by teachers licensed as physical education educators.
- The TRSD is committed to providing daily recess at the elementary school level, recognizing the importance of recess to this age group.
- The TRSD will proactively encourage lifetime physical activity and wellness through education.
- The TRSD will collaborate with local groups and agencies to provide parent education around healthy choices, good nutrition, a balanced and healthy use of screen time, and the benefit of increased physical activity for children.
- All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity verbally and through the provision of space and equipment. Individuals supervising recess will be provided with specific training geared towards engaging large groups of students in physical activities.
- Schools will provide students with adequate time to eat lunch, appropriate to each age group. Lunches will be scheduled at times consistent with our students’ need for nutrition, fluids, and socialization opportunities within the school day. It is recommended that whenever possible, students at the elementary level be scheduled to go to recess prior to their lunch period.
- Schools should discourage extended periods (i.e., periods of two or more hours) of inactivity. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools should give students periodic breaks during which they are encouraged to stand and be moderately active.
- All elementary, middle, and high schools will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. The high school, and middle school as appropriate, will offer interscholastic sports programs. Schools will strive to offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs.
- After-school child care and enrichment programs will provide and encourage – verbally and through the provision of space, equipment, and activities – daily periods of moderate to vigorous physical activity for all participants.
- Teachers and other school and community personnel should not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as a consequence, unless doing so is connected to the negative actions and is a logical consequence.
- For students to receive the nationally-recommended amount of daily physical activity (i.e., at least 60 minutes per day) and for students to fully embrace regular physical activity as a personal behavior, students need opportunities for physical activity beyond physical education class. Toward that end:
- classroom health education will strive to complement physical education by reinforcing the knowledge and self-management skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;
- effort will be made to provide opportunities for physical activity to be incorporated into other subject lessons; and
- classroom teachers should provide short physical activity breaks between lessons or classes, as appropriate and feasible to do so.
Guidelines for Foods and Beverages Served
- At the elementary level all parties and celebrations should include only healthy foods and snacks.
- At the secondary level, particularly at the middle school, food free parties and celebrations should be strongly encouraged and promoted.
- Food as a reward in all classrooms is strongly discouraged.
- The use of food within the curriculum or for special school events must be approved by the building Principal and school nurse, and only when it has been determined that other instructional tools and accommodations cannot be substituted.
- School-based marketing will be consistent with nutrition education and health promotion. As such, schools will limit food and beverage marketing to the promotion of foods and beverages that meet the nutrition standards for meals or for foods and beverages sold individually (below).
- School-based marketing of brands promoting predominantly low-nutrition foods and beverages is prohibited. The promotion of healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products is encouraged.
Guidelines for Foods and Beverages Sold
- All foods and beverages sold individually, à la carte or in vending machines, will serve to enhance a student’s school lunch with the focus on healthier food and beverage choices. These choices will follow the guidelines to be developed by the WAC and MA Regulations.
- Meals served through the National School Lunch and Breakfast Programs should be generally appealing and attractive to children, served in clean and pleasant settings, meet or exceed nutrition requirements established by local, state, and federal statutes and regulations, and offer a variety of fruits and vegetables, fresh and local when in season. Portion control and nutritious food choices will be considered in the pricing of our school lunch.
- Schools will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price school meals. Toward this end, schools will utilize electronic Point of Sale systems to anonymously track meal offerings.
- Breakfast programs at all schools will be supported and encouraged.
- There shall be no discrimination in any manner within the National School Lunch and Breakfast Program of meals sold and served to students. Student vending machines will be available only at the high school level with food choices in line with established requirements of Massachusetts and Federal guidelines.
- No soft drinks (soda/pop) will be available for sale to students or staff at any school.
- Schools will promote the use of non-food items for fundraising activities and will make available to the school community a list of alternative ideas for fundraising activities.
Foods and Beverages Sold Individually (i.e., foods sold outside of reimbursable school meals, such as through vending machines, cafeteria a la carte [snack] lines, fundraisers, school stores, etc.)
Elementary Schools: The school food service program will approve and provide all food and beverage sales to students in elementary schools. Given young children’s limited nutrition skills, food in elementary schools should be sold as balanced meals. If available, foods and beverages sold individually should be limited to low-fat and non-fat milk, fruits, and non-fried vegetables.
Middle and High Schools: In middle and high schools, all foods and beverages sold individually outside the reimbursable school meal programs (including those sold through a la carte [snack] lines, vending machines, student stores, or fundraising activities) during the school day, or through programs for students after the school day, will meet the following nutrition and portion size standards:
*Competitive foods and beverages sold through vending machines shall comply with these standards at all times and cannot be available during meal services except for water.
- Allowed: water or seltzer water without added caloric or artificial sweeteners; 100 % fruit and vegetable juices and that do not contain additional caloric sweeteners and max 4 oz. portion size; unflavored low-fat or unflavored or flavored fat-free fluid milks and nutritionally-equivalent nondairy beverages (to be defined by USDA)
- Not allowed: soft drinks containing caloric or artificial sweeteners; sports drinks; iced teas; fruit-based drinks that contain less than 100% real fruit juice or that contain additional caloric sweeteners or larger than 4 oz.; beverages containing caffeine (including coffee), excluding low-fat or fat-free chocolate milk (which contain trivial amounts of caffeine). *August 2013 flavored milk will not be allowed to be sold as a la carte
For food items sold individually, the items must:
- contain only one serving per package;
- have no more than 200 calories per serving; except a la carte entrées which shall not exceed calories of comparable NSLP entrée items;
- have no more than 35% of its calories from fat (excluding 1 oz. nuts, seeds, peanut butter, nut butters or reduced-fat cheese), 10% of its calories from saturated and trans fats;
- have no more than 35% of its total calories from sugar; (exceptions: 100% fruit w/no added sugar; and non-fat or low-fat yogurt, including drinkable yogurt, w/no more than 30 gm. total sugar per 8 oz. package;
- contain no more than 200 mg of sodium per serving; except a la carte entrées which shall contain no more than 480 mg of sodium per serving;
For all food items:
- All bread and other grain-based products must be whole grain (i.e. whole grain must be the first ingredient listed in the ingredient statement).
- Fresh fruit and vegetables will be offered for sale at any location on the school site where foods are sold. Exception: non-refrigerated vending machines or refrigerated vending machines that only sell beverages.
- All foods must be prepared without the use of fryolaters.
- Portion sizes of foods and beverages sold individually must be limited to those listed below:
- One ounce for nuts, seeds, nut butters, or reduced-fat cheese;
- Four ounces for 100% fruit or vegetable juice with no added sugar (no calorie limit)
- Eight ounces for non-frozen yogurt;
- Eight ounces for unflavored low-fat or flavored or unflavored fat-free milk. Fruits and non-fried vegetables are exempt from portion-size limits.
- By August 1, 2013 nutrition information must be available for all non-packaged competitive foods and beverages.
Outside supporting groups, such as PTA’s, Triton Education Foundation, TMPO, and Athletic Booster groups, who are holding events outside the school day, are encouraged, but are under no mandate, to use the nutritional guidelines within this policy. Any events which may occur during normal school hours, including one half hour before and one half hour after the normal school day, must abide by the above guidelines.
Health and Nursing Services
Our health and nursing services provides care to students which may involve treatment of health problems within the scope of nursing practice, communication with parents for treatment, and referral to other providers. In addition, nurses will be involved in student matters relating to student health and wellness, both physical and emotional when appropriate. School nurses are responsible for medication administration and the performance of health care procedures that are within the scope of nursing practice and are ordered by an appropriately licensed health care provider.
In order to address potential health problems that are barriers to learning or symptoms of underlying medical conditions, school nurses engage in screening activities. Screening activities may include vision, hearing, postural, body mass index, or other screenings, determination of which is based on several factors, including legal obligations and the validity of the screening test. School nurses will be supported with professional development for recognizing, screening, treating, and referring students with obesity, eating disorders, and type 2 diabetes.
School nurses promote health education by providing health information directly to individual students, groups of students, or classes or by providing guidance about the health education curriculum, encouraging comprehensive, sequential, and age appropriate information. As the health care experts within the school system, the school nurses take leadership roles in the development and evaluation of school health policies, participating in collaborative initiatives with the community, such as the Wellness Advisory Council.
General Health & Safety
Administration, Faculty, and Staff will address and encourage positive choices, including discussions on sexuality, as well as refraining from the use of tobacco, alcohol, and drugs, at an appropriate level across all grades, Pre-K through 12. This will include both informal interactions with students as well as formal preventative programs and presentations sponsored and conducted by local entities and agencies.
The Middle and High School will address smoking in school more aggressively, making every effort and taking steps to ensure that students are not smoking on campus.
All schools will convene a Safety Committee, which includes the Principal along with other key school staff and administration, as well as representatives from local town safety and emergency response services.
School Counseling, Psychological and Social Services
A comprehensive Pre-K through 12th grade-appropriate social-emotional curriculum designed to encourage and provide a safe, nurturing learning environment to prevent social violence and substance abuse will be in place.
A state-approved Bullying Prevention Program & Policy is consistently practiced throughout the district.
All TRSD guidance counselors, social workers, and school psychologists provide social services to students who struggle in school socially, emotionally and behaviorally.
The TRSD strives for all students to experience success in their academic, social and emotional challenges as well as build self-esteem and competency, with the goal of becoming responsible members of the school community.
The TRSD works with local support and social services agencies to coordinate appropriate services for students and families in need.
Principals, in collaboration with the Food and Nutritional Services Director and Assistant Superintendent, will have oversight of the school lunch program within their buildings.
Wellness Advisory Committee (WAC)
The Superintendent will establish a Wellness Advisory Committee that will foster physical activity, overall wellness, and good nutrition in our schools.
This advisory board will consist of at least fifteen (15) members: three parents appointed by the Superintendent, one building principal, one faculty/staff member from each school, the Food and Nutritional Services Director, the District Lead Nurse, the Assistant Superintendent, one member of the School Committee, and two student representatives from the high school. Faculty & Staff appointments will provide a balance of PE Teachers, Cafeteria Managers, Nurses, and Counselors. A committee larger than fifteen (15) is permissible.
The Advisory Board’s role and responsibilities will include but not be limited to:
- Recommend procedures to the Superintendent and Principals to implement this policy.
- Review the policy and the implementation procedures annually.
- Monitor and evaluate the progress the TRSD is making toward compliance with the goals of the policy.
- Measure the outcomes of the changes implemented by various tools such as student satisfaction surveys, parent satisfaction surveys, and school health statistical data collected in compliance with the Department of Public Health (DPH), and other data collection and monitoring mechanisms.
- Provide an annual report to the Superintendent of Schools regarding the policy and its implementation, including recommendations and measures to take to improve student wellness.
- Advise the Food and Nutritional Services Director on meeting the goal of offering healthy, attractive, and student-acceptable breakfast, lunch, and à la carte food items that meet or exceed federal and state guidelines.
- Support school based wellness initiatives as they develop
- Act as a liaison to municipal agencies that are collaborating with the TRSD on wellness programs.
- Promote parent and staff education around the Wellness Policy.
5. Professional Development
The Superintendent will ensure that staff and faculty are provided with sufficient training to ensure that the requirements of this policy are implemented. This will vary, with training and professional development being tailored to individual job requirements and expectations.
The WAC will provide guidance and feedback to the Superintendent in relation to the requirements for such trainings and professional growth opportunities.
The WAC will provide a report to the Superintendent by the end of the 2012/2013 school year describing the implementation of this Wellness Policy. The report will include, but is not limited to information about staff assigned nutrition and wellness responsibilities, available statistics about the health and wellness status of students, successes and challenges implementing the wellness policy provisions, goals and specific actions for improving nutrition and wellness, achievement of the goals and actions, and any recommendations for future revisions to the Wellness Policy itself.
7. Policy Review
In accordance with WIC Reauthorization Act of 2004, this policy shall be reviewed annually by the WAC and revisions brought forward to the Policy Subcommittee of the Triton Regional School Committee.
Adopted by the Triton Regional School Committee: Wednesday, June 13, 2012
1. Massachusetts Public Health Association www.mphaweb.org “Community Action to Change School Food Policy: An Organizing Kit” http://www.mphaweb.org/documents/CommunityActiontoChangeSchoolFoodPolicy.pdf
2. National Alliance for Nutrition and Activity (NANA) http://www.schoolwellnesspolicies.org/ . “Model Local School Wellness Policies on Physical Activity and Nutrition”
3. Action for Healthy Kids www.ActionForHealthyKids.org
4. Massachusetts Department of Education www.doe.mass.edu/
5. Massachusetts Department of Public Health www.mass.gov/dph
6. MDPH Nutrition Standards for Competitive Foods and Beverages in Public Schools;http://www.lawlib.state.ma.us/source/mass/cmr/cmrtext/105CMR225.pdf
Nurses in all 5 schools routinely share information that is pertinent to their school. If there is specific information you are looking for, please contact your school nurse directly.
|School Name||Physician Name||Email Address|
|District Lead Nurse||Mary Goldsmithfirstname.lastname@example.org|
|Newbury Elementary Nurse||Tara O’Keefeemail@example.com|
|Pine Grove Nurse||Deborah Blanchettefirstname.lastname@example.org|
|Salisbury Elementary Nurse||Theresa Arsenaultemail@example.com|
|Triton Middle Nurse||Claudia Smallfirstname.lastname@example.org|
|Triton High Nurse||Mary Goldsmithemail@example.com|
Seasonal Flu (Influenza)
Below you will find some general information regarding the flu (influenza) that we hope you will find helpful. If your child is going to be absent from school, please notify the school and state the reason for the student’s absence. Should your child have a febrile illness, do not send him/her back to school until he/she has been fever free (temperature less than 100 degrees) for twenty-four hours without medication. If your child has been vomiting or has had diarrhea, please keep him/her home until there has been no vomiting or diarrhea for twenty-four hours.
What is the flu?
Influenza, known as flu, is a very contagious disease of the respiratory (breathing) system that infects the nose, throat, and lungs. It can cause mild to severe illness, and at times can lead to death. The best way to prevent the flu is by getting a flu vaccine each year. For most people, the flu makes them feel very sick, but they generally get better in about a week. However, young children, people older than 65 years of age, pregnant women and people with chronic medical conditions can have serious complications from the flu. These complications can include pneumonia and worsening of medical conditions like heart disease, diabetes, or asthma.
How is the flu spread?
The flu is caused by a virus that is easily passed from one person to another by coughing and sneezing. Most experts believe that flu viruses spread mainly by droplets made when people with flu cough, sneeze or talk. These droplets can land in the mouths or noses of people who are nearby. Influenza viruses may also be spread when a person touches respiratory (mouth/nose) droplets on another person or object and then touches their own mouth or nose (or someone else’s mouth or nose) before washing their hands.
How long is the flu contagious?
You may be able to pass on the flu to someone else before you know you are sick, as well as while you are sick. Most healthy adults may be able to infect others beginning 1 day before symptoms develop and up to 5 to 7 days after becoming sick. Some people, especially young children and people with weakened immune systems, might be able to infect others for an even longer time.
What are symptoms of the flu?
- Fever (101° – 104°), lasting 3 – 5 days
- Headache, severe muscle and joint aches
- Sore throat
- Tiredness, can be extreme and last 2 weeks or more
- Dry cough
- Runny or stuffy nose
Caring for someone at home with the flu:
- Check with their health care provider about any special care they might need if they are pregnant or have a health condition such as diabetes, heart disease, asthma, or emphysema
- Check with their health care provider about whether they should take antiviral medications
- Get plenty of rest
- Drink clear fluids (such as water, broth, sports drinks, electrolyte beverages for infants) to keep from being dehydrated
- Cover coughs and sneezes. Clean hands with soap and water or an alcohol-based hand rub often and especially after using tissues and after coughing or sneezing into hands.
- Avoid close contact with others – do not go to work, school, social functions, sporting events, or other public areas while ill.
- Stay home until fever-free for 24 hours without medication
- Be watchful for emergency warning signs (see below) that might indicate you need to seek medical attention
Check with your healthcare provider or pharmacist for correct, safe use of medications:
- Check ingredient labels on over-the-counter cold and flu medications to see if they contain aspirin.
- Warning! Do not give aspirin (acetylsalicylic acid) to children or teenagers who have the flu or a fever; this can cause a rare but serious illness called Reye’s syndrome.
- Children younger than 4 years of age should not be given over-the-counter cold medications without first speaking with a healthcare provider.
- Over-the-counter cold and flu medications used according to the package instructions may help lessen some symptoms such as cough and congestion. Importantly, a person can still be infectious even if the medication decreases the symptoms.
- Check the ingredients on the package label to see if the medication already contains acetaminophen or ibuprofen before taking additional doses of these medications—don’t double dose!
The treatment of influenza focuses on alleviating the symptoms. Antiviral medications can sometimes help lessen influenza symptoms but require a prescription. Most people do not need these antiviral drugs to fully recover from the flu. However, persons at higher risk for severe flu complications, or those with severe flu illness who require hospitalization, might benefit from antiviral medications. Antiviral medications are available for persons 1 year of age and older. Ask your healthcare provider whether you need antiviral medication.
Influenza is a virus and does not respond to antibiotics. Influenza infections can lead to or occur with bacterial infections. Therefore, some people will also need to take antibiotics. More severe or prolonged illness or illness that seems to get better, but then gets worse again may be an indication that a person has a bacterial infection. Check with your healthcare provider if you have concerns.
Seek emergency medical care if someone with the flu:
- Has difficulty breathing or chest pain
- Has purple or blue discoloration of the lips
- Is vomiting and unable to keep liquids down
- Has signs of dehydration such as dizziness when standing, absence of urination, or in infants, a lack of tears when they cry
- Has seizures
- Has a stiff neck, severe headache, or unexplained rash, or has repeated vomiting or diarrhea
Call a health care provider for the following:
- Fever lasts more than 3 – 5 days
- Fever or cough goes away for 24 hours or more, and then returns
- Colored mucous with the cough
- Early signs of dehydration: unable to drink enough fluids (urine is dark or has not urinated for 12 or more hours), cracked lips
- Still “acts sick” once the fever is gone
- Severe sore throat, severe earache
15 steps to lessen the spread of flu in the home:
- When providing care to a household member who is sick with influenza, the most important ways to protect yourself and others who are not sick are:
- Keep the sick person away from other people as much as possible.
- Remind the sick person to cover their coughs, and clean their hands with soap and water or an alcohol-based hand rub often, especially after coughing and/or sneezing.
- Have everyone in the household clean their hands often, using soap and water or an alcohol-based hand rub
- Keep the sick person in a room separate from the common areas of the house. (For example, a spare bedroom with its own bathroom, if that’s possible.) Keep the sickroom door closed.
- If persons with the flu need to leave the home (i.e. medical care), they should cover their nose and mouth when coughing or sneezing.
- If possible, sick persons should use a separate bathroom. This bathroom should be cleaned daily with household disinfectant.
- The sick person should not have visitors other than caregivers. A phone call is safer than a visit.
- If possible, have only one adult in the home take care of the sick person.
- Avoid having pregnant women care for the sick person, as they can be more susceptible to illness.
- All persons in the household should clean their hands with soap and water or an alcohol-based hand rub frequently, including after every contact with the sick person or the person’s room or bathroom.
- Use paper towels for drying hands after hand washing or dedicate cloth towels to each person in the household. For example, have different colored towels for each person.
- Remember that shared toothpaste can spread germs.
- If possible, consideration should be given to maintaining good ventilation in shared household areas (e.g., keeping windows open in bathrooms, kitchen, bathroom, etc.).
- Antivirals can be used to prevent the flu, so check with your healthcare provider to see if some persons in the home should use antiviral medications.
- Important: Please teach your child to cover a cough/sneeze by coughing/sneezing into his/her arm, not into the hand.
For more information:
WHAT IS A CONCUSSION?
A concussion is defined as a transient alteration in brain function without structural damage, but with other potentially serious long-term ramifications. In the event of a concussion, the brain sustains damage at a microscopic level in which cells and cell membranes are torn and stretched. The damage to these cells also disrupts the brain at a chemical level, as well as causing restricted blood flow to the damaged areas of the brain, thereby disrupting brain function. A concussion, therefore, is a disruption in how the brain works; it is not a structural injury. A CT Scan or MRI cannot diagnose a concussion, but they can help rule out a more serious brain injury
Mechanism of Injury:
A concussion is caused by a bump, blow, or jolt to the head or body and can be caused by either direct or indirect trauma. Any force that causes the brain to bounce around or twist within the skull can cause a concussion. The two direct mechanisms of injury are coup-type and contrecoup-type. Coup-type injury occurs when the head is stationary and is struck by a moving object such as a ball, another athlete’s helmet, or a sport implement, causing brain injury at the location of the impact. Contrecoup-type injury occurs when the head is moving and makes contact with an immovable or slowly moving object as a result of deceleration, causing brain injury away from the sight of impact. Indirect forces are transmitted through the spine and jaw or blows to the thorax that whip the head while the neck muscles are relaxed. Understanding the way in which an injury occurred is vital in understanding and having a watchful eye for athletes who may exhibit symptoms of a concussion, so that the student can receive the appropriate care.
Signs and Symptoms:
Signs (what you see):
• Forgets play
• Unsure about game, score, opponent
• Altered coordination
• Balance problems
• Personality change
• Slow response to questions
• Forgets events prior to injury (retrograde)
• Forgets events after injury (anterograde)
• Repeats questions
• Loss of consciousness (any duration)
• Vacant stare/glassy eyed
Symptoms (reported by student/athlete):
• Nausea or vomiting
• Double/blurred vision/sees stars
• Sensitivity to light
• Sensitivity to noise
• Feels sluggish/foggy
• Problems concentrating/remembering
• Trouble sleeping/excess sleep
• Inappropriate emotions
If any of the above signs or symptoms are observed after a suspected blow to the head, jaw, spine, or body, they may be indicative of a concussion. The student athlete must be removed from play immediately and not allowed to return until cleared by an appropriate medical professional.
For a complete version of the TRHS Concussion Protocol, please see the links above/right.
Other helpful links for students, teachers and parents:
For more information on our IMPACT Program go to: http://www.impacttest.com/
The safety and security of all students and staff in the district is one of our most important priorities. Families trust schools to keep children safe during each and every school day as well as during all school sponsored events. Communities expect schools to be safe havens for children to learn and school employees to work. School buildings are key centers in each community: on any given school day in our country, over twenty percent of the United States population is attending a public or private school as a student or an employee. Children of all ages rely on and look to adults for protection from harm. Teachers and school staff must know what to do during an emergency to protect children so they can be safety returned to their families.
Each school in the district has a School Safety Committee that been working diligently for over 10 years to make our school as safe and secure as possible. The committees are chaired by the building principal, but also include key contacts from the district and community including our Director of Facilities and Police and Fire Officials. Keeping your child and your school safe and secure is a total team effort with active, ongoing participation from each and every member of our School Safety Committees. Our goal is to ensure each and every child in the district can learn in a school environment that is safe and secure.
What are some examples of school emergencies?
Emergencies are unexpected, unpredictable and can take many forms. Emergencies can vary in severity and whether they directly or indirectly impact students and their schools. Emergencies can happen before, during or after school and either on or off campus. There are many examples of emergencies which are a serious concern for a school. Here are some examples of community emergencies which can have a major impact on our school:
Natural disasters, such as earthquakes, fires, floods and severe thunderstorms can strike a community with little or no advanced warning. Other emergencies, such as a chemical or hazardous material release in an adjoining community, may pose a threat to our school and may continue to escalate over the course of several hours or days. Medical emergencies involving students or school staff can have a tremendous impact on the entire school community. Catastrophic events including acts of terror or war, bomb threats and school shootings are extremely traumatic events for all children. The impact of media reporting for these catastrophic events on children’s understanding is profound. As communities across our country work to increase safety and security, we need to remember the needs of children to feel safe, secure and protected by their families, school staff and other adults in their lives.
What has the district done to increase safety and security for students, employees and school visitors?
While not public documents, Triton has extensive planning documents and emergency response plans that address a range of events and hazards created by nature and/or people. Meeting regularly and working with members of the town police, fire, and emergency management agencies, we have developed emergency response plans to help us determine in advance how to manage emergencies. These plans are built on the format of the Incident Command System (ICS), a nationally recognized organizational structure utilized by law enforcement, fire and emergency response personnel. The ICS has been adopted by our School Safety Committees as a team approach for how we will work with our emergency personnel to effectively respond to and manage a school emergency.
These committees meet regularly to continually refine how a core team of school staff will work with police, fire and emergency management personnel to manage and respond to a variety of school emergencies, and organize practice drills. As a result, we have implemented many safety and security procedures at our schools:
- Members of our School Safety Committees have participated in comprehensive school emergency management training programs led by national school safety experts from the U.S. Secret Service, Bureau of Alcohol, Tobacco and Firearms and other nationally recognized consultants,
- We have developed and trained all of our school staff on a “Safety Procedures for School Employees” (a printed reference packet of materials for what school staff should do during an emergency),
- Our School Safety Committees have practiced tabletop exercises and implemented “mock drills” involving staff and students based on realistic scenarios,
- Our district has expanded the communication network capabilities throughout our school campuses and within our regional school district to increase inter-operability to rapidly respond to a school emergency.
- Access Control – All after school and evening use of our school building is coordinated through a building use process. Unless there is a specific prescheduled program, our school building is locked during evening and weekend hours to prevent any unauthorized access.
- Building Access – Our Main Entrances are monitored during school hours. All other outside perimeter doors are kept locked during school hours to prevent unauthorized entry into our school building. Outside perimeter doors are regularly checked throughout the school day and after hours to make sure they are not left open.
- Identification Badges – All Triton Staff have employee identification badges. In addition, school volunteers, substitute teachers and contract service providers are issued visitor badges. All visitors are directed to the main entrance where they sign in and receive their badge. School staff have been instructed to report anyone in the school building who does not follow these procedures.
- Staff Training – All staff have participated in School Safety Procedures training. All newly hired school employees are required to participate in this training. Additional training on safety procedures has been provided to members of the School Safety Committee, all teaching staff, custodial staff and cafeteria staff.