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Copy of Mandatory Training

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Tony Amys

on 19 August 2013

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Transcript of Copy of Mandatory Training

Homeless Unaccompanied Youth—
Key Provisions

Bloodborne Pathogens
School District of Superior
Employee Required Training

Overview of the McKinney-Vento Homeless Assistance Act
Fire Extinguisher Training

Child Abuse Training
The Mandatory DPI Child Abuse Reporting Training can be viewed by going to the original email that this Prezi came with and clicking on the next link.

Next, Click on your handbook as per your employment category and read it.

After that, open and complete the SurveyMonkey link to verify you have completed all of the trainings
and that you have read the
Next Steps


Each employee of the School District of Superior is required to be aware of certain training and/or policies as a condition of employment. Training will be provided through electronic means. Employees must sign off on the training electronically through use of the survey at the end of this training. If you are not able to access a computer of your own, computers are available at each school site.

Please read, be aware of, and understand the required training. If you have questions, contact the Human Resource Department
( 715 394-8700) for assistance.

Homeless Information
Fire Extinguisher Use
Child Abuse Reporting, Handbooks, and SurveyMonkey
Bullying, Harassment, and Discrimination

Bloodborne Pathogens
Harassment and Discrimination

Be sensitive to others
“Caught you Caring” –Verbally give kudos to others who you notice
doing “good work” –praise goes a loooooong way!
Thank you for keeping a safe, respectful environment where ever you
work in the District
Be mindful of the environment you may be creating with your words and actions

Everyone Deserves Respect

The person offended defines the issue in the “eye of the beholder”
Dirty jokes, practical jokes, -”third-party may be offended
“One Bite” may be one too many!
If you wonder about it, ASK for help

Eye of the Beholder, Third-Party

If an issue outside of work causes problems in work, the District will try
to resolve matters at work. We need to know about it.
Be careful what you post on the internet, cell phones, etc. “Do you want your loved ones to read about you on the front page?”

It’s no joke, it’s serious, REPORT IT!


See policy and bulletin board for info
Duty to investigate on part of district
Duty to resolve issue on part of district
Duty to make sure resolution is effective
Employees are all required reporters for Student Abuse and Neglect,
see policy and DPI Podcast on HR web page
Climate check-how’s it going?

Complaint Procedure

Board Policy on District website (see site)
Complaint procedures listed on bulletin boards

Training for all staff upon hire
Harassment/Discrimination on HR Web page
Employee Duty to act appropriately
Designated Non-Discrimination Officer
Monica Tikkanen, Human Resource Director, Designated Officer
Designated Male or Female people at work sites
Supervisors, first line to receive reports, investigate and resolve

Everyone Deserves Respect

Staff Development
August 2013
School District of Superior
Audience: All Staff

Bullying, Harassment and Discrimination
In-service Training

School District

The risk of bloodborne pathogen exposure in the school setting is high. T/F
Never wear gloves when you anticipate touching blood, body fluids,
or contaminated surfaces. T/F
A student vomits in your classroom – should you:
Get some paper towels and wipe it up using gloves
Call a custodian for assistance
Obtain a spill kit to clean the area
All of the above

An HIV vaccine is the best protection against this
deadly virus. T/F
If blood or body fluids get on you, the sooner you wash them off, the less your chance of infection. T/F
If there is an accident on your bus, clean seats and other surfaces as soon as possible. T/F
If you are exposed to blood or body fluids, report this to your supervisor immediately. T/F
If you infected with Hepatitis B, you will recover within 6 months. T/F

Risk of exposure to BBP in the school setting is low!!

We all work in an educational setting ~~



If it’s Warm, Wet, and Not Yours, DON’T Touch it!

Virus that attacks the liver and presents with symptoms similar to Hepatitis B.
Many people are infected with Hepatitis C may not know or do not have any symptoms.
Leading cause of liver transplants.
There is NOT a vaccine available to prevent Hepatitis C.

Hepatitis C (HCV)

Contagious liver disease ranges in severity from mild illness to a serious, lifelong illness.
Can be acute or chronic.
No cure for HBV.
More easily transmitted than HCV and HIV.
Symptoms: fever, jaundice, fatigue, loss of appetite, abdominal pain.
May not know that they are infected or may not have symptoms; however they can still infect others.
HBV can be prevented by receiving Hepatitis B vaccine and taking appropriate safety precautions.

Hepatitis B (HBV)

In an educational setting, the school system is required to identify the personnel whose job duties expose them to blood and potentially infectious body fluids. Not every one in the educational setting is occupationally exposed to bloodborne pathogens while performing his or her job. However , it is important for everyone in an educational setting to understand the dangers of infection and the safety procedures to minimize risk.

Why do we need to do this each year?

Hand washing is your main protection against the spread of infection. T/F
You can be exposed to BBP at work if blood or other infectious material
contacts your broken skin or mucous membranes. T/F
A worker who is injured and bleeding should stop work immediately and have the wound cleaned and bandaged before returning to work. T/F


Do not Panic!!
Immediately wash skin area with soap and water.
If blood or other potentially infectious materials comes in contact with
your eyes, immediately flush them with large amounts of clean, running water.
Contact your school nurse or Director of Health Services Right Away!
Report to your Supervisor.

What to do if Exposed?

Hand washing is the #1 protection against infection.
Wash hands after coming in contact with blood, body fluids, excretions,
and secretions even if you were wearing gloves.
Scrub for at least 30 seconds, rinse well, dry with a paper towel.

Hand Washing

With both hands gloved, peel one glove off from top to bottom
and hold it in the gloved hand.
With the exposed hand, peel the second glove from the inside, tucking the first glvoe inside the second.
Dispose of the entire bundle promptly.
Never touch the outside of the glove with bare skin.
Every time you remove your gloves, wash your hands with soap and warm running water as soon as possible.

Glove Removal

Do not eat, drink, apply cosmetics or handle contact lenses in areas where
there is the possibility of exposure to BBP.
Never keep food and drink in places where blood and other possible infectious materials are present.
Clean all blood and bodily spills promptly.
Keep work surfaces clean.
Use a broom and dust pan to pick up broken glass instead of your hands.

Indirect transmission occurs when you touch a contaminated object
or surface and then transfer the infection to your mouth, eyes, nose or non-intact skin.
Contaminated surfaces are a major cause of the spread of hepatitis. HBV can survive on environmental surfaces, dried and at room temperature, for at least one week.

Transmission - Indirectly

Bloodborne viruses at work are transmitted mostly by:
A contaminated sharp punctures the skin
Contaminated blood or body fluid entering your body through broken skin
(i.e. cuts, nicks, abrasions) or the mucous membranes of the eyes, nose, or mouth.

Transmission at Work

Spreads most easily through contact with blood, semen, vaginal secretions
and other body fluids and tissue with visible blood.
Bloodborne viruses are most commonly transmitted by:
Sharing needles to inject drugs
Having unprotected sex with an infected person.
Transmitting the virus from mother to unborn child during pregnancy.


HIV attacks the person’s immune system and causes it to break down.
The infected person becomes seriously ill when the immune system loses
its ability to fight infection.
Some infected persons may go on to develop AIDS.
There is NOT a preventative vaccine for HIV.

Human Immunodeficiency Virus

Bloodborne Pathogens are microorganisms carried by human blood and other body fluids.
The 3 deadliest bloodborne diseases are:
HBV – Hepatitis B Virus
HCV – Hepatitis C Virus
HIV – Human Immunodeficiency Virus

The Facts of Bloodborne Diseases

School District of Superior
Bloodborne Pathogen Training and Annual Review

Bloodborne Pathogens
For School Employees

Personal Protective Equipment (PPE)
Protective Eye Wear

PPE must fit properly, especially gloves.
Must be free from physical flaws
Additional gloves and other PPE can be requested from
the school nurse or custodial staff.

How to Reduce Your Risk

Needles and other sharps must be discarded in rigid, leak-proof,
puncture resistance containers.
When emptying trash containers, do not use your hands to compress the trash in the bag.
Lift and carry the trash bag away from your body.

Safe Practices to Follow

National Center for Homeless Education (NCHE)
800-308-2145 http://serve.org/nche

National Law Center on Homelessness and Poverty (NLCHP)
202-638-2535 http://www.nlchp.org

National Association for the Education of
Homeless Children and Youth (NAEHCY)

202-364-7392 http://www.naehcy.org

Helpful Resources

A child or youth who is homeless and is attending any
school in the district is automatically eligible for Title I A services
LEAs must reserve (or set aside) Title I-A funds (or use local or state funds) as are necessary to provide services comparable to those provided to children in Title I A schools to serve homeless children who attend Non-Title I Schools, including providing educational support services to children in shelters and other locations where homeless children may live

Title I-A and McKinney-Vento

Every state must establish dispute resolution procedures
that include specific McKinney-Vento provisions
When a dispute over enrollment arises, the student must be admitted immediately to the school of choice while the dispute is being resolved (providing the student meets the entrance requirements for the school of choice and there is space in the grade level)
Liaisons must ensure unaccompanied youth are enrolled immediately while the dispute is being resolved

Resolution of Disputes—Key Provisions

Children and youth experiencing homelessness can stay in their
school of origin, enroll in any public school that students living in the same attendance area are eligible to attend or Open Enroll in any district that has space, according to their best interest
School of origin—school attended when permanently housed or in which last enrolled
Best interest—keep homeless students in their schools of origin, to the extent feasible, unless this is against the parents’ or guardians’ wishes

School Stability—Key Provisions

Students experiencing homelessness are entitled to
immediate enrollment (defined as attending and fully participating in school) even if they do not have:
School records,
Medical records including immunization records,
Proof of residency,
Guardianship papers,
Birth certificate, or other documents normally needed.

After enrollment, the homeless liaison will assist the parent, guardian or unaccompanied youth in obtaining necessary documents.

Immediate Enrollment

In addition to access to educational programs, homeless students
are eligible for additional services and supports, including:
School supplies
Fee waivers
Tutoring programs
Before/After school programs
Referral to community and social services
Transportation to/from the school of origin
Title IA services and supports

Other Services and Supports

Access to Services

FIXED: A fixed residence is one that is stationary, permanent, and not subject to change.

REGULAR: A regular residence is one which is used on a predictable or routine basis.

ADEQUATE: An adequate residence is one that is sufficient for meeting both the physical and psychological
needs typically met in home environments.

These definitions come from the National Center for Homeless Education in their publication:
Determining Eligibility for Rights and Services Under the McKinney-Vento Act.

Helpful Definitions

Enrollment requirements (residency, school records,
immunizations, legal guardianship)
High mobility resulting in lack of school stability and education continuity
Lack of access to programs
Lack of transportation
Lack of school supplies, clothing, etc.
Poor health, fatigue, hunger
Prejudice and misunderstanding

Barriers to Education for Children and Youth
in Homeless Situations

13,364 children were identified as homeless in Wisconsin public school districts
during the 2010-11 school year
15,572 children were identified as homeless in the 2011-12 school year
Superior reported 167 homeless students for the 2011-2012 school year and 202 for the 2012-2013 school year
It is important to note that these numbers only reflect students enrolled in public schools, therefore, the actual number of homeless children and youth in Wisconsin is presumably much higher

State and Local Statistics on Homelessness

Carolyn Parkinson, Wisconsin DPI EHCY Coordinator

WI DPI EHCY Program website

State Contact Information

Re-route school buses
Provide passes for public transportation
Reimburse parents or unaccompanied youth for gas
For a sample gas reimbursement agreement,
see http://dpi.wi.gov/homeless/forms.html
In cross district cases homeless liaisons collaborate to determine appropriate and cost effective arrangements
Use approved taxi or van services

Transportation Strategies

Districts must transport homeless students to and from
the school of origin, at a parent’s or guardian’s request (or at the liaison’s request for unaccompanied youth)
If the student’s temporary residence and the school of origin are in the same district, that district must arrange transportation
If the student is living outside the district of origin, the district where the student is living and the district of origin must determine how to divide the responsibility and cost, or they must share the responsibility and cost equally


It is a “rule of thumb” that it takes a child four to six months to recover academically after changing schools.
High mobility impedes students’ academic and social growth
Highly mobile students frequently fare poorly on standardized tests
Therefore, the default position is that remaining in the school of origin is in students’ best interests

Why is it so important for a child to stay in the school of origin?

Provide awareness activities for school staff (registrars, secretaries,
counselors, social workers, nurses, teachers, bus drivers, administrators, etc.)
Coordinate with community service agencies, such as shelters, meal programs, drop-in centers, public assistance and housing agencies, and public health departments
Provide outreach materials and posters where there is a frequent influx of low-income families and youth in high-risk situations, including motels and campgrounds
Educate school staff about “warning signs” that may indicate an enrolled child or youth may be experiencing homelessness

Identification Strategies

Access to Services (cont.)

USDA policy permits liaisons and shelter directors to obtain free school meals for students by providing a list of names of students experiencing homelessness with effective dates
The 2004 reauthorization of IDEA includes amendments that reinforce timely assessment, inclusion, and continuity of services for homeless children and youth who have disabilities

Every LEA must designate a liaison for students in homeless situations-Nicky Wilson for SDS
Ensure that children and youth in homeless situations are identified
Ensure that homeless students are IMMEDIATELY enrolled in and have full and equal opportunity to succeed in school
Link homeless students with educational services, including preschool and health services

Local Homeless Education Liaisons

Awaiting foster care placement
Living in a public or private place not designed for humans to live
Living in cars, parks, abandoned buildings, substandard housing,
bus or train stations, etc.
Migratory children living in the above circumstances
Unaccompanied youth living in the above circumstances

Eligibility— Who is Covered? (cont.)

Common homeless living situations include:

Sharing the housing of others due to loss of housing, economic hardship,
or similar reason (Doubling up)
Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations
Living in emergency or transitional shelters
Abandoned in hospitals

Eligibility— Who is Covered?

The term “homeless” children and youth means:

“Children who lack a fixed, regular, and adequate nighttime residence—”

So, what exactly is a fixed, regular, and adequate nighttime residence?

Homelessness Defined

National statistics:
The “doubled up” population increased by 13 percent from 6 million to 6.8 million between 2009 and 2010
and increased 50% between 2005 and 2010
567,334 persons in families were homeless in shelters or transitional housing between Oct. 2009 and Sept. 2010.
42% of homeless children living in shelters are under the age of six
Children are the fastest-growing segment of the homeless population
More than 85% of homeless families are headed by single mothers

2010 Data: National Alliance to End Homelessness

Statistics on family homelessness

Overview of the McKinney-Vento Homeless Assistance Act

Nicky Wilson
Family Services Coordinator
School District of Superior

Students can stay in their school of origin the entire time they are homeless, and until the end of any academic year in which they move into stable housing (Once stably housed districts are not obligated to provide transportation)
If a student becomes homeless in between academic years, he or she may continue in the school of origin for the following academic year
Note: A student transitioning from one grade level (e.g. elementary to middle) does not have a legal right to attend the feeder school based upon the use of the word “school” of origin, rather than “district” of origin.
If a student is sent to a school other than that requested by a parent or guardian, the district must provide a written explanation to the parent or guardian of its decision and the right to appeal

School of Origin—Key Provisions

Inform parents, guardians, or youth of educational and parent involvement opportunities
Post public notice of McKinney-Vento educational rights
Resolve disputes
Inform parents, guardians, or youth of transportation services,
including to the school of origin

Local Homeless Education Liaisons
Responsibilities (cont.)

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act; reauthorized by Title X, Part C of ESEA
Main themes of the McKinney-Vento Act
School access
School stability
Support for academic success
Child-centered, best interest decision making
Critical role of the local homeless education liaison

The McKinney-Vento Act

Definition: Youth who meet the definition of homeless and are not in the
physical custody of a parent or guardian i.e. youth living with relatives on an emergency basis, youth living from place to place, runaway, or throwaway youth (youth refers to students of any age)
Liaisons must help unaccompanied youth choose and enroll in a school, after considering the youth’s wishes, and inform the youth of his or her appeal rights
School personnel must be made aware of the specific needs of runaway and homeless youth

Students who experience homelessness must have access to educational
services for which they are eligible, including special education, programs for English learners, gifted and talented programs, vocational technology programs, and school nutrition programs
Undocumented children and youth have the same right to attend public school as U.S. citizens and are covered by the McKinney-Vento Act to the same extent as other children and youth (Plyler v. Doe)



Fire Extinguishers

Water (APW) Fire Extinguishers

Types of Fire Extinguishers

APW’s are designed for Class A fires only: Wood, paper, cloth.

Water (APW) Fire Extinguishers

Types of Fire Extinguishers


APW’s extinguish fire by taking away the “heat” element of the Fire Triangle.

Water (APW)
Carbon Dioxide (CO2)
Dry Chemical (ABC, BC, DC)

Types of Fire Extinguishers

Different types of fire extinguishers are designed to fight different classes of fire.

The 3 most common types are:

Fuel Classifications

Fires are classified according to the type
of fuel that is burning.
Using the wrong class fire extinguisher on a fire can make the fire worse.
There are 5 different fire (fuel) classifications…

Pull the pin

This will allow you to discharge the extinguisher.

How to Use a Fire Extinguisher

Carbon Dioxide Fire Extinguishers

Class A materials may also smolder and re-ignite.

Types of Fire Extinguishers

Types of Fire Extinguishers

Large silver fire extinguishers that stand about 2 feet tall and weigh about 25 pounds when full.

APW stands for “Air-Pressurized Water.”

Filled with ordinary tap water and pressurized air, they are essentially large squirt guns.

Water (APW) Fire Extinguishers

Near hazardous processes
Near open flame devices
Where combustible waste or materials are stored

Fire Starters

Be careful of what you put your waste container.

Fires Most Frequently Start:
Where chemicals are stored
In cooking areas - break rooms
As a result of smoking
Where electricity is abused

Fire Starters

Do NOT overload outlets.

Fuel Classifications

…this extinguisher should only be used on Class A fires.

Most fire extinguishers will have a pictograph
label telling you which types of fire the extinguisher is designed to fight.
For example, a simple water extinguisher might have a label like this…

The Fire Triangle

Take away any of these things and
the fire will be extinguished.

3 things must be present at the same time to produce fire:

Enough OXYGEN to sustain combustion
Enough HEAT to reach ignition temperature
Some FUEL or combustible material
Together, they produce the CHEMICAL REACTION that is fire

Fire Safety at its most basic:
Keep fuel sources and ignition sources separate.

The Fire Triangle

If the extinguisher malfunctions or something unexpected
happens, you need to be able to get out quickly.
Don’t get trapped.

The final rule - always position yourself with an exit or means
of escape at your back before you attempt to use an extinguisher to put out a fire.

Rules for Fighting Fires

. . . before deciding to fight the fire, keep these things in mind:

As you evacuate, close doors and windows behind you as you leave.
This will help to slow the spread of smoke and fire.

Is the fire spreading rapidly beyond it’s start?
The time for an extinguisher is at the beginning of the fire.
If the fire is already spreading quickly, it is best to simply evacuate the building.

Rules for Fighting Fires

Chances are you will have a pretty good idea of what’s burning,
but if you don’t, let the fire department handle it.

Know what is burning. If you don’t, you won’t know
what kind of extinguisher to use.
Even if you have an ABC fire extinguisher, there may
be something in the fire that is going to explode or
produce toxic fumes.

. . . before deciding to fight the fire,
keep these things in mind:

Rules for Fighting Fires

Sweep from side to side

Once the fire is out, keep an eye on the area in case it re-ignites.

Start using the extinguisher from a safe distance away,
then slowly move forward.

.. until the fire is completely out.

How to Use a Fire Extinguisher

Squeeze the top handle

This depresses a button that releases the pressurized extinguishing agent.

How to Use a Fire Extinguisher

Aim at the base of the fire

If you aim at the flames...

… the extinguishing agent will fly right through and do no good.

Hit the fuel.

How to Use a Fire Extinguisher



To remember how to use a fire extinguisher remember the acronym

How to Use a Fire Extinguisher

Dry Chemical (ABC) Fire Extinguishers

Dry chemical extinguishers come in a variety of types…

You may see them labeled:
DC (for “Dry Chemical”)
ABC (can be used on Class A, B, or C fires)
BC (designed for use on Class B and C fires)

Types of Fire Extinguishers

Carbon Dioxide Fire Extinguishers


Carbon dioxide is a non-flammable gas that takes away the oxygen element of the fire triangle. Without oxygen, there is no fire.

CO2 is very cold as it comes out of the extinguisher, so it cools the fuel as well.

Types of Fire Extinguishers

Carbon Dioxide Fire Extinguishers

Designed for Class B & C
(Flammable Liquids and Electrical Source)
fires only!

CO2s will most often be found in laboratories, mechanical rooms,
kitchens, and flammable liquid storage areas.

Types of Fire Extinguishers

Types of Fire Extinguishers

Use water on a flammable liquid fire - the fire will spread.
Use water on an electrical fire - risk electrocution.

If you have no choice, make sure the electrical equipment is un-plugged
or de-energized.

The pressure in a CO2 extinguisher is so great, bits of dry ice may shoot out of the horn!

CO2 cylinders are red. They range in size from 5 to 100 lbs or larger.
On larger sizes, the horn will be at the end of a long, flexible hose.

Carbon Dioxide Fire Extinguishers

Fuel Classifications

Class A: Wood, paper, cloth, trash, plastics—solids that are not metals.

Class B: Flammable liquids—gasoline, oil, grease, acetone. Includes flammable gases.

Class C: Electrical—energized electrical equipment. As long as it’s “plugged in.”

Class D: Metals—potassium, sodium, aluminum, magnesium. Requires Metal-X, foam, and other special extinguishing agents.

Class K: Cooking oils and grease—animal fats and vegetable fats.

You don’t have adequate or appropriate equipment: incorrect class
extinguisher or extinguisher to small.
You might inhale toxic smoke. When synthetic materials, such as the nylon in carpeting or foam padding in a sofa, burn they can produce hydrogen cyanide, acrolein, and ammonia in addition to carbon monoxide. These gases can be fatal in very small amounts.
Your instincts tell you not to. If you are uncomfortable with the situation for any reason, let the fire department do their job.

Do not fight the fire if:

Rules for Fighting Fires

Combustible Cooking (K) Fire Extinguishers

We will not cover Class D combustible metal extinguishers.
These are specialty extinguishers.

Intended for use on fires that involve vegetable oils, animal oils,
or fats in cooking appliances.

K = Kitchen. Where they are most commonly found.
They contain a wet chemical agent.

Types of Fire Extinguishers

Dry Chemical (ABC) Fire Extinguishers

You don’t want to mistakenly use a “BC” extinguisher on a Class A fire.

It is extremely important to identify which types of dry chemical extinguishers are located in your area!

An “ABC” extinguisher will have a label like this, indicating it may be used
on Class A, B and C fires.

Types of Fire Extinguishers


Dry chemical extinguishers put out fire by coating the fuel with a thin layer of dust.
This separates the fuel from the oxygen in the air.

The powder also interrupts the fire’s chemical reaction.
These extinguishers are very effective at putting out fire.

Dry Chemical (ABC) Fire Extinguishers

Types of Fire Extinguishers

A CO2 may be ineffective in extinguishing a Class A fire because it may not
be able to displace enough oxygen to successfully put the fire out.

ONLY after doing these 2 things - If the fire is small, you may attempt
to use an extinguisher to put it out. However . . . .

Assist any person in immediate danger to safety, if it can be accomplished
without risk to yourself.
Call 911 & activate the building fire alarm.
The fire alarm will notify the fire department and other building occupants.

Fires can be very dangerous.
Do not endanger yourself or others attempting to put out a fire.
When a fire is discovered…

Rules for Fighting Fires

Combustible Cooking (K) Fire Extinguishers

The spray nozzle is designed to gently spray the agent so
it doesn’t splatter the oil/grease.

The agent cools and forms a crust over oil and grease to
suppress the fire.

A “K” extinguisher will have a label like this.

Types of Fire Extinguishers

Thank you and have a wonderful year!
Full transcript