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Winslow Township Board of Education
40 Cooper Folly Road, Atco, New Jersey 08004
The Road Back 2020-2021 School Reopening Plan
H. Major Poteat, Ed.D., Superintendent
Preparing Our Students for Tomorrow…..Today!
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Table of Contents WINSLOW TOWNSHIP SCHOOL DISTRICT MISSION STATEMENT .............................................................................................................................................. 4 2020-2021 DISTRICT GOALS ..................................................................................................................................... 4 BOARD OF EDUCATION ........................................................................................................................................... 5 ADMINISTRATION ..................................................................................................................................................... 5 SCHOOL RESTART COMMITTEES .......................................................................................................................... 6-7 PANDEMIC COMMITTEES ........................................................................................................................................ 8-9 THE REOPENING PLAN: CONDITIONS FOR LEARNING SUMMARY .............................................................. 10
CONDITIONS FOR LEARNING CRITICAL AREA OF OPERATION #1: GENERAL HEALTH & SAFETY GUIDELINES ............................... 11-12 CRITICAL AREA OF OPERATION #2: CLASSROOMS, TESTING, AND THERAPY ROOMS ..................... 12-14 CRITICAL AREA OF OPERATION #3: TRANSPORTATION..................................................................................14 CRITICAL AREA OF OPERATION #4: STUDENT FLOW, ENTRY, EXIT, AND COMMON AREAS .......... 15-16 CRITICAL AREA OF OPERATION #5: CONTACT TRACING .......................................................................... 16-17 CRITICAL AREA OF OPERATION #6: FACILITIES CLEANING PRACTICES .............................................. 17-18 CRITICAL AREA OF OPERATION #7: MEALS/FOOD SERVICE ..........................................................................18 CRITICAL AREA OF OPERATION #8: RECESS/PHYSICAL EDUCATION ..........................................................19 CRITICAL AREA OF OPERATION #9: FIELD TRIPS, EXTRA-CURRICULAR ACTIVITIES, USE OF
FACILITIES BY OUTSIDE GROUPS ..........................................................................................................................19 SOCIAL EMOTIONAL LEARNING (SEL) AND SCHOOL CULTURE AND CLIMATE................................. 20-21 MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) ..................................................................................................22 WRAPAROUND SUPPORTS ................................................................................................................................. 22-23 FOOD SERVICE AND DISTRIBUTION .....................................................................................................................23 QUALITY CHILD CARE ..............................................................................................................................................23
LEADERSHIP AND PLANNING REQUIREMENTS TO RE-OPEN .................................................................................................................................24 SCHOOL-LEVEL PANDEMIC RESPONSE TEAMS .................................................................................................25 SCHEDULING ......................................................................................................................................................... 25-27 STAFFING ............................................................................................................................................................... 28-29 EDUCATOR RULES RELATED TO SCHOOL TECHNOLOGY NEEDS ................................................................30
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POLICY AND FUNDING SCHOOL FUNDING......................................................................................................................................................31
CONTINUITY OF LEARNING STUDENT GROWTH, SPECIAL POPULATIONS .....................................................................................................32 DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES ....................................................................32 TECHNOLOGY, CONNECTIVITY, PARTICIPATION, AND PLATFORMS .................................................... 32-33 CURRICULUM, INSTRUCTION, AND ASSESSMENT ...................................................................................... 33-35
APPENDIX CLASSROOM, TESTING, AND THERAPY ROOMS ................................................................................ Appendix A TRANSPORTATION PROTOCOLS/PROCEDURES ................................................................................. Appendix B STUDENT FLOW, ENTRY, EXIT, AND COMMON AREAS ................................................................... Appendix C SCREENING PERSONAL PROTECTIVE EQUIPMENT (PPE) AND RESPONSE TO STUDENTS AND STAFF
PRESENTING WITH SYMPTOMS ...................................................................................................... Appendix D, D-1 COVID-19 WELLNESS PRE-SCREENING CHECKLIST.......................................................................... Appendix E VISITOR’S SCREENING CHECKLIST ........................................................................................................Appendix F CONTACT TRACING/SCHOOL CLOSURE .............................................................................................. Appendix G FACILITIES CLEANING PRACTICES ....................................................................................................... Appendix H MEALS ............................................................................................................................................................ Appendix I RECESS/PHYSICAL EDUCATION .............................................................................................................. Appendix J FIELD TRIPS, EXTRA-CURRICULAR ACTIVITIES, AND USE OF FACILITIES OUTSIDE OF SCHOOL
HOURS ........................................................................................................................................................... Appendix K TOTAL REMOTE LEARNING REQUEST...........................................................................................Appendix L, L-1 TECHNOLOGY REQUEST ......................................................................................................................... Appendix M STAFFING ..................................................................................................................................................... Appendix N
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MISSION STATEMENT The Mission of the Winslow Township School District, a large diverse and growing community, is to educate all students to become independent, life-long learners, critical thinkers and caring and confident members of their community. The District, in partnership with the community, and in a climate of cooperation and mutual respect, will provide an academic environment which values excellence and diversity, encourages students to strive for personal excellence, and assists them in acquiring the knowledge, skills and attitudes necessary to contribute positively to a rapidly changing world.
2020-2021 DISTRICT GOALS 1. Student Achievement – Continue to implement best practices for delivering instruction to students utilizing all
available and appropriate instructional modes. This shall include:
a. Ensuring articulation at all grade levels throughout the district b. Focus on classroom instruction at all grade levels c. Ensuring all students have equal access to equipment and resources needed to facilitate and promote student
learning in any setting d. Evaluation and updating all district programs e. Accountability of all district staff
2. Continue to foster a positive school environment that is conducive to teaching and learning
a. Focus on building relationships among staff that will result in increased learning and more effective instruction b. Promote creative instruction (training and retraining) c. Emphasis on collaboration with all district stakeholders d. Promote cultural competence throughout district
1. Teacher to student relationships 2. Student to student relationships
3. Market our strengths and achievements to all stakeholders to increase capacity for greater parent/caregiver/community support.
a. Continue with our public relations/marketing plan b. Continue to work with the various advisory committees in the district c. Examine communication methods utilized by district
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Winslow Township Board of Education
Ms. Cheryl Pitts, President Ms. Julie Peterson, Vice President Mr. Larry Blake Ms. Lorraine Dredden Ms. Rita Martin Ms. Abena McClendon Ms. LaVonyia B. Mitchell Mr. John Shaw, Jr. Ms. Kelly E. Thomas
District Administration
Dr. H. Major Poteat, Superintendent Dr. Dorothy Carcamo, Assistant Superintendent Ms. Tyra McCoy-Boyle, Business Administrator/Board Secretary Mr. Dion Davis, Director of Human Resources Dr. Robert Riccardi, Director of Special Services Mr. Jack Mills, Director of Special Projects Mr. John Gaskill, Director of Transportation Ms. Michelle Nisula, Supervisor of Language Arts Mr. John Innocenzo, Supervisor of Mathematics Mr. Michael Aponte, Supervisor of Technology Mr. Darryl Scott, Supervisor of Technology
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Winslow Township School District – School Restart Committees Education Committee Policy Committee Operations Committee
Julie Peterson, Chairperson Cheryl Pitts, Chairperson Lorraine Dredden, Chairperson Rita Martin, Board Member Abena McClendon, Board Member Abigail Murphy LaVonyia Mitchell, Board Member Abigail Trost Karima Robinson Adriana Adler Allison Roskoski Latasha Allen Becky Nieves Bernadette Russell Marci Tomasello Adrienne Pritchett Dawn Moskalow Maxine Vanst Anthony Carr Jill Burke Monique Farmer Elisa Jones Jonelle Allen Nekishia Mangum Jacquelyn Lee Nicole Butler-Teel Rachel Rose Rosa Hill Neka Mitchell Susan Caromano Sonia Inman Selena Williams Susan Smith Stephanie Kelly Serrita Anderson Theresa Colligon Tara Mozee Art Shaw, Teacher Nequia Speaks, Social Worker Greg Martin, Teacher Stacy Diggs, Teacher Regina Chico, Asst. BA Robert Nevitt, Teacher Sheresa Clement, Principal Ms. Tyra McCoy-Boyle, BA/BS Nancy Hegeman, Teacher Stella Nwanguma, Principal Dr. H. Major Poteat, Superintendent Lena Lemons, Teacher Dion Davis, Director of HR William Shropshire, Asst. Principal Dr. Dorothy Carcamo, Asst. Supt. Tamika Gilbert-Floyd, Principal Dr. H. Major Poteat, Superintendent Glen Jackson, Principal Kurtis Marella, Principal Dr. Dorothy Carcamo, Asst. Supt. Dr. H. Major Poteat, Superintendent
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Winslow Township School District – School Restart Committees
Marketing Committee Athletic Committee John Shaw, Chairperson John Shaw, Chairperson
Larry Blake, Board Member Kenneth Simmons Amanda Wells Angel Self Cassandra Anderson Ian Moran Cynthia Moore Robert Mangum Danielle Hunter Chad Scott Detra Hill Harold Smith Joe Thomas Lauren Lee, Teacher Malinda Ramsey Hughes David Parkhurst, Teacher Christy Renzulli Shawnnika Brown, Coach Stephanie Simmons Mary McKnight, Trainer Tawana Dolphus Mark Whittaker, Athletic Director Debbie Esposito Dr. H. Major Poteat, Superintendent Jack Mills, Dir. of Special Projects Dr. H. Major Poteat, Superintendent
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Winslow Township School District – Pandemic Committees High School Middle School School No. 6 School No. 5
Mr. Kurtis Marella Principal
Ms. Stella Nwanguma Principal
Mr. Glen Jackson Principal
Dr. Nython Carter Principal
Mr. Mark Whittaker Athletic Director
Mr. Shane Rubin Assistant Principal
Ms. Cynthia Schiavo Assistant Principal
Ms. Christa McBride Assistant Principal
Mr. William Shropshire Assistant Principal
Mr. Kent Edwards Assistant Principal
Ms. Amanda Badillo Grade 6/ELA
Ms. Casey McDonough Parent
Mr. Richard Dawkins Assistant Principal
Ms. Cheryl Schwartz Reading Specialist
Ms. Jessica Bridgeford Grade 4/Sp. Education
Ms. Marcelina Guzman Counselor
Ms. Lynette Brown Assistant Principal
Ms. Portia Kiett Science Teacher
Ms. Mindy Cutter Grade 5/ELA
Ms. Adeline Auguste Nurse
Mr. Christopher Chambers Assistant Principal
Mr. Greg Martin Math Teacher
Ms. Kristina Esposito CST/Psychologist
Ms. Stefanie McCarthy Social Worker
Mr. Andrew Adair English Dept. Chairperson
Ms. Tricia Deal Art Teacher
Ms. Kellie Francis CST/LDTC
Ms. Roberta Ripp Reading Specialist
Ms. Paige Boisvert Math Dept. Chairperson
Ms. Carol Donohue Teacher
Ms. Cheryl Gahm Grade 5/Mathematics
Ms. Dori Straub Teacher
Ms. Colleen Burghart School Nurse
Ms. Rachelle Kimbrough Counselor
Ms. Mia Gould Counselor
Ms. Carole Bellaver Teacher
Ms. Jena Clark Business Dept. Chairperson
Ms. Rena Panagos Psychologist
Ms. Crystal Hebbons Reading Specialist
Mr. Brian Dixon Teacher
Ms. Traci Connor History Teacher
Mr. Michael Weppler Math Teacher
Ms. Ashley Jankaitis Grade 5/Sp. Education
Ms. Kitty Douglas Teacher
Mr. Christopher Cuneo History Dept. Chairperson
Ms. Nicole Stallard Teacher
Ms. Fran Jones Nurse
Ms. Robin Whiteman Teacher
Ms. Tracy Feighery History Teacher
Ms. Lauren Lee Teacher
Ms. Lauren Lee Parent
Ms. Annmarie Dilullo Teacher
Ms. Michelle Gomez World Language Teacher
Ms. Christine Storako Librarian
Ms. Kimberly Prendergast Grade 4/Mathematics
Ms. Nancy Hegeman Science Dept. Chairperson
Ms. Theresa Rosenberg Mathematics Intervention
Ms. Maryetta McKnight Athletic Trainer
Ms. Jacqueline Schreyer Special Areas/Computers
Ms. Santina Panarello CST Psychologist
Ms. Michelle Shipley Grade 6/Mathematics
Ms. Kimberly Taylor Sp. Ed. Dept. Chairperson
Ms. Jennifer Whirledge Special Areas/Art
Mr. Greg Safko Tech. Dept. Chairperson
Mr. Art Shaw Psychology Teacher
Ms. Kathleen Smith, School Nurse Ms. Linda Vignola, Counselor
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Winslow Township School District – Pandemic Committees
School No. 4 School No. 3 School No. 2 School No. 1 Ms. Sheresa Clement
Principal Ms. Tamika Gilbert-Floyd
Principal Ms. Lori Kelly
Principal Ms. Sharon Thomas-Galloway Principal
Ms. Bobbi Lanzetta CST/Occupational Therapist
Ms. Cynthia Schiavo Assistant Principal
Ms. Christa McBride Assistant Principal
Ms. Siobhan Funches Counselor
Ms. Cindy Edgerly Reading Specialist
Ms. Mildred Johanson Medical Assistant
Ms. Bridget Bollendorf Grade 1 Teacher
Ms. Jennifer Trail Nurse
Ms. Jennifer Packer Special Education
Ms. Bethia Thomas Counselor
Mr. Kevin Collison Grade 3 Teacher
Ms. Stacy Shifren Special Education Teacher
Ms. Kim Wames Kindergarten Teacher
Ms. Terri Ford Reading Specialist
Ms. Treya Cooper-Martin Art Teacher
Ms. Maggie Grubb Grade 1 Teacher
Ms. Erica McKechney Preschool Teacher
Ms. Lisa Mailley Reading Resource Teacher
Ms. Kathleen DeAngelis Preschool Teacher
Ms. Jennifer Arena Grade 2 Teacher
Ms. Ginny Chillari Physical Education Teacher
Ms. Shannara Baskerville Psychologist
Ms. Michele DeStefano Reading Dev. Teacher
Ms. Gina Magnotta Grade 3 Teacher
Ms. Amanda Familiare Special Education
Ms. Nequia Speaks Social Worker
Ms. Tyeisha Jefferies Reading Dev. Teacher
Ms. Joan MaGuire Reading Dev. Teacher
Ms. Gina Amato Grade 3 Teacher
Ms. Jennifer Degerolamo LDTC
Ms. Janelle Krier Grade 2 Teacher
Ms. Patricia Reese-Reeber Nurse
Ms. Yolanda White Speech Therapist
Ms. Krystle Loughery Preschool Disabled Tchr.
Ms. Crystal Froehlich
Grade 1 Teacher Ms. Tufeka Potts
Preschool Teacher Ms. Regina Mangano
Nurse
Ms. Laura Duca Counselor
Ms. Colleen Vanzelst Kindergarten Teacher
Ms. Xenia Perez Counselor
Mr. Wade Smith
Parent Ms. Jolene Saylor
Grade 1 Teacher Ms. Ashley Purcell
ESL Teacher
Ms. Denise James Custodian
Ms. Sagine Voltaire Grade 2 Teacher
Ms. Marie Ragone Kindergarten Teacher
Ms. Jacqueline Ceresini
Grade 3 Teacher Mr. Ken Brittain
Parent
Ms. Sandra Kirshner Computer Teacher
Ms. Sahery Moreno Parent
Ms. Ashanti Kennedy
Parent Ms. Tawanda Montgomery
Parent
Ms. Jessica Morris Parent
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The Reopening Plan – Conditions for Learning Adapted from the New Jersey Department of Education School Reopening Plan: The Road Back. At a minimum, school districts must adopt a policy for screening students and employees for symptoms of COVID- 19 and history of exposure and must strive for social distancing within the classroom and on school buses. If schools are not able to maintain this physical distance, additional modifications should be in place, including physical barriers between desks and turning desks to face the same direction. Each school district must also adopt cleaning and disinfecting procedures. School staff and visitors are required to wear face coverings unless doing so would inhibit the individual’s health or the individual is under two years of age. Students are strongly encouraged to wear face coverings and are required to do so when social distancing cannot be maintained, unless doing so would inhibit the student’s health. It is also necessary to acknowledge that enforcing the use of face coverings may be impractical for young children or individuals with disabilities. In addition to these minimum standards, the NJDOE has identified ten Critical Areas of Operation that schools must address in their restart plans:
1. General Health and Safety Guidelines 2. Classrooms, Testing, and Therapy Rooms 3. Transportation 4. Student Flow, Entry, Exit, and Common Areas 5. Screening, PPE, and Response to Students and Staff Presenting Symptoms 6. Contact Tracing 7. Facilities Cleaning Practices 8. Meals 9. Recess/Physical Education 10. Extracurricular Activities and Use of Facilities Outside of School Hours
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Conditions for Learning Health and Safety: Standards for Establishing Safe and Healthy Conditions for Learning
Critical Area Action Person(s) Responsible
General Health and Safety Guidelines ● Establishing and maintaining
communication with Health Dept.; track local conditions
● Develop “high risk” criteria and share with staff and families
● Reasonable accommodations for students and staff at higher risk
● Promote behaviors that reduce spread
● The Superintendent will respond to any outreach from the Camden County Health Department in order to address positive cases of COVID-19 that impacts the district/school community that may have been reported to them to commence contact tracing and case investigation. Should the district/school report to the health officer about staff, students or any person with a close relationship to the school that tested positive, that information will be verified by the health department before it commences contact tracing and case investigation. All positive persons will undergo contact tracing and case investigation whether the information was first passed through the school or came automatically through the health department communicable disease surveillance system. The Camden County Health Department will handle all contact tracing and have staff available to perform contact tracing and case investigations.
● Establish/share criteria w/staff and families
● Establish District Accommodations Plan: The district will attempt to make reasonable accommodations for all staff and students.
● The school district shall comply with all applicable
employment laws when making staffing and scheduling requirements, including, but not limited to the American Disabilities Act (ADA) the Health Insurance Portability and Accountability Act (HIPPA) and all applicable State laws.
● Superintendent
● District Directors,
School Nurses
● Principals
● Info: Director of Special Serv. Principals, Nurses
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● Training ● Create signs and messages notifying students when tostay home, the need for social distancing, hand washingand respiratory etiquette, importance of face coverings
● Training for all staff will begin the first week of school
● Asst. Supt., Principals,Nurses
Classrooms, Testing and Therapy Rooms ● Student desks, workspaces, and eating
spaces separated by 6’
● Physical barriers
● Face coverings when social distancingnot possible
● Visit every classroom, workspace, cafeteria, APR;determine room capacity; develop a system for ensuringall in-use seating is 6’ apart or partitioned; Removeunused desks or manage w/desks in the room. Desks facesame direction. Each student requires 6 ft. of spacebetween each desk. (Appendix A)
● Assessment of spaces where 6’ is not possible; designphysical barrier options
● Face Coverings▢ All staff and students must wear a face covering (a
covering of the nose and mouth) ▢ The district will provide both cloth and disposable masks ▢ Approved face coverings (disposable masks, cloth masks, neck gaiters, and face shields) ▢ The district will provide students with both cloth and disposable masks. However, parents may purchase
their child a face covering of their choice, according to the district’s guidelines. All masks should be a solid color with no writing or designs. ▢ Staff members must wear a face covering at all times
• Face Covering Requirements▢ Students must wear a face covering at all times in
hallways, classroom, etc. ▢ Students may remove face coverings when:
o Eating or drinking if seated six feet apart fromothers
o Seated a desk or assigned work space at least sixfeet apart
o Engage in activities for which maintaining at leastsix feet apart is assured (face covering break,recess, outdoor, Physical Education)
● Principals, Supervisors,and Directors
● Principals, Supervisors,General Mgr. B&G
● Asst. Supt., BA/BS,Principals, Nurses
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● Limit use of shared objects
● Ventilation
● Hand Sanitizer
● Hand-washing stations
● Early Childhood Considerations
● Medically Fragile Students
● Supplies
● Belongings from home
● Use of larger spaces (gyms, cafeteria, auditorium)
● Scheduling/Movement
o When face coverings are removed, they must be placed below the chin, in a pocket or on the lap o Students will be instructed when they can remove their face coverings
▢ Face covering breaks should be no longer than 10-15 minutes
● Establish classroom procedures that reinforce this requirement
● Check ventilation systems to ensure fresh air exchange, filters changed regularly (bi-monthly)
● Install permanent stations in hallways, entrances/exits,
lunch areas, restrooms; and in all classrooms PreK-6
● At the Middle School and High School three (3) hand sanitizing stations will be placed in each hallway (one at each end of the hallway and one in the middle). Teachers will also have bottles of hand sanitizers in each classroom. .
● Avoid close group learning activities; arrange cots head
to toe; establish conditions during which students wash hands; sanitizer under supervision of teacher.
● Secure and maintain supply of PPE; additional
cleaning/disinfecting; heighted monitoring and additional hand-washing.
● Limit use of supplies to one child at a time; disinfect
between uses; avoid sharing! ● Keep each child’s belongings separated in containers,
cubbies, or lockers. ● Use for social distancing, face coverings and physical
barriers.
● Principals, Teachers
● BA/BS, General Mgr. B&G
● Principals, Gen. Mgr. B&G, Nurses
● Gen. Mgr. B&G
● Asst. Supt., Principals, Nurses
● Director & Supv. of Special Services
● Principals, Teachers
● Principals, Teachers, Coaches, AD
● Principals, Teachers
● Principals
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● Training
● Keep students in cohorts, when possible; add time tolunch, recess to allow for hand washing; build inhandwashing during transition times.
● Training on all of these precautions. Signs will beposted to determine the flow of traffic/studentmovement.
● Asst. Supt., Principals,Nurses
Transportation ● Social distancing on buses
● Cleaning
● Board buses
● Windows
● Drivers
● Aides
● Training
● Every student will be required to wear a face covering,as well as the Driver and Bus Aides (this requirementcan be waived on a case-by-case basis for issues suchas students with special needs or medical conditions)(Appendix B)
● Adopt best practices in cleaning buses; determined bythe Transportation Director; clean daily or betweenroutes.
● Fill back rows first then reverse upon exit; assignedseating.
● Mounted hand sanitizers will be placed on each bus tobe used as students load the bus.
● Open windows, when possible, for air flow/ventilation(weather permitting).
● Required to follow all safety protocols required forother staff (hand hygiene, face coverings)
● When possible, an aide will accompany driver on allroutes
● Training on all of these precautions will be required ofall bus drivers/aides.
● BA/BS., Dir. of Transp.
● BA/BS, Dir. of Transp.
● Bus Driver, Aide
● Bus Driver, Aide
● Driver
● BA/BS, Dir. of Transp.
● BA/BS, Dir. of HR
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Student Flow, Entry, Exit, Common Areas ● Location and Process for student and
staff health screenings
● Procedures for symptomatic students orstaff
● Policy for when person tests positive
● Parent Education
● School Staff and Visitors
● Staff will have designated entrances at each school forhealth screenings; COVID checklist and temp checks.Conduct all checks safely and respectfully; documentresults; accommodations for needs of students withdisabilities (Appendix C)
● An isolation room will be designated at each school forstaff/students who may have symptoms.
● Isolation; notification to Camden County Health Dept.,staff, families (confidentially).
● Isolation space until pickup; report illness(Communicable Disease Service guidance); PPEprovided for use; methods for contact tracing;continuous monitoring of symptoms; re-admittancepolicies consistent with Camden County Dept. ofHealth; Written protocols for positive cases. (AppendixD)
● Staff or student must quarantine for 14 days.
● Only those students who may have come in closecontact with the teacher or student will have toquarantine for 14 days.
● Students and staff will be medically excused for daysmissed at school.
● Educate parents on signs of illness and need to keepchildren home when sick; when possible same adultdrops off and picks up student. (Appendix E)
● All parents and visitors must have a scheduledappointment. (Appendix F)
● All visitors will be temperature screened and sign anacknowledgement that they are COVID-19 symptomfree prior to entering the building.
● Principals, Nurses
● Principals, Nurses
● BOE, Superintendent,Principals, Nurses
● Nurses
● Principals
● Principals, Teachers
● Asst. Supt., Principals
● Principals, Nurses
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● Students (above age 2)
● Visitors without masks
● Training
● Parents/visitors must wear a mask while in thebuildings
● There will be a three-person limit in school lobbies atall times.
● Required to wear face coverings, required when socialdistancing cannot be maintained, unless inhibits health;may not be possible for students with disabilities(exceptions: health, heat outdoors, water, medicalcondition or IEP, under age 2)
● Mask must be worn or deny entry
● Training on all of these precautions
Contract Tracing ● Educate staff on the role of contact
tracing in keeping communities safe
● Educate the broader community onimportance of contact tracing
● Develop policies with Dept. of Health,including triggers to activate andnotification protocols
● Identify how district can help w/contacttracing
● Identify staff member who will be incharge of notifications and carrying outcontact tracing policy, ensuringcompliance with FERPA and HIPAA
● The Superintendent and any designee(s) will workclosely with the Camden County Health Dept. tosupport any efforts towards identifying students/staffnecessary to facilitate contact tracing for confirmedCOVID-19 cases that impact the district/schoolcommunity. (Appendix G)
● Develop materials to share with families online, schoolwebsite, and flyers.
● Develop policies in cooperation with Dept. of Health
● Identify district role w/Health Department
● Consult w/Camden Count Dept. of Health around bestpractices
● Superintendent,Principals, Nurses
● Principals, Nurses
● Superintendent, Dept. ofHealth, BOE
● Superintendent, Dept. ofHealth
● Superintendent, Asst.Supt., Nurses, Dir. ofHuman Resources
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● Communications system to allow staff and families to self-report symptoms/suspected exposure
● Develop communication system to allow for sharing of information with school district
● Superintendent, Asst. Supt., Nurses
Facilities Cleaning Practices ● Develop a procedures manual to
establish cleaning/disinfecting schedules for routine and post-positive case instances
● Increase cleaning high-touch surfaces
● Bathrooms
● Water fountains
● Hand Sanitizer
● Provide sanitizing wipes to staff,
cleaner and disinfectant to custodians and staff
● Bus cleaning/sanitizing procedures
● Develop schedule and manual for routine cleaning and disinfecting; After a confirmed case, wait 24 hours to disinfect, bring in outside air, disinfect all areas the ill person inhabited. (Appendix H)
● Include classroom desks/chairs, lunchroom tables/chairs, Door handles/push bars, handrails, bathrooms, light switches, handles on equipment, vending buttons, shared phones, desktops, and computers
● Sanitize bathrooms every ½ hour; limit number of
students in bathrooms at a time, designate staff to enforce limited capacity, prop doors open
● Hallway water fountains will be turned off and students
will be provided small bottles of water ● Available at entrances and exits, common areas in
hallways, classrooms, and school buses.
● Every classroom will have hand sanitizers installed in Schools No. 1-6, and in hallways in the Middle School and High School
● Order sufficient supply of all materials; train staff on
proper use
● Bus drivers will have a list of cleaning protocols to follow each day
● Buses will be cleaned between each run
● Mounted hand sanitizers will be placed on each bus to
be used as students enter the bus
● BA/BS, General Mgr. B&G
● Principals, , General Mgr. B&G
● Principals, General Mgr. B&G, Custodians
● Principals, General Mgr. B&G
● General Mgr. B&G
● Principals, General Mgr.
B&G
● Business Admin
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● Add physical barriers in schools, where needed
● Training
● Check areas where 6’ distancing is not possible, including between bathroom sinks, and classrooms, etc.
● Additional training for facilities staff and bus drivers
● General Mgr. B&G
● BA/BS, Dir. of Transp., General Mgr. B&G
Meals/Food Service ● Develop cafeteria schedule and
procedures for students
● Develop cafeteria procedures for food service staff
● Types of meals to be served
● Students will receive breakfast and lunch while n school (Appendix I)
● Stagger times to allow for social distancing, clean and disinfect between groups; no buffet, self-service, or family-style eating; space students at least 6’ apart
● Food will be served in classroom, cafeteria, or any
other designated place in the building ● Establish and enforce sanitation procedures for food
service staff, wash hands when removing gloves or handling food service items
● Students will be served individually-plated or pre-
packaged meals; use disposable service items; hand-washing
● Free and Reduced meal students who are receiving full-
time remote services will receive breakfast and lunch. Food for one week may be picked up on Wednesdays at School #3 or the High School. Pickup times will be posted.
● Free and reduced meal students who only attend school
one or two days a week, may pick up food on Wednesdays for the number of days they are out of school.
● Paying students may also order meals for the week or
for the days they are not in school. These meals may also be picked up on Wednesdays.
● National School Lunch Program guidelines will be
enforced
● Principals, General Mgr. B&G, General Mgr. Food Service
● BA/BS, General Mgr. Food Service
● BA/BS, General Mgr. Food Service
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Recess/Physical Education ● Groups: If groups are at recess
simultaneously create 6’ separation ● Hygiene
● Playground equipment
● Locker Rooms ● Equipment
● Mixing cohorts
● Use cones, flags, tape to create separation between groups; no cross-groups (Appendix J)
● Wash hands after every recess period ● Stagger use; frequently disinfect; mark off spaces to
ensure 6’ distancing between students ● Keep closed during the day
● Limit or eliminate use of equipment; no sharing or
disinfect between sharing ● Do not mix groups; designate areas for each class
● Principals
● Teachers ● Principals
● Principals/AD
● Teacher
● Principals, Teachers
Field Trips, Extra-Curricular Activities, Use of Facilities by Outside Groups ● Social distancing
● Field Trips ● Assemblies, Large Group Gathering
● Use of Facilities by Outside Groups
● In-Person Gatherings Outside School
Hours
● Adhere to all then-current guidelines for distancing and
hygiene for every activity. (Appendix K)
● None, maximize virtual experiences ● None
● None
● None - interferes with cleaning protocols
● Principals, Class
Advisors, Club Advisors
● Superintendent, BOE ● Superintendent, BOE
● Superintendent, BOE
● Superintendent, BOE
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Social Emotional Learning (SEL) and School Culture and Climate
Educator Well-Being ● Support educator well-being so they
may best support students
● Staff Wellness Program
● Provide space for staff to reconnect, process traumatic
events, and receive support, prioritize educator well-being, support access to mental health services, provide space for educators to practice/reflect on S/E competencies
● Investigate wellness program for staff members
● Directors, Principals
● Dir. of Human Resources
Trauma-Informed SEL- Before September ● Staff and Student Trauma
● Importance of SEL to student success
● Staffing for SEL needs
● Deliberate Opportunities to Connect
● Professional Development
● Establish system of check-ins with students and families
● Prepare/Review agreements with mental
health service providers
● Organize and prepare for start of school year acknowledging potential trauma of staff and students ○ Routines will be new; clear, consistent
communication is critical ○ Prioritize relationships and well-being over
assignment and behavioral compliance ○ Support students and staff in feeling supported,
connected, and hopeful
● Share with staff, students, and families the district’s emphasis on SEL
● Identify staff who could lead this emphasis; establish training opportunities
● Establish opportunities for staff, then students and families to connect, share SEL strategies that worked
● Tangible ways to integrate SEL into instruction; reinforce trauma-informed practices training, protocol for identifying students who may be experiencing additional challenges
● Establish expectations, procedures for staff check-ins
with families and students ● Review process with after-school counseling services
● Asst. Supt., Dir. of HR, Principals
● Superintendent, Asst.
Supt., Principals, Dir. of Human Resources
● Superintendent, Asst. Supt., Principals
● Asst. Supt., Principals
● Asst. Supt., Dir. of Special Services, Dir. of Human Resources
● Superintendent, Principals, Counselors
● Dir. of Human
Resources
21
Trauma-Informed SEL- School Year ● Create opportunities for staff and
students to reflect on SEL competencies
● Careful Conversations around impacts of COVID-19
● Training
● Build specific time into schedule to encourage reflection on SEL competencies
● Conversations in safe space, topics include: Grief, loss, mental health supports, bias, prejudice, stigma, hope, resilience, fear, and anxiety
● Training staff members on CASEL/NJ SEL
Competencies and how to use them is critical
● Principals, Counselors
● Dir. of Human Resources, Counselors
● Asst. Supt., Dir. of Human Resources, Counselors
School Culture and Climate ● Positive School Culture
● Prioritize health and emotional well-being; assess school culture to identify vulnerabilities, implement research-based strategies, spend time on relationship-building
● Principals, Teacher Lead
Teams
Utilizing the Strengths of Staff ● School Leaders
● Student Support Staff
● Teachers
● Reinforce importance of SEL among staff; evaluate staff capacity and means to support; provide opportunities for staff/families to connect, ensure every student has one caring staff member; prioritize SEL PD;
● Provide resources and strategies to leaders and
teachers; connect w/families to provide support; provide PD to staff; support school leaders in establishing protocols for identifying and supporting students’ SEL needs
● Embed SEL skills into lessons, provide opportunities
for students to connect, monitor student behavior and performance; continually promote development of students’ SEl competencies; facilitate difficult conversations w/students; apply school protocol for identifying students who require additional support.
● Principals, School Leaders, Teams
● Dir. of Special Services, Counselors, CST
● Teachers
22
Multi-tiered System of Supports (MTSS)
● Universal Screening
● Collaborative Problem-Solving Teams
● Family Engagement
● Data-based Decision Making
● Screening tools in ELA and Math, use data to inform instruction
● Guide the use of data to inform instruction and intervention decisions
● Include families and students in the decision-making processes regarding interventions and supports; consider family ability to provide supports
● Use data to measure student strengths, areas of need,
and effectiveness of interventions
● Asst. Supt., Dir. of Curriculum, Supervisors
● Dir. of Curriculum, Supervisors, Principals, Teams
● Principals
● Dir. of Curriculum, Principals, Reading/Math Specialist
Wraparound Supports
● Mental Health Supports
● Primary Health and Dental Care
● T1 - Prevention and Universal Supports including providing access to mental health resources, utilizing trauma-sensitive approaches, SEL programming, check-ins. Consider universal screener; T2 - using existing staff to provide more intensive support, provide information re: community providers; T3 - Individualized and intensive support through school staff or provider, connect w community providers
● Maintain lists of resources for families and coordinate referrals to government agencies; include info on NJ Family Care, NJSNAP, NJHelps, health clinics and dental clinics; nurses coordinate services; adjust screening processes to identify unaddressed needs during COVID-19 pandemic; establish virtual school health office.
● Dir. of Human Resources, Counselors, CST
● Dir. of Human Resources, Principals, Nurses
23
● Family Engagement
● Academic Enrichment/Expanded After-School Learning
● Connect families to wraparound services mentioned above, involve families in reopening plans from start, including: ○ Administering family survey ○ Including parents on planning teams ○ Communicating plans in multiple languages
through multiple platforms ○ Include community organizations and state
agencies (DCP&P) ○ Solicit feedback on plan from families
● Provide opportunities for after school support or
enrichment (usa Title money where possible)
● Superintendent,
Principals
● Asst. Supt., Dir. of Curriculum, Dir. of Special Services
Food Service and Distribution
Making sure students are fed is one of the district’s highest priorities
● Design method to feed students on alternating schedules; and, arrange for food pickup at designated schools
● BA/BS, Gen. Mgr. Food Service
Quality Child Care
More families may need childcare ● Involve contracted childcare providers in planning process
● Create a list of childcare providers in Winslow Township and make available to parents
● BA/BS, Principals, Dir. of Transportation
24
Leadership and Planning Requirements to Re-Open
Critical Area Action Person(s) Responsible
What We Know ● Public Health Trends Support School
Re-Opening ● Schools Must Reopen for In-Person
Instruction Start of School Year ● Many Schools Will Operate on Reduced
Capacity ● Districts Need to Prepare to Pivot to
Remote Instruction
● Develop comprehensive plans to reopen
● Be prepared for September
● Develop hybrid schedule and full-time remote
schedule
● Continue to strengthen remote learning strategies and address all needs from the first Health Related closure
● Reopening Committees
(Education) Sub Committees: ○ Athletics ○ Facilities ○ Marketing ○ Policy
● Supt., Asst. Supt.,
Principals, Supv. of Technology
Operational Requirements ● Prepare Buildings and Grounds
● Form Pandemic Response team at in
District
● Clear Communications Protocols
● Adopt Contingency Plans in Event
Schools Must Close
● Collect Feedback from Stakeholders
● Key Considerations re: Policy and Practice Changes
● Cleaning and disinfection standards, revised access
and circulation patterns, and signage
● Form PRT in district to develop plans for reopening ● Determine protocol for information sharing school v
district ● Need clear protocol from Camden County Health
Dept. or the Governor’s Office on when we go remote ● Includes parents in planning, seek feedback from
wider group, use multiple messaging platforms, and multiple languages
● Will encourage distancing, discourage cohort mixing,
improve hygiene practices; how will change impact mental health?
● Principals, Gen. Mgr. of
B&G
● Building-level Teams ● Superintendent,
Principals ● Superintendent, Asst.
Supt. ● Superintendent,
Principals
● Board Policy Committee, Asst. Supt.
25
School-Level Pandemic Response Teams
Establish School-Level Pandemic Response Teams (PRT) ● Identify PRT in Each School
● Identify Responsibilities of PRT
● Purpose of team to implement COVID-19 related decision-making, including administrators, teachers, CST member, nurse, custodian, parents
● Oversee implementation of district plan, adjusting school health protocols as needed, providing training to staff, reviewing/reporting school-level COVID-19 data, develop procedures to foster supportive school climates, communicating school-based decisions, creating avenues of communication to and from school community
● Principals
● Principals
Scheduling
What Counts? ● School Year, School Day
● Recommendations
● Hybrid Guidelines
● School day shall consist of not less than four hours which may include synchronous and asynchronous instruction. Requirement for 180-day school year is met. “Hours of instructional time” is defined as a student engaged in standards-based learning under the guidance of a teacher.
● Lead with health, safety, and wellness as top priority; maintain continuity of learning, facilitate equity and ease of access to communications and resources, flexibility that accommodates the needs of learners/families.
● Students meeting required instructional hours can include remote students completing independent work while students in class receive instruction. Scheduling should support a combination of synchronous and asynchronous instruction ○ Schools No. 1 – WTMS: Each class will have
half of the students attend two consecutive days: ○ Group A – Monday and Tuesday ○ Group B – Thursday and Friday
○ High School: Students will be divided into four cohorts and will attend one day per week.
○ Special Education and ELL: Students, especially self-contained classes, may attend four days per week, class sizes permitting
● Superintendent
● Superintendent, Asst. Supt., Principals
● Superintendent, Asst. Supt., Principals
26
○ In order to maximize our Remote Learning Services, each teacher will receive a personal device with a camera and speakers. This will enable the teachers to communicate with the Remote Learners on a regular basis. It will be required that the teachers communicate with all students on Monday, Wednesday, and Friday, at a minimum. The communication could be in the form of a live stream session or video conferencing. Teachers may communicate with their students more at their discretion.
○ Wednesday will be reserved for a full day of remote instruction, and parent-student communication
○ Where possible, limit student movement(Teachers will move from class to class)
○ Teachers will be in schools Monday, Tuesday,Thursday, and Friday
○ Full-time Remote Learning: Students mayremain home and receive five days of remotelearning
○ *If a student is receiving full-time Remote Instruction and decides to return to Face-to-Face instruction or vice versa, the parent must contact the school two weeks before the end of a marking period to request a change. (Appendix L)
Implementation Strategies ● Communication
● Attendance
● Clear and consistent; single point of informationupdated regularly. Consistency in messaging.
● A link will be created on the district’s website for all“The Road Back” updates
● Use all accessible means possible to communicate withparents; Robo Calls, Letters, Email, Text Messages,District’s Website, and Facebook page
● Attendance will be taken daily by each teacher/eachclass
● Superintendent,Principals
● Principals, Teachers
27
● Access to Technology
● Professional Development
● Feedback Loops
● Contingency Planning
● School Personnel
● Access to Supports
● Class Schedules
● Accommodations
● Learning Management System
● All students who request or need technology will be provided a district owned Chromebook. The district will also ensure that those families without internet access, will be provided with service (hotspots) (Appendix M)
● Provide accelerated PD re: online learning tailored to technology used by district
● Staff will be trained and retrained on remote teaching
and learning ● Best Practices
● Remain flexible, pivot when necessary, abandon
what’s not working ● Special consideration to medically fragile students and
staff, PK-3 students, special needs and ELL students ● Establish contingencies to address staff shortages,
support virtual and in-person populations long term ● Establish roles for counselors, nurses, CST
● Create developmentally-appropriate schedules that
include hybrid models and full-time remote learning ● Use technology to address a variety of learning and
health needs ● Use as learning hub, consider k-12 implementation of
like system
● Principals, Supervisors of Technology
● Superintendent, Asst.
Supt., Dir. of Spec. Serv., Supv. of Technology
● Principals
● Principals
● Asst. Superintendent,
Dir. of Curriculum, Supervisors of Tech.
● Dir. of Sp. Services
● Asst. Superintendent, Dir. of Curriculum
28
Staffing
Guidance ● Mentoring
● Educator Evaluation
● Certification
● (Appendix N) ● https://www.nj.gov/education/covid19/teacherresour
ces/mentguidance.shtml ● https://www.nj.gov/education/covid19/teacherresour
ces/edevaluation.shtml ● EdTPA
https://www.nj.gov/education/covid19/teacherresources/edtpaguidance.shtml Certification https://www.nj.gov/education/covid19/teacherresources/eppcert.shtml
• Dir. of Human Resources
Instructional Staff ● School Operations
● Instructional Contributions
● Wellness ● Feedback and Assessment
● Materials
● Reinforce social distancing, support safety logistics, be present in common areas
● Become familiar with online platforms, plan standards-based lessons and establish predictable routines, include digital citizenship
● Develop system for monitoring student wellness
● Provide regular feedback, assess progress early
● Develop instructional care-packages for students
● Teachers
● Teachers
● Principals, Teachers
● Teachers
● Teachers
Administrators ● School Operations
● Instructional Contributions
● Reinforce social distancing, support safety logistics, be
present in common areas
● Support staff to continuously improve in virtual environment, working with staff directly to ensure teaching and learning, assessment, and all services are planned and implemented, provide examples of high quality instruction for teachers to model
● Principals
● Principals, Dir. of Curriculum, LA & Math Supervisors
29
● Wellness
● Staff w/ Health Concerns
● Evaluation
● Scheduling
● Develop a system for assessing student and family
needs regularly, provide supports where possible ● Consider roles and coverage for these staff members
● Set clear expectations for teachers, evaluations will be
required ● Create student scheduling scenarios that work for
school and family schedules
● Principals
● Principals
● Principals
● Principals
Educational Services Staff ● School Operations
● Support Teaching
● Wellness
● Reinforce social distancing, support safety logistics, be present in common areas
● Lead small group instruction or provide the synchronous component of remote learning, work with teachers to improve remote learning
● Assist teachers and admins in checking in and
providing updates to families, support embedded SEL lessons, train teachers in SEL
● Principals
● Dir. of Curriculum,
Principals, LA/Math Supervisors
Support Staff ● School Operations
● Instructional Contributions
● Wellness
● Reinforce social distancing, support safety logistics, be
present in common areas ● Lead small groups
● Assist with check-ins with families to determine needs
● Support Staff
● Support Staff ● Support Staff
30
Educator Roles Related to School Technology Needs
Preparation ● Support
● Access
● Devices
● Setup
● Training
● Teaching Assistants
● Designate staff to provide tech support to teachers,
students, families
● Survey staff and families re: access ● Provide 1:1 devices
● Ensure staff and families have access to all login
information, etc. ● Ensure training is available for online platforms, best
practices, and digital literacy expectations
● Will be used according to student’s IEP
● Supervisors of
Technology
● Principals ● Principals
● Supervisors of
Technology ● Asst. Supt., Dir. of
Curriculum ● Dir. of Special Services.
Principals
31
Policy and Funding School Funding
Critical Area Action Person(s) Responsible
ESSE Relief Fund (CARES) ● Allocation and Uses
● Rules
● Use on educational technology (computers, hotspots), supplies for cleaning and disinfecting, temperature readers, and supplemental instructional programs
● View as one-time, nonrecurring; supplement not supplant does not apply
● Superintendent and BA/BS
● Superintendent and BA/BS
Federal Emergency Management Agency (FEMA) ● Eligibility
● Uses
● FEMA will reimburse up to 75% of eligible expenses that are the direct result of declared emergency.
● PPE and disinfecting common areas, payer of last resort
● BA/BS
State School Aid ● Accounting
● Districts will revise budgets to reflect state aid amounts
● BA/BS
Purchasing ● Procedures
● State contract or cooperatives
● BA/BS
Reserve Accounts, Transfers, Cash Flow ● Unexpected Needs ● Emergency Accounts
● Transfers ● Cash Flow
● Use over budgeted accounts ● Use of money requires Commissioner’s
approval ● 10% applies ● DCA is allowed to extend date
municipality s required to transfer tax revenue; watch cash flow closely
● BA/BS ● BA/BS
● BA/BS ● BA/BS
Costs and Contracting ● E-rate program ● Cooperative Contracts, Purchasing
Information, and resources for Districts and Families
● Discounts for technology purchases and services
● All included as resources
● BA/BS, Asst. Superintendent
● BA/BS, Asst. Superintendent
32
Continuity of Learning Student Growth, Special Populations
Critical Area Action Person(s) Responsible
Student Growth 2019-2020 ● Assumptions Student Growth
● Prioritizing Students Who Need In-
Person instruction Most
● How do we determine where students
are academically? ● How do we prioritize equity; additional
in-person instruction for SWD, ELL, homeless, low-income
● Principals, Teachers
● Principals, Asst. Superintendent
Delivery of Special Education and Related Services
Students with Special Needs ● Medically Fragile Students ● Growth Students with Disabilities
● Evaluation Processes
● Postsecondary Plans
● Communication
● How do we bring them back safely? ● Review academic data and other IEP
goals; what services are required to address regression?
● Address overdue/incomplete evaluations
● Have plans been adversely affected? ● Clearly communicate procedures for
evaluation to families
● Asst. Supt., Director of Special Serv.,
Supervisor of Special Services, CSTs
Technology, Connectivity, Participation, and Platforms
Technology and Connectivity ● Devices
● Connectivity
● Setup/Training
● Secure device for every student K-12 at parent’s request
● Survey every household; investigate best option and order necessary connectivity devices
● What setup/training do families need?
● Asst. Supt., BA/BS, Supervisors of Technology
● Principals, BA/BS Asst. Supt., Principals, Dir. of Curriculum
33
Technology Considerations ● Tracking Participation Rates
● Attendance
● Platforms
● Technical Assistance
● Method for tracking participation rates in remote learning?
● Use online participation and assignment completion
● Do we want a uniform platform or grade-band specific platform?
● Use the same technical assistance procedures deployed in the spring; start early (summer) identifying defective devices
● Principals, Teachers
● Principals, Teachers
● Asst. Supt., Principals
● Supervisors of Technology ● Asst. Supt, Principals
Curriculum, Instruction, and Assessment
Delivering High-Quality Instruction in Hybrid Environment ● Staff Training / Refinement
● Equitable Access
● Engagement
● Assessment
● Relationships ● Consistency
● Focus training on remote essentials as
well as planning for hybrid model ● Ensure every student has device, access,
and means of tracking use and personal follow-up
● Identify and publish promising practices to maximize engagement and effectiveness
● Identify successful means of assessing student progress
● Dedicate time to build relationships ● Ensure consistency across grades/
content areas through collaboration
● Asst. Supt., Dir. of Curriculum,
LA/Math Supervisors
● Asst. Supt., Principals
● Asst. Supt., Principals
● Principals, LA/Math Supervisors ● Principals, Teachers ● Asst. Supt., Dir. of Curriculum,
Teachers
Virtual and Hybrid - Curriculum ● Loss of Learning and Learning Gaps
● Accelerated Learning
● Need to impress upon staff that there will be gaps in learning from previous year; determine what unfinished learning needs to be addressed
● Providing students with grade level materials along with appropriate supports to fill in gaps ○ Prioritize most critical
prerequisite skills ○ Train teachers to evaluate
students unfinished learning
● Director of Curriculum, Principals,
LA/Math Supervisors
● Asst. Supt., Director of Curriculum, LA/Math Supervisors
34
● Prioritize Learning Goals
● Communication
● Consistency
○ Diagnose unfinished learning ○ Adapt curriculum to include areas
where teachers may need to support gaps in skills
○ Monitor progress on grade-level content and adjust support with both current and prerequisite skills
● Identify priority standards to help identify priority learning goals (use Instructional Units); teachers will not cover everything; assignments should be consistent with targeted standards
● Clear, consistent communication about expectations for addressing unfinished learning while teaching on grade standards
● Ensure fidelity across grade levels and content areas
● Asst. Supt., Principals, LA/Math Supervisors
● Asst. Supt., Dir. of Curriculum, LA/Math Supervisors
● Asst. Supt., Dir. of Curriculum, LA/Math Supervisors
Virtual and Hybrid - Instruction ● Shared understanding
● Types of Learning
● Goal
● Clarity
● Creativity
● Develop a shared understanding about
expectations and “what works” with remote and hybrid learning, recognize that “what works” may be different across different grade spans.
● Synchronous, asynchronous, small group differentiated, feedback, etc. Is livestream possible?
● Students taking ownership for their own learning
● Clarity is critical re: expectations, how students will demonstrate learning, resources (students not in class to ask questions)
● Use literacy to tackle social studies, science, SEL issues, as well as literacy skills
● Asst. Supt., Principals, Teachers,
LA/Math Supervisors
● Asst. Supt., Principals, Teachers, Supervisors of Technology
● Principals, Teachers
● Dir. of Curriculum, Principals, LA/Math Supervisors, Teachers
35
Virtual and Hybrid - Assessment ● Types of Assessments
● Assessment Strategy
● Professional Development
● Importance
● Pre-assessment, formative, interim,
summative assessments ● Develop a grade-span assessment
strategy aimed at identifying gaps while moving students forward with grade level standards
● Allocate time for assessment PD
● It is important that appropriate and meaningful assessments are incorporated
● Asst. Supt., Dir. of Curriculum,
LA/Math Supervisors
● Principals, LA/Math Supervisors, Teachers
● Asst. Supt., Dir. of Curriculum
● Principals, LA/Math Supervisors, Teachers
Professional Learning ● Remote/Hybrid Learning
● Learning Loss/Gaps
● Planning Time
● Technology
● Ongoing Professional Learning
● Professional Development Plans
● Mentoring
● Evaluation
● Provisional Teachers, Non-tenured Teachers, Corrective Action Plans
● Use Lead Teachers work to help
identify best practices
● Determine strategy and overall PD for identifying gaps in learning, addressing them “just-in-time,” and teaching grade level curriculum
● Planning and collaboration time will be more essential than ever. Must prioritize this to maximize learning
● Identify consistent technology tools and systems and provide PD for staff
● Develop professional learning opportunities based on needs, including how to reach SWD
● Must meet the needs of staff
● Required for new staff; consistent, but remote is fine
● Will likely be required; modify to fit hybrid model, use NJDOE for feedback
● Pay attention to updated guidance, be prepared to follow current regulations
● Asst. Supt., LA/Math Supervisors,
Teachers
● Asst. Supt., Dir. of Curriculum, LA/Math Supervisors
● Asst. Superintendent, Principals
● Asst. Superintendent, Principals, Supervisors of Technology
● Asst. Superintendent, Principals, LA/Math Supervisors, Teachers
● Dir. of Special Services, Principals, Supervisor of Special Services
● Asst. Supt., Dir. of Curriculum
● Asst. Supt., Dir. of Curriculum, Dir. of Human Resources
● Asst. Supt., Dir. of Human Resources, Principals
Classroom, Testing, and Therapy Rooms
A. Social distancing in Instructional and Non-Instructional Rooms
Social distancing of 6 feet away from students and staff will be implemented throughout
all district facilities to the greatest extent possible. Utilizing this approach of physical
distancing will potentially reduce the transmission of diseases or viruses to others. The
following protocols will be implemented:
Teacher’s desks will be placed at least six feet apart from student desks.
All student desks will face the same direction where possible.
The number of students in a classroom will be reduced, as best as possible, to adhere
to the six feet social distancing requirement.
Where possible and appropriate clear barriers will be used. This may also be
needed when the class size increases and six feet of social distancing cannot be
maintained.
B. Hand Sanitizing/Washing
Daily hygiene practices is paramount to good health, therefore, these protocols will be
implemented to help reduce the spread of COVID-19.
Upon entering the school bus, students and staff will be provided with hand
sanitizer and/or wipes.
Hand washing will take place, before eating, after bathroom use, returning from
outdoors and removing masks.
Soap will be available in the classrooms that have sinks and running water, and in
all bathrooms.
Each classroom will be provided with a sanitizer dispenser, sanitizing wipes, as
well as dispensers placed in hallways in the middle and high school.
Classrooms and building surfaces will be cleaned with disinfectant sanitizer daily.
Rugs, stuffed animals, and fabric materials will be removed from classrooms to
reduce/eliminate transmission of viruses.
Appendix A
Transportation Protocols/Procedures
Social distancing, and wearing a face covering (mask) will be required for students being
transported to and from school.
Each bus will be stocked with disposable masks and sanitizing wipes.
Students, bus drivers, and aides must wear a face covering before being permitted to enter the bus.
Accommodations will be made for students unable to wear a face covering due to health related
issues or other particular needs. These students will be distanced from other students on the bus.
In the event a student does not have a face covering, a disposable mask will be provided.
Social distancing will be implemented as best as possible, with one student per seat in a staggered
position (ex. student seated near window on one row, next student seated near aisle).
All windows will remain open where possible, weather permitting, to allow for airflow and
ventilation.
Students will be expected to use a sanitizing wipe upon entering the bus to clean their hands.
The seat directly behind the bus driver will not be occupied.
Students will be required to board the bus by filling in the back seats first. When exiting the bus,
students seated in front of the bus will exit first.
Appropriate signage will be displayed on the bus to reinforce social distancing and wearing a face
covering.
Each bus will be cleaned and disinfected daily before and after each bus route.
Appendix B
Operation #4: Student Flow, Entry, Exit and Common Areas
A. Location of Student and Staff Screening
Each building will be equipped with an electronic screening device to check for face
covering and temperature for adults. The screener will be placed inside the front entry
to the building. Screening will be monitored by the nurse and administrators.
Students will not be screened at school. Parents will be asked to conduct pre-screening
of their child prior to boarding the bus or entering the building. Upon arrival to school,
students will be visibly screened for obvious signs of illness and referred to the school
nurse.
Parents will also be asked to sign a COVID-19 pre-screening checklist to assist the
district with monitoring their child for signs and symptoms of COVID-19, their
commitment to keeping their child home when ill, seeking medical attention if needed,
and providing medical clearance to return to school.
B. Social Distancing in Entrances, Exits and Common Areas
Social distancing will be required through the building including arrival, dismissal,
and large common areas, the gym, lobby, library and cafeteria.
Visitors will be by appointment only and may be seated in the lobby area in
designated seats only.
All entering the building will be required to wear a mask.
Signage will be placed throughout the building to maintain social distancing (on
floors, walls). Where possible, some hallways may become one-way hallways.
Appendix C
Screening, Personal Protective Equipment (PPE) and Response to Students and Staff Presenting with
Symptoms
Screening/PPE
Temperature screening is required upon entrance to the school for staff and visitors.
Visitors and staff will go through temperature checks, a health assessment, and face covering checks when
entering the building. No one will be permitted entry into the building who is not wearing a mask and does not
submit to a temperature check. The checks will be conducted in the lobby/reception area of the building.
If a visitor cannot wear a face mask, they must provide a doctor’s note. Six feet of social distancing will be
enforced when no mask is worn.
Parents will be responsible for conducting a preliminary health screening of their child before the student boards
the bus or enters the building, utilizing the CDC screening guidance below:
Students and employees may be asked to leave or not come into school if they test positive for COVID-
19 or exhibit one or more of the symptoms of COVID-19, based on CDC guidance, that is not otherwise
explained:
o A fever of 100.4 or greater
o Cough
o Shortness of breath or difficulty breathing
o Chills
o Repeated shaking with chills
o Muscle pain
o Sore throat
o New loss of taste or smell
o Fatigue
o Congestion or runny nose
o Nausea or vomiting
o Diarrhea
Symptoms
Staff will visually check students for noticeable symptoms upon arrival. Those students exhibiting symptoms
will be immediately seen by the school nurse and isolated from other students. The nurse will document all signs
and symptoms and notify the parent to pick the student up. If it is confirmed that a student has tested positive for
COVID-19, the district will immediately notify the Camden County Health Officer, staff, and families of a
confirmed case while maintaining confidentiality.
If the health department identifies a positive person with contacts in the school district which has not been reported
by the administrator, the health department will notify the school administration.
Students and staff who were quarantined or tested positive for COVID-19 must have medical clearance to return
back to school/work.
Appendix D
Confirmed Case First Degree of Separation Second Degree of Separation Third Degree of Separation or More Person has a case of COVID-19 Person is a close contact with someone who is
positive for COVID-19 or a household contact. Person has contact with person who has contact with a person positive for COVID-
19
Person has not had any contact with anyone who has COVID-19 or their
contacts.
Example: Patient A Confirmed case of the virus
Example: Person B Close contact (>10 minutes within 6 feet) with someone who has been diagnosed with COVID-19 (positive PCR test) Or Household contacts are individuals who live in the same house as a lab confirmed COVID-19 case. (Classmates or Co-Workers of Person A)
Example: Person C Contact with someone who has been a close contact to a person positive for COVID-19 (Classmates or Co-Workers of Person B)
Example: Has not had known contact with anyone positive for COVID-19
Attendance Status Attendance Status Attendance Status Attendance Status Exclude from school/work Exclude from school/work Continue with school/work
Continue wearing face covering and practice social distancing
Continue with school/work Continue wearing face covering and
practice social distancing
Return to school/work: Must isolate until fever free for 24 hours without the use of fever-reducing medications and at least ten days after onset of symptoms. Medical clearance needed for return to school/work
Return to school/work: Must quarantine for 14 days Self-monitor for symptoms Check temperature twice daily and follow up with medical provider/Department of Health. Household Contacts: Self-quarantine for individuals with household contacts who are COVID-19 positive begins AFTER the self-isolation of the household contact ends (fever free for 24 hours and at least ten days after onset of symptoms; minimally 24 days from onset of symptoms of COVID-19 positive person. Medical clearance needed to return to school/work.
Return to school/work: Continue with school/work Self-monitor for symptoms and discuss with a medical provider any concerns.
Return to school/work: Continue with school/work
Appendix D-1
COVID-19 WELLNESS PRE-SCREENING CHECKLIST
I agree to screen my child each day for the following symptoms of COVID-19:
Fever above 100.4° F.
Frequent dry cough (not due to a pre-existing illness)
Shortness of breath or difficulty breathing.
Sore throat
Headache
Chills
New loss of taste or smell
New foot sores
I agree that if my child is experiencing any of the above symptoms, I will keep my child home,
consult my healthcare provider, and obtain medical clearance from a doctor before my child
returns to school.
Child’s Name: ___________________________ School: ______________________
Parent’s Name: ________________________________________________________________
Signature: ____________________________________________________________________
Address: _____________________________________________________________________
Email address: _________________________________________________________________
Phone: __________________________________ Date: ________________________
Appendix E
Visitor’s Screening Checklist
All visitors must complete this wellness pre-screen questionnaire prior to entering a district
facility.
Name: _____________________________ Date: ___________________________________
Address: _____________________________________________________________________
Email address: _________________________________________________________________
Phone: _____________________________
Within the past 24 hours, have you:
Experienced frequent shortness of breath or a frequent cough, unrelated to a pre-existing
medical condition?
☐ Yes ☐ No
Had two of the following symptoms unrelated to a pre-existing medical condition: chills,
sore throat, new loss of taste or smell, or muscle pain?
☐ Yes ☐ No
Experienced a fever of 100.4° or higher?
☐ Yes ☐ No
Been in close physical contact with someone who has tested positive for COVID-19
within the past 14 days?
☐ Yes ☐ No
Appendix F
Contact Tracing
The Superintendent or designee will make available to the building administrator, the school safety
specialist and nurses, guidance on contact tracing. The Superintendent or designee will serve as
the primary liaison to the Camden County Department of Health concerning notification of
confirmed staff, student and visitor’s cases of COVID-19.
If it becomes necessary to report to the community a confirmed case of COVID-19, the
Superintendent or designee will ensure compliance with federal and state requirements regarding
privacy and confidentiality protection.
School Closure
The decision to close school due to COVID-19 will be made in consultation with the Camden
County Department of Health. Parents and the community will be notified immediately.
Appendix G
Facilities Cleaning Practices
Maintaining a safe and healthy learning and working environment remains a top priority.
Conversations have been had with the Camden County Health officials, the school administrators
and the contracted maintenance provider (Aramark) for the Winslow Township School District.
In collaboration with these various groups, facilities cleaning protocols were developed aligned
with the guidelines from the Center for Disease Control and Prevention.
Therefore, the following practices will be implemented and enforced:
Custodial staff will be trained in effective cleaning practices, with increased emphasis on
disinfecting of common areas and bathrooms.
Special disinfecting equipment will be used for disinfecting classroom desks, chairs, the
lunchroom, handles, and switches.
Hand sanitizer dispensers and wipes will be placed inside classrooms, upon entry to the
building, and in the hallway of the middle and high schools.
The bathroom will be cleaned in 30-minute intervals.
Water fountains will be turned off and individual bottled water will be provided to
classrooms.
Selected bathroom sinks will be covered and designated unusable to allow for social
distancing.
In addition to daily cleaning, Wednesday will be a “deep cleaning” day.
School buses will be provided sanitizing wipes and hand sanitizer.
Shared playground equipment will not be used.
After a confirmed case of COVID-19, the facility will be disinfected after 24 hours.
Appendix H
Operation #8 Meals
Meals will be served in various locations in the schools, cafeteria, classrooms, and gymnasium.
Lunch times will be staggered to allow for cleaning between lunches. Disposable paper will be
used as a table covering at elementary schools.
Students eating in the cafeteria and gymnasium will be seated no more than three students per
table.
Students eating in classrooms will remain six feet apart, desks will be cleaned after lunch, and Pre-
K students will no longer have family style meals.
Income eligible students will continue to receive breakfast and lunch through the National
Nutrition Program, even when not in school. During remote learning days, there will be two food
distribution sites, School 3 and Winslow High School. Students may receive meals for multiple
days. Food distribution will be every Wednesday.
Appendix I
Operation #9 Recess/Physical Education
Students will maintain social distancing (six feet) during recess and physical education.
The use of some playground equipment is to be restricted (swings, slides).
Materials such as balls, mats, and other play items will be sanitized after each class.
Appendix J
Field Trips, Extra-Curricular Activities, and Use of Facilities Outside of School Hours
Many activities will be reduced and eliminated to provide for a healthy school environment.
Therefore, field trips, assemblies, and other large group activities will be cancelled.
Extra-curricular activities that consist of small groups may continue with social distancing in place.
These activities may also be held virtually, if appropriate.
No outside organization will be granted use of district indoor facilities. Open areas such as the
track field, may be utilized with social distancing in place.
Appendix K
Total Remote Learning Request
I am requesting that my child be permitted to participate in the Total Remote School Model option
during the 2020-2021 school year. I understand that should I choose for my child to return to the
traditional school model (face to face), I must notify the school two weesk prior to the start of the
new marking period.
Marking Period End Date Must Notify By: Start Face to Face Instruction:
2nd marking period ends:
November 13, 2020
November 2, 2020 November 16, 2020
3rd marking period ends:
January 29, 2021
January 15, 2021 February 1, 2021
4th marking period ends:
April 14, 2021
March 29, 2021 April 15, 2021
Child’s Name: ______________________________ School: ______________________
Grade: ____________________________________
Parent’s Name: _____________________________
Address: _____________________________________________________________________
Email address: _________________________________________________________________
Phone: _______________________
Signature: ____________________________________________________________________
You must complete a request for each child.
Appendix L
Transitioning from Face to Face Learning to
Total Remote Learning Request
I am requesting that my child be permitted to participate in the Total Remote School Model option
during the 2020-2021 school year. I understand that should I choose for my child to go from the
traditional school model (face to face) to the total remote model, I must notify the school two
weeks prior to the start of the new marking period.
Marking Period End Date Must Notify By: Start Face to Face Instruction:
2nd marking period ends:
November 13, 2020
November 2, 2020 November 16, 2020
3rd marking period ends:
January 29, 2021
January 15, 2021 February 1, 2021
4th marking period ends:
April 14, 2021
March 29, 2021 April 15, 2021
Child’s Name: ______________________________ School: ______________________
Grade: ____________________________________
Parent’s Name: _____________________________
Address: _____________________________________________________________________
Email address: _________________________________________________________________
Phone: _______________________
Signature: ____________________________________________________________________
You must complete a request for each child.
Appendix L-1
Technology Request Form
I am requesting the following technology support, and understand that I am responsible for
returning the technology provided, in working condition.
☐ Chromebook ☐ Internet Connectivity
Child’s Name: ______________________________ School: ______________________
Grade: ____________________________________
Parent’s Name: _____________________________
Address: _____________________________________________________________________
Email address: _________________________________________________________________
Phone: _______________________
Signature: ____________________________________________________________________
You must complete a request for each child.
Appendix M
Staffing
The district will continue to employ appropriately certified staff to service all students and ensure
that all staff has adequate technology to support their teaching and learning.
Staffing assignments and scheduling will be made in a manner that best serves the students, and
keeps teachers in their area of content.
Staff will:
Become familiar with district approved online platforms and protocols.
Plan standard based lessons to meet the needs of students, ensuring versatility of lessons to
apply to both fully in-person and hybrid learning environments.
Develop routines and structures for learning through various instructional
strategies/modalities.
Set clear expectations for remote and in-person students.
Develop opportunities for real-time interaction with students (virtual meetings).
Provide materials and resources for at home activities at no cost to families.
Limit on-line activities for pre-school students.
Prioritize vulnerable student groups for face-to face instruction.
Work with all relevant parties to ensure that teaching and learning and all student services
are effectively and efficiently developed, planned, and delivered.
Create feedback loops with parents and families about students’ academic and social
emotional health and well-being through the use of remote learning conferences and/or
surveys.
Share a comprehensive account of academic interventions and social emotional and mental
health support services available within and outside of the district.
Create and communicate realistic student schedules to increase student engagement and
accountability for both hybrid and remote learning models.
Support families in navigating the virtual environment.
To ensure staff’s ability to support virtual learning:
Designated staff members will provide on-going support with technology to students, staff,
and families. Each school will have a technology point person by grade, content or
building, as appropriate.
Staff and families will be provided with appropriate technology.
Staff accommodations may be made for staff with health issues.
Appendix N
![ED 451-Krystle DeVera-Lesson Plan 1[1]](https://img.dokumen.tips/doc/110x75/577daac11a28ab223f8b5066/ed-451-krystle-devera-lesson-plan-11.jpg)
