21 PLAINFIELD HIGH SCHOOL REMOTE LEARNING Time Monday

Plainfield Public School Board Members and Superintendent (left to right) Richard Wyatt, Dr. Avania A. Richardson-Miller, Dr. Diana Mitchell - Superintendent, Cameron E. Cox – President, Terence J. Johnson – Vice President, Carmencita T. Pile, Lynn Anderson-Person, John C. Campbell, Emily E. Morgan, Pat Hembree (not pictured)

Dr. Diana Mitchell – Superintendent of Schools Mark A. Williams – Assistant Superintendent Elizabeth Filippatos – Executive Director Student Services Gary Ottmann – Interim Business Administrator

Table of Contents INTRODUCTION TO THE ROAD BACK ...... 7 RATIONALE REQUEST FOR FULL-TIME REMOTE LEARNING: ...... 8

RATIONALE FOR FULL-TIME REMOTE LEARNING ...... 8 SECTION 1: REOPENING PLANNING...... 9

ESTABLISHING A RESTART COMMITTEE ...... 9 PANDEMIC RESPONSE TEAMS...... 10 PROFESSIONAL LEARNING ...... 10 CAREER AND TECHNICAL EDUCATION (CTE) ...... 10 ATHLETICS ...... 10 SCHOOL FUNDING ...... 11 SCHOOL DISTRICT BUDGETS ...... 11 SCHOOL FUNDING:...... 11 SECTION 1: REOPENING PHASE I REMOTE LEARNING...... 12

INTRODUCTION TO REMOTE LEARNING ...... 13 UNCONDITIONAL ELIGIBILITY FOR FULLTIME REMOTE LEARNING & PROCEDURES FOR SUBMITTING FULLTIME REMOTE LEARNING REQUESTS ...... 13 ELEMENTARY SCHOOLS SCOPE AND EXPECTATIONS OF FULLTIME REMOTE LEARNING ...... 14

QUALITY AND SCOPE OF INSTRUCTION ...... 14 OTHER EDUCATIONAL SERVICES ...... 14 ACCESS TO THE REQUISITE EDUCATIONAL TECHNOLOGY ...... 14 PROVISION OF SPECIAL EDUCATION ...... 15 RELATED SERVICES ...... 15 ADHERE TO THE LENGTH OF SCHOOL DAY ...... 15 DISTRICT EXPECTATIONS OF, STUDENTS PARTICIPATING IN REMOTE PROGRAMS AND THEIR FAMILIES ...... 16 SUPPORT AND RESOURCES...... 17 SECONDARY SCOPE AND EXPECTATIONS OF FULL-TIME REMOTE LEARNING ...... 17

QUALITY AND SCOPE OF INSTRUCTION ...... 17 OTHER EDUCATIONAL SERVICES ...... 17 ACCESS TO THE REQUISITE EDUCATIONAL TECHNOLOGY ...... 17 PROVISION OF SPECIAL EDUCATION ...... 18 RELATED SERVICES ...... 18 ADHERE TO THE LENGTH OF SCHOOL DAY ...... 19 DISTRICT EXPECTATIONS OF, STUDENTS PARTICIPATING IN REMOTE PROGRAMS AND THEIR FAMILIES ...... 19 SUPPORT AND RESOURCES...... 20 ELIGIBILITY FOR TRANSITION ...... 20 PROCEDURES ...... 20 STUDENT AND ACADEMIC SERVICES DURING TRANSITION FROM FULLTIME REMOTE TO IN-PERSON ...... 21 MEASURES TO ASSESS PRE-K STUDENTS’ LEARNING PROGRESS DURING THE TRANSITION FROM FULLTIME REMOTE LEARNING TO IN-PERSON LEARNING ...... 21 PROCEDURES FOR COMMUNICATING DISTRICT POLICY WITH FAMILIES ...... 22

DISTRICT COMMUNICATION GUIDELINES DURING FULLTIME REMOTE LEARNING ...... 22 OPPORTUNITIES TO REVIEW THE DISTRICT’S REMOTE LEARNING POLICIES ...... 22 PROCEDURES FOR SUBMITTING FULLTIME REMOTE LEARNING REQUESTS ...... 22 SCOPE AND EXPECTATIONS OF FULLTIME REMOTE LEARNING ...... 22 THE TRANSITION FROM FULLTIME REMOTE LEARNING TO IN-PERSON SERVICES AND VICE-VERSA ...... 23 ONGOING COMMUNICATION WITH FAMILIES ...... 23 REPORTING ...... 23

FULL TIME REMOTE LEARNING DATA ...... 23 SECTION 1: REOPENING PLANNING: PHASE II HYBRID...... 24 SCHEDULING ...... 25

INSTRUCTIONAL STAFF WILL: ...... 26 ADMINISTRATORS WILL: ...... 26 STAFF WILL: ...... 27 IN-PERSON AND HYBRID LEARNING ENVIRONMENTS ...... 27 IN-PERSON AND HYBRID LEARNING ENVIRONMENTS: ...... 28 REMOTE LEARNING RESPONSIBILITIES ...... 29 WHAT WILL MY CHILD DO ON THE REMOTE LEARNING DAY? ...... 29 IN-PERSON AND HYBRID LEARNING ENVIRONMENTS: EDUCATORS ROLES AND RESPONSIBILITIES ...... 29 ESTABLISH CONSISTENCY FOR REMOTE LEARNING ...... 31 CONSIDER FAMILY/HOME CONTEXT ...... 31 IMPLEMENT BEST PRACTICES ...... 31 UTILIZE NON-DIGITAL REMOTE LEARNING MODALITIES ...... 32 UTILIZE DIGITAL REMOTE LEARNING MODALITIES ...... 32 REMOTE LEARNING RESPONSIBILITIES ...... 32 EDUCATOR ROLES RELATED TO SCHOOL TECHNOLOGY NEEDS ...... 32 ENSURING DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES TO STUDENTS WITH DISABILITIES ...... 33 TECHNOLOGY AND CONNECTIVITY ...... 33 ACADEMIC, SOCIAL, AND BEHAVIORAL SUPPORTS ...... 34 ENSURING THE DELIVERY OF SPECIAL EDUCATION AND RELATED SERVICES TO STUDENTS WITH DISABILITIES ...... 35 SECTION 2: DIGITAL DIVIDE ...... 36

A NOTE FROM THE SUPERINTENDENT ...... 37 SCOPE AND EXPECTATIONS OF FULLTIME REMOTE LEARNING ...... 37 PLAINFIELD EDUCATOR COMMITMENT ...... 38 PLAINFIELD PUBLIC SCHOOLS HAS MOVED TO A NEW LEARNING MANAGEMENT SYSTEM – SCHOOLOGY ...... 39 WHAT IS SCHOOLOGY?: ...... 39 LEARNING MANAGEMENT SYSTEM THAT ALLOWS TEACHERS TO: ...... 39 WHAT PARENTS CAN SEE: ...... 39 PARENT EXPECTATIONS: ...... 39 STUDENT EXPECTATIONS: ...... 39 PARENT ASSISTANCE: ...... 40 TECHNOLOGY FAQS ...... 41 PARENT/GUARDIAN RESPONSIBILITY ...... 42 ALL USE OF TECHNOLOGY MUST: ...... 43 DIGITAL CODE OF CONDUCT ...... 44 SECTION 3: GENERAL HEALTH AND SAFETY ...... 45

GENERAL HEALTH AND SAFETY GUIDELINES ...... 46 APPENDIX C: MENTAL HEALTH SERVICES AND STEPS, APPENDIX R: HEALTH AND SAFETY PROTOCOLS, ...... 46 SECTION 4: CLASSROOMS, TESTING AND THERAPY ROOMS ...... 47

CLASSROOMS, TESTING, AND THERAPY ROOMS ...... 48 SECTION 5: TRANSPORTATION ...... 50

TRANSPORTATION ...... 51 SECTION 6: STUDENT FLOW, ENTRY, EXIT AND COMMON AREAS ...... 52

STUDENT FLOW, ENTRY, EXIT, AND COMMON AREAS ...... 53 SECTION 7: SCREENING, PPE AND RESPONSE TO STUDENTS AND STAFF PRESENTING SYMPTOMS ...... 54

SCREENING, PPE, AND RESPONSE TO STUDENTS AND STAFF PRESENTING SYMPTOMS ...... 55 SECTION 8 : CONTACT TRACING ...... 56

CONTACT TRACING ...... 57 SECTION 9: FACILITIES CLEANING PRACTICES ...... 58

FACILITIES CLEANING PRACTICES ...... 59 SECTION 10: MEALS ...... 60

MEALS ...... 61 SECTION 11: RECESS/PHYSICAL EDUCATION ...... 62

RECESS/PHYSICAL EDUCATION ...... 63 SECTION 12: FIELD TRIPS, EXTRA-CURRICULAR ACTIVITIES AND USE OF FACILITIES OUTSIDE OF SCHOOL HOURS ...... 64

FIELD TRIPS, EXTRA-CURRICULAR ACTIVITIES AND USE OF FACILITIES OUTSIDE OF SCHOOL HOURS ...... 65 APPENDIX ...... 66

APPENDIX A: PANDEMIC TEAM MEMBERS ...... 67 APPENDIX B-1: ELEMENTARY REMOTE LEARNING EXAMPLE ...... 72 APPENDIX B-2: MIDDLE SCHOOL (GRADES 6-8) REMOTE LEARNING EXAMPLE ...... 74 APPENDIX B-3: HIGH SCHOOL (GRADES 9-12) REMOTE LEARNING EXAMPLE ...... 77 APPENDIX C: MENTAL HEALTH SERVICES AND STEPS ...... 79 APPENDIX D: PPSD RELATED SERVICES REOPENING SCENARIO ...... 80 APPENDIX F: PPSD MD PROGRAM REOPENING ...... 81 APPENDIX G: RESOURCE PROGRAM REOPENING ...... 83 APPENDIX H ELEMENTARY SCHEDULES ...... 85 APPENDIX I SECONDARY SCHEDULES ...... 97 APPENDIX J: TRANSITION REQUEST FORM (TRF) ...... 102 APPENDIX K: NJSIAA SPORTS ADVISORY TASK FORCE RETURN TO PLAY UPDATE ...... 103 APPENDIX L DEVICE STUDENT/PARENT CONSENT ...... 106 APPENDIX M FILE CODE 2142.10 ...... 107 APPENDIX N FILE CODE 6142.10 ...... 111 APPENDIX O: FILE CODE 4119.26/4219.26 ...... 117 APPENDIX P FILE CODE: 5131 ...... 121 APPENDIX Q: INFORMATION TECHNOLOGY SUPPORT ...... 126 APPENDIX R: HEALTH AND SAFETY PROTOCOLS ...... 127 APPENDIX S: SAMPLE ELEMENTARY SCHEDULES & MEALTIMES ...... 129 APPENDIX T: STATE RESOURCES ...... 131 APPENDIX U: STATUTES AND REGULATIONS ...... 143 APPENDIX V: SCHOOL EXIT AND FLOW ...... 145 APPENDIX W: REVISION REQUIRED BY THE NJDOE ON 8/27/2020 ...... 161

The Plainfield Public Schools, in partnership with its community, shall do whatever

it takes for every student to achieve high academic standards

- No alibis, No excuses - No exceptions!

Las Escuelas Públicas de Plainfield en asociación con la comunidad, hará todo lo que sea

necesario para que cada estudiante alcance los niveles académicos más altos.

- ¡Sin Limitaciones, Sin Excusas, Sin excepciones!

Introduction to the Road Back

Public Education is at a critical state and it will never be the same again. Plainfield Public Schools, along with other Districts around the state, is currently restructuring teaching and learning in order to prepare for virtual and non-virtual openings for the 2020-21 school year. While restructuring during this COVID-19 Pandemic, we know our ultimate goal is to keep students safe and provide our students with a quality education.

On June 26, 2020, the New Jersey Department of Education (NJDOE) published “The Road Back – Restart and Recovery Plan for Education” (NJDOE Guidance), a Guidance document to assist New Jersey school districts to develop, in collaboration with community stakeholders, a Restart and Recovery Plan (Plan) to reopen schools in September 2020 that best fits the school district's local needs. The NJDOE Guidance presents information for New Jersey public school districts related to four key subject areas: Conditions for Learning; Leadership and Planning; Policy and Funding; and Continuity of Learning.

The Plainfield Public School District developed a Reopening Plan that is consistent with requirements in the NJDOE guidance with consideration to the unique needs in Plainfield. The TEAMPPSD Road Back Plan prioritizes and maximizes student contact time. The plan provides more student contact time of any of the suggested hybrid models. Our plan ensures the greatest continuity of instruction for students through the daily rotation of cohorts. Additionally, this plan provides every student access to adequate nutrition each day with grab and go meals distributed to each student for every day. The District has collaborated closely with the Plainfield Health Officer, Dr. Nazir, throughout this entire Pandemic.

The Plainfield Public School District is aligned with the requirements outlined in the NJDOE Guidance. The Appendices section of our plan include our unique protocols that will allow us to reopen safely, ensuring we are prepared to accommodate staff and students' unique needs during this unprecedented time. The Union County Superintendent has prepared a checklist for approval of this “Road Back” plan.

The requirements outlined in the NJDOE Guidance and incorporated into this Plan are controlled by Executive Order of the Governor of New Jersey and are subject to change.

Rationale Request for Full-time Remote Learning:

The requirements outlined in the NJDOE Guidance and incorporated into this Plan are controlled by Executive Order of the Governor of New Jersey and are subject to change.

Rationale for Full-time Remote Learning

On March 11, during the Plainfield Public Schools Board of Education Work and Study Session, Dr. Diana Mitchell presented the positive COVID-19 cases to the Board of Education and the Public.

These numbers were verified by the Plainfield Health Officer:

Plainfield Cases – 2,386 Plainfield citizens under quarantined – 4,936 Plainfield Deaths – 112 Children (up to age -18) – 122

Based on these numbers and the safety of the entire Plainfield Community, the Superintendent conferenced with Board members to explain the risks and dangers of opening schools for in-person instruction. She also explained there are several multi-family generations living within close quarters in the City of Plainfield and we simply cannot risk opening schools for in-person instruction spreading and increasing the number of COVID-19 cases in the City of Plainfield.

Section 1: Reopening Planning Establishing a Restart Committee

The PPS Multidisciplinary Steering Committee was established to serve as the Restart Committee in providing guidance for the reopening of PPS. On May 27th, an invitation to join the Restart Committee was sent to 1,200 employees and 89 staff members replied with interest. On June 4th, the Steering/Restart Committee composed of teachers, teacher assistants, secretaries, security staff, custodial staff, principals, vice-principals, and central office administrators met virtually for the first planning session. Subsequently, the team met in strategic subcommittees along with other key stakeholders during the months of June and July to address the concerns of Elementary Schools, Middle Schools, High School, Special Populations, and Families. Ultimately, the team proposed a Hybrid A/B Day Cohort reopening plan following the guidelines from the NJDOE “The Road Back,” using data from the parent/staff surveys and applying feedback from the Parent Listening Session.

May 27 – Calling all stakeholders invitation sent via Postmaster (1200 emails-89 replies)

June 3 – Student Services Cabinet meets to begin planning for Committees

June 4 – First Meeting of the Steering Committee (30 members)

June 11 – First Sub-Committee meetings (90 members) School Reopening Plans and Other Information

June 12 – 25-Sub-Committees meet (total 21 meetings) to address assigned areas

June 17 – Staff and Parent Surveys disseminated (500 staff reply, 800 parents reply)

June 26 – Governor released Re-Opening Guidance (104 pages of suggestions)

July 1-6 – Gather consensus from sub-committees (8 meetings)

July 7th – Parent Listening Session to determine parent needs (300 attendees)

July 9th – Steering Committee (Reach Consensus on Instructional Options)

July 13th – Student Services Cabinet –Review all information with Superintendent’s Cabinet July 14th – Admin Listening Session (50 attendees)

July 15th – Staff Listening Session (400 attendees)

July 16th – PTO Roundtable for Reopening (20 attendees)

July 17th – Virtual School Form released on the website

July 28th – Public Meeting to explain the reopening model

August 1st – School Reopening Plan posted on the website

August 25- PPSD Board of Education voted to begin the 100% Remote Learning Option

August 26-Current- Consistently revising and developing procedures.

Pandemic Response Teams

The District’s Pandemic Response Team is inclusive of the Superintendent’s Cabinet, additionally each of the thirteen schools have established their own Pandemic Response Team.

Each Schools Pandemic Response Team Included 1. Principal 2. Vice Principal (if applicable) 3. School Nurse 4. (5) Teachers 5. School Safety Team Leader 6. School Safety Person 7. Guidance/Social Worker 8. Child Student Team 9. Parent Appendix A: Pandemic Team Members

Professional Learning

PPSD began to provide professional learning in June 2020 with 6 hours of Schoology Learning Management Training to all certified staff members including teachers and building/district leaders. During the summer of 2020, staff members has two options for additional professional learning: Live PD or Self Pace Course. In September 2020, all staff will receive a comprehensive day of instructional technology resources. Teacher assistance attend customized learning sessions to support the instructional staff, students and parents. All sessions will be archived for future reference.

Parents/Care Providers will be invited to Live sessions in both English and Spanish on Schoology, instructional programs and how to adapt to the alternative environment. All sessions will be archived for future reference.

This will better equip leaders, staff, substitutes, students, and parents/caregivers to adapt to altered educational environments and experiences.

Among the most critical focus areas are training to address the learning loss for the most vulnerable populations (students with disabilities, English language learners, students without proper technology or internet access, etc.), and preparing and supporting educators in meeting the social emotional, health, and academic needs of all students.

Career and Technical Education (CTE)

PPSD will be following The Office of Career Readiness guiding principles to help administrators and educators make informed decisions about how, when, and to what extent career and technical education can be safely offered.

Athletics

The New Jersey State Interscholastic Athletic Association (NJSIAA) has established a COVID-19 Medical Advisory Task Force (MATF) responsible for providing guidance to allow New Jersey high school student- athletes to return to athletics as soon and as safely as possible. The NJSIAA is also convening a Sports Advisory 10

Task Force that will be comprised of athletic directors from across the State. They will be charged with reviewing State and local health guidelines, as well as NJDOE guidance, regarding the 2020-2021 school year to determine, among other things, the extent to which changes may be needed for each interscholastic sports season. PPSD will be following all NJSIAA and MATF guidelines. Appendix K: NJSIAA Sports Advisory Task Force Return to Play Update

School Funding

The Plainfield Public School District shall explore options to obtain the maximum amount of available revenue to minimize expenditures and for fiscal planning in the face of considerable uncertainty. The options will include, but are not limited to, the following: 1. Elementary and Secondary School Emergency Relief Fund; 2. Federal Emergency Management Agency – Public Assistance; and 3. State School Aid.

All guiding principles came from NJDOE See Appendix T: State Resources, Appendix U: Statutes and Regulations School District Budgets

The Plainfield Public School District has finalized their FY20 budget year and have already finalized their FY21 budgets. Because of the timing of the budget process, many of the activities listed below have not been, and cannot be, factored into either budget year without additional revenue outside the amount they anticipated for FY21 in February, and budget transfers that current statute does not authorize at the start of the school year.

All guiding principles came from NJDOE See Appendix T: State Resources, Appendix U: Statutes and Regulations School Funding:

School officials will review the Policy and Funding section of the NJDOE Guidance that includes information on Federal and State funding sources; purchasing practices; use of reserve accounts, transfers, and cash flow; and costs and contracting, including E-Rate funding and cooperative purchasing contracting.

1. Purchasing: The Plainfield Public School District may likely need to purchase items not needed in the past and may experience increased demand for previously purchased goods and services to implement the Plan. The school district shall continue to comply with the provisions of the “Public School Contracts Law”, N.J.S.A. 18A:18A-1 et seq. 2. Use of Reserve Accounts, Transfers, and Cash flow: The Plainfield Public School District shall apply for the approval from the Commissioner of Education prior to performing certain budget actions, such as making transfers that cumulatively exceed ten percent of the amount originally budgeted. 3. Costs and Contracting: The Plainfield Public School District shall follow all New Jersey State laws and regulations applicable to local school districts for purchasing when procuring devices and connectivity or any technology related item.

All guiding principles came from NJDOE See Appendix T: State Resources, Appendix U: Statutes and Regulations

Section 1: Reopening Phase I Remote Learning

Reopening Planning  Implement a schedule for the 2020-2021 school year that includes in-person instruction in some capacity and provides public school facilities for at least 180 days in accordance with N.J.S.A. 18A:7F-9?

 Incorporate a policy regarding fulltime remote learning services, in accordance with the Department’s guidelines?

 Ensure, consistent with N.J.A.C. 6A:32-8.3, that each student is provided at least four hours of instructional contact time per school day, or one continuous session of two and one-half hours for kindergarten students (such instructional time may be achieved through in-person, synchronous remote, or asynchronous remote activities)?

 Prepare for a potential shift back to entirely remote learning models by implementing measures to strengthen remote learning capabilities?

 If a member of the NJSIAA, conduct high school athletics in accordance with protocol issued by the NJSIAA. **Note: While NJSIAA does not maintain oversight over middle school sports, it is suggested that districts follow the same guidelines issued for high school sports.

 Establish or designate in each school a diverse Pandemic Response Team to oversee each school’s implementation of the district’s reopening plan, particularly health and safety measures? If establishing a new Pandemic Response Team, that team includes, if applicable:  School principal or lead person;  Teachers representing each grade band served by the school;  Child Study Team member;  School counselor or mental health expert;  Subject area chairperson/director;  School nurse;  School safety personnel;  Members of the school safety team;  Custodian;

Introduction to Remote Learning

As a former high school teacher, I proudly walked into my classroom each day with a new hopes, dreams, and possibilities for my students. As you know, there is nothing more special that the touch or an encouraging word from a teacher. If only this were our current reality. Not being able to see each other physically has been hard for everyone. With most of the nation currently working from home due to COVID-19, our schools are physically closed; you are unable to see your teachers and friends in person. In an effort to stay connected to everyone, we have developed this plan to keep our administrators, teachers, and students connected. It is extremely urgent that we continue to support each other as we continue on this virtual journey together.

Plainfield Public Schools, along with other Districts in New Jersey, restructured our hybrid teaching and learning plan in order to prepare for a virtual-only opening for the 2020-21 school year. While planning during this COVID-19 Pandemic, we know our ultimate goal is to keep students safe and provide our students with a quality education.

The following Virtual Remote Learning Plan has been developed to be consistent with the requirements in the NJDOE Guidance with consideration to our unique needs in Plainfield. Our TEAMPPSD Virtual Remote Learning Plan, ensures the greatest continuity of instruction for students through the daily remote learning instruction. Our Plan allows for every student access to adequate nutrition each day through the use of grab and go meals distributed to each student for every day. The District has collaborated closely with the Plainfield Health Officer, Dr. Nazir, throughout this entire Pandemic.

Diana Mitchell, Ed.D., Superintendent A Champion for Students The requirements outlined in the NJDOE Guidance and incorporated into this Plan are controlled by Executive Order of the Governor of New Jersey and are subject to change.

Unconditional Eligibility for Fulltime Remote Learning & Procedures for Submitting Fulltime Remote Learning Requests • PPSD follows all provisions from the NJDOE The Road Back and the Clarifying Expectations Regarding Fulltime Remote Learning Options for Families in 2020-2021on July 24, 2020. • Prior to the District’s decision to plan for full remote learning for the beginning of the school year, an application was provided for all parents to “opt in” for remote learning via the District’s website • PPSD will provide a quality remote learning program for students with IEPS whose parents have requested the fulltime remote learning option o Child Study Team will address parent concerns and IEP amendments for remote learning • The Student Services Department is the main point of contact for families to seek additional information about the District’s fulltime remote learning plan and requests o Families can also reach out to their building principals for questions and concerns • When the District transitions back to a Hybrid Model of Learning, families will retain the ability to unconditionally “opt-in” to remote learning • These conditions are subject to change as per guidelines from the New Jersey Department of Education and the office of Governor Murphy

Elementary Schools Scope and Expectations of Fulltime Remote Learning

Quality and Scope of Instruction

• All teachers will provide direct synchronous instruction using District approved curricula aligned to the New Jersey Student Learning standards in all required subjects • Language supports will be provided for English Language Learners • See Appendix J: Transition Request Form (TRF)for Sample Remote Learning School Schedules & Meal Distribution Plans • Loss of learning has been accounted for in the updated curricula following the NJSLS for Language Arts, Math, Science and Social Studies • Curricula resources are available for parents via the district website by accessing the link below . Link: Parent Resources • Academic programs are inclusive and can be accessible remotely: Schoology, MobyMax, Discovery Ed, ALEKS, HMH, Vocabulary.com, Scholastic Pro, BrainPOP, Newsela, etc. • Virtual/Live instruction will be required/provided daily based on each school buildings’ schedule (parents are encouraged to support their child’s participation as much as possible) • Engagement in the remote classroom will be active, not passive • Teachers will implement engaging instructional sessions on a daily basis by: . requiring learners to complete different types of learning activities – posting to discussion boards, taking assessments, turning in assignments for teacher feedback . working within grade-level and or content-specific teams to support the development of remote learning . remaining flexible with pacing and student assignments • Creating active lessons for class meetings and building in opportunities for student engagement by: o Breaking up a lesson into short mini lessons with activities and opportunities to practice. o Asking questions, using polls or quizzes that learners must respond to in the chat or on the digital whiteboard o Giving students opportunities to work in small groups. o Using Guided Notes - a notetaking guide with strategically placed blanks o Implementing teaching techniques such as flipped classroom strategies Appendix B-1: Elementary Remote Learning Example, Appendix B-2: Middle School (Grades 6-8) Remote Learning Example, Appendix B-3: High School (Grades 9-12) Remote Learning Example, Other Educational Services

• ESL support for students will be provided daily • Virtual After- school programming through 21st Century Program, Ramp Up, FFC • Home instruction will continue virtually

Access to the requisite educational technology

• All students will have one-to-one devices 14

• All families are responsible for communicating technology needs to their building Principals • Students without internet will receive a Mi-Fi • Training will be offered to all families as needed (provided in Spanish as well) • For any technical difficulties contact IT via the district website using the link below • Link: Parent Request for IT Support • Students will follow the Districts Technology & Anti-Bullying school policies (parents are responsible to monitor their child’s electronic usage, ex: websites, social media, etc.) • Links found bellow for PPSD Internet/Technology Policy & Anti-Bullying Policy. . Link: Internet Safety and Technology Policy . Link: District's Anti-Bullying Policy

Appendix M File Code 2142.10, Appendix N File Code 6142.10, Appendix O: File Code 4119.26/4219.26, Appendix P File code: 5131 Provision of Special Education, ESL, and Bilingual Students

• Special education provisions will take place simultaneously with the General Education population throughout the school day • Compliance with IEPs and 504s will continue • IEPs will be fulfilled and all modifications will be adhered to the greatest extent possible • All IEP meetings will be held virtually/remotely • All mandated timelines are being adhered to the greatest extent possible (ex. Annual reviews and updates) • Evaluations for Special Education will continue to take place in person • Staff trainings for virtual evaluations are in process • Preschool Disabilities, Multiple Disabilities and Behavioral Disabilities Programs will be offered for daily in person instruction on a modified scheduled following all COVID safety protocols established by the NJDOE Road Back & the CDC • A student’s special education providers will carefully consider the student’s individual needs and present levels of academic and functional performance. . This will include consideration of student’s goals, supports, services, and modifications during remote instruction. • Provide ESL tiered interventions and continue with SLIFF and SIOP Instruction for bilingual students. Appendix C: Mental Health Services and Steps,Appendix D: PPSD Related Services Reopening Scenario, Appendix F: PPSD MD Program Reopening, Appendix G: Resource Program Reopening Related Services

• All in person related services will follow all COVID safety protocols established by the NJDOE Road Back, CDC & PPSD protocols • Occupational Therapy, Physical Therapy and Speech Therapy will be offered in person in a socially distanced location at a school to ensure fidelity of services • ABA will be offered in person for students attending the daily recommended programs & virtually • Tele-Therapy will be provided when necessary • Virtual consultation for parents as necessary

Adhere to the length of school day

• Students will follow the district mandated time frames as per requirements pursuant to N.J.A.C. 6A:32- 8.3 15

• Students in elementary schools will be expected to be engaged in remote learning from 9:00 AM to 2:30 PM Appendix H Elementary Schedules, Appendix I Secondary Schedules District expectations of, students participating in remote programs and their families

Students and parents will adhere to PPSD remote learning guidelines. • In collaboration with parents, teachers and administrators, students will receive thorough efficient education • All parents must maintain an active Genesis Parental Portal account, email, and Schoology account to access students’ school schedules . Link: Genesis PARENT Portal Link • All parents/guardians need to update their contact information by contacting their child’s school • Any failure to comply with the rules as outlined in the district’s policies which may result in disciplinary action. • Plainfield Public School District may remove a user’s access to the network without notice at any time if the user is engaged in any unauthorized activity • The parent/guardian must agree to monitor student use at home (if applicable) and away from school • The best way to keep students safe and on-task is to have a parent/guardian present and involved. • Attendance: . Each school in the PPSD will be running daily attendance for each student using Genesis Student Management System. . To accompany our daily attendance reports, each school will utilize Schoology to run daily analytics to triangulate attendance and student participation. . Parents/Guardians of students who are not attending nor participating in classes will be contacted by the school designee daily. . PPSD will adhere to district attendance procedures for student absences. . Students are response to log into Schoology daily. Logging into Schoology will account for daily attendance. . Parents/guardians will ensure students log into Schoology daily. Parents/guardians will maintain responsibility for students attending all remote learning courses. . Teachers will maintain accurate daily attendance records in Genesis. Communicating to parents/guardians will be required for student who are not logging into daily Schoology courses. . Schools will contact parents/guardians daily on students who have not attended school on that specific day. School subgroup reports will be generated through Genesis. • Class participation: . Schoology Learning Management System has been adopted by the PPSD. Schoology will be used for delivering instruction in designated courses. Schoology is designed to improve student participation in remote/hybrid learning and performance while enabling equity and access for every student. . Students will log into Schoology daily to receive lessons, materials and assignments. All assignments are completed and submitted in Schoology. . Parents/guardians are responsible for monitoring and checking on student’s progress in Schoology daily and respond to and communicate with teachers. . Teachers will be maintaining each class daily and providing rigorous activities, videos and live teaching sessions in Schoology. Teachers will maintain contact with students/parents/guardian using the Schoology.

Support and Resources

School will support families of younger students with communications through School Messenger, Virtual - Back to School Night, PTO Meetings, and Kindergarten Orientation. • Access the School Counselors, Social Workers, Child Study Team, School based Youth Services • Report any concerns to the building Administrators • Students will be expected to participate in instructional activities every day based on each school’s schedule • Please see Appendix C: Mental Health Services and Steps for Mental Health Services and Steps

Secondary Scope and Expectations of Full-time Remote Learning

Quality and Scope of Instruction

• Each student will be afforded a full-time remote learning opportunity by way of an A/B type, subject matter or cohort schedule for the day. • Loss of learning has been accounted for in the updated curricula following the NJSLS for Language Arts, Math, Science and Social Studies • Curricula resources are available via the district website by accessing the Parents’ Tab and clicking on Resources (link found below) . Link: Parent Resources • Programs are inclusive and can be accessible remotely: Schoology, MobyMax, Discovery Ed, ALEKS, HMH, Vocabulary.com, Scholastic Pro, BrainPOP, Newsela, etc. • Virtual/Live instruction will be required/provided daily based on each school buildings’ schedule (parents are encouraged to support their child’s participation as much as possible) Appendix B-1: Elementary Remote Learning Example, Appendix B-2: Middle School (Grades 6-8) Remote Learning Example, Appendix B-3: High School (Grades 9-12) Remote Learning Example

Other Educational Services

• Virtual After- school programming through 21st Century Program, Ramp Up, FFC • Home instruction will continue virtually • PPSD will be following The Office of Career Readiness guiding principles to help administrators and educators make informed decisions about how, when, and to what extent career and technical education can be safely offered.

Access to the requisite educational technology

• All students will have one-to-one devices • All families are responsible for communicating technology needs to their building Principals

• Students without internet will receive a Mi-Fi • Training will be offered to all families as needed (provided in Spanish as well) • With the leadership of the IT department, each secondary school will utilize the Vanguards to support students with equipment and internet concerns. • In-district student transfers will report to their new location with their device. • New students to the District may pick up a device on the first day of school. • For any technical difficulties contact IT via the district website using the link below: . Parent Request for IT Support • Students will follow the Districts Technology & Anti-Bullying school policies (parents are responsible to monitor their child’s electronic usage, ex: websites, social media, etc.) • Links found bellow for PPSD Internet/Technology Policy & Anti-Bullying Policy. . Internet Safety and Technology Policy . District's Anti-Bullying Policy Appendix M File Code 2142.10,Appendix N File Code 6142.10, Appendix O: File Code 4119.26/4219.26, Appendix P File code: 5131

Provision of Special Education

• Special education provisions will take place simultaneously with the General Education population throughout the school day • Compliance with IEPs and 504s will continue • IEPs will be fulfilled and all modifications will be adhered to the greatest extent possible • All IEP meetings will be held virtually/remotely • All mandated timelines are being adhered to the greatest extent possible (ex. Annual reviews and updates) • Evaluations for Special Education will continue to take place in person • Staff trainings for virtual evaluations are in process • Preschool Disabilities, Multiple Disabilities and Behavioral Disabilities Programs will be offered for daily in person instruction on a modified scheduled following all COVID safety protocols established by the NJDOE Road Back & the CDC • A student’s special education providers will carefully consider the student’s individual needs and present levels of academic and functional performance. . This will include consideration of student’s goals, supports, services, and modifications during remote instruction. • In Class Support Teachers and Teacher Assistants will be available to support students during their respective class times as well as on the SEL Intervention & Enrichment Days. Appendix C: Mental Health Services and Steps, Appendix D: PPSD Related Services Reopening Scenario, Appendix F: PPSD MD Program Reopening

Related Services

See Appendices C-G Adhere to the length of school day

• Students will follow the district mandated time frames as per requirements pursuant to N.J.A.C. 6A:32- 8.3 • The district has determined that the length of the school day will be from 9:00 AM – 3:00 PM See Appendix I District expectations of, students participating in remote programs and their families

• District expectations of students and parent’s participation will be delineated in an E-Remote Learning Handbook. o Students/parents will be required to sign having received and reviewed the document. • In addition, in person opportunities for parent learning will be available online and at school locations. • A commitment to the partnership is required to ensure the success of all scholars. • In collaboration with parents, teachers and administrators, students will receive thorough efficient education • All parents must maintain an active Genesis parental portal, email, and Schoology account to access students’ school schedules (link found below) . Link: Genesis PARENT Portal Link • All parents/guardians need to update their contact information by contacting their child’s school • Any failure to comply with the rules as outlined in the district’s policies which may result in disciplinary action. • Plainfield Public School District may remove a user’s access to the network without notice at any time if the user is engaged in any unauthorized activity • The parent/guardian must agree to monitor student use at home (if applicable) and away from school • The best way to keep students safe and on-task is to have a parent/guardian present and involved. • Attendance: . Each school in the PPSD will be running daily attendance for each student using Genesis Student Management System. . To accompany our daily attendance reports, each school will utilize Schoology to run daily analytics to triangulate attendance and student participation. . Parents/Guardians of students who are not attending nor participating in classes will be contacted by the school designee daily. . PPSD will adhere to district attendance procedures for student absences. . Students are response to log into Schoology daily. Logging into Schoology will account for daily attendance. . Parents/guardians will ensure students log into Schoology daily. Parents/guardians will maintain responsibility for students attending all remote learning courses. . Teachers will maintain accurate daily attendance records in Genesis. Communicating to parents/guardians will be required for student who are not logging into daily Schoology courses. . Schools will contact parents/guardians daily on students who have not attended school on that specific day. School subgroup reports will be generated through Genesis. • Class participation: . Schoology Learning Management System has been adopted by the PPSD. Schoology will be used for delivering instruction in designated courses. Schoology is designed to improve student participation in remote/hybrid learning and performance while enabling equity and access for every student. 19

. Students will log into Schoology daily to receive lessons, materials and assignments. All assignments are completed and submitted in Schoology. . Parents/guardians are responsible for monitoring and checking on student’s progress in Schoology daily and respond to and communicate with teachers. . Teachers will be maintaining each class daily and providing rigorous activities, videos and live teaching sessions in Schoology. Teachers will maintain contact with students/parents/guardian using the Schoology. Support and Resources

• Supports and resources available to families will include: Family Liaisons; School-Based Counselors; School Resource Officers; Student Assistance Counselor; Bi-lingual Translators; Social Workers; Guidance Counselors; Schoology parent workshops/ videos; SEL Intervention & Enrichment Days and teacher support to parents. • Athletics: o The New Jersey State Interscholastic Athletic Association (NJSIAA) has established a COVID- 19 Medical Advisory Task Force (MATF) responsible for providing guidance to allow New Jersey high school student-athletes to return to athletics as soon and as safely as possible. The NJSIAA is also convening a Sports Advisory Task Force that will be comprised of athletic directors from across the State and that will be charged with reviewing State and local health guidelines, as well as NJDOE guidance, regarding the 2020-2021 school year to determine, among other things, the extent to which changes may be needed for each interscholastic sports season. PPSD will be following all NJSIAA and MATF guidelines. See Appendix K.

Eligibility for Transition

• Each student participating in either full time remote learning or in-person services must spend one full marking period in that learning modality before being eligible to transition to another modality. • The following are the dates for each marking period for the 2020-21 school year: o MP1: Sept. 8, 20 - Nov. 2, 20 o MP2: Nov 9, 20 - Jan 29, 21 o MP3: Feb 1, 20 - April 1, 21 o MP4: Apr 12, 21 - Jun 14, 21 • Schools will monitor the membership in both the remote and in-person student cohorts and make appropriate accommodations for documented extenuating circumstances. See Appendix J Procedures

• Complete and submit the district Transition Request Form (TRF) to request either a transition from remote to in-person learning OR from in-person to remote learning no later than week 5 of the current marking period. • The following are the deadlines for submission for the 2020-21 school year deadlines: o For MP2: October 7, 2020 o For MP3: December 15, 2020 o For MP4: March 3, 2021 • Within 10 school days the district/school will make a determination and inform parents/guardians as to whether or not their transition request has been approved. If not approved, the district will provide an explanation as to why the request was denied. • Point of contact for questions/concerns will be the school principal or designee. 20

• Documentation required includes the official district Transition Request Form (TRF) . o Transition Request Form(TRF) See Appendix J • Parents who request transition from in-person or hybrid delivery to full time remote delivery must complete the District’s application for remote learning. • Schools will then process the application accordingly. • Should a family determine that they would like to return to the hybrid delivery schedule, the student will need to complete the current marking period before transitioning. • Medical circumstances will be addressed according to District protocol. Student and Academic Services During Transition from Fulltime Remote to In-Person

• All academic services will accompany students’ transition from one learning modality to the other, including: o Special Education (IEPs) o 504 accommodations o Bilingual/ESL instruction o Related Services • Other student services will accompany students’ transition from one learning modality to the other, including: o Individual counseling o Group counseling o College/career counseling o Academic counseling • Support staff (i.e. school counselors, social workers, and nurses) will facilitate an orientation to support students’ transitions from one mode of instruction to another. The orientation will include instruction in topics such as health protocols, schedules, and daily attendance and log-in procedures.

See Appendices C-G

Measures to assess Pre-K students’ learning progress during the transition from fulltime remote learning to in- person learning

Use current developmental assessment criteria to determine students’ progress prior to the transition from one learning modality to the other: • Teachers will obtain initial baseline data from the COR (Child Observation Record) within the first 45 days and repeat this assessment each quarter. • Collect daily anecdotal notes • Include parent/guardian in the assessment process: o Confer with parents/guardians each quarter o Facilitate a parent orientation prior to students’ transition to a different mode of learning

Procedures for Communicating District Policy with Families

District Communication Guidelines during Fulltime Remote Learning

• The District will use various communications platforms and resources including social media, school website, global connect, Let’s Talk, video communications in English/Spanish, webinars, Zoom meetings, FAQ, Fact Sheets. • The District will utilize its cable public access TV cable station • Each School will post updated Virtual Learning Information on their own website and Schoology • Dedicated sections on the district website will inform about support for Distance Learning, Student Services, Academic Support, Contact Information, COVID-19 Guidelines. • The District will engage and include in its communications all PTO, PEA, PASA, Local Public Health Officer, Public Officials, Governor’s Office, NJ DOE, NJOEM, CDC, and other support organizations for families and children. • Social Service Staff will provide ongoing wellness checks with families • Communications will be provided in the family home language • Communication updates will be given on a weekly basis (Wednesday) • Host Kindergarten and new learners’ orientation via Zoom and YouTube Live Platforms. • Mass Mailing in addition to electronic Communication blasts including television and the press/media outlets. • Check notifications on the District’s app (link found below) o Link: Plainfield Public Schools District App

Opportunities to Review the District’s Remote Learning Policies

• PPSD will unveil the Fulltime Remote Learning Plan via Zoom to parents and community • Each school will have individual presentations for parents during Back to School Night & other opportunities

Procedures for submitting fulltime remote learning requests

• Virtual Learning from Sept. 1, 2020 to November 1, 2020 • During the week of Oct. 5 – 9, 2020 Parents will have the opportunity to add/ drop request for Fulltime Remote Learning • Remote Learning surveys will be provided through the District Website and Schoology See Appendix J

Scope and Expectations of Fulltime Remote Learning

• Parent Participation in Remote Learning Training in Virtual Orientation, learning Schoology and any other learning platforms at all zoom meetings • Parents must ensure that students participate in virtual learning daily • Parents must ensure that students log in to Schoology daily

• Parents must communicate with teachers, nurse or secretary if students are unable to participate due to illness • All parents must have an email address and check emails regularly • Students are expected to participate daily in virtual learning

The transition from fulltime remote learning to in-person services and vice-versa

• District will adopt a District-wide calendar available via the District’s Website • A calendar for parents with specific dates (subject to change) will be distributed via website, email and Schoology • In the event a positive Covid-19 case reported during in-person instruction, a Global Connect will notify parents and staff immediately with instructions for the following days • Central Office/Principal will notify all stakeholders of changes from in-person services and vice-versa via all communication platforms, including social media

Ongoing Communication with Families

• Superintendent will provide real time communications monthly to include video presentations o Presentations will be translated • Provide parents with resources to communicate with their principals and administrators via the District’s “Let’s Talk” communication platform: o Let’s Talk Link • Mass Mailing to include important contacts and other pertinent information.

Reporting

Full Time Remote Learning Data

• PPSD will adhere to district attendance procedures for student absences. • Each school will breakdown the reports to reflect all subgroups. • PPDS central office will be collecting weekly analytical reports to determine the districts attendance and participation rate. . Including in this report will be assignment types and program usage from both Schoology and Clever. • Daily attendance from Genesis or Schoology • Schoology daily and course usage reports • Grade reports • Schoology system analytic reports for students, parents and teacher • Schoology system analytic reports for assignment type and program use • Data will include the number of students participating in fulltime remote learning by each of the following subgroups: . economically disadvantaged; . major racial and ethnic groups; . students with disabilities; . and English learners

Section 1: Reopening Planning: Phase II Hybrid

 Incorporate a policy regarding fulltime remote learning services, in accordance with the Department’s guidelines?

 Prepare for a potential shift back to entirely remote learning models by implementing measures to strengthen remote learning capabilities?

Scheduling

The Plainfield Public School District has chosen a Hybrid Schedule A/B Day 50% Classroom Capacity model for instruction to facilitate social distancing. See Appendix

A hybrid-learning environment allows staff to monitor student movement, hallway traffic, and maintain safety according to guidelines. Instructional and non-instructional staff schedules can include designated time to support school building logistics required to maintain health and safety requirements.

Instructional staff will:

(1) Reinforce social distancing protocol with students and co-teacher or support staff. (2) Limit group interactions to maintain safety. (3) Support school building safety logistics (entering, exiting, restrooms, etc.). (4) Be familiar with district online protocols and platforms. (5) Plan standards-based lessons to meet the needs of students at various levels, ensuring versatility of lessons to apply to both fully in-person and hybrid learning environments. (6) Develop predictable routines and structures for students while maintaining student engagement through varied instructional strategies/modalities. (7) Provide regular feedback to students and families on expectations and progress. (8) Set clear expectations for remote and in-person students. (9) Assess student progress early and often and adjust instruction and/or methodology accordingly. (10) Develop opportunities for real-time interactions with students (office hours, virtual meetings, etc.). (11) Instruct and maintain good practice in digital citizenship for all students and staff. (12) Instructional staff with additional capacity or limited time spent with students may assist with school building and safety logistics. (13) Providing materials, manipulatives, and items for at-home activities at no cost to families (particularly in pre-school). (14) Limiting on-line activities for pre-school students.

Administrators will: In addition to administrators' non-instructional responsibilities, to ensure quality of continued learning in-person or virtually, administrators should:

(1) Consider roles for staff with health concerns, leveraging them to enhance the virtual learning environment and inform in-person instruction. (2) Provide virtual time for staff collaboration and planning. (3) Prioritize vulnerable student groups for face-to-face instruction. (4) Identify teachers and teacher leaders that may provide support to staff to continuously improve instruction in a virtual environment. (5) Work with staff and faculty to ensure that teaching and learning, and all student services are effectively and efficiently developed, planned, and delivered. (6) Hone collaboration, cooperation, and relationship building skills using alternative methods to remain connected to virtual instruction. (7) Define and provide examples of high-quality instruction given context and resources available. (8) Assess teacher, student, and parent needs regularly. (9) Ensure students and parents receive necessary supports to ensure access to instruction. (10) Communicate expectations for delivering high-quality instruction, assessing, and monitoring student progress in the virtual environment, in accordance with NJDOE's Professional Standards for Teachers and NJ Professional Standards for Leaders (N.J.A.C. 6A:9). 26

(11) Plan a process to onboard students and reestablish the classroom environment through emphasizing relationships with students and parents and resetting routines. (12) Collaborate on curriculum planning and assessing student academic and social emotional well-being when students return to school. (13) Create feedback loops with parents and families about students' academic and social emotional health and well-being, through use of remote learning conferences and/or surveys to parents about their child's experience and learning while out of school. (14) Share a comprehensive account of academic interventions and social emotional and mental health support services available through the district. (15) Create and communicate realistic student schedules to increase student engagement and accountability for both hybrid and remote learning models. (16) Collaborate in determining expectations for differentiated instruction and rigor in hybrid and remote learning models. (17) Support families in connecting with teachers and other services they need to be successful in navigating the virtual environment.

Staff will: Plainfield Public School District provides access and equity for all staff to ensure continuity of student learning. Staffing decision-making throughout the school year will consider unique needs of each staff member, such as access to technology, social and emotional health. This reopening plan identifies roles and responsibilities of school administrators, teachers, instructional assistants, educational and services professionals that ensure continuity of learning and leverage existing resources and personnel to maximize student success. As schedules are adjusted, educators must maintain quality instruction for students and abide by the minimum requirements set forth in NJDOE regulations. In response to COVID- 19, the NJDOE has provided flexibilities for implementation of certain regulatory requirements during the public health emergency.

When creating staff schedules and assignments, Plainfield Public Schools complies with all applicable employment laws including, but not limited to, the American Disabilities Act (ADA) and Health Insurance Portability and Accountability Act (HIPAA), and all applicable State and Federal laws. Additionally, prior to finalizing any COVID-19 related changes for the 2020-2021 school year, the District will consult with legal counsel and collaborate with Unions, PEA and PASA. All staff have been given information on the NJ Families First Corona Virus Response Act.

While the relevant Executive Orders are in effect, these flexibilities will apply. The District will follow any guidance from the NJDOE Educator Evaluation Guidance for NJ Achieve. The NJDOE will provide a description of flexibilities and requirements for educator evaluation necessitated by the state mandated school closures caused by COVID-19. This Guidance will apply to all Teachers, Principals, Assistant Principals (APs), Vice Principals (VPs), and Other Certificated Staff for School Year (SY) 2020-2021, and is differentiated for educators with a provisional certification, in the process of earning tenure, and on a corrective action plan (CAP).

In-Person and Hybrid Learning Environments

The district has developed a thoughtful, accessible remote learning plan using stakeholder input. Each school will support teachers and parents in the implementation of the hybrid-learning plan, respecting the needs of all students and staff and attending to the specific needs of their diverse community of learners. Teachers will provide a range of meaningful learning opportunities that meet the needs of all learners while prioritizing 27

student engagement in both in-person and remote learning contexts. Students are responsible for completing all assigned work and asking clarifying questions when needed. Parents are encouraged to support students learning at home by establishing consistent routines, asking students about what they are learning, and reviewing assignments as appropriate.

Remote learning is learning that happens outside of the traditional classroom because the student and teacher are separated by distance and/or time. In the PPS hybrid instruction model, remote learning will be flexible in time, according to an A/B schedule, using both technological and non-technological approaches. The Plainfield Public School District has provided each student with a technology device and purchased hot spots to support remote learning from home on this alternate day schedule.

In-Person and Hybrid Learning Environments:

The purpose of this document is to provide an overview of what remote learning will look like for your child. We recognize these recommendations may need further adjustment as schools across the district seek to implement remote learning and respond to a fluid situation. PPS commits to providing further clarification and suggestions regarding additional resources.

We strongly encourage: ● Planning for remote learning that respects the needs of all students and staff ● Implementing remote learning that attends to the diversity of each community of learners to ensure that all students have access to equitable educational opportunities ● Structuring active student engagement with learning in accordance with the age- appropriate thresholds ● Selecting content for remote learning that is aligned to district curriculum and the standards that are relevant and appropriate for each student ● Practicing consistent communication with students, families, and staff to understand how the hybrid instruction is working Students will access their remote learning assignments through the district Schoology platform. Students can access work and find support and resources for both online and non-online work on this common platform. Successful, consistent remote learning includes clearly articulated goals and clear communication among teachers, students, and families.

Remote Learning Responsibilities

● Dedicate appropriate time to learning, as guided by the lessons provided by your teachers. Student Responsibilities ● Remember to practice digital citizenship at all times. ● Find a comfortable place at home where you can study and learn. ● Complete your assigned work by the due date. ● Be respectful to yourself, teachers and peers. ● Check emails and teachers’ websites daily for updates, or have your parents help you. ● When working independently, plan to take some “brain breaks” to ward off fatigue and lack of concentration. Move around, have a snack, or talk to someone before resuming your work. ● Submit all assignments by the provided due dates. ● Communicate via email with teachers any problems you are having with assignments and/or technology, or have your parents email the teacher. ● If you are having trouble with your device, refer to the district website for instructions. ● Support your child in practicing digital citizenship. ● Reviewing work assigned to the student. Parent/Caregiver/ Family ● Reserving a space for students to complete remote learning work independently and with Responsibilities few distractions. ● Talking to students about their work every day. ● Helping students establish and follow regular daily routines. ● Encouraging adherence to all virtual/remote learning assignments. ● Asking your child about his/her, assignments to further engage them in the learning. ● Helping your child set daily goals and track progress toward meeting them. ● Checking with your child to ensure assignments are completed by due dates. ● Reminding your child to email teachers if they have any questions or need support in their learning. ● Emailing teachers with any questions that younger student may have. ● Regularly checking the district website for important information and updates http://www.plainfieldnjk12.org/ ● Reach out to teachers and principals with any questions and concerns -- they are here to support you!

What will my child do on the remote learning day?

Teachers will provide rigorous learning activities aligned with the curriculum and in-person instruction from the previous day. These activities may or may not be technology-based. Teachers will provide clear instructions for each assignment during the previous in-person lesson. The instructions will also be posted along with the lesson on Schoology.

Examples of Elementary, Middle School and High School ,.Appendix H Elementary Schedules, Appendix I Secondary Schedules

In-Person and Hybrid Learning Environments: Educators Roles and Responsibilities

This guide presents essential recommendations for teachers to consider as they refine their approaches to remote instruction. The introduction and overarching recommendations that follow provide suggestions to help educators grapple with the challenges of delivering remote learning as part of a hybrid instruction plan that will meet the needs of all Plainfield students. As educators work to implement these recommendations, we call upon everyone to model resilience, critical and creative thinking, thoughtful 29

responsiveness, and empathy to ensure that students continue to grow personally, academically, and linguistically.

Remote learning is learning that happens outside of the traditional classroom because the student and teacher are separated by distance and/or time. In the PPS hybrid instruction model, remote learning will be flexibility timed, and it may or may not involve technology. Plainfield has provided each student with one- to-one devices and purchased hot spots to support remote learning.

We recognize these recommendations may need further adjustment as schools across the district seek to implement remote learning and respond to a fluid situation. While the parameters of what is set forth in this document will not change, PPS commits to providing further clarification and suggestions regarding additional resources.

Establish Consistency for Remote Learning

Remote learning that emphasizes interaction and authentic and differentiated learning opportunities will help students stay connected to teachers and classmates and ease the transition from traditional to remote learning. Developing consistency for remote learning on which students can rely is key as they and their families adapt to unprecedented changes in education and society, in general. Successful, consistent remote learning includes: ● Clearly articulated goals ● Collaboration across content areas to ensure balanced learning and workload ● Options for students that tap into students’ interests, readiness levels, and learning styles while providing families flexibility ● Flexible technological and non-technological options. ● A common platform where students can access work and find support and resources (for both online and non-online work). ● A clear plan of communication involving the teachers, students, and families. ● Genuine interest and effort in supporting students’ social, emotional, and academic growth.

Consider Family/Home Context

Since home will be the new classroom during remote days, it is critical that remote learning must work in a multitude of family and home contexts. In this time of rapidly changing public health and economic uncertainty, districts must ensure that their method of remote learning accounts for: ● Students who are home alone while adults are working. ● Students who are caretakers for siblings or ill family members ● Students who work to help support their family ● Students may or may not have a consistent caregiver who can work with them every day. ● Students who speak a language other than English and have language needs ● Students whose parents speak a language other than English and cannot assist with homework ● Students who have special education needs ● Students who are coping with the illness or loss of a family member ● Students who are struggling with anxiety or depression

Implement Best Practices

● Work within grade-level and or content-specific teams to support the development of remote learning. ● Focus on engaging and accessible learning materials and techniques. Incorporate mixed media content, such as television clips, newspapers, maps, and political cartoons and interactive web-based, free software tools, etc., to keep students engaged and excited about learning while reinforcing instructional concepts taught during in-person instruction. ● Remain flexible with pacing and student assignments.

Utilize Non-Digital Remote Learning Modalities

● Non-digital learning materials should include information that, when possible, includes multiple modes of representation of content (e.g., text, diagrams, graphic organizers, large print, manipulatives, maps and illustrations) to help students and parents grasp previous content. There should be multiple ways for children to demonstrate their developing understandings. ● Instructions for projects and activities should be provided in clear language free of jargon to support parents as they support their children at home.

Utilize Digital Remote Learning Modalities

● Make use of the many engaging digital resources available (Learning A-Z, Newsela, Readworks.org, BrainPop, Scholastic Literacy Pro, iReady, etc.). Provide the various resources, with explanations on when and how to use those resources. ● Explain to students the assignments and activities during their in-class days and clarify any questions.

Remote Learning Responsibilities

● Make remote learning activities available in a timely manner. Teacher ● Be available at scheduled times to answer student/caregiver Responsibilities questions. ● Provide timely feedback on student work. ● Provide a range of meaningful learning opportunities that meet the needs of all learners ● Log on at designated time for daily lessons. Student ● Review assigned work. Responsibilities ● Complete your assigned work by the due date. ● Ask clarifying questions when you need help or don’t understand ● Be respectful to yourself, teachers and peers. ● Review work assigned to the student. ● Reserve a space for students to complete remote learning work. Parent/Caregiver/ ● Encourage students to get enough sleep. Family Responsibilities ● Set reasonable time limits for technology use. ● Help students establish and follow regular daily routines.

Educator Roles Related to School Technology Needs PPS is committed to ensure that all staff has support on virtual learning to prepare to provide or support instruction on day one, the following plan has been developed:

• District Vanguards will be to provide ongoing support with technology to students, teachers and families. Staff support began July 3, 2020. Parent Support will begin August 18. Student support began with our Special Needs and Summer School Cohorts on July 6 and will begin August 18 with self-pace courses. • Each Vanguard specializes in programs and will be the designee in each school as the point of contact for specific instructional tools. • Surveys have been sent to families to determine technology needs including devices and connectivity. • PPS provides district one-to-one instructional devices and will be researching connectivity. • Prior to the start of the school year, provide district email addresses and access to online platforms: o (usernames/passwords/organizational credentials) o Access to Google, Schoology and Clever

Ensuring Delivery of Special Education and Related Services to Students with Disabilities

PPS will provide Special Education programs consistent with guidance from the United States Department of Education, the Federal Individuals with Disabilities Education Act (IDEA), and the New Jersey State special education regulations for students with disabilities to the greatest extent possible. Programs recommended for daily in-person attendance are Multiple Disabled, Behavior Disability, and Preschool Disabled (Appendix D: PPSD Related Services Reopening Scenario, Appendix F: PPSD MD Program Reopening, Appendix G: Resource Program Reopening or Program Plans). Other Special Education Programs (LLD, Resource, and Inclusion) will follow the district’s Hybrid A/B Day Cohort model. Related services will be provided both virtually (teletherapy) and in-person at school following safety protocols as outlined by the District’s reopening guidelines (Appendix D: PPSD Related Services Reopening Scenario, Appendix F: PPSD MD Program Reopening, Appendix G: Resource Program Reopening for Related Services information).

Technology and Connectivity

PPSD strives to ensure that every student has access to a device and internet connectivity. PPSD prioritizes the provision of technology, or, alternatively, in-person instruction, to students that are otherwise without access.

The following steps have been taken: A) Inventory of all current equipment a. 1:1 K-12 iPad initiative B) Student surveys on availability to connectivity including provider C) Purchase of MiFi to support students without access D) Increasing quality of staff devices to deliver instruction

,Appendix L Device Student/Parent Consent, Appendix M File Code 2142.10, Appendix N File Code 6142.10, Appendix O: File Code 4119.26/4219.26, Appendix P File code: 5131, Appendix Q: Information Technology Support

Curriculum, Instruction, and Assessments

The district is committed to delivering high-quality instruction through a hybrid learning approach. Teachers will deliver the district curriculum in their content areas with an emphasis on identified priority standards, which will support a focus on grade-level student learning competencies. Learning opportunities will include flexible and authentic activities that will engage students and strengthen their connections to teachers and

learning whether in a remote or in-person learning context. Teachers will utilize formative assessments to prioritize student needs by identifying and addressing gaps in learning. Underpinning these recommendations is the need for resilience, critical and creative thinking, thoughtful responsiveness, and empathy to help ensure that students continue to grow personally, academically, and linguistically.

Instructor Responsibilities vs. Student Responsibilities

Instructor Student

Provide resources for student learning and engagement Add feedback/discuss topics/issues

Set specific times/methods for communicating with Reach out with questions or concerns students and parents Provide multiple pathways to assess student learning Commit to and engage in this reimagined and create authentic assessments educational environment

Complete assignments and assessments in a timely Create a structure and routine fashion Be flexible and understanding with regards to Be flexible and understanding as Instructors navigate social/emotional needs this new territory

Feedback ● Feedback should be used to encourage, motivate learners to access content, and engage in suggested activities such as discussions, discussion boards, reflections, short essays, etc. ● Feedback should be informative and tailored to the assignment(s) given. ● Instructors should give personalized feedback on content materials (submitted or not submitted). ● Instructors should be able to provide a means (i.e., rubric) of how students will be assessed on the assignment(s) they are receiving. Assignment(s) should be accompanied with an understanding of the goals and objectives. ● Feedback needs to be consistent, ongoing, incremental, and formative as a means of keeping students engaged.

Academic, Social, and Behavioral Supports

Students will be fully supported academically, socially, and behaviorally through a Multi-Tiered System of Supports (MTSS). Interventionists along with the Reading Specialist will address students struggling academically with targeted lessons, both in-person and virtually to address the COVID gap. The social workers, guidance counselors, and behaviorists will support students socially and emotionally by addressing their mental health needs. Our goal is to provide wrap-around supports for all PPSD students.Appendix C: Mental Health Services and Steps, Appendix R: Health and Safety Protocols

Ensuring the Delivery of Special Education and Related Services to Students with Disabilities PPS will provide Special Education programs consistent with guidance from the United States Department of Education, the Federal Individuals with Disabilities Education Act (IDEA), and the New Jersey State special education regulations for students with disabilities to the greatest extent possible. Programs recommended for daily in-person attendance are Multiple Disabled, Behavior Disability, and Preschool Disabled (See appendix for Program Plans). Other Special Education Programs (LLD, Resource, and Inclusion) will follow the district’s Hybrid A/B Day Cohort model. Related services will be provided both virtually (teletherapy) and in-person at school following safety protocols as outlined by the district’s reopening guidelines Appendix D: PPSD Related Services Reopening Scenario, Appendix F: PPSD MD Program Reopening, Appendix G: Resource Program Reopening

Out of District students will follow the guidelines of their specific school.

Section 2: Digital Divide

Include a plan outlining steps to ensure that all students who are expected to engage in remote instruction have access to the requisite educational technology (including hardware and connectivity), whether that technology is issued by the school district or provided by the student’s family? That plan must:

 Include a documented process for identifying students in need of educational technology;

 Identify steps that the district will take to provide needed technology to students identified as otherwise lacking access to such technology;

 Prioritize provision of district-issued technology to those students who, in the absence of district- issued technology, may be unable to fully participate in remote instruction;

 Include ongoing monitoring, provisions for issuing educational technology throughout the school year, and other provisions necessary to prevent lapses in student access to remote instruction as district or family circumstances evolve.

A Note from the Superintendent

As a former high school teacher, I proudly walked into my classroom each day with new hopes, dreams, and possibilities for my students. As you know, there is nothing more special than the touch or an encouraging word from a teacher. If only this were our current reality. Not being able to see each other physically has been hard for everyone. With most of the nation currently working from home due to COVID-19, our schools are physically closed; you are unable to see your teachers and friends in person. In an effort to stay connected to everyone, we have developed this plan to keep our administrators, teachers, and students connected. It is extremely urgent that we continue to support each other as we continue on this virtual journey together.

Diana Mitchell, Ed.D., Superintendent “A Champion for Students”

Scope and Expectations of Fulltime Remote Learning

A student participating in the Board’s fulltime remote learning option must be afforded the same quality and scope of instruction and other educational services as any other student otherwise participating in district programs (e.g. students participating in a hybrid model). This includes, for example, access to standards- based instruction of the same quality and rigor as that afforded all other students of the district, the district making its best effort to ensure that every student participating in remote learning has access to the requisite educational technology, and the provision of special education and related services to the greatest extent possible. Like in-person and hybrid programs, fulltime remote learning must adhere to length of school day requirements pursuant to N.J.A.C. 6A:32-8.3, local attendance policies, and any other local policies governing delivery of services to, and district expectations of, students participating in remote programs and their families. For families/guardians requesting that a service transition from in-person or hybrid delivery to fulltime remote delivery, the district must clearly define any additional services, procedures, or expectations that will occur during the transition period. Districts should endeavor to provide supports and resources to assist families/guardians, particularly those of younger students, with meeting the expectations of the district’s remote learning option.

Plainfield Educator Commitment

As Educators are implementing this Remote Learning Plan, they will: • Complete all required tasks, including taking “attendance,” providing instructional minutes, checking on students’ emotional well-being, and offering feedback on student learning. • Students will be considered “in attendance” if they are engaging in any form of two-way communication with the teacher during the week. • Be available to students and families via Schoology, phone, text, email, Zoom, Google Hangout, Class Dojo, etc. for a similar amount of time as they would if schools were operating normally. (Electronic communication platforms will be used in accordance with District guidelines.) • Collaborate with colleagues (Principals, Assistant Principals, Content Area Supervisors, Coaches, Teachers, Social Workers, Psychologists, and Central Office Staff) to address needs that arise along the way. • Participate in required weekly meetings per the negotiated agreement. The exact days/times will be determined at the building level by Teachers and Principals. • Provide a range of meaningful learning opportunities and resources that engage and meet the needs of all learners. • Connect families with educational resources that support Emerging Bilinguals (including necessary language supports) and students with IEPs/504s. • Grading Policy • The District will continue to follow File Policy 6147.1 Evaluation of Individual Student Performance. • Student Schedules • Student schedules for grades K-5 will be issued on the first day of school. Students in grades 6-12 will be able to access their fall schedule on September 1, 2020 via Genesis.

Plainfield Public Schools Has Moved to a New Learning Management System – Schoology What is Schoology?:

Learning Management System that allows teachers to:

• Administer online curriculum materials. • Track and report student data and information. • Deliver online instruction within a blended classroom environment. • Teachers focus on: • Increasing student engagement. • Creating deeper learning experiences. • Providing opportunities for communication and collaboration. • Assigning and collecting work electronically. • Fostering 21st Century Skills and Digital Citizenship. • Engage with learning materials and the school community inside and outside of the classroom. • Safe and monitored teacher/administrator/parent online environment.

What Parents Can See:

• The classes your child is enrolled in. • The groups your child is a member of. • Your child’s upcoming assignments and due dates. • School and class announcements and course updates. • Calendar. • Materials. • Graded Schoology assignments.

Parent Expectations:

• Assist your child with managing their time • Stay connected with your child’s teachers • Log into Schoology regularly to monitor your child’s upcoming class work/assignments due dates • Limit distractions • Set goals for your child • Know where to find help, resources and ask questions

Student Expectations:

• Students are expected to login to Schoology each school day to access their courses, instruction from their teachers, assignments, and educational materials. • Required work for the week will be posted on each Schoology course daily. All required work is due to the specified teacher. • Students are expected to check in each day to all Schoology courses. • Students are expected to attend and be on time for all live sessions. • Students are expected to be engaged. • Students are expected to put his/her phone or other digital devices away during instructional time. 39

• It is the student’s responsibility to check all of your courses in Schoology each day for work assigned and due dates.

Parent Assistance:

• Schoology Open House Sessions in Spanish/English on 8/20, 8/24, 8/26 and 8/27 • 11am, 3pm and 7pm on each day listed above • Sign-up for student access account information and Parent login/usage training (sign-ups will be available as of August 26 via the district website) • On-going support will be available via email, support phone lines • Additional program help sessions will be scheduled and posted to the website beginning September 8 • Communications will take place via email, School Messenger, District website and school-based communications • Parents can adjust Schoology email and app notifications • Schoology Parent Help Center • Technology Information for Plainfield Families • [email protected] • three live hotlines will be posted

If You Are Experiencing Technical Issues:

Parents, please contact our Helpdesk Department at 908-731-4223 or E-mail: [email protected]

For all other IT related questions, please call Rose Carson @ 908-705-3009 Technology FAQs Q: My child is new to the district, how do I receive a device? A: Please contact your child's Principal for further instructions.

Q: I have children in different schools within the district, how do I get their devices? A: Please contact each of your children's school Principals for further instructions.

Q: I do NOT have internet access at home, what do I do? A: Please contact your child's school Principal to explain your need.

Q: What is the cost of a replacement device and/or accessories? A: Please refer to the Section (Broken/Vandalized Devices)

Q: My child broke their device, what do I do? A: Please refer to the Section (Broken /Vandalized Devices)

Q: How do I add software to my device? A: All educational software necessary for student instruction has been preloaded. Additional software can be downloaded through Jamf Service App located on the home screen of the device. For all other educational software, please contact: [email protected] or [email protected]

Q: My child locked their device, what do I do? A: Contact Technical Support at 908-731-4423 or email helpdesk at [email protected]

Q: I'm leaving the District, how do I return my child's device? A: All devices and accessories must be returned to your child's school prior to the District releasing any records.

Q: My child’s device has been lost/stolen, what do I do? A: All lost or stolen devices must be reported to your child's school and a theft, vandalism report must be filled out. The Principal will give you further instructions.

All Plainfield Public School District Students and Families Must Understand That: • All students are allowed access to digital resources unless the school is notified in writing by the parent/guardian. • All users of the District’s network and equipment must always comply with the Plainfield Public School District policies – 61.42.1 Internet Safety and Technology, and Staff Use of Internet, Social Networks and Other Forms of Electronic Communication – File Code 4119.26 (enclosed in this document). • All devices are on loan to students and remain the property of The Plainfield Board of Education. • All users are accountable to all school, District, Local and State Federal laws regarding the use of Technology. • All use of technology, equipment, and the network must support the use of education. • Students and families must follow all guidelines set forth in this document and by district staff. • All rules and guidelines regarding the use of devices and technology are in effect before, during, and after school hours for all District devices whether or not your child is on or off of school campus. • All files stored on the District’s equipment or on the District’s network are the property of the District and ma y be subject for reviewing and monitoring at all times. • The term “devices” refers to laptops, iPads, batteries, power cord/chargers and bags/cases/covers. Each piece of equipment is issued as an educational resource. The conditions surrounding this equipment can be equated to those of a textbook or a school-issued calculator. • Students are expected to keep the equipment in good condition. Failure to do so will result in extra cost for repair or replacement. • Students are expected to report any damage to their device as soon as possible. This means no later than the next school day. • Students who identify or know about a security concern or problem with their device are expected to convey the details to their teacher. • Students are expected to notify a staff member immediately if the y come across any inappropriate information such as images, messages that are threatening, dangerous, or anything that makes them feel uncomfortable. • All users are expected to follow existing copyright laws and educational fair use policies and laws. • Students may only log in under their assigned Plainfield Public Schools username. Students should not share their passwords with any other students at any time. • Students may not loan equipment to any other person for any reason as parents will be held financially responsible for any loss or damage to their child’s assigned device. • Any failure to comply with the rules as outlined in this resource may result in disciplinary action. The Plainfield Public School District may remove any user’s access from the Network without notice at any time if the user is engaged in any unauthorized activity. • The Plainfield Public School District reserves the right to confiscate the equipment at any time.

Parent/Guardian Responsibility • Investigate and apply parental controls available through your home Internet Service Provider and/or your wireless router and make Internet safety the number one priority. • Develop a set of rules/expectations for Internet use at home. • Only allow Internet use in common rooms of the home (e.g. living room or kitchen) and not in bedrooms or closets. Demonstrate a genuine interest in what your student is doing while online. Ask questions and request that they show you his/her work often. • If your child is visiting another household, be sure to ask about Internet safety and child monitoring. • Equipment Rules and Guidelines

• The rules and regulations are provided here so that students and parents/guardians are aware of the responsibilities that students accept when they utilize district owned technology equipment. In general, this requires efficient, ethical, and legal utilization of technology resources. Violations of these rules and guidelines will result in disciplinary action as per File Code 5131 Code of Conduct/Discipline. • Electronic Guidance for Students & Parents

All use of technology must: • Support students and be age appropriate • Do not share logins and passwords • Do not develop programs to harass, hack, bring viruses or change others files • Follow Internet safety • All files must be school/app appropriate material and exclude explicit or improper references to alcohol, gangs, drugs, obscene language, nudity, bullying, harassment, discriminatory or prejudice behavior • Equipment Use & Care • Devices must be placed/stored in a safe place • Device must be covered with designated protective case or cover at all times • Protect the device from extreme heat, cold, food and drinks, infants, and pets • Completely shut down your device before traveling • Do not leave the device in a car • Always use two hands to carry the device • Do not deface district issued equipment in any way. This includes, but is not limited to markings, painting, drawings, or marring any surface of the device • The protective case for the device should never be removed, for any reason, as doing so will lead to damage to the device for which you will be responsible • You are not allowed to load personal software onto your district owned device • Broken/Vandalized Devices • Accidents do happen. There is a difference, however, between an accident and negligence. • If any equipment is lost, the student or parent must report it to the school’s administration and teacher immediately. The school’s administrator will then reach out to the District’s Information Technology Department. • The circumstances involving the loss/theft/damage for each situation will be investigated. The Information Technology Department will make a determination regarding replacement. Parents/guardians will be held financially responsible for the loss/theft/damage of equipment. • If the device has been stolen or lost, the school must be notified. The parents are to file a police report immediately. A copy of the police report must be provided to the school by the parent or student within five (5) days. • The first infraction regarding a lost or stolen device will be a rate of $50. The second infraction regarding a lost or stolen device will be $100. The third infraction regarding a lost or stolen device will result in paying for the full device. Reminder, it is the parents’ and students’ responsibility to report lost and/or stolen equipment to the proper school officials. The cost of the devices and accessories is in the list below:

Device/Accessories Cost iPad Wi-Fi 32 Space Gray $459.00 Logitech Rugged iPad Case $59.00 Apple 12 W. USB Power Charger $19.00 Apple Lightening to USB Cable $29.00

Digital Code of Conduct

Proper behavior as it relates to the use of technology is no different than behavior in all other aspects of District activities. All users are expected to use the District’s technology resource in a legal, responsible, ethical, and polite manner. The digital citizenship guidelines are intended to clarify those expectations as they apply to computer and network usage and are consistent with the Plainfield Public Schools Board policy on use of technology resources in instruction. A student who knowingly violates any portion of the digital citizenship expectation will be subject to suspension and/or revocation of privileges on the District’s Network and will be subject to other disciplinary actions in accordance with the school’s policy.

Appendix L Device Student/Parent Consent, Appendix M File Code 2142.10,Appendix O: File Code 4119.26/4219.26, Appendix P File code: 5131, Appendix Q: Information Technology Support

Section 3: General Health and Safety

General Health and Safety  Provide reasonable accommodations for students and staff identified as having a higher risk for severe illness from COVID-19, including older adults and individuals with disabilities or serious underlying medical conditions:

Students and staff identified as having a higher risk for severe illness from COVID-19 are afforded additional accomodations as needed. The District’s doctor uses the CDC guidelines. Certain conditions put people at a risk of “are at an increased risk" or "might be at an increased risk". Accomondations can be anything from supplying PPE or to work remotely. Previously, if the doctor wrote "work form home" that was the accomondation vs. "remote" which can happen in the school building". The CDC lists conditions at people who "are" or "might" be at risk of severe illness from COVID, that the District follows.

General Health and Safety Guidelines

The safety and well-being of students and staff is the top priority of Plainfield Public Schools. All of our safety and health protocols are guided by the CDC and the NJDOE “Road Back.” The Plainfield Public Schools Reopening Plan has been a collaborative effort of all PPS stakeholders: teachers, teacher assistants, security guards, custodial staff, parents, secretarial staff, school nurses, principals, vice-principals, supervisors, district administrators, Board Members and parents. We have used Listening Sessions, Surveys and Committees to ensure that we have addressed our children’s needs.

The Health and Safety Section of the Reopening Plan identifies Ten Critical Areas of Operation which the District has addressed in the Plan: General Health and Safety Guidelines; Classrooms, Testing, and Therapy Rooms; Transportation; Student Flow, Entry, Exit, and Common Areas; Screening, PPE, and Response to Students and Staff Presenting Symptoms; Contact Tracing; Facilities Cleaning Practices; Meals; Recess/Physical Education; and Field Trips, Extra-Curricular Activities, and Use of Facilities Outside School Hours.

Appendix C: Mental Health Services and Steps, Appendix R: Health and Safety Protocols, Appendix V: School Exit and Flow

Section 4: Classrooms, Testing and Therapy Rooms

Classrooms, Testing, and Therapy Rooms • Ensure that students are seated at least six feet apart within the classroom? o [If district answers “No” to the above] Implement social distancing modifications to the • greatest extent practicable, including the use of physical barriers between desks and turning desks to face the same direction or having students sit on only one side of the table, spaced apart? • Ensure that other instructional and non-instructional rooms comply with social distancing standards to the greatest extent practicable? • Provide for limited use of shared objects when possible and clean such objects between uses? • Ensure that indoor facilities have adequate ventilation, including by: maintaining operational heating and ventilation systems where appropriate; ensuring that recirculated air has a fresh air • component; opening windows if A/C is not provided; and maintaining filters for A/C units • according to manufacturer recommendations? • Ensure that hand sanitizing stations are maintained with alcohol-based hand sanitizers in each • classroom, at entrances and exits of buildings, and near lunchrooms and bathrooms? • Ensure that existing handwashing stations with soap, water, and alcohol-based hand sanitizers? • Include provisions that facilitate student hand washing at regular intervals (or use of alcohol based hand sanitizer if washing with soap and water is not possible), such as designating certain • times for students to wash hands (e.g. before eating, after using the bathroom, and after • blowing their nose/coughing/sneezing), use of signage to encourage handwashing, or other • provisions?

Classrooms, Testing, and Therapy Rooms

As per the CDC and NJ Department of Education guidelines, PPS district schools will allow for social distancing within the classroom to the maximum extent practicable. This will be achieved by ensuring students are seated at least six feet apart. If a school in the district is not able to maintain this physical distance, additional modifications should be considered including using physical barriers between desks, turning desks to face the same direction (rather than facing each other), and/or having students sit on only one side of the table, spaced apart. 1.) When social distancing is difficult or impossible, face coverings except when doing so would inhibit the individual’s health or in the exceptions below: a) All parents are asked to send their children to school with a face covering. Enforcing the use of face coverings may be impractical for younger children or individuals with disabilities as such social distancing will serve as a classroom norm in all buildings. • Exceptions: Doing so would inhibit the student’s health. The student is in extreme heat outdoors. The student is in water. A student’s documented medical condition, or disability as reflected in an Individualized Education Program (IEP), precludes the use of face covering. The student is under the age of two (2), due to the risk of suffocation. During the period that a student is eating or drinking. Face coverings should not be placed on anyone who has trouble breathing or is unconscious, or anyone who is incapacitated or otherwise unable to remove the face covering without assistance (e.g. face coverings should not be worn by Pre-K students during nap time). The student is engaged in high intensity aerobic or anaerobic activities. Face coverings may be removed during gym and music classes when individuals are in a well-ventilated location and able to maintain a physical distance of six feet apart. When wearing a face covering creates an unsafe condition in which to operate equipment or execute a task.

2.) In a classroom setting where social distancing can take place (e.g., desks are 6 feet apart) or physical barriers are in place, face coverings can be removed while students are seated at desks but should be worn when moving about the classroom. 3.) All instructional and non-instructional rooms in schools and district facilities must comply with social distancing standards to the maximum extent practicable. 4.) Use of shared objects should be limited when possible or cleaned between uses. 5.) All indoor facilities in district will have adequate ventilation, including operational heating and ventilation systems where appropriate. Recirculated air must have a fresh air component, windows will be opened, if practical, if air conditioning is not provided, and filter(s) for A/C units will be maintained and changed according to manufacturer recommendations. 6.) PPS school district will prepare and maintain hand-sanitizing stations with alcohol-based hand sanitizers (at least 60% alcohol). Such stations should be: a.) In each classroom (for staff and older children who can safely use hand sanitizer). b.) At entrances and exits of buildings. c.) Near lunchrooms and toilets. d.) Children ages five and younger will be supervised when using hand sanitizer. e.) For classrooms that have existing handwashing stations, stations should be prepared with soap, water, and alcohol-based hand sanitizers (at least 60% alcohol).

7.). School officials have developed a comprehensive school-wide plan where students are required to wash hands for at least twenty seconds at regular intervals during the school day and always before eating, after using the bathroom, and after blowing their nose, coughing, and/or sneezing. a.) If washing with soap and water is not possible, washing with an alcohol-based hand sanitizer (at least 60% alcohol) should be used. 8.) Limit use of supplies and equipment to one group of children at a time and clean and disinfect between uses. When possible, ensure adequate supplies to minimize sharing of high touch materials to the extent possible. Teachers will remind students not to share electronic devices, toys, books, and other games or learning aids, or thoroughly clean and disinfect between use. 9.) As per the respective school reopening plans (see appendix): a.) Where possible classes will stay together to include the same group of children each day (cohorts). b.) Building level plans are designed for minimal mixing between groups/cohorts. c.) School plans allow for outdoor classrooms where possible and when seasonally appropriate. d.) Plans reflect additional time/periods for lunch to ensure proper social distancing during lunch and recess periods, which also ensures students, have time to wash their hands. e.) All building plans support the practice of handwashing throughout the day and during transition times. Appendix R: Health and Safety Protocols, Appendix V: School Exit and Flow

Section 5: Transportation Require students to wear face coverings if the student can do so, while providing accommodations as appropriate for young students or students with disabilities?

 Maintain social distancing practices on buses to the maximum extent practicable?  Adopt best practices for cleaning and disinfecting school buses and other transport vehicles? What Bus Transit Operators Need to Know About COVID-19

Transportation

PPSD Transportation will follow the guidelines from the NJDOE “The Road Back” for the safety of students and staff. All school buses will be sanitized and disinfected daily and after each route. Students’ temperatures will be checked prior to boarding the bus as part of the health screening. We will maintain social distance practices on our school buses to the maximum extent practicable. If we are unable to maintain social distancing, based on our available resources and transportations demands, a face covering must be worn by all students who are able to do so upon entering the bus. If students cannot wear a face covering based on their needs, there will be a vacant row between students. Students will be allowed to share seats only if they are from the same household. Liquid hand sanitizer will not be used on buses, as it is not recommended.

• Students are required to wear face coverings if the student can do so, while providing accommodations as appropriate for young students or students with disabilities. • An extra supply of face coverings should be maintained on school transportation vehicles for riders who forget to bring them. • Special accommodations will be made to address specific student exceptionalities as needed. • Maintain social distancing practices on buses to the maximum extent practicable. o For example, sitting at evenly spaced intervals, sitting family members together, and closing down every other row of seats. • Best practices for cleaning and disinfecting school buses and other transport vehicles will be implemented. • Buses will follow the same cleaning protocols as are used in occupied school buildings. • Buses will be well ventilated at all times with windows opened to optimize the circulation of fresh clean air. Hand sanitizers with at least 60% alcohol will be on site in multiple locations throughout the bus for workers and student passengers. • The use of touch-free stations where possible will be utilized. • Clean and disinfected transportation vehicles regularly, focusing on frequent cleaning of touched surfaces in the vehicle (e.g., surfaces near the driver’s seat, hard seats, door handles, seat belt buckles, light and air controls, doors and windows, grab handles) between routes will be in effect. • The safety of all those using our student transportation is our number one concern.

Section 6: Student Flow, Entry, Exit and Common Areas Incorporate a policy which, includes the process and location, for student and staff health screenings? Such process will include screening upon arrival for symptoms and history of exposure, visual check of students for symptoms and/or confirmation with families that students are free of COVID-19 symptoms, documentation of when signs/symptoms are observed, and any necessary accommodations for students with disabilities. Ensure that there are physical guides or markings to help ensure that staff and students remain at least six feet apart in lines to enter or exit the building and at other times, and require utilization of face coverings when physical distancing (six feet) cannot be maintained for individuals waiting to enter or exit a building while

Student Flow, Entry, Exit, and Common Areas

School reopening plans maintain if physical distancing (six feet) cannot be maintained for individuals in line waiting to enter or exit a building, utilization of face coverings will be required. Schools will have physical guides, such as tape on floors or sidewalks and signs on walls, to help ensure that staff and students remain at least 6 feet apart in lines and at other times (e.g. guides for creating “one-way routes” in hallways).

1.) Schools have prepared additional requirements defined in the respective building plans (see appendix): a.) Established “one-way routes” in hallways. b.) Maintain social distancing in hallways and common areas. c.) Minimize the number of non-essential interactions between students and staff throughout the school day. d.) Created student cohorts as an effective strategy to limit exposure and contact. e.) Limit commingling between classes or other district-set groups of students. f.) Minimize social distanced large group gatherings to meet the guidelines established by the CDC and NJ DOE g.) Building plans reflect a system that allows for physical distancing throughout the school day. h.) Hand sanitizer is strategically located throughout the school buildings. I.) Signage will be placed around school buildings to provide hygiene advice and reminders.

2.) School plans limit the number of students in the hallway at the same time by staggering release from classrooms ensuring that students remain at least 6 feet apart.

3.) Building schedules have defined limited access, if at all, to lockers to keep traffic in the hallways within social distancing protocols.

4.) Schools plans reflect that students will eat lunch in the cafeteria practicing social distancing which will be proctored by teacher duty assignments.

Appendix R: Health and Safety Protocols, Appendix V: School Exit and Flow

Section 7: Screening, PPE and Response to Students and Staff Presenting Symptoms • Require students, staff and visitors to wear face coverings unless doing so would inhibit the individual’s health, the individual is under two years of age, or other exceptions outlined in NJDOE’s guidance apply, while providing any necessary accommodations for young students or students with disabilities?

• Incorporate policy and procedures for symptomatic students and staff that include: • Written protocols detailing the district’s response to students or staff that test positive for COVID-19; • Immediate notification of local health officials, staff, and families in the event that an individual who has spent time in a district facility tests positive for COVID-19; • Isolation of symptomatic individuals, with continued supervision and care for students; • Methods to assist in contact tracing, including records of groups/cohorts, assigned staff, and daily attendance; • Continuous monitoring of symptoms; and Readmittance policies consistent with the relevant NJDOH guidance. • The District encourages parents to be alert for signs of illness in their children and keep them home when they are sick with any symptoms. Additionally, parens are asket to continually update their contact information in Genesis with people who are willing and able to pick their child(ren) up from school if they become sick. Parents must maintain a working phone number with the District at all times.

Screening, PPE, and Response to Students and Staff Presenting Symptoms

The Nursing/Health Subcommittee lead by the Supervisor of Nursing has developed protocols following the CDC and NJDOE "The Road Back" for students, staff, and families. These were created to ensure the health and safety of all PPSD stakeholders related to COVID-19 for the reopening of schools

Appendix R: Health and Safety Protocols, Appendix V: School Exit and Flow

Section 8 : Contact Tracing Incorporate a contact tracing policy in consultation with the local health department and its school nurses?

Contact Tracing

Contact tracing is the responsibility of the prospective student/employee's Board of Health according to their municipality. Myrna Dyson, RN Supervisor of Nursing will honor all requests for assistance with contact tracing. Therefore, it is of the utmost importance for students and staff to have the correct contact information on file. For students, this is accomplished through each schools' attendance secretary. Employees can update their information through the District's website via Keynet (See Health & Safety Protocols Appendix R

Section 9: Facilities Cleaning Practices

Develop a procedure manual to establish schedules for increased cleaning and disinfection; targeted areas to be cleaned, including frequently touched surfaces and objects and frequent sanitization of bathrooms; and methods and materials to be used?

Facilities Cleaning Practices

(1) All PPSD employees will adhere to existing required facilities cleaning practices and procedures, and any new specific requirements of the local health department as they arise. (2) The Policy establishes cleaning/disinfecting schedules, targeted areas to be cleaned, and methods and materials to be used including: (a) A schedule for increased routine cleaning and disinfection. (b) Routinely cleaning and disinfecting surfaces and objects that are frequently touched. This may include cleaning objects/surfaces not ordinarily cleaned daily (e.g. doorknobs, light switches, classroom sink handles, countertops). (c) Use of all cleaning products according to the directions on the label. For disinfection, most common EPA-registered household disinfectants should be effective. A list of products that are EPA- approved for use against the virus that causes COVID-19 is available on the EPA's website. (d) Follow the manufacturer's instructions for all cleaning and disinfection products (e.g., concentration, application method, and contact time, etc.). Examples of frequently touched areas in schools are:

(i) Classroom desks and chairs; (ii) Lunchroom tables and chairs; (iii) Door handles and push plates: (iv) Handrails; (v) Kitchens and bathrooms; (vi) Light switches; (vii) Handles on equipment (e.g. athletic equipment); (viii) Buttons on vending machines and elevators; (ix) Shared telephones; (x) Shared desktops; (xi) Shared computer keyboards and peripheral devices; (xii) Drinking fountains will be closed and students and staff are encouraged to bring their own water bottle. (xiii) School bus seats and windows.

(e) Sanitize bathrooms hourly, or between use as much as possible, using protocols outlined by the Environmental Protection Agency (EPA).

Section 10: Meals

• Stagger use of cafeteria or group dining areas, and clean and disinfect them between groups? • Provide for the discontinuation of family, self-service, and buffet meal service in cafeterias or group dining areas? • If cafeterias or group dining areas are used, ensure students are spaced at least six feet apart? • Require individuals to wash their hands with soap after removing their gloves or after directly handling used food service items?

Meals Meals – Students will be provided with breakfast and lunch each school day. 1. All food will be served in a “Grab and Go” style. 2. Students will “grab breakfast” to eat in their classroom upon entry to school on their assigned “Brick and Mortar” day. 3. Students will have a bag lunch during that “Brick and Mortar” day, in the cafeteria if possible or in the classroom depending on the day and the school plan. During dismissal from their “Brick and Mortar” day, students will “Grab and Go” a bag of both breakfast and lunch for their virtual day.

If cafeterias or group dining areas are used in the school district, the school district will incorporate the following into the Board’s Plan, if applicable: (a) Stagger times to allow for social distancing and clean and disinfect between groups. (b) Discontinue family style, self-service, and buffet. (c) Clean and sanitize tables/surfaces between each meal service, pursuant to the protocols outlined by the EPA. (d) Space students at least six feet apart. (e) Require individuals must wash their hands after removing their gloves or after directly handling used food service items.

Section 11: Recess/Physical Education

• Stagger recess or other outdoor activities? Utilize cones, flags, tape, or other signs to maintain six feet of space between groups participating in recess or other outdoor activities? • Require students to wash hands with soap immediately after outdoor playtime? • Stagger the use of playground equipment and establish frequent disinfecting protocols? • Close, or stagger the use of and frequently disinfect, locker rooms? • Minimize sharing of equipment and clean and disinfect equipment between each use? • Designate specific areas for each class during recess to avoid cohort mixing?

Recess/Physical Education

PPSD completed an inventory of outdoor spaces and mark off areas to ensure separation between students. Recess will be staggered by groups and staff must disinfect playground equipment and other shared equipment between uses. PPSD locker rooms will be closed. Students will be encouraging students to wear comfortable clothing and safe footwear to school so they can participate in physical education classes without needing to change.

Section 12: Field Trips, Extra-Curricular Activities and Use of Facilities Outside of School Hours • Maintain social distancing and hygiene practices during extra-curricular activities? • Require any external community organizations that use district facilities to follow district procedure and health and safety protocols?

Field Trips, Extra-Curricular Activities and Use of Facilities Outside of School Hours

Extra-Curricular activities, including after school and/or expanded learning, field trips, and home instruction, are an important part of our students’ physical, social, emotional, and academic development and well-being. The benefits are plentiful but many logistical, structural, and public health challenges still exist. Accordingly, the District’s first priority is the safety of our students, staff, and community-at-large. All participating students are expected to attend their respective out-of-school time program on all scheduled days, whether face-to-face or digital, as in alignment with the State and District regulations.

The out of school time academic support programs, such as 21st Century Community Learning Centers, Family Friendly Centers, and the Ramp Up Academy, will occur in alignment with the schools’ A/B schedule adhering to all health and safety protocols (see Critical Area of Operation #10A). The programs that involve students from different classrooms may continue to be implemented with social distancing and masking protocols maintained during those activities. Any student participating in the District’s Virtual Academy is eligible to also participate in an after-school program as long as the program takes place at the student’s home school. At this time, the District will adhere to the CDC and The Road Back recommendations, as there will be no out-of- school field trips, no school assemblies, and no gatherings of groups/classrooms of students. Teachers and programs may schedule virtual field trips, however. State regulations require that the District continue to provide home instruction (NJAC 6A:16-10.1-2) for eligible students. As such, home instruction will continue to take place, when necessary, and will be implemented remotely. All home instruction teachers will connect with their students utilizing the virtual platform the District authorizes, such as Google Classroom, Google Meet, and Schoology.

Organizations requesting use of District facilities must follow the District’s facilities request process and adhere to all masking, hygiene, and social distancing procedures. We value the support that our extra-curricular learning activities provide students. We understand our students may have experienced a learning loss and that we need to get our students back on track and learning grade-level content. Where possible, the District will find ways to continue executing these important after school learning experiences while also adhering to public and safety guidance.

Critical Area of Operation #10A: The after school/extra-curricular programs facilitated by the District will model the A/B school day schedule. Each after school site will provide academic and enrichment support to eligible participants both virtually and in- person daily. The start and end dates/times vary from program to program. The below table demonstrates the day-to-day structure with a week of the District-led after school programs:

Program Monday Tuesday Wednesday Thursday Friday 21st CCLC Cohort A – FTF Cohort A – Virtual Cohort A – FTF Cohort A – Virtual Cohort A – FTF Cohort B - Virtual Cohort B - FTF Cohort B - Virtual Cohort B - FTF Cohort B - Virtual FFC Cohort A – FTF Cohort A – Virtual Cohort A – FTF Cohort A – Virtual Cohort A – FTF Cohort B - Virtual Cohort B - FTF Cohort B - Virtual Cohort B - FTF Cohort B - Virtual Ramp-Up Academy No Program Day Cohort A – Virtual Cohort A – FTF Cohort A – Virtual No Program Day Cohort B - FTF Cohort B - Virtual Cohort B - FTF

Appendix

Appendix A: Pandemic Team Members Barlow NAME TITLE Principal Wilson Aponte Teachers (5) Denise Taylor Angelica Salazar-Velez Zegale Kelliehan Jesus Peraza Jesus Gomez CST Mary Holt School Counselor/SW Kimberly Moore-Jones School Safety Person Shawn Colletta School Safety Team Person Niija Williams Custodian Nicole Narvaez Parents Virginia Jean-Pierre

Cedarbrook NAME TITLE Ms. Lisa Armstead Principal Mrs. Deitria Smith-Snead Vice Principal Fiorella Corrales Teachers(5) Alicia Migliore Louis Pedrick Bobby Akbar Nicole Trurant Tabitha Wamakima, Dahlia Citron CST Yanira Guardado/Beatrice Adewole School Counselor/SW Officer Anthony Graham School Safety Person Officer Pamela Godley School Safety Team Person Steven Grimes Custodian David Graves Parents

Clinton NAME TITLE Principal Dr. Janet R. Grooms Teachers (5) Ms. Oladele Osunsami Mr. Phillip Mavety Ms. Senetheia McLeod Ms. Edith Farrell Mrs. Monique McGriff CST TBD School Counselor/SW Ms. Roberta Powell School Safety Person Officer Stevie Hill School Safety Team Person Mrs. Kathy Maldonado Custodian Mr. Christopher Sharpe Ms. Celeste Baines Parents Mrs. Magdalena Jones

Cook

NAME TITLE Principal Dr. Caryn D. Cooper Teachers (5) Margie Barrett Valerie Atkins Sheila Jackson Berenice Sears Sharon Harris CST Melissa Remo School Counselor/SW Kia Alexander School Safety Person Ibadah Burhani School Safety Team Person Andre Payton Custodian Billy Driver Parents Freya Hamilton

Emerson Name Title

Principal Dr. Frank Asante Teachers (5) Ms. Yurika Ebata Ms. Daniele Washington Ms. Tenisha Fort Ms. Elaine Taitt Ms. April Hutcheson Mrs. Melissa Remo/Ms. Megan CST Gallagan School Counselor/SW Ms. Rita Woods School Safety Person Ms. Rita Woods School Safety Team Person Custodian Mr. James Seelee Parents

Evergreen Name Title Principal BJ Brown Nurse Mrs. Da Silva, Nurse Teachers Ana Gonzalez Mr. Maden Steven Stibich Keisha Knight CST TBD School Counselor/SW Ms. DeJesus School Safety Person Ms. Rosario School Safety Team Person Ms. Rodriguez Custodian Bobby Foweler Parents Sandrine Aimable

Hubbard. Name Title Principal Kwame W. Asante Teachers (5) Claudia Lopez-Reyes Sara Brudnicki Willie Cheatham Ayana Roberts Marcela Acosta CST Mortel Grant School Counselor/SW Joely Rodriguez/Sarinet Thorne School Safety Person Heidi Cadet (Nurse) School Safety Team Person Natasha Cox (VP) Custodian Dexter Albert Parents April Hutchinson

Jefferson Name Title Telaya Parham Principal N/A Vice-Principal Constance Brown-Anderson Teacher Melissa Logan Teacher Maudeline Gayle Roberts Teacher Elliot Shimansky Teacher Angela Dench Teacher Isabella DeSantis Teacher Hope Ratcliff Nurse Kecia Piedra School Counselor Ali Cassius Custodian Maria Ramirez Parent

Maxson Name Title Kevin Stansbury Principal Olivia Rodriguez Vice-Principal Nia Cummings Teacher Gilberto Ladino Teacher Jerald Williams Teacher Kathy Desir Teacher Ayana Way Teacher Carolynn McClendon Parent Fred Austin Security Regina Lynn Lowery Guidance Aisha Williamson School Nurse Danice Stone Social Worker Karen Richards Child Study Team

PAAAS 69

Name Title Principal Angela Bento Vice Principal Aura Hill Nurse Glen Johnson Teachers Ana Gonzalez Mr. Maden Steven Stibich Keisha Knight CST TBD School Counselor/SW Denise Krock School Safety Person School Safety Team Person TBD Custodian TBD Parents Sandrine Aimable

PHS Name Title Principal Miguelina Landisi Teachers (5) Paul Feliciano Mariela Mejia Lori Disarro Keenan Grey Mark Wilson CST Vanessa Ferreira School Counselor/SW Bashir Jordan School Safety Person Carol Taffaro School Safety Team Person Carol Taffaro Custodian Sean Bateman Parents Cecile Evans-Brown

Stillman

Name Title Gwynetta Joe Principal Vice-Principal Daniella Arevalo Teacher Magaly Rodriguez Teacher Lauren Jacey Teacher Alyson Sherman Teacher Robert Smith Teacher TBD Parent Francisca Boakya Security Sandra Landaverde Guidance TBD School Nurse David Samuels Custodian Rohan Bourne School Safety Team

Washington Name Title Principal Anthony Jenkins, Ed.D. Teachers (5) David Jin Jamie Tringali Trinette L. Nugent JulieAnne Casas Stacey Kyle CST Claudia Branco School Counselor/SW T. Summerset, E. Perez School Safety Person K. Sanders School Safety Team Person D. Torres, School Nurse Custodian R. Watkins Parents Angela Bateman

Appendix B-1: Elementary Remote Learning Example If your in-person Students can do this remotely: Recommended digital lesson focuses on this: resources:

K-2 ● Collect items or make a collage of items that have the same Starfall Phonics sounds ABCya ● Picture sorts of words that have the same beginning or ending sound ● View a video lesson to support phonics skills be taught (OG skills and routine)

K-2 ● Read a book and draw/write what happened in the B-M-E Scholastic Literacy Pro Reading ● Practice retelling the story you read using the sequence words Readworks.org ● Write or draw the problem in the story Newsela (gr.2) Storyline online Learning A-z

K-2 ● Revise draft to change sentences from telling to showing Learning A-Z Writing Craft ● View mini lesson on writing topic or skill Brainpop

3-5 Scholastic Literacy Pro Reading informational ● Read a section of text and write a response that incorporates Readworks.org text (including social ideas from the face-to-face lesson and the independent reading Newsela studies, science, or ● Read or listen to an article from Readworks or Newsela related Google Docs other content) to the topic being studied and annotate page Padlet ● Create 3 column chart labeled facts,questions, and response Flipgrid (FQR) and complete while reading

3-5 ● Discuss/write inference you have about the text and state the text Scholastic Literacy pro Reading a literary text evidence which supports your inference ● Compare/contrast character traits at the beginning and at the end of the story ● Create a mind map with reading-be prepared to share in class

Introducing content- ● Construct a vocabulary map about the concept that includes: Learning A-Z specific vocabulary “original” definition; synonyms; antonyms; examples; sentence Newsela application; visual interpretation; etc. Brainpop ● Watch a video to gather more detail about the concept and write Padlet a response explaining how your understanding changed as a result.

Writing craft ● Revise a piece of original writing to incorporate feedback from Google Docs teacher or peers Brainpop ● Revise a piece of writing to incorporate language, structure, or to add dialogue

● View video of mini-lesson

Analyzing and solving • View video or read a mathematically rich children fiction or Ready Classroom Math mathematical task non-fiction book . Digital Experience • Use objects, draw a picture ,make a chart, list, or graph, create I-Ready Digital Platform an equation to represent the problem . Google Classroom • Use a graphic organizer to make sense of math vocabulary Math Learning Center ,quantities and relationships in the problem’s situations. (virtual manipulatives)

• Explain mathematical thinking to a guardian, sibling, partner or Ready Classroom Math Communicating stuff animal . Digital Experience • Use objects, pictures, drawings, actions, clear definitions and I-Ready Digital Platform mathematically mathematical notation to justify solutions . Google Classroom

Math Learning Center (virtual manipulatives) 72

Using mathematical • Use tools concrete objects (cubes, geometric shapes, place Math Learning Center tools value manipulatives, etc.), drawings or diagrams (number lines, tally (virtual manipulatives) marks, tape diagrams, tables, graphs, etc.), models of mathematical Desmos concepts, or measuring tools.

Strengthen ,reinforce • Identify numbers ,and number structure ( base 10 system) I-Ready Program mathematical • Reinforce properties of operations/ math facts and concepts foundational/ procedure through song, games, ect. skills and concepts

Appendix B-2: Middle School (Grades 6-8) Remote Learning Example

Districtwide Framework for Virtual Learning Days:

1. All students will attend school from 9-2:30/3:00, every day. 2. All students will be engaged in synchronous virtual learning for a minimum of 4.5 hours per day. 3. All teachers will be provided with additional preparation and meeting time from 8-9.

SECONDARY FRAMEWORK—8 PERIOD DAY—(4 hours, 40 minutes)

Schedule Option 1 (Periods): AM Session - 9:00 AM – 12:00 PM Student Lunch Window – 12:00 – 1:00 PM PM Session – 1:00 – 3:00 PM

Description Period Term Start End Teacher Prep HR FY 8:00 9:00 Student Breakfast Mathematics 1 FY 9:00 9:40

Elective 2 FY 9:42 10:22 English Language Arts 3 FY 10:24 11:04

Social Studies 4 FY 11:06 11:46 Physical Education 5 MP 11:48 12:28

Lunch 6 Lunch 12:30 1:10 Elective 7 MP 1:12 1:52

Science 8 MP 1:54 2:34

Student Academic Assistance 9 FY 2:36 3:00

SECONDARY FRAMEWORK—Double Periods—Alternating A/B Days (5 hours)

Schedule Option 2 (Double Periods): AM Session 9:00 – 11:30 AM Student Lunch 11:30 – 12:15 PM PM Session 12:15 – 2:45 PM

Description Period Start End Teacher Prep HR 8:00 9:00 Student Breakfast A-Day Period 1 1 9:00 10:15 B-Day Period 5 A-Day Period 2 3 10:15 11:30 B-Day Period 6 Lunch 6 11:30 12:15 A-Day Period 3 7 12:15 1:30 B-Day Period 7 A-Day Period 4 8 1:30 2:45 B-Day Period 8

If your in-person lesson Students can do this remotely: Recommended digital focuses on this: resources:

Reading informational ● Preview or review a text and take structured notes (Cornell, etc.) in Newsela text (including history, preparation for in-person discussion Google docs science, or other content) ● Read a section of text and write a response that compares ideas from Google Slides and the face-to-face lesson and the independent reading Schoology ● Read a section of text and prepare a summary slide that will be shared in a class/group presentation

Reading a literary text ● Research the author, setting, or circumstances in the story and write a Scholastic Literacy Pro summary HMH Into Literature ● Compare an element of the text (character, theme, use of language, ebook setting, etc.) with another text in writing or visually ● Identify how and why a character changes

Introducing a content- ● Construct a vocabulary map about the concept that includes: an Discovery Education specific concept (e.g. “original” definition; synonyms and/or antonyms; examples; sentence Techbooks adaptation, nationalism, application; visual interpretation; etc. perspective, etc.) ● Watch a focused video to gather more detail about the concept and write a response explaining how your understanding of the concept changed as a result.

Word Problems and/or ● Compose a short story problem and write an equation to solve Equations ● Given an equation, write a story for the problem

Presenting a controversial ● Construct a pro/con graphic organizer based on research of the issue Gale Research in Context issue ● Write a brief argument that includes a clear stance supported by database evidence

Writing craft ● Revise a piece of original writing to incorporate feedback from Google Docs teacher or peers ● Draft two possible versions of a section of a longer piece (opening, closing, description, counterargument, etc.) for which you will receive peer feedback ● Use a writing exemplar to draft a similar piece. For example, if you analyze a poem in class, students can use the same structure and language to write their own poetry.

Research-based writing ● Paraphrase an informational passage, retaining the most important Gale Research In Context information while avoiding plagiarism. for Middle School

Analyzing and solving • View mathematically rich videos . Discovery Education mathematical task • Read print or digital media/articles related to mathematics .Identify TED ED Math important quantities in a practical situation. • Create diagrams, 2-by-2 tables, graphs, flowcharts and formulas to analyze mathematical problems.

Communicating • Use verbal or written explanations accompanied by expressions, Google Classroom mathematically equations, inequalities, models, and graphs, tables, and other data displays. • Use appropriate math terminology • Explain mathematical thinking to others and respond to others’ thinking by posing questions like “How did you get that?”, “Why is that true?” “Does that always work?”

Use mathematical tools • Use tools to explore and deepen understanding. Suggested tools are : Math Learning Center concrete objects (cubes, geometric shapes, place value (virtual manipulatives) manipulatives, etc.), drawings or diagrams (number lines, tally marks, tape diagrams, tables, graphs, etc.), models of mathematical concepts, Desmos or measuring tools.

Strengthen, reinforce ● use repeated reasoning to understand algorithms and generalize about ALEKS Program mathematical pattern foundational/ procedure ● apply properties to generate expressions and its’ equivalent skills and concepts ● Reinforce algebraic properties and mathematical concept through games

Appendix B-3: High School (Grades 9-12) Remote Learning Example If your in-person lesson Students can do this remotely: Recommended digital focuses on this: resources:

Reading informational ● Preview or review a text and take structured notes (Cornell, etc.). Google Slides text (including history, Based on your notes, prepare open-ended questions that you will science, or other content) contribute to a class discussion ● Read a section of text and write a response that incorporates ideas from the face-to-face lesson and the independent reading ● Read a section of text and prepare a summary slide that will be shared in a class/group presentation ● Watch a video or read another text on the same topic. How do the two versions differ in terms of author’s perspective or bias?

Reading a literary text ● Research the author, setting, or circumstances in the story and write a HMH Into Literature ebook summary of your findings. ● Compare an element of the text (character, theme, use of language, setting, etc.) with another text in writing or visually ● Trace the development of a character throughout a longer text.

Introducing a content- ● Construct a vocabulary map about the concept that includes: specific concept (e.g. “original” definition; synonyms and/or antonyms; examples; sentence osmosis, feudalism, application; visual interpretation; etc. romanticism, etc.) ● Watch a targeted video to gather more detail about the concept and write a response explaining how your understanding changed as a result.

Presenting a controversial ● Construct a pro/con graphic organizer based on research of the issue. Gale Research in Context for issue ● Write a brief argument that includes a clear stance supported by High School evidence.

Writing Craft ● Revise a piece of original writing to incorporate feedback from Google Docs teacher or peers ● Revise a piece of writing to incorporate language, structure, or other elements studied in the classroom

Research Skills ● Apply taught search strategies to identify several relevant and Gale Research in Context for credible sources for a given topic. High School ● Synthesize information from several sources to build an argument that supports your thesis. ● Refer to an exemplar “Works Cited” page to construct your own Works Cited page in MLA format.

Analyzing and solving • View mathematically rich videos . Discovery Education mathematical task • Read print or digital media/articles related to mathematics .Identify Google Classroom important quantities in a practical situation TED ED Math • Depending on the context of the problem, transform algebraic NY Times Learning Network expressions or change the viewing window on a graphing calculator to get the information they need.

Communicating • Make conjectures and build a logical progression of statements to Google Classroom mathematically explore the truth of those conjectures. • Justify conclusions, communicate them to others, and respond to the arguments of others.

Use mathematical tools • Use tools to explore and deepen students’ understanding of Desmos concepts.Suggested pencil and paper, concrete models, ruler, Geometry Sketchpad protractor, calculator, spreadsheet, computer algebra system, statistical package, or dynamic geometry software.

Strengthen ,reinforce • Create equivalent expressions from an algebraic expression , factor, ALEKS Program mathematical compose function and transform figures foundational/ procedure • Derive formulas or generalize skills and concepts

Appendix C: Mental Health Services and Steps

Mental Health Services

As students return to school, they may experience anxiety, grief, or other negative feelings due to the trauma of the COVID-19 pandemic. To support our students, the school support staff will assess the need of our students and provide a three-tiered approach of support:

Tier 1: Classroom presentations (provided in person or virtually)

Tier 2: Targeted small group skill-building (Virtually)

Tier 3: Individual and intensive, case management, and referral (Virtually)

Additionally, child resiliency strategies will be emphasized in school culture and climate activities

Mental Health Services Steps

To address the mental health needs of our PPSD students we will take the following steps:

Step 1. A student will be referred to the social worker or guidance counselor by the classroom teacher.

Step 2. The social worker and/or the guidance counselor will meet with that child to determine the student’s needs.

Step 3. The social worker and/or guidance counselor will determine a support plan for the student.

Step 4. Students receiving mental health services will be reevaluated at the discretion of the social worker/school counselor on an ongoing basis.

Appendix D: PPSD Related Services Reopening Scenario

PPSD Reopening Scenario Tentative Plan Related Services Safety Protocols ● Social distancing protocols Speech ● Teletherapy when social distancing is not possible & for Virtual School students ● Push-in sessions when possible ● Social distancing protocols Occupational Therapy ● Teletherapy when social distancing is not possible & for Virtual School students ● Social distancing protocols Physical Therapy ● Remote parent consultation ● Social distancing protocols Counseling ● Teletherapy when social distancing is not possible & for Virtual School students

Appendix F: PPSD MD Program Reopening

MD Program Reopening Guidelines/Recommendations TENTATIVE PLAN

Elementary Middle School High School

Schedule ● All students report daily to brick ● All students report daily to brick ● All students report daily to brick and mortar unless the child has a and mortar unless the child has a and mortar unless the child has a medical condition medical condition medical condition ● Staggered arrival to ● Staggered arrival to ● Follow the regular high school accommodate social distancing accommodate social distancing schedule a. Suggested 8:45 AM ○ Suggested 8:15 AM ● Early departure to accommodate ● Early departure to accommodate social distancing social distancing a. Suggested 1:00 PM ○ Suggestion 1:00 PM

Classroom ● Students MUST wear face ● Students MUST wear face ● Students MUST wear face Safety coverings at all times coverings at all times coverings at all times Protocols ● Students must be seated six feet ● Students must be seated six feet ● Students must be seated six feet apart from each other in the apart from each other in the apart from each other in the classroom classroom classroom ● Classrooms reconfigured for ● Classrooms reconfigured for ● Classrooms reconfigured for social social distancing social distancing distancing recommendations: recommendations: recommendations: a. Remove some furniture a. Remove some furniture a. Remove some furniture (bookshelves, circular (bookshelves, circular (bookshelves, circular tables, rug areas) to tables, rug areas) to tables, rug areas) to accommodate students’ accommodate students’ accommodate students’ desks/areas 6 ft. apart desks/areas 6 ft. apart desks/areas 6 ft. apart b. Possibly tape off student b. Possibly tape off student b. Possibly tape off student areas to help students areas to help students areas to help students remain socially distanced remain socially distanced remain socially distanced

● Allow students to have breaks ● Allow students to have breaks outside in the playground (or outside in the playground (or another school area) when another school area) when possible (weather permitting) possible (weather permitting) following social distance following social distance protocols protocols

Appendix G: Resource Program Reopening

PPS Reopening Scenario: A & B-Day at 50% Capacity Tentative Plan Programs: Resource Room (Pull-Out Replacement), Inclusion (In-Class Replacement & In-Class Support), and LLD (Self-Contained & Departmentalized)

Breakfast - Per district/principal guidelines

Student Arrival - Per district/principal guidelines

- Announcements/morning messages will be done virtually from the office. Classrooms - All students will stay in classroom all day for the exception of PE. - All subjects will be taught in one room, Teachers will move/rotate into classrooms based on their standard teaching schedules. This includes Music and Art classes. - Students will be spaced out according to social distancing guidelines - ALL will wear masks. - Students will bring all their materials with them from home and to school, there will be no sharing. - Students will leave book bags under their desks in order to maintain sterilization of the lockers/desks. - Scheduled handwashing times during the day - Windows opened for the most part - Students could have flexible seating, and or teachers could implement “at your seat yoga” this will help students who need to get up, stretch and this will help with those who struggle with sitting still.

- RR students will also follow A/B schedule. Teachers will adjust class schedule in order to teach students in small groups while maintaining proper social distancing. - RR students will only be seen using a Pullout model. This will lessen the number of students in a homeroom/classroom for parts of the day, for core subjects (English Language Arts and Math). - RR students will also be spaced out according to social distancing guidelines, in the smaller space. - A set of materials will be given to the students for home and school. - Their devices will be carried with them everywhere.

- Inclusion teachers will continue to work with their General Education teachers, - Inclusion students will follow the A/B schedule. - Inclusion students will also be spaced out according to social distancing guidelines.

- LLD students will follow A/B schedule due to their self-contained smaller class sizes. - 50% of their class size, resulting in better social distancing. - Students will wear masks/face coverings - A set of materials will be given to the students for home and school.

*** NOTE *** STUDENTS WHOM STRUGGLE WITH HIGH SENSORY ISSUES, FACE COVERINGS, AND/OR SOCIAL DISTANCING WILL BE ADDRESSED ON A CASE BY CASE BASIS.

Lunch - Per district/principal guidelines

Large Gatherings - All will be Virtual – streamed through student devices or promethean (Assemblies, Staff boards/smartboards. Meetings, etc.)

- IPad/Chromebooks with students at ALL times home and school. Technology - Teachers are to assign work through online platforms as if teaching virtually in case of emergency school closures. - Promethean Boards/Smart TV’s will be used to “Live” stream large gatherings, as well as model assignments for students.

Departure - Per district/principal guidelines

Appendix H Elementary Schedules

Barlow Elementary School

Virtual School Schedule 2020 -2021

Monday – Friday Subject 8:45 – 9:00 AM Homeroom Check-In

9:00 – 9:30 AM Math Live Session

9:30 – 10:30 AM Individual & Small Group Instruction*

10:30 – 10:35 AM Screen Time Break

10:40 – 11:20 AM Science/Social Studies

11:20 AM – 12:00 PM Specials (Art/Music/World Language/Library/PE) 12:00 – 1:00 PM LUNCH

1:00 – 1:35 PM ELA Live Session

1:35 – 1:40 PM Screen Time Break

1:40 – 2:35 PM Individual and Small Group Instruction*

*ESL/Supplemental Instruction

Cedarbrook Student Virtual Schedule

(Kindergarten) September 2020

Start End Time Time Interval Description 9:00 9:15 15 min Morning meeting - Live Session 9:15 10:00 45min Literacy (Alphabet/OG Time) - Live Session 10:00 10:15 15min Read Aloud/Mini Lesson 10:15 10:30 15 min Break 10:30 10:45 15 min Physical Movement (Teacher Led) 10:45 11:00 15 min Math - Live Lesson Individual and Small Group/ESL/Supplemental 11:00 11:30 30 min Instruction Student Lunch/Breakfast Pick-Up 11:30 12:30 1 hr (Breakfast Pick-Up for the Next Day included with Lunch Distribution) Social Emotional Lesson/Purposeful play 12:30 1:10 40 min (Teacher designed guidance implemented as independent play-based activities - Live session 1:10 1:50 40 min Specials/Science/Social Studies 1:55 2:35 40 min Specials/Science/Social Studies

*Specials are reflected on the School’s Master Schedule. Students are scheduled for Specials based on the individual teacher’s schedule and grade level.

Appendix H

Cedarbrook Student Virtual Schedule (Grades 1-2) September 2020

Period Start End Description Time Time 1 9:00 9:30 Mathematics or Literacy live whole group instruction (Subject is noted on individual teacher’s schedule) 2 9:30 10:30 Mathematics or Literacy Individual and Small Group/ESL/Supplemental Instruction (Subject is noted on individual teacher’s schedule) Screen 10:30 10:40 SCREEN BREAK Break 3 10:40 11:10 Mathematics or Literacy live whole group instruction (Subject is noted on individual teacher’s schedule) 4a 11:10 11:30 Mathematics or Literacy Individual and Small Group/ESL/Supplemental Instruction (Subject is noted on individual teacher’s schedule) 5 11:30 12:30 Student Lunch/Breakfast Pick-Up (Breakfast Pick-Up for the Next Day included with Lunch Distribution) 4b 12:30 1:10 Mathematics or Literacy Individual and Small Group/ESL/Supplemental Instruction (Subject is noted on individual teacher’s schedule) 6 1:10 1:50 Social Studies/Science/Special (40 minute period - shared by Homeroom/Special Teacher) Screen 1:50 1:55 SCREEN BREAK Break 7 1:55 2:35 Social Studies/Science/Special (40 minute period - shared by Homeroom/Special Teacher)

*Specials are reflected on the School’s Master Schedule. Students are scheduled for Specials based on the individual teacher’s schedule and grade level.

Appendix H

Cedarbrook Student Virtual Schedule Grades 3-5 September 2020

Period Start End Description Time Time 1 9:00 9:30 Mathematics or Literacy whole group instruction (Subject is noted on individual teacher’s schedule) 2 9:30 10:30 Mathematics or Literacy Individual and Small Group/ESL/Supplemental Instruction (Subject is noted on individual teacher’s schedule) Screen 10:30 10:40 SCREEN BREAK Break 3 10:40 11:20 Social Studies/Science/Special (40 minute period - shared by Homeroom/Special Teacher) 4 11:20 12:00 Social Studies/Science/Special (40 minute period- shared by Homeroom/Special Teacher) 5 12:00 1:00 Student Lunch/Breakfast Pick-Up (Breakfast Pick-Up for the Next Day included with Lunch Distribution) 6 1:00 1:30 Mathematics or Literacy whole group instruction (Subject is noted on individual teacher’s schedule) Screen 1:30 1:35 SCREEN BREAK Break 7 1:35 2:35 Mathematics or Literacy Individual and Small Group/ESL/Supplemental Instruction (Subject is noted on individual teacher’s schedule)

*Students are scheduled for Specials based on the individual teacher’s schedule and grade level. Specials are reflected on the School’s Master Schedule.

Clinton School Student Schedule for Virtual Learning September 2020

**Schedules may vary based upon Special classes (Art, Music, Physical Education, etc.) students will be scheduled for Specials based on individual teacher’s schedule. Grade level Specials are reflected on Schools Master Schedule.

Period Start End Description 8:45 9:00 Student Attendance & Computer Log-In 1 9:00 10:30 Mathematics/Literacy • 90 Minute Block - Subject is noted on individual teacher’s schedule 2 10:30 11:30 Social Studies/Science/Special • 40 Minute Period - shared by Homeroom/Special Area Teacher) • Specials Include: Technology, Music, Physical Education, Art, Spanish 3 11:30 12:30 Student LUNCH RECESS • Breakfast Pick-Up for Next Day included with Lunch Distribution 4 12:30 2:00 Mathematics/Literacy • 90 Minute Block - Subject is noted on individual teachers schedule 5 2:00 2:30 Social Studies/Science/Special • 40 Minute Period - shared by Homeroom/Special Area Teacher • Specials Include: Technology, Music, Physical Education, Art, Spanish

COOK SCHOOL VIRTUAL SCHEDULE Appendix H

Periods SUBJECT

PLCs/PD 8:00-8:45

8:45-9:00 Homeroom Check-In

Core Instruction 9:00-9:30 Math/ELA/LIVE

9:30-10:30 Individual/Group/ESL /Supplemental

10:30-10:40 BREAK

SCI/S.S./SPECIALS 10:40-11:20

11:20-12:00 SCI/S.S./SPECIALS

12:00-1:00 LUNCH/RECESS

Core Instruction 1:00-1:30 Math/ELA LIVE

1:30-1:35 BREAK

Core Instruction 1:35-2:35 Math/ELA Indiv./Group/ESL /Supplemental Parent Contact 2:35-3:05 Staff Meeting

Appendix H

Evergreen Student Schedule for Virtual Learning

September 2020

Period Start End Description

1 9:00 10:30 Mathematics or Literacy

(90 Minute Block- Subject is noted on individual teacher’s schedule)

2 10:30 11:30 Social Studies/Science/Special

(40 Minute Period - shared by Homeroom/Special Area Teacher)

3 11:30 12:30 Student Lunch/Breakfast

(Breakfast Pick-Up for Next Day included with Lunch Distribution)

4 12:30 2:00 Mathematics or Literacy

(90 Minute Block- Subject is noted on individual teachers schedule)

5 2:00 2:30 Social Studies/Science/Special

(40 Minute Period - shared by Homeroom/Special Area Teacher)

• Students will be scheduled for Specials based on individual teacher’s schedule and grade level. Specials are reflected on Schools Master Schedule.

Appendix H

Jefferson Kindergarten Schedule

Monday – Friday Minutes Subject

8:00–9:00 PLCs/PD/Attendance

9:00–9:15 15 Morning Meeting –Live Session

9:15–10:00 15 Alphabet/OG Time –Live Session

10:00–10:15 15 Book Time

10:15–10:45 30 Break/movement time (15 minutes)

10:45–11:00 15 Math Live Lesson

Individual and Small Group Instruction – 11:00–11:30 30 Live Session

11:30–12:30 60 LUNCH

12:30–1:00 30 Specials

Purposeful Play (Teacher designed 1:00–2:15 45 guidance implemented at home as independent play-based activities)

Social Emotional Lesson/Closing – Live 2:15–2:35 20 Session

Appendix H

Jefferson Grades 1-5 Schedule

Monday – Friday Minutes Subject

8:00–8:45 PLCs/PD

8:45–9:00 Homeroom Check-In

9:00–9:30 30 ELA Live Session

9:30–10:30 60 ELA

10:30–10:40 10 Screen Time Break

10:40–11:10 30 Math Live Session

11:10–11:30 20 Math

11:30–12:30 60 LUNCH/RECESS

Individual and Small 12:30–1:10 40 Group/ESL/Supplemental Instruction

1:10–1:50 40 Social Studies/Science/Specials

1:50–1:55 5 Screen Break

1:55–2:35 40 Social Studies/Science/Specials

Appendix H

Period Start End Description 1 9:00 10:30 Mathematics / Literacy • 90 Minute Block - Subject is noted on individual teacher’s schedule

2 10:30 11:30 Social Studies/Science/Special • 40 Minute Period - shared by Homeroom/Special Area Teacher) • Specials Include: Technology, Music, Physical Education, Art, Spanish 3 11:30 12:30 Student Lunch/Breakfast • Breakfast Pick-Up for Next Day included with Lunch Distribution 4 12:30 2:00 Mathematics or Literacy • 90 Minute Block - Subject is noted on individual teachers schedule 5 2:00 2:30 Social Studies/Science/Special • 40 Minute Period - shared by Homeroom/Special Area Teacher • Specials Include: Technology, Music, Physical Education, Art, Spanish

Schedules may vary based upon Special classes (Art Music, Physical education, etc.) Students will be scheduled for Specials based on individual teacher’s schedule and grade level. Specials are reflected on Schools Master Schedule.

Appendix H

WASHINGTON COMMUNITY SCHOOL

Student Schedule

Times Monday Tuesday Wednesday Thursday Friday Core Core Core Core Core 9:00-9:40 Instruction Instruction Instruction Instruction Instruction Math/Literac Math/Literac Math/Literac Math/Literac Math/Literac y y y y y Core Core Core Core Core 9:40 Instruction Instruction Instruction Instruction Instruction 10:20 Math/Literac Math/Literac Math/Literac Math/Literac Math/Literac y y y y y Core Core Core Core Core 10:20 Instruction Instruction Instruction Instruction Instruction 11:00 Math/Literac Math/Literac Math/Literac Math/Literac Math/Literac y y y y y RTI Enrichment RTI RTI RTI RTI RTI / Interventio Enrichment Enrichment/ Enrichment/ Enrichment/ Enrichment/ n /Intervention Intervention Intervention Intervention Intervention

11:00-11:30

Student Student Student Student Student Student Lunch Lunch Lunch Lunch Lunch Lunch 11:30-1:00

Social Social Social Social Social 1:05 Studies Studies Studies Studies Studies 1:45 Science Science Science Science Science

Core Core Core Core Core Period 7 Instruction Instruction Instruction Instruction Instruction 1:45-2:30 Math/Literac Math/Literac Math/Literac Math/Literac Math/Literac y y y y y

• All students will participate in electives one period per day in lieu of one academic period. Electives include Physical Education, Art, Music, Instrumental Music, and World Language.

Appendix I Secondary Schedules

Cedarbrook Student Virtual Schedule (Grades 6-8) September 2020

Period Start End Description Time Time 1 9:00 9:40 Special/Electives 2 9:45 10:25 Special/Electives 3 10:30 11:10 Core Subject (Math/Literacy/Science/Social Studies) live whole group instruction. 4 11:10 12:00 Core Subject (Math/Literacy/Science/Social Studies) live whole group instruction. 5 12:00 1:00 Student Lunch/Breakfast Pick-Up (Breakfast Pick-Up for the Next Day included with Lunch Distribution) 6 1:00 1:40 Core Subject (Math/Literacy/Science/Social Studies) live whole group instruction. 7 1:40 2:20 Core Subject (Math/Literacy/Science/Social Studies) live whole group instruction. 8 2:25 3:00 Student Academic Assistance

• All subjects are 40 minutes

Appendix I

8TH GRADE ROTATION 6TH GRADE ROTATION 7TH GRADE ROTATION HR 8:40 – 8:55 HR 8:40–8:55 HR 8:40–8:55

BLK – 1 9:00–10:00 BLK – 1 9:00–10:00 BLK – 1 9:00–10:00

E-1/LCH 10:05 – 10:45 BLK – 2 10:05– 11:05 BLK – 2 10:05– 11:05

BLK – 2 10:50 – 11:50 E-1/LCH 11:10– 11:50 BLK – 3 11:10–12:10

BLK – 3 11:55-12:55 E-2/LCH 11:55 –12:35 E-1/LCH 12:15–12:55

E-2/LCH 1:00 – 1:40 BLK – 3 12:40 – 1:40 E-1/LCH 1:00 – 1:40

BLK – 4 1:45 – 2:45 BLK – 4 1:45-2:45 BLK – 4 1:45 – 2:45

Mr. Kwame W. Asante, Principal “A CHAMPION FOR STUDENTS” Hubbard Middle School 661 West 8th Street Plainfield, NJ 07060 Tel: 908-731-4320 Fax: 908-731-4315

FORWARD EVER, BACKWARDS NEVER – STRIVING FOR EDUCATIONAL EXCELLENCE!

“RISK more than others think is safe – CARE more than others think is wise – DREAM more than others think is practical – EXPECT more than others think is possible” Cadet Maxim

HUBBARD’S VISION STATEMENT

Hubbard Middle School empowers scholars to become culturally responsible, critical thinkers and change agents within the global community by being self-motivated, self-sufficient, and productive citizens.

HUBBARD’S MISSION STATEMENT

Hubbard Middle School provides scholars with a safe and well-maintained environment where they learn collectively, work collaboratively, and are provided with 21st century academic and career readiness skills. Administrators are positive and supportive, parental and community involvement is encouraged, and staff works cohesively to provide a quality education. In addition, compassion and respect are modeled as scholars thrive in a culturally rich environment.

Appendix I

Maxson Middle School 920 East Seventh Street Plainfield NJ 07060

Daily Remote Learning Schedule

Description Period Term Start End Room Teacher

Student HR FY 8:00 9:00 Student Student Breakfast/Lunch Breakfast/Lunch Breakfast /Lunch Teacher Prep Teacher Prep Teacher Prep Homeroom Homeroom Homeroom Mathematics 1 FY 9:00 9:40 101 H. Smith Science 2 FY 9:42 10:22 102 J. Williams English L. Winn 3 FY 10:24 11:04 103 Language Arts Social Studies 4 FY 11:06 11:46 104 Z. Jones Physical J. Simpson 5 FY 11:48 12:28 Education/Health Lunch 6 Lunch 12:30 1:10 Lunch Lunch Elective 7 MP 1:12 1:52 107 Z. Harris Elective 8 MP 1:54 2:34 108 Q. Serra Student Academic 9 FY 2:36 3:00 Assistance

Appendix I 2020 – 2021 PAAAS Virtual Master Schedule

Time Monday Tuesday Wednesda Thursday Friday y Departme Departme Departme Departme Departme ntal, ntal, ntal, ntal, ntal, Grade Grade Grade Grade Grade 8:00 – level, PLC level, level, PLC level, PLC level, PLC 8:45 Meeting PLC Meeting Meeting Meeting Time Meeting Time Time Time Time 9:00 – Period 1 Period 6 Period 1 Period 6 10:00 10:00 – Period 2 Period 7 Period 2 Period 7 11:00 Period 3 Period 8 Period 3 Period 8 Please refer to specific 11:00 – class 12:00 times listed below 12:00 – Lunch Lunch Lunch Lunch Lunch 1:00 1:00 – Period 4 Period 9 Period 4 Period 9 2:00 2:00 – Period 5 Period 10 Period 5 Period 10 3:00

Friday Time All classes meet 9:00 – 9:30 Science 9:30 – History 10:00 10:30 – Math 11:00 11:30 – English 12:00 12:00 – Lunch 1:00 World 1:00 – 1:30 Language s 1:30 – 2:00 Electives 2:00 – 2:30 PE 2:30 – 3:00 Studios

100

Appendix I TEAM PPSD 2020 – 21 PLAINFIELD HIGH SCHOOL REMOTE LEARNING

Time Monday Tuesday

A-Day/B-Day 8:00 – 9:00 AM 8:00 – 9:00 AM Teacher Prep Teacher Prep Student Breakfast Student Breakfast

A-Day B-Day Periods 1 / 5 Period 1 Period 5

9:00 – 10:15 9:00 – 10:15 AM 9:00 – 10:15 AM

Periods 2 / 6 Period 2 Period 6

10:15 – 11:30 10:15 – 11:30 AM 10:15 – 11:30 AM

11:30 – 12:15 LUNCH

Periods 3 / 7 Period 3 Period 7

12:15 – 1:30 12:15 – 1:30 12:15 – 1:30 Periods 4 / 8 Period 4 Period 8

1:30 – 2:45 1:30 – 2:45 1:30 – 2:45

101

Appendix J: Transition Request Form (TRF)

PLEASE RETURN TO YOUR CHILD’S PRINCIPAL

Plainfield Public School District Transfer Request Form (TRF)

I am aware that transferring my son/daughter from the PPSD Virtual Remote Learning Model to the PPSD Hybrid Model will be completed within 10 school days. As such, all school assignments and attendance requirements remain in effect until the completion of the transfer.

Please indicate if you would like your child to opt for: ______FULL TIME REMOTE LEARNING for the Marking Period of: _____Marking Period 2 (November 9, 2020 - January 29, 2021) _____Marking Period 3 (February 1, 2020 - April 1, 2021) _____ Marking Period 4 (April 12, 2021 - June 14, 2021)

______IN PERSON SERVICES (hybrid) for the Marking Period of: _____Marking Period 2 (November 9, 2020 - January 29, 2021) _____ Marking Period 3 (February 1, 2020 - April 1, 2021) _____ Marking Period 4 (April 12, 2021 - June 14, 2021)

Please complete the following information:

Child's Name: ______Child's School & Grade: ______Child's Grade: ______Parent Name: ______Parent Email Address: ______Parent Phone Number: ______Parent Signature: ______Date: ______Principal Approval: ______Date: ______

To request a transition for Submit TRF by: Marking Period:

2 October 7, 2020

3 December 15, 2020

4 March 3, 2021

102

Appendix K: NJSIAA Sports Advisory Task Force Return to Play Update

103

104

105

Appendix L Device Student/Parent Consent

By checking the first box and signing below, the student and the student's parent or guardian acknowledges and agrees to the terms of use set forth above. Additionally, the student and the student' s parent or guardian agree that the student' s use of the Electronic Device is a privilege and acknowledge the student' s responsibility to protect and safeguard the Electronic Device and to return the same in good condition and repair. I agree to the stipulations set forth in the above document including the Acceptable Use of Technology - Electronic Mobile Device Regulation and the Digital Code of Conduct.

Student's Name:

Please Print

Parent/Guardian:

Please Print Please Sign Date By checking the first box and signing below, the student and the student's parent or guardian acknowledges and agrees to the terms of use set forth above. Additionally, the student and the student' s parent or guardian agree that the student's use of the Electronic Device is a privilege and acknowledge the student's responsibility to protect and safeguard the Electronic Device and to return the same in good condition and repair. _ _ I agree to the stipulations set forth in the above document including the Acceptable Use of Technology - Electronic Mobile Device Regulation and the Digital Code of Conduct. Student' s Name:

Please Print

Parent/Guardian:

Please Print Please Sign Date

6142.10

106

Acceptable Use of District Technology by Staff and Students (continued) 2142.10/6142.10

Appendix M File Code 2142.10

ACCEPTABLE USE OF DISTRICT TECHNOLOGY BY STAFF AND STUDENTS

Purpose

To support its commitment to providing avenues of access to the universe of information available, the district's system of electronic communication shall include access to the Internet for students and staff.

Limitation of Liability

The Internet constitutes an unregulated collection of resources that changes constantly, so it is not possible to totally predict or control the resources that users may locate. The board cannot guarantee the accuracy of the information or the appropriateness of materials that a user may encounter. Furthermore, the board shall not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service. Nor shall the board be responsible for financial obligations arising through the unauthorized use of the system.

District Rights and Responsibilities

The computer system is the property of the district, and all computer software and hardware belong to it. Therefore, the district retains the right to monitor all access to and use of the Internet.

The board designates the chief school administrator as the coordinator of the district system. He/she shall recommend to the board of education qualified staff persons to ensure provision of individual and class accounts necessary for access to the Internet, designation of quotas for disk usage on the system, establishment of a document retention schedule, establishment of a virus protection process and coordination of other activities as required to maintain the system.

Each principal shall coordinate the district system in his/her building by approving all activities for that building; ensuring that teachers receive proper training in the use of the system; ensuring that students are adequately supervised when using the system; and interpreting this acceptable use policy at the building level.

Access to the System

This acceptable use policy shall govern all use of the system. Sanctions for student misuse of the system shall be included in the disciplinary code for students, as set out in regulations for policy 5131 Conduct/discipline. Employee misuse may result in appropriate discipline in accord with the collective bargaining agreement and applicable laws and regulations.

The board shall ensure the acquisition and installation of blocking/filtering software to deny access to certain areas of the Internet.

World Wide Web

All students and employees of the board shall have access to the Web through the district's networked or stand alone computers. To deny a child access, parents/guardians must notify the building principal in writing.

107

Acceptable Use of District Technology by Staff and Students (continued) 2142.10/6142.10 Individual E-mail Accounts for District Employees

District employees shall be provided with an individual account. At the time of log in users will be advised of the district's Acceptable Use Technology Policy (via a pop-up window). By clicking okay, users agree to adhere to the district policy.

Student use of the Internet shall be supervised by qualified staff.

District Web Site

The board authorizes the chief school administrator to establish and maintain a district web site. The purpose of the web site will be to inform the district educational community of district programs, policies and practices.

Individual schools and classes may also establish web sites that include information on the activities of that school or class. The building principal shall oversee these web sites.

Parental Notification and Responsibility

The chief school administrator shall ensure that parents/guardians are notified about the district network and the rules governing its use.

Acceptable Use Student

Safety Practices

Students shall not post personal contact information about themselves or others. Nor shall students engage in any kind of personal contact with individuals they meet online. Attempts at contact from such individuals shall be reported immediately to the staff person monitoring that child's access to the Internet. Personal contact information includes but is not limited to names, home/school/work addresses, telephone numbers, or personal photographs.

Prohibited Activities

Users shall not attempt to gain unauthorized access to the district system or to any other computer system through the district system, nor shall they go beyond their authorized access. This includes attempting to log in through another individual 's account or accessing another's files.

Users shall not deliberately attempt to disrupt the district's computer system performance or destroy data by spreading computer viruses, worms, "Trojan Horses," trap door program codes or any similar product that can damage computer systems, firewalls, servers or network systems.

Users shall not use the district system to engage in illegal activities.

Users shall not access material that is profane or obscene, that advocates illegal acts, or that advocates violence or hate. Inadvertent access to such material should be reported immediately to the supervising staff person.

Users shall not plagiarize material that is available on the Internet. Plagiarism is presenting another's ideas/words as one's own.

Users shall not infringe on copyrighted material and shall follow all dictates of copyright law and the applicable policies of this district. 108

Acceptable Use of District Technology by Staff and Students 2142.10/6142.

Prohibited Language

Prohibited language applies to public messages, private messages, and material posted on web pages.

Users shall not send or receive messages that contain obscene, profane, lewd, vulgar, rude, inflammatory, or threatening language.

Users shall not use the system to spread messages that can reasonably be interpreted as harassing, discriminatory or defamatory.

System Security

Users are responsible for their accounts and should take all reasonable precautions to prevent unauthorized access to them. In no case should a user provide his/her password to another individual.

Users shall immediately notify the supervising staff person or data processing department if they detect a possible security problem. Users shall not access the system solely for the purpose of searching for security problems.

Users shall not install or download software or other applications without permission of the supervising staff person.

Users shall follow all district virus protection procedures when installing or downloading approved software.

System Limits

Users shall access the system only for educational, professional or career development activities. This applies to discussion group mail lists.

Users shall check e-mail frequently and delete messages promptly.

Privacy Rights

Users shall respect the privacy of messages that they receive and refrain from reposting messages without the approval of the sender.

Users shall not publish private information about another individual.

Implementation

The chief school administrator shall prepare regulations to implement this policy.

Adopted by the Board of Education at its meeting of March 18, 2003

109

Acceptable Use of District Technology by Staff and Students 2142.10/6142.

Legal References: N.J.S.A. 2A:38A-1 et seq. Computer System N.J.S.A. 2C:20-25 Computer Related Theft N.J.S.A. 18A:7A-11 Annual report of local school district; contents; annual report of commissioner; report on improvement of basic skills N.J.A.C. 6A:24-1.1 et seq. Urban Education Reform in the Abbott Districts See particularly: N.J.A.C. 6A:24-1.4, 2.2, 4.1, 6.1 N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 17 U.S.C. 101 United States Copyright Law 47 U.S.C. 254(h) Children's Internet Protection Act

N.J. v. T.L.O. 469 U.S. 325 (1985)

O'Connor v. Ortega 480 U.S. 709 (1987)

Manual for the Evaluation of Local School Districts (August 2000)

Possible Cross References: 1111 District publications 5114 Suspension and expulsion 5124 Reporting to parents/guardians 5131 Conduct/discipline 5131.5 Vandalism/violence 5142 Pupil safety 6144 Controversial issues 6145.3 Publications 6161.1 Guidelines for evaluating and selection of instructional materials

110

Appendix N File Code 6142.10

INTERNET SAFETY AND TECHNOLOGY

The board shall develop a technology plan that effectively uses electronic communication to advance and promote learning and teaching. This system of technology shall be used to provide local, statewide, national and global communications opportunities for staff and students. Educational technology shall be infused into the district curriculum to maximize student achievement of the Core Curriculum Content Standards.

It is the policy of the district to establish safe and effective methods for student and staff users of the district's technological resources and to:

A. Prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications;

B. Prevent unauthorized access and other unlawful online activity;

C. Prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and

D. Comply with the Children's Internet Protection Act (CIPA).

COMPLIANCE WITH CIPA

Filters Blocking Access to Inappropriate Material

To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information.

Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.

Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the school district online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.

Specifically, as required by the Children's Internet Protection Act, prevention of inappropriate network usage includes:

A. Unauthorized access, including so-called "hacking," and other unlawful activities; and

B. Unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

Education, Supervision and Monitoring

It shall be the responsibility of all members of the school district staff to educate, supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet protection Act. Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the chief school administrator or his or her designee.

111

The chief school administrator or his or her designee shall ensure that students and staff who use the school internet facilities receive appropriate training including the following:

A. The district established standards for the acceptable use of the internet;

B. Internet safety rules;

C. Rules for limited supervised access to and appropriate behavioral expectations for use of online resources, social network websites, and chat rooms;

D. Cyberbullying (board policy 5131.1 Harassment, Intimidation and Bullying) awareness and response.

Student use of the Internet shall be supervised by qualified staff.

Policy Development

The district Internet Safety and Technology policy shall be adopted and revised through a procedure that includes reasonable public notice and at least one public hearing.

ACCEPTABLE USE OF THE INTERNET

Purpose

Limitation of Liability

District Rights and Responsibilities

The computer system is the property of the district, and all computer software and hardware belong to it. Therefore, the district retains the right to monitor all access to and use of the Internet.

Each principal shall coordinate the district system in his/her building by approving all activities for that building; ensuring that teachers receive proper training in the use of the system; ensuring that students are adequately supervised when using the system; maintaining executed user agreements; and interpreting this acceptable use policy at the building level.

112

Access to the System

This acceptable use policy shall govern all use of the system. Sanctions for student misuse of the system shall be included in the disciplinary code for students, as set out in regulations for policy 5131 Conduct/Discipline. Employee misuse may result in appropriate discipline in accord with the collective bargaining agreement and applicable laws and regulations.

The board shall ensure the acquisition and installation of blocking/filtering software to deny access to certain areas of the Internet.

All students and employees of the board shall have access to the Web through the district's networked or standalone computers. An agreement (shall/shall not) be required. To deny a child access, parents/guardians must notify the building principal in writing.

Classroom E-mail Accounts

Students in grades K-8 shall be granted e-mail access through classroom accounts only. To deny a child access to a classroom account, parents/guardians must notify the building principal in writing.

Individual E-mail Accounts for Students

Students in grades K-8 may have individual accounts at the request of teachers and with the consent of parents/guardians. An individual account for any such student shall require an agreement signed by the student and his/her parent/guardian.

Students in grades 9-12 may be granted individual e-mail accounts and dial-up access to the system. An agreement shall be required for an individual e-mail account and must be signed by the student and his/her parent/guardian.

Individual E-mail Accounts for District Employees

District employees shall be provided with an individual account and access to the system. An agreement (shall/shall not) be required.

District Web Site

Individual schools and classes may also establish web sites that include information on the activities of that school or class. The building principal shall oversee these web sites.

The chief school administrator shall publish and disseminate guidelines on acceptable material for these web sites. The chief school administrator shall also ensure that district and school web sites do not disclose personally identifiable information about students without prior written consent from parents/guardians. Consent shall be obtained on the form developed by the state department of education. "Personally identifiable information" refers to student names, photos, addresses, e-mail addresses, phone numbers and locations and times of class trips.

113

Parental Notification and Responsibility

The chief school administrator shall ensure that parents/guardians are notified about the district network and the rules governing its use. Parents/guardians shall sign an agreement to allow their child(ren) to have an individual account. Parents/guardians who do not wish their child(ren) to have access to the Internet must notify the principal in writing.

Acceptable Use

Student Safety Practices

Prohibited Activities

Users shall not attempt to gain unauthorized access (hacking) to the district system or to any other computer system through the district system, nor shall they go beyond their authorized access. This includes attempting to log in through another individual's account or accessing another's files.

Users shall not use the district system to engage in illegal activities.

Users shall not plagiarize material that is available on the Internet. Plagiarism is presenting another's ideas/words as one's own.

Users shall not infringe on copyrighted material and shall follow all dictates of copyright law and the applicable policies of this district.

Prohibited Language

Prohibited language applies to public messages, private messages, and material posted on web pages.

Users shall not send or receive messages that contain obscene, profane, lewd, vulgar, rude, inflammatory, or threatening language.

Users shall not use the system to spread messages that can reasonably be interpreted as harassing, discriminatory or defamatory.

114

System Security

Users are responsible for their accounts and should take all reasonable precautions to prevent unauthorized access to them. In no case should a user provide his/her password to another individual.

Users shall not install or download software or other applications without permission of the supervising staff person.

Users shall follow all district virus protection procedures when installing or downloading approved software.

System Limits

Users shall access the system only for educational, professional or career development activities. This applies to discussion group mail lists, instant message services and participation in Internet "chat room" conversations.

Users shall check e-mail frequently and delete messages promptly.

Privacy Rights

Users shall respect the privacy of messages that they receive and refrain from reposting messages without the approval of the sender.

Users shall not publish private information about another individual.

Implementation

The chief school administrator may prepare regulations to implement this policy.

Adopted: August 18, 2009 Amended: August 21, 2012

Acceptable Use, Blocking/Filtering Software, E-mail, Internet, Internet Safety, Technology, Web Site, World Wide Web, CIPA

Legal References: N.J.S.A. 2A:38A-1 et seq. Computer System N.J.S.A. 2C:20-25 Computer Related Theft N.J.S.A. 18A:7A-10 NJQSAC N.J.S.A. 18A:36-35 School Internet websites; disclosure of certain student information prohibited N.J.A.C. 6A:30-1.1et seq. Evaluation of the Performance of School Districts

17 U.S.C. 101 - United States Copyright Law

47 U.S.C. 254(h) - Children's Internet Protection Act

115

State in re T.L.O., 94 N.J. 331 (1983), reversed on other grounds, New Jersey v. T.L.O., 569 U.S. 325 (1985).

O'Connor Y..:. Ortega 480 U.S. 709 (1987)

No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A. 6301 et seq.

Possible Cross References: *1111 District publications *3514 Equipment 3543 Office services *3570 District records and reports 4118.2/4218.2 Freedom of speech (staff) *5114 Suspension and expulsion *5124 Reporting to parents/guardians *5131 Conduct/discipline *5131.5 Vandalism/violence *5142 Pupil safety 5145.2 Freedom of speech/expression (students) *6144 Controversial issues *6145.3 Publications 6161 Equipment, books and materials

*Indicates policy is included in the Critical Policy Reference Manual.

116

Appendix O: File Code 4119.26/4219.26 PLAINFIELD BOARD OF EDUCATION _x_ Mandated Plainfield, New Jersey Policy Monitored X Other Reasons

ELECTRONIC COMMUNICATION BY SCHOOL STAFF

"Electronic communications," for the purpose of this policy, means a communication transmitted by means of an electronic device including, but not limited to, a telephone, cellular phone, computer, computer network, personal data assistant, or pager. Electronic communications include, but are not limited to, e-mails, instant messages, and communications made by means of an Internet website, including social media and social networking websites. The Chief School Administrator/principals will annually remind staff members and orient new staff members concerning the importance of maintaining proper decorum in the on-line, digital world as well as in person. Employees must conduct themselves in ways that do not distract from or disrupt the educational process.

The annual orientation and reminder will give special emphasis to improper fraternization with students using electronic communications:

A. School employees may not list current students as "friends" on networking sites without written approval of the school principal and parent/legal guardian;

B. All electronic contacts with students should be through the district's computer and telephone systems;

C. All electronic contacts by coaches and extracurricular advisors with team members and members of extracurricular activities shall, as a general rule, be sent to all team members and activity participants;

D. School employees will not give out their private cell phone or home phone numbers to students without prior approval of the principal; parent shall be notified of such contact

E. Electronic communications that are inappropriate and therefore prohibited include but are not limited to:

1. Items with sexual content; 2. Items exhibiting or advocating use of drugs, alcohol or other illegal activities; 3. Item s that pertain to students, including confidential information; 4. Any content that significantly affects the employee's ability to perform his/her job or disrupts the educational environment; 5. Any content that would violate district policies and procedures;

F. Examples of inappropriate behavior from other districts shall be covered and discussed, including behavior to avoid and the need for staff to use common sense in avoiding inappropriate and unprofessional behavior;

G. Staff shall have no expectation of privacy when using district technology, the district network and/or public social media venues;

H. The administration shall monitor for improper staff electronic communications on district computers, other school issued technology, and the district computer network;

I. Staff shall be informed of the consequences that may result from inappropriate electronic communications up to and including dismissal from employment.

The Chief School Administrator or designees may periodically conduct internet searches to see if staff members have posted inappropriate materials on-line. When inappropriate use of computers and internet websites is discovered, the school principals and Chief School Administrator will seek to preserve the problematic or offensive material and will seek to maintain storage and chain of custody of the evidence. The Chief School Administrator/principal shall promptly bring that alleged misconduct to the attention of the board president.

117

File Code: 4119.26/4219.26 ELECTRONIC COMMUNICATION BY SCHOOL STAFF

Cell Phones

As a general rule, school staff shall not contact students' cell phones unless directed to do so by the parent/guardian. School district personnel shall limit cell phone interaction with students to contact that pertains to legitimate school business. Legitimate school business includes {but is not limited to):

A. Answering academic inquiries regarding homework, other classroom work or assignments;

B. Scheduling appointments for school related conferences and/or extra help;

C. Clarifying classroom expectations and/or assignments;

D. Notifications related to classroom, club or sports schedules, events, trips, assignments, and deadlines.

Cell phone contact with students shall be as brief and direct as possible. When brief contact is not sufficient and/or feasible to resolve the matter, where appropriate, teachers shall schedule face-to-face conferences during regular classroom and extra-help periods to confer with the student. No cell phone contact shall exceed three replies.

Text Messages

Any text messages by staff members, coaches and volunteers shall, as a general rule, be sent to the entire class, team, club or organization and not to any student individually. Exceptions may include situations involving confidential medical issues, emergencies or individual issues not involving the entire group. Staff shall not send messages containing material that:

A. May be perceived as profane, obscene, racist, sexist or promote illicit, illegal or unethical activity;

B. Violates the district's affirmative action policies (2224, 4111.1, 4211.1, and 6121);

C. Is personal in nature and not related to the business of the district;

D. Can be interpreted as provocative, flirtatious or sexual in nature;

E. Is confidential information and not authorized for distribution;

F. Violates board policy 5131.1 Harassment, Intimidation and Bullying.

Electronic Communication

School district personnel shall adhere to the following guidelines when sending or receiving messages via district owned or issued devices and the district network:

A. All messages shall pertain to legitimate school business;

B. Personnel shall not reveal district issued passwords to others. If a staff member believes that a password has been lost or stolen, or that email has been accessed by someone without authorization, he/she must contact the supervisor for technology or the principal;

C. District administrators shall have access to the employee's password or passwords for all district owned or issued devices and the use of the district network;

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File Code: 4119.26/4219.26 ELECTRONIC COMMUNICATION BY SCHOOL STAFF

D. Electronic messages on school owned or issued electronic devices and the district network shall be retained for the period of time specified by the Destruction of Public Records Law and board policy 3570 Records (retained three (3) years for external correspondence and one (1) year for internal correspondence);

E. Federal copyright laws shall be observed;

F. Staff shall not send messages that contain material that:

1. May be perceived as profane, obscene, racist, sexist or promote illicit, illegal or unethical activity; 2. Violates the district's affirmative action policies (2224, 4111.1, 4211.1, 6121); 3. Is personal in nature and not related to the business of the district; 4. Can be interpreted as provocative, flirtatious or sexual in nature; 5. Is confidential and not authorized for distribution; 6. Violates board policy 5131.1 Harassment, Intimidation and Bullying.

G. Personnel shall become familiar with the district's policies and regulation on staff and student access to networked information resources and acceptable use of technology (6142.10 Internet Safety and Technology) before initiating email use;

H. Employees learning of any misuse of the email systems shall notify the supervisor for technology, principal or Chief School Administrator immediately.

Online Education

An online classroom is still a classroom. Though courses and/or assigned programs of home instruction may be online, appropriate classroom behavior is still mandatory. Respect for the participants is essential for learning and student achievement.

Staff communications with students during online education will be limited to legitimate school business as set forth under cell phones, text messages and electronic communication, above. Professional standards and etiquette shall be observed at all times.

Implementation

This policy shall be made available electronically or otherwise disseminated to all staff members, annually or as needed.

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File Code: 4119.26/4219.26 ELECTRONIC COMMUNICATION BY SCHOOL STAFF Adopted: Amended : August 20, 2013 November 18, 2014 Key Words

Employee Conduct, Cell Phones, Text Messaging, E-Mail, Electronic Communication

Legal References: N.J.S.A. 2A:38A-1 et seq. Computer System N.J.S.A. 18A:6-10 Dismissal and reduction in compensation of persons under tenure in public school system N.J.S.A. 18A:11-1 General mandatory powers and duties N.J.S.A. 18A:27-4 Power of boards of education to make rules governing employment of teacher, etc. N.J.S.A. 18A:36-35 Disclosure of certain student information on Internet prohibited without parental consent N.J.S.A. 18A:37-13 et seq. Anti-Bullying Bill of Rights Act N.J.S.A. 18A:54-20 Powers of board (county vocational schools) N.J.S.A. 47:3-15 et seq. Destruction of Public Records Law N.J.A.C. 6A:9-3.3 Professional standards for teachers N.J.A.C. 6A:9B-4.5 Grounds for revocation and suspension of certification

In the Matter of Certificate of Weidemoyer, Exam 2010 April 29.

!o. the Matter of Certificates of Stenz, Exam 2010: March 25.

!o. the Matter of the Certificates of Alan Chadrjian, Exam 2011: July 28.

!o. the Matter of Rhaney, Exam 2011: June 16.

!o. the Matter of Young, Exam: 2011: Sept 22.

!o. Re Cluggish, Exam 2011, Dec 16.

Possible Cross References: *2224 Nondiscrimination/affirmative action *3570 District records *4111.1 Nondiscrimination/affirmative action 4117.50 Standards for staff discipline *4119.21 Conflict of interest *4119.22 Conduct and dress *4119.23 Employee substance abuse 4119.24 Staff/pupil relations *4131/4131.1 Staff development, inservice education, visitation, conferences *4211.1 Nondiscrimination/affirmative action *4219.21 Conflict of interest *4219.22 Conduct and dress *4219.23 Employee substance abuse 4219.24 Staff/pupil relations *4231/4231.1 Staff development, inservice education, visitation, conferences *5125 Student records *5131 Conduct and discipline *5131.1 Harassment, intimidation and bullying *6121 Nondiscrimination/affirmative action *6142.10 Internet safety and technology *6144 Controversial issues *6173 Home instruction 120

File Code: CONDUCT/DISCIPLINE

Appendix P File code: 5131 CONDUCT/DISCIPLINE

The Board believes that an effective instructional program requires an orderly school environment and that the effectiveness of the educational program is, in part, reflected in the behavior of students. The Board approved code of student conduct is established to achieve the following purposes:

A. Foster the health, safety, and social and emotional well-being of students;

B. Support the establishment and maintenance of civil, safe, secure, supportive and disciplined school environments conducive to learning;

C. Promote achievement of high academic standards;

D. Prevent the occurrence of problem behaviors;

E. Establish parameters for the intervention and remediation of problem student behaviors at all stages of identification; and

F. Establish parameters for consistent responses to violations of the code of student conduct that take into account, at a minimum, the severity of offenses, the developmental ages of student offenders and students' histories of inappropriate behaviors as appropriate.

The Board of Education expects students to conduct themselves in keeping with their level of maturity, with a proper regard for the rights and welfare of other students, for school personnel, for the educational purpose underlying all school activities, and for the care of school facilities and equipment. Students are required to conform to reasonable standards of socially acceptable behavior; respect the person, property and rights of others; obey constituted authority and respond to those who hold that authority.

The Board of Education believes that standards of student behavior must be set cooperatively by interaction among the students, parents/guardians, staff and community, producing an atmosphere that encourages students to grow in self-discipline. Such an atmosphere must include respect for self and others, as well as for district and community property.

Board policy requires each student of this district to adhere to the rules and regulations established by the administration and to submit to such disciplinary measures as are appropriately assigned for infraction of those rules. The chief school administrator shall provide to students and their parents/guardians the rules of this district regarding student conduct and the sanctions that may be imposed for breach of those rules. Provisions shall be made for informing parents/guardians whose primary language is other than English.

The Chief School Administrator shall establish the degree of order necessary to the educational program in which students are engaged.

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File Code: CONDUCT/DISCIPLINE Code of Conduct

The Chief School Administrator shall oversee the development of and the Board shall approve a code of student conduct which establishes standards, policies and procedures for positive student development and student behavioral expectations on school grounds, including on a school bus or at school sponsored functions. The code of conduct may be based on parent/guardian and student. The chief school administrator has the right and authority to impose a consequence on a student for conduct away from school grounds that is consistent with the board's approved code of student conduct, pursuant to N.J.A.C. 6A:16-7.1 and N.J.A.C. 6A:16-7.5.

This authority shall be exercised only when it is reasonably necessary for the student's physical or emotional safety, security and well-being or for reasons relating to the safety, security and well being of other students, staff or school grounds, pursuant to N.J.S.A. 18A:25-2 and 18A:37-2, and when the conduct which is the subject of the proposed consequence materially and substantially interferes with the requirements of appropriate discipline in the operation of the school. The board shall direct development of detailed regulations suited to the age level of the students and the physical facilities of the individual schools.

The District code of conduct shall contain:

A. A description of student responsibilities that includes expectations for academic achievement, behavior and attendance;

B. A description of behaviors that will result in suspension or expulsion;

C. A description of the students' rights to:

1. Advance notice of behaviors that will result in suspensions or expulsions; 2. Education that supports student development into productive citizens; 3. Attendance in safe and secure school environment; 4. Attendance in school irrespective of marriage, pregnancy, or parenthood: 5. Due process and appeal procedures in accordance with law and board policy; 6. Parent notifications consistent with board policy and law for law enforcement interviews (5145.11 Questioning and Apprehension), short-term and long-term suspension (5114 Suspension and Expulsion), due process and appeal procedures, and attendance (5113 Attendance, Absences and Excuses); 7. Records and privacy protections (5125 Student Records).

D. A description of comprehensive behavioral supports that promote positive student development and assist each student in fulfilling the district behavioral expectations established including:

1. Positive reinforcement for good conduct and academic success; 2. Supportive interventions and referral services; 3. Remediation of problem behavior that takes into account the behavior's nature, the students' developmental ages and the students' histories of problem behaviors and performance; and 4. Behavioral interventions and supports for students with an IEP or accommodation plans.

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E. A description of responses to violations of behavioral expectations that, at a minimum, are graded according to the severity of the offenses, and consider the developmental ages of the student offenders and their histories of inappropriate behaviors that shall:

1. Include a continuum of actions designed to remediate and, where necessary or required by law, to impose sanctions; 2. Be consistent with other responses as required by law for serious offences including firearms, weapons and assault offenses; 3. Ensure that the code of student conduct is applied equitably without regard to race, color, religion, ancestry, national origin, nationality, sex, gender, sexual orientation, gender identity or expression, marital, domestic-partnership, or civil-union, mental, physical, or sensory disability, or any other distinguishing characteristic; 4. Be consistent with the provisions of N.J.S.A. 18A:6-1 regarding the corporal punishment of pupils.

F. Expectations and consequences consistent board policies and procedures 5113 Attendance, Absences and excuses and 5131.1 Harassment, Intimidation and Bullying;

G. A current list of community-based health and social service provider agencies available to support a student and the student's family, as appropriate, and a list of legal resources available to serve the community.

A student may be denied privileges such as participation in extracurricular activities, school functions, sports, graduation exercises or other privileges as disciplinary sanctions in order to maintain the order and integrity of the school environment.

Student Behavioral Infractions

Students who display chronic behavioral or academic problems may be referred to the child study team by the chief school administrator for an evaluation to determine disability or the need for other services. Such referrals shall be in strict accordance with the due process regulations prescribed by the administrative code. Students so identified shall be provided with appropriate programs and services as prescribed by the child study team.

A student whose presence poses a continuing danger to persons or property, or an ongoing threat of disrupting the academic process, may be suspended in accordance with N.J.A.C. 6A:16-7.1 and N.J.A.C. 6A:16-7.2, N.J.A.C. 6A:16-7.3 or expulsion in accordance with N.J.A.C. 6A:16-7.4, following due process. However, one incident alone is not sufficient cause for an expulsion.

Any student who commits an assault (as defined by N.J.S.A. 2C:12-1) upon a board member, teacher, administrator or other employee of the Board of Education shall be suspended from school immediately according to procedural due process, and suspension in accordance with N.J.A.C. 6A:16-7.1 and N.J.A.C. 6A:16-7.2, N.J.A.C. 6A:16-7.3 or expulsion in accordance with N.J.A.C. 6A:16-7.4. However, one incident alone is not sufficient cause for an expulsion. Proceedings shall begin no later than 30 calendar days from the date of the student's suspension.

The Chief School Administrator or his or her designee shall take appropriate measures to ensure that minority and male students shall not be disproportionately represented in detentions, suspensions, and expulsions.

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Substance Abuse

In accordance with statute and code, penalties shall be assigned for use, possession and distribution of proscribed substances and drug paraphernalia. The penalties shall be graded according to the severity of the offense in accordance with policy 5131.6 Substance Abuse. Infractions shall be reported to the local law enforcement agency in accordance with the district's memorandum of agreement. Confidentiality shall be protected in accordance with federal and state law.

Weapons Offenses

Any student who is convicted or adjudicated delinquent for possession of a firearm or a crime while armed with a firearm or found knowingly in possession of a firearm on any school property or on a school bus or at a school-sponsored function shall be immediately removed from the school's regular education program for a period of not less than one calendar year. The Chief School Administrator may modify this suspension on a case-by-case basis. Each student so removed shall be placed in an alternative educational program or on home instruction pending alternative education program placement and shall be entitled to a hearing before the board. The hearing shall take place no later than 30 days following the day the student is removed from the regular education program and shall be closed to the public.

The principal shall be responsible for the removal of such students and shall immediately report them to the Chief School Administrator. The principal shall also notify the appropriate law enforcement agency of a possible violation of the New Jersey Code of Criminal Justice.

The Chief School Administrator shall determine at the end of the year whether the student is prepared to return to the regular education program, in accordance with N.J.A.C. 6A:16-5.5(i).

Teaching staff members and other employees of this board having authority over students shall take such lawful means as may be necessary to control the disorderly conduct of students in all situations and in all places where such students are within the jurisdiction of this board.

Harassment, Intimidation or Bullying

The Board expects all students to treat each other with civility and respect and not to engage in behavior that is disruptive or violent. This type of behavior interferes with a student's ability to learn and a school's ability to educate its students in a safe environment. Therefore, the school district will not tolerate acts of harassment, intimidation or bullying.

The Board prohibits acts of harassment, intimidation or bullying against any student in accordance with board policy 5131.1 Harassment, Intimidation and Bullying, and law.

"Harassment, intimidation or bullying" is defined as any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or a series of incidents, that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, or a mental, physical or sensory disability, or by any other distinguishing characteristic, that takes place on school grounds, at any school-sponsored function or on a school bus, or off school grounds in accordance with law, that substantially disrupts or interferes with the orderly operation of the school or the rights of other students and that:

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A. A reasonable person should know, under the circumstances, will have the effect of physically or mentally harming a student or damaging the student's property, or placing a student in reasonable fear of physical or mental harm to his/her person or damage to his/her property; or

B. Has the effect of insulting or demeaning any student or group of students; or

C. Creates a hostile educational environment by interfering with the student's education or by severely or pervasively causing physical or emotional harm to the student.

"Electronic communication" means a communication that is transmitted by means of an electronic device, including, but not limited to a telephone, cellular phone, computer, or pager, that takes place on school grounds, at any school-sponsored function or on a school bus.

Students with Disabilities

Classified students are subject to the same disciplinary procedures as nondisabled students and may be disciplined in accordance with their IEP and accommodation plans. However, before disciplining a classified student, it must be determined that:

A. The student's behavior is not primarily caused by his/her educational disability;

B. The program that is being provided meets the student's needs.

Staff shall comply with state and federal law and the regulations of the New Jersey administrative code in dealing with discipline and/or suspension of all students with disabilities.

Policy and Procedure Development, Review and Dissemination

The standards and procedures developed to implement this policy shall be aligned with the board approved code of student conduct and accepted board approved core ethical values. Policies, standards and procedures shall be based on parent, student and community involvement which represents, where possible, the composition of the schools and community, in accordance with N.J.A.C. 6A:16-7.1 .

This policy shall be reviewed annually and updated along with the code of student conduct. This process shall include:

A. Parent , student and community involvement which represents, where possible, the composition of the schools and community;

B. Consideration of the findings of the annual reports of student conduct, suspensions and expulsions; and incidences reported under the Electronic Violence and Vandalism Reporting System.

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Appendix Q: Information Technology Support

Information Technology Support Hotline Contact Information

Email Address Phone Number Parent/Student Support Services

Technology Support (908) 731-4223

Educational Applications (Schoology, [email protected] Email Only Google, Clever, ClassDojo, etc...

Phone Number Staff Support Services Email Address

(908) 731-4445 Helpdesk Support [email protected] (temporary number)

(908) 731-4200 ext. 5006 Genesis Support [email protected]

Educational Applications (Schoology, [email protected] Email Only Google, Clever, ClassDojo, etc...)

Please Call (908) 295-7530 KeyNet Support

(908) 731-4495 Telco Support [email protected]

**Please include a contact number when emailing our Support Hotlines** Support numbers will only be answered during regular business hours

8:00am - 4:30pm Monday- Friday

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Appendix R: Health and Safety Protocols

Contact tracing is the responsibility of the prospective student/employee's Board of Health according to their residency. Myrna Dyson, RN Supervisor of Nursing will honor all requests for assistance with contact tracing. Therefore, it is of the upmost importance for students and staff to have the correct contact information on file. Employees MUST update their contact information through the District's Keynet Portal.

Students 1. Daily temperature checks – will be sent home if temperature is above 100.0 2. Will be assessed for possible COVID-19 symptoms by the school nurse per CDC guidelines a. A doctor’s note will be required to return to school 3. Student(s) will be sent home if symptomatic or have a temperature of 100.0 or higher a. A doctor’s note will be required to return to school 4. Student with COVID-19 symptoms will be isolated from others in the health office or another designated location 5. Students who have tested positive or have been quarantined for COVID-19 will need a doctor’s note of clearance to return to school (“Negative COVID-19 test” must be written on the note) 6. Emergency contact list will be updated quarterly 7. Face coverings are required (as tolerated) 8. Temporarily suspend all class trips, assemblies, and large group settings. 9. All rugs/carpeting should be removed from the nursing offices 10. Students who are found to be COVID-19 positive and were in any building: a. Staff members, families of classmates and the Plainfield Health Department will be notified b. Building will be closed for 2-5 days c. The rooms/ building will be sanitized by Building and Grounds per CDC guidelines 11. Students required to wash hands frequently 12. Students are encouraged to bring their own filled water bottles

Employees 1. Daily temperature checks for all employees upon entering the work site a. Temperature above 100.0 will require the employee to be sent home b. Will need a doctor’s note to return to work; will use sick time 2. Any employee exhibiting signs or symptoms of COVID-19 will be sent to the nurse 3. The nurse will make the decision regarding the employees’ health (if able to return to work; to be sent home/doctor/emergency room; and/or if a clearance note is needed to return) 4. Employees MUST stay home when not feeling well and/or exhibiting ANY COVID-19 symptoms 5. Employees who are found to be COVID-19 positive: a. Confidentiality will be maintained i. CDC Protocols will be followed b. Must notify Nursing Supervisor (Call 732.841.1320) c. Any building/rooms affected will be closed for 2-5 days i. The building will be sanitized by Building and Grounds per CDC guidelines. d. Will need a doctor’s note of clearance to return to school (“Negative COVID-19” test must be written on the doctor’s note) 6. Face coverings will be required while in all buildings 7. Social distancing will be maintained 8. Reusable face coverings will be provided to staff 9. Referral to Employee Assistance program (EAP) for mental health services 10. Staff will need to complete a DAILY Attestation Form (via Frontline/scanning): a. Confirming that employee DO NOT have any COVID-19 symptoms for that day 127

11. Traveling to a COVID Hotspot identified by the Governor: It is advised that staff quarantine for 14 calendar days, using their own leave time. Get tested if/when develop ANY symptoms. Notify Nurse Supervisor Dyson if the test comes back positive.

Families a. NO VISITORS b. Parent/Guardian/Designated Pick Up Person will wait OUTSIDE (in their car if available) the building to pick up a sick child: i. The student will be escorted to the waiting person (car) by a designated staff member ii. Proper ID will be required c. Parent/Guardians must update the contact list QUARTERLY for their children attending PPSD via Parent Genesis Portal i. This MUST include the designated person(s) in the Parent Genesis Portal who are willing and available to pick up their child(ren) ii. Phone numbers/contact information must stay current. This includes the work telephone numbers of parent/guardians/emergency contacts/designated pick-up contacts iii. There MUST be at least two to three contacts who will be available to pick up a child

References

Center for Disease Control and Prevention (2020). Communities, Schools, Workplaces and Events. Information for Where You Live, Learn, Work and Play. Retrieved from: https://www.cdc.gov/coronavirus/2019-ncov/community/index.html.

Center for Disease Control and Prevention (2020). Considerations for Schools. Retrieved from: https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html

National Association of School Nurses (2020). Coronavirus Disease 2019 Resources. Retrieved from: https://www.nasn.org/nasn/nasn-resources/practice-topics/covid19.

New Jersey Department of Health (2020). New Jersey Department of Health: COVID-19 Guidance for Child Care and K-12 Schools. Retrieved from: https://covid19.nj.gov/faqs/nj-schools-and-universities.

New Jersey School Boards Association (2020). A NJSBA Special Report on How the Coronavirus is Changing Education in the Garden State. Searching for “a new normal” in New Jersey’s public schools. Retrieved from: https://www.njsba.org/wp-content/uploads/2020/05/SearchingForNewNormal.pdf.

United Nations International Children’s Emergency Fund (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools. Retrieved from: https://www.who.int/docs/default- source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march- 2020.pdf?sfvrsn=baf81d52_4

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Appendix S: Sample Elementary Schedules & Mealtimes

The following are Tentative Schedule Options for schools to implement as per the discretion of the building principal.

Schedule Option 1:

• AM Session - 9:00 AM – 12:00 PM • Student Lunch Window – 12:00 – 1:00 PM • PM Session – 1:00 – 2:30 PM

Schedule Option 2:

• AM Session 9:00 – 11:30 AM • Student Lunch 11:30 – 12:30 PM • PM Session 12:30 – 2:30 PM

• Breakfast - 8:00 – 9:00 AM • Lunch - 11:30 – 1:00 PM • Security will assist with breakfast and lunch logistics to ensure the safety of all PPSD stakeholders

SAMPLE Kindergarten Schedule

START END INTERVAL DESCRIPTION TIME TIME

9:00 9:15 15 minutes Morning meeting – Live Session

9:15 10:00 45 minutes Literacy (Alphabet/OG Time/Word Work) – Live Session

10:00 10:15 15 minutes Read Aloud/Mini-Lesson – Live Session

10:15 10:30 15 minutes Break

10:30 10:45 15 minutes Physical Movement (Teacher Directed)

10:45 11:00 15 minutes Math – Live Lesson

11:00 11:30 30 minutes Individual and Small Group/ESL/Supplemental Instruction

Student Lunch/Breakfast Pick-Up 11:30 12:30 60 minutes (Breakfast Pick-Up for the Next Day included with Lunch Distribution)

Social-Emotional Lesson/Purposeful Play 12:30 1:10 40 minutes (Teacher designed independent play-based activities to reinforce social skills)

1:10 1:50 40 minutes Special/Science/Social Studies

1:55 2:35 40 minutes Special/Science/Social Studies

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SAMPLE Schedule Option #1 – Grades 1-5

MONDAY – FRIDAY MINUTES SUBJECT

8:00-8:45 PLCs/PD

8:45 - 9:00 Homeroom Check-In

9:00 – 9:30 30 ELA Live Session

9:30 -10:30 60 Individual and Small Group/ESL/Supplemental Instruction

10:30 – 10:40 10 Screen Time Break

10:40 – 11:20 40 Social Studies/Science/Specials

11:20 -12:00 40 Social Studies/Science/Specials

12:00 – 1:00 60 LUNCH/RECESS

1:00 – 1:30 30 Math Live Session

1:30-1:35 5 Screen Break

1:35 – 2:35 60 Individual and Small Group/ESL/Supplemental Instruction

SAMPLE Schedule Option #2 – Grades 1-5

MONDAY – FRIDAY MINUTES SUBJECT

8:00-8:45 PLCs/PD

8:45 - 9:00 Homeroom Check-In

9:00 – 9:30 30 ELA Live Session

9:30 -10:30 60 Individual and Small Group/ESL/Supplemental Instruction

10:30 – 10:40 10 Screen Time Break

10:40 – 11:10 30 Math Live Session

11:10 -11:30 20 Individual and Small Group/ESL/Supplemental Instruction

11:30 – 12:30 60 LUNCH/RECESS

12:30 – 1:10 40 Individual and Small Group/ESL/Supplemental Instruction

1:10 – 1:50 40 Social Studies/Science/Specials

1:50 - 1:55 5 Screen Break

1:55 - 2:35 40 Social Studies/Science/Specials

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Appendix T: State Resources

March 13, 2020- The NJDOE issued guidance regarding requirements for the March public health-related school closure to supplement and update the series of continuously updated guidance issued on 3/9/2020, 3/5/2020, 3/3/2020, 2/3/2020, 1/29/2020.

March 16, 2020- Governor Murphy signed Executive Order 104 which indefinitely closed all public, private, and parochial preschools and elementary and secondary schools to students beginning on March 18, 2020.

Postponed April school board elections to May 12, 2020. March 24, 2020- Governor Murphy announced the cancellation of all statewide student assessments for the spring 2020 testing window, including the 24 administration of the New Jersey Student Learning Assessments (NJSLA), ACCESS for ELLs, and the Dynamic Learning Maps (DLM) assessments.

26 Issued a Major Disaster Declaration for the State of New Jersey. April 3, 2020- The NJDOE announced that the State Board of Education adopted temporary regulations that allow school districts and educational 03 agencies to deliver special education and related services to students with disabilities through the use of telehealth, telemedicine, electronic communications, remote, virtual, or other online platforms.

April 7, 2020- Governor Murphy signed Executive Order 117 to address certain state statutory requirements implicated by the cancellation of 07 statewide assessments. This Executive Order waives, among other requirements, certain components of educator evaluation and the graduation assessment requirement for certain students.

April 7, 2020- Governor Murphy also signed Executive Order 116 to align the April District budget process with the directives in Executive Order 105. 07 Executive Order 116 extends certain statutory deadlines for April Districts.

April 8, 2020- The 2020 school election and budget procedures calendar for April election districts was revised pursuant to Executive Order 105, which 08 moved the election date, and Executive Order 116 to move other related dates.

April 20, 2020- The NJDOE provided notice concerning the emergency adoption 20 of temporary modifications to rules governing educator evaluation.

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federal requirements related to the COVID-19 emergency including accountabilitpril 30, 2020- The NJDOE announced that it was granted waivers from various in addition, school identification, and reporting requirement waiver, select Elementary Secondary Education Act (ESEA) fiscal requirements waiver, and the Carl D. Perkins Career and Technical Education Act of 2006 period of availability extension. Additionally, the NJDOE provided more information related to the Education Stabilization Fund pursuant to Section 19003 of the Coronavirus Aid Relief Economic Security (CARES) Act. Further, the NJDOE clarified that requiring parents or guardians to waive certain legal rights or give written consent for shared services as a condition for receipt of special education or related services violates the Individuals with Disabilities Education Act (IDEA) and NJDOE regulations.

May 4, 2020- Governor Murphy announced schools are to stay closed for the 04 remainder of the 2019-2020 academic year. May 5, 2020- The NJDOE required school districts, charter, renaissance schools, and Approved Private Schools for Students with Disabilities (APPSD) 05 to update their public health-related school closure plans. Additionally, the NJDOE announced the emergency adoption of temporary suspensions and one modification to rules governing the evaluation of the performance of school districts.

May 7, 2020- The NJDOE provided information and strategies regarding the identification and parent notification of English language learners (ELLs) during 07 the period of school closure due to the COVID-19 pandemic. May 11, 2020- The NJDOE notified school leaders of the CARES Act Elementary and Secondary School Emergency Relief (ESSER) Fund allocations and application as well as the adoption of temporary rule waivers and modifications pertaining to select educator certification requirements and the commissioner- approved performance assessment.

Delay in June 2020 State School Aid Payments.

May 27, 2020- The NJDOE issued additional guidance for reporting student absences and calculating chronic absenteeism during the pandemic as well as an update on the use of ACCESS 2.0 and Alternate ACCESS 2.0 scores, the return of testing materials and score 27 reporting.

May 28, 2020- The NJDOE provided an update regarding commencement ceremonies. 28 June 12, 2020- The NJDOE issued guidance regarding additional services for students with disabilities who will graduate or exceed eligibility for special education services. Summer learning programs guidance indicates summer learning program operators must June take notice of Executive Order 149 (EO 149) and the New Jersey Department of Health’s (NJDOH) New Jersey COVID-19 Youth Summer Camp Standards.

June 17, 2020- The NJDOE provided updates to the Health History

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Conditions for Learning General Health and Safety Guidelines  CDC Activities and Initiatives Supporting the COVID-19 Response and the President’s Plan for Opening America Up Again (CDC)  General Guidelines for the Control of Outbreaks in School and Child Care Settings School Exclusion List (NJDOH)  People Who Are at Higher Risk for Severe Illness (CDC)

Transportation  CDC Activities and Initiatives Supporting to the COVID-19 Response, May 2020  Coronavirus Disease 2019 (COVID-19) Considerations for Schools (CDC)  COVID-19 Resources (National Association for Pupil Transportation)  Parental Transportation Waiver Form (NJDOE)  Transportation FAQs (NJ Department of Education)  What Bus Transit Operators Need to Know About COVID-19 (CDC)

Student Flow, Entry, Exit, and Common Areas  ASHRAE Offers COVID-19 Building Readiness/Reopening Guidance  “Considerations for Schools (CDC)”  Governor Murphy Unveils Multi-Stage Approach to Execute a Responsible and Strategic Restart of New Jersey’s Economy  “Guidelines for Opening Up America Again,” Opening Up America Again Guidelines, The White House and The Centers for Disease Control and Prevention.  Melnick, H., & Darling-Hammond, L. (with Leung, M., Yun, C., Schachner, A., Plasencia, S., & Ondrasek, N.). (2020). Reopening schools in the context of COVID- 19: Health and safety guidelines from other countries (policy brief). Palo Alto, CA: Learning Policy Institute, https:// learningpolicyinstitute.org/product/reopening-schools-covid-19- brief.  Schools During the COVID-19 Pandemic (CDC)  When and How to Wash Your Hands (CDC)

Screening, PPE, and Response to Students and Staff Presenting Symptoms  Guidance on Purchasing Safety Supplies (Massachusetts Department of Elementary and Secondary Education (2020) Contact Tracing  CDC Guidance on Contact Tracing  Contact Tracing Awareness Training  FERPA & COVID-19: FAQ  NJ COVID-19 Information Hub: What is Contact Tracing? How Does it Stop the

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Spread of COVID-19?  USDE›s Student Privacy Policy Office

Facilities Cleaning Practices  COVID-19 Resources for School Bus Personnel: Best Cleaning and Disinfecting Practices for Buses (American Federation of Teachers)  Disinfectants for Use Against SARS-CoV-2 (EPA)  Guidance for Cleaning and Disinfecting Public Spaces, Workplaces, Businesses, Schools, and Homes (EPA)

Educator Well-Being  5 Strategies for Teacher Self-Care (ASCD)  Educator Stress Spectrum  Educator Resilience and Trauma-Informed Self Care  Handout: Supporting Healthy Mindsets and Behaviors  NJEA’s Member Helpline  Resiliency Resources at Rutgers University Behavioral Health Care  Supporting Teachers Through Stress Management (NASP)

Trauma Informed Social and Emotional Learning  Building Trauma-Sensitive Schools  CASEL Program Guide  Center for SEL and School Safety  Considerations for Schools (CDC)  COVID-19 Resources (American School Counselor Association)  Creating Opportunities through Relationships Modules  Creating SEL Teams  Creating Trauma-Informed Systems  Developmental Indicators—SEL in the K–12 Classroom (NJDOE)  Guide to Schoolwide SEL (CASEL)  Helping Children Cope with Changes Resulting From COVID-19  High School Toolkit: Building a Mental Health-Friendly Classroom  Incorporating SEL into Classroom Instruction  Initial Guide to Leveraging the Power of Social and Emotional Learning as You Prepare to Reopen and Renew Your School Community (CASEL)  New Jersey’s SEL Competencies and Sub-Competencies.

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 SEL Data Reflection Protocol  SEL Professional Development Modules for Educators (NJDOE)  Social Emotional Learning District Implementation and Professional Development (Minnesota Department of Education)  Strategies for Trauma-Informed Remote Learning  The Greater Good Science Center at UC Berkeley  Trauma-Informed School Strategies during COVID-19 (National Child Traumatic Stress Network)  Trauma informed SEL: Pawlo, E., Lorenzo, A., Eichert, B., & Elias, M. J. (2019). All SEL should be trauma-informed. Phi Delta Kappa, 101 (3). 37-41.  Trauma-Informed SEL Toolkit  The School Climate Strategy Resource Guide provides support to school leadership teams in using the New Jersey School Climate Survey and includes sections dedicated to SEL and trauma-informed approaches among other evidence-based strategies for improving school climates that would be applicable both if a school is operating remotely or in-person.

School Culture and Climate  National Center on Safe and Supportive Learning Environments  National School Climate Center: School Community Engagement in the Time of COVID-19  School Climate Strategy Resource Guide  Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research. 83(3), 357-385.

Universal Screening  Considerations for Remote Instruction in Early Math (K–5)  Considerations for Remote Instruction in Early Reading (K–5)  Marlboro Township RTI Manual  Mount Olive Township Schools Response to Intervention (RTI)

Collaborative Problem Solving  Dunlap, G. & Fox, L. (2015). The Pyramid Model: PBS in Early Childhood Programs and its Relation to School-wide PBS. The Pyramid Model Consortium.  New Jersey Tiered System of Supports (NJTSS) Implementation Guidelines (NJDOE)

Family Engagement  Dunlap, G. & Fox, L. (2015). The Pyramid Model: PBS in Early Childhood Programs and its Relation to School-wide PBS. The Pyramid Model Consortium.

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 New Jersey Tiered System of Supports (NJTSS) Implementation Guidelines (NJDOE)

Data-Based Decision Making and Three Tiers of Academic and Behavioral Interventions  Considerations for Remote Instruction in Early Math (K–5)  Considerations for Remote Instruction in Early Reading (K–5)  Dunlap, G. & Fox, L. (2015). The Pyramid Model: PBS in Early Childhood Programs and its Relation to School-wide PBS. The Pyramid Model Consortium.  New Jersey Tiered System of Supports (NJTSS) Implementation Guidelines (NJDOE)

Family Engagement  6 Keys to Engaging Families in ESSA (National PTA)  California Department of Education (2020). Stronger Together.  Children’s Interagency Coordinating Council (CIACC)  County Offices of Education Directory  Engaging Parents through Conversations (East Side Pathways)  Families Portal (NJDOE)  Myers, A. (2019). Going old-school: Home visits show marked effect on absenteeism and performance. Johns Hopkins School of Education.  New Jersey’s Parent Teacher Association  NJ Parent Link: The Early Childhood, Parenting and Professional Resource Center  NJ 211 Resource Finder  SPAN Parent Advocacy Network  Statewide Parent Advocacy Network (SPAN) for Students with Disabilities: Resource Library  Title I, Part A: School/Family/Community Engagement (NJDOE)  Tucker, E. and Kruse, L. (2020). Preparing to Reopen: Six Principles That Put Equity at the Core. Getting Smart.

Academic Enrichment, Expanded After-School Learning & Summer Programming  New Jersey’s Child Care Resource and Referral Agencies by County  NJSACC: The Statewide Network for NJ’s Afterschool Communities – Virtual After School Resource Guide  NJ YMCA Locations  United Way’s Summer Learning Resources

Mentoring 136

 Big Brothers Big Sisters of NJ  Extensive Mentoring Resources by the United Way including Tools and Guidebooks  Mentoring Youth and Young Parents: A Guidebook for Programs Helping Youth and Young Parents Navigate a Pathway to Self-Sufficiency (US Dept of Labor)  National Mentoring Resource Center

Food Service and Distribution  COVID-19 and Food Safety Memo (New Jersey Department of Agriculture)  Food Safe Schools Tools and Guide (USDA)  Interim Guidance for Administrators of US K-12 Schools and Child Care Programs to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19) (CDC)  Seamless Summer Option: Providing Multiple Meals at a Time During the Coronavirus (COVID-19) Pandemic (USDA)

Quality Child Care  Child Care Resource and Referral Agencies  Child Care Subsidy Program  COVID-19 Resources for Licensed Child Care  Directory of Licensed Child Care Centers (NJDCF)  Emergency Child Care Assistance Program  How to Establish and Design a Wellness Program  New Jersey Head Start Association  New Jersey School Age Care Coalition  Weekly Conversations for Public-School Based Afterschool Programs (New Jersey School AgeCare Coalition) Leadership and Planning Scheduling  AEI Blueprint for Back to School  American Academy of Pediatrics Policy Revision: Media Use in School-Ages Children and Adolescents  Considerations for Schools (CDC)  COVID-19 Planning Considerations: Return to In-person Education in Schools (American Academy of Pediatrics)  Google COVID-19 Support Resources for Remote Learning  Microsoft Remote Learning in Education  Moodle Open Source LMS

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 National Standards for Quality Online Learning  National Standards for Quality Online Teaching NJDOE Early Childhood Program Guidance for Children Ages Birth through Eight  Schools Decision Tool (CDC)  Shifting to At-Home Learning (TNTP)  Web Content Accessibility Guidelines (WCAG)

Staffing  Considerations for Schools (CDC)  Early Childhood Technology Screen Time - Early Childhood Technology Program Guidance for Children Ages Birth through Eight.  Maintaining Wellness for Teachers and Staff During Remote Learning  National Standards for Quality Online Learning  New Jersey Professional Standards for Teachers and Leaders: N.J.A.C. 6A:9  Preschool Classroom Teaching Guidelines Athletics

 COVID-19 Updates (New Jersey State Interscholastic Athletic Association)  National Federation of State High School Associations Policy and Funding Emergency and Secondary School Emergency Relief Fund  NJDOE EWEG Login Page  Summary of ESSER Fund (NJDOE)

Federal Emergency Management Agency – Public Assistance  NJ Office of Emergency Management COVID-19 Public Assistance Information

State School Aid  Revised State School Aid Proposal: 2020-2021 School Year

Purchasing  NJ Department of Community Affairs, Division of Local Government Services Resources on Cooperative Purchasing  NJ School Boards Association - Cooperative Pricing System for Technology

Use of Reserve Accounts and Transfers  Guidance of Use of Emergency Reserve  Guidance for Making Transfer of Appropriations

Cashflow 138

 Cash Flow Worksheet (NJDOE)  Local Finance Note 2020-13 (NJ Department of Community Affairs) Costs and Contracting  AT&T FirstNet- Although the FirstNet mission is to deploy, operate, maintain, and improve the first high-speed, nationwide wireless broadband network dedicated to public safety, some school districts are eligible.  Case Studies (EducationSuperHighway) – Read success stories from school districts across the country that now have access to high-speed internet.  Compare & Connect K–12 – A school broadband tool that helps school district leaders see what they are paying for internet services compared to similar districts.  E-rate Webinars (NJSBA): Watch on-demand webinars to help you navigate the E-rate cycle.  Get Started in E-rate (Universal Service Administrative Company)  Guides and Templates (EducationSuperHighway) – Share these best practices with your technology and business staff to support their E-Rate application.  High Speed Internet (NJ)- Find internet access and service providers in areas throughout New Jersey  Network Essentials for Superintendents- A guide that takes school district leaders through the ABCs of school broadband functionality.  NJ K–12 Broadband Initiative and E-rate (NJSBA)  The EmpowerED 2.0 Program: This program, sponsored by T-Mobile, aims to narrow America’s digital divide by providing wireless devices and service plans to eligible schools and their students.

Security and Confidentiality  10 Key Steps to Establish Remote Learning Amid COVID-19, F3 Law  COPPA Guidance for EdTech Companies and Schools, Federal Trade Commission  Cyber Security Considerations in a COVID-19 World, CoSN  Cyber Security Training for State, Local and Federal Government Employees, NICCS  Data in the Cloud: A Legal and Policy Guide for School Boards on Student Data Privacy in the Cloud Computing Era, National School Boards  Data Security for Schools: A Legal and Policy Guide for School Boards, National School Boards  FERPA and Virtual Learning, US Department of Education  Guidance on E-Learning Technology, Colorado Department of Education  Guidelines to Defend VTC Hijacking and Zoom Bombing, FBI

139

 Online Learning Best Practices for Schools and Educators, FPF  Parents: Raise Your Hand and Ask Schools How They Protect Student Data, FPF  Protecting the Privacy of Student Records, NCES  Student Privacy During the COVID-19 Pandemic: Resources, FPF  Teacher’s Data Privacy While Teaching Online, FPF  The Educators Guide to Student Privacy, FPF and ConnectSafely  Video Conferencing Tools in the Age of Remote Learning, CoSN Continuity of Learning Special Education and Related Services

 Guidance on the Delivery of Extended School Year (ESY) Services to Students with Disabilities (NJDOE)  IEP Development Resources for Postsecondary Transition (NJDOE)  New Jersey COVID-19 Youth Summer Camp Standards  Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak (USDE) Technology and Connectivity  Americans with Disabilities Act of 1990  Children’s Online Privacy Protection Rule COPPA  EducationSuperhighway (ESH) Guide  Family Educational Rights and Privacy Act (FERPA)  FCC Broadband Guide  FCC Household Broadband Guide  Section 504 of the Rehabilitation Act of 1973  SETDA and the North Carolina Digital Learning Plan;  State Education Agency Considerations for CARES Act Funding as Related to Digital Learning  The Broadband Imperative II: Equitable Access for Learning; The Joint Statement of Education and Civil Rights Organizations Concerning Equitable Education During the COVID-19 Pandemic School Closures and Beyond.  The Web Content Accessibility Guidelines (WCAG) provide standards for the accessibility of online content, including Learning Management Systems (LMS)

Virtual and Hybrid Learning Environment – Curriculum  Instructional Units

 ELA Instructional Units  Mathematics Instructional Units

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 Model Curriculum

Model Curriculum: username - model; password – curriculum.  English Language Arts (K –12) Model Curriculum (includes examples of standards- based assessments)  Mathematics (K –12) Model Curriculum (includes examples of standards-based assessments)  Science Model Curriculum  ArtsEdNJ & COVID-19  Elementary Education Has Gone Terribly Wrong  How Testing Kids for Skills Hurt Those Lacking Knowledge  Learning Acceleration Guide (TNTP )  Learn more about the Coherence Map  NJDOE & NJTV Learning Live  Project Based Learning (Edutopia)  Seven Strategies for Teaching Students in a Remote Environment  So How Are We Going to Teach This  National Standards for Quality Online Learning  Teacher Resources for Remote Learning (NJDOE)  The Opportunity Myth - TNTP  Virtual Professional Learning (NJDOE)

Virtual and Hybrid Learning Environment - Instruction  EdReports  Learning Acceleration Guide (TNTP)  Learn more about the Coherence Map  National Standards for Quality Online Learning  Project Based Learning (Edutopia)  Seven Strategies for Teaching Students in a Remote Environment  So How Are We Going to Teach This  The Opportunity Myth - TNTP  Virtual Professional Learning (NJDOE)

Virtual and Hybrid Learning Environment - Assessment  Arts Assessment for Learning  Assessment and Student Success in a Differentiated Classroom (ASCD)

141

 Five “Key Strategies” for Effective Formative Assessment (NCTM)  Formative Assessment for Remote Learning (Edutopia)  Formative Assessments for Students with Disabilities (CCSSO)  Formative Assessment that Truly Informs Instruction (NCTE)  Instructional improvement cycle: A teacher’s toolkit for collecting and analyzing data on instructional strategies (NCEE/IES)  Restarting School: Planning for Acceleration in the 2020-2021 School Year (TNTP)  Revising the Definition of Formative Assessment (CCSSO)  Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom (National Academies of Sciences, Engineering, and Medicine)  Teachers Know Best: Making Data Work for Teachers and Students (Bill and Melinda Gates Foundation)  Using Formative Assessments to Help English Language Learners (ASCD)  Using Student Achievement Data to Support Instructional Decision Making (NCEE/IES) Work-Based Learning  NJ Safe Schools

Career Advisement and Development  Career Exploration Tools and Materials  NJ Career Assistance Navigator (NJCAN), a free, NJDOE/NJDOL-sponsored career information system available to all New Jersey school districts and residents

CTE Teacher Retention  CTE Coalition: Industry Partners Offering Resources for Remote Learning  CTELearn Online CTE Teacher PD Portal MIT Open Courseware (in STEM, Business and Health/Medicine)  Remote Learning Tools (ACTE)

CTE Funding  OCTAE letter on loaned equipment to respond to the Novel Coronavirus disease (COVID- 19)  CDC Activities and Initiatives Supporting the COVID-19 Response and President’s Plan

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Appendix U: Statutes and Regulations

The following includes the relevant statutes and regulations that must be followed by all local education agencies. While this is not an exhaustive list, these statutes and regulations must be upheld while developing and implementing district reopening plans whether the district is operating under an in-person, hybrid, or virtual model. Contact Tracing

 N.J.S.A. 18A:17-43.2

School Culture and Climate  Prevent and respond to allegations of HIB by implementing the regulations at N.J.A.C. 6A:16- 7.7 and 7.8.  Develop, foster, and maintain a positive school climate by focusing on the on-going, systemic process and practices in the school pursuant to N.J.S.A. 18A:37-21

Pandemic Response Teams (School Safety and Security)  N.J.S.A. 18A:37-21  N.J.S.A. 18A:17-43.3  N.J.S.A. 18A:41-7  N.J.A.C. 6A:16-5.1

Staffing  Certificated Staff (Chapter 9b)  High-Quality Preschool Programs (Chapter 13a)  Managing for Equality and Equity in Education (Chapter 7)  New Jersey Professional Standards for Teachers and Leaders (Chapter 9)  Preschool Classroom Teaching Guidelines Professional Learning  Professional learning should continue to meet the regulatory requirements in N.J.A.C. 6A:9C- 1.1 through 5.4.  Professional learning should continue to be aligned with the Professional Learning Standards identified in N.J.A.C. 6A:9C-3.3 and be ongoing, job-embedded, sustained, and lead to meeting the needs of all learners. Requirements for CTE Programs  N.J.A.C. 6A:19-3.1 and 3.2  N.J.A.C. 6A:8-3.3  New Jersey Perkins V State Plan  Strengthening Career and Technical Education Act (Perkins V)

143

CTE Teacher Retention  N.J.A.C. 6A:19-3.1  N.J.A.C. 6A:19-3.2  N.J.A.C. 6A:9B-9.4  N.J.A.C. 6A:9B-11.3  New Jersey Perkins V State Plan  State Required Professional Development  Strengthening Career and Technical Education Act (Perkins V) Requirements for Work-Based Learning  N.J.A.C. 6A:19-3.1, Program requirements  N.J.A.C. 6A:19-3.1, Program requirements  N.J.A.C. 6A:19-3.2, Program approval and reapproval  N.J.A.C. 6A:19-4.1, Requirements of structured learning experiences  N.J.A.C. 6A:19-4.2, Applicability and implementation of safety and health standards for career and technical education  N.J.A.C. 6A:16-6.1, Safety and health standards  New Jersey Perkins V State Plan  Strengthening Career and Technical Education Act (Perkins V)

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Appendix V: School Exit and Flow

Barlow Staff: ● Staff will enter and exit through the main entrance of the building ● Before swiping in, staff will attest to being COVID free and pass through the temperature check ● If they have a temperature or respond yes to any of the questions they will leave the building and contact their supervisor Student: ● Students will enter/exit the building at 3 locations. K-2,location at room 110 ● Students grades 3-5, location room 127 ● Student grades 6-8, location room 140 by cafeteria. ● Check in with temperature ● Nurses will observe students with elevated temperatures. ● Students will stay in room 117 to wait for parent notification . Physical guides(security) and marking will ensure staff and students remain at least six feet apart in lines to enter or exit the building . Everyone in the building will be required to wear a face mask.

145

Cedarbrook Staff: ● Staff will enter and exit through the main entrance of the building ● Before swiping in, staff will attest to being COVID free and pass through the temperature check ● If they have a temperature or respond yes to any of the questions they will leave the building and contact their supervisor Student: ● Students will enter/exit the building at 3 locations. K-2,location at room 110 ● Students grades 3-5, location room 127 ● Student grades 6-8, location room 140 by cafeteria. ● Check in with temperature ● Nurses will observe students with elevated temperatures. ● Students will stay in room 117 to wait for parent notification . Physical guides(security) and marking will ensure staff and students remain at least six feet apart in lines to enter or exit the building . Everyone in the building will be required to wear a face mask.

School: Cedarbrook K-8 Center Cedarbrook K- 8 Center Number of students on school roster: 683 Number of students in each cohort: Cohort A: 341 Cohort B:342 Number of students with IEPs: 124 Number of students receiving ESL: 158 Identify a COVID Room: Nurses Office Identify unique space for related services: Room 115, 122, 157A, List Special Education Programs in School: MD, ICS Identify all entry points and exits: Main Entrance,110,109, 106,107, 108,105, 103, 104,155

Kindergarten Wing Entry Exit: North and South 3rd ,4th Grade West Entry (147) Cafeteria Hall (140) Cafeteria Entry West, Entry South Annex 2 entry Exits1

Define Arrival Procedures: North Door Kindergarten Wing: K-1 & 2 Students Line Up and Enter.

3rd , 4th and 5th West Door Entry- Student line up and enter

6, 7, 8, Cafeteria Door Near Room 140 Define Departure Procedures: Distribution in the cafeteria or bag brought to the (Grab and Go Meals for Virtual Day will be classroom. distributed at the close of the Brick and

146

Mortar Day—incorporate in your departure schedule) Breakfast and Lunch Plans for Brick and Breakfast in their classroom Mortar--Hot meals will be served –use Lunch-Cafeteria cafeteria Kindergarten and MD lunch in their classrooms

Define movement in hallways Signs will be placed on the floor to indicate social distancing and direction. Teachers will move to classrooms, all departmentalize classes and specials will be moving to each class. Describe Common Planning/Staff Meetings: Virtual meetings Define Parent Outreach Processes: School Messenger, School Website, Letters, Flyers, Teacher Communications, Support Staff Describe Recess Plans: Groups will be taken out in groups divided within the lunch period. Name Pandemic Response Team: Principal - Armstead Assistant Principal Smith-Snead Head Secretary-Mrs. Miller, Security- Officer Graham Support Staff – Ms. Guardodo, Ms. Adewole Nurse - Estefa Head Custodian- Mr. Grimes Virtual Learning Protocols: (Content- District Supervisors) SPED Schedules: (Archibald) District ESL Schedules: (Rossin) District Electives (District Guidance/Consistent): District

147

Clinton Building Entrance and Exits • Staff- All staff will enter the building through the designated parking lot door #20 or library door #21 to screen for temperature and scanning in. Staff will also need to exit the building via these same doors and scan out for the day. • Have you tested positive for COVID 19? • Do you have a temp that exceeds 100.4? • Have you traveled outside of NJ to states that are noted as: “Hotspots” by the CDC within the last 14 days? • Have you been in contact with anyone who has tested positive for COVID 19?

Staff will also need to exit the building through the Main Door or Cafeteria/Gym and sign out via scan for the day.

• Students - Students will enter and exit through their assigned door #13/14 and line up outside in designated Fire Drill Exit locations during dismissal. • Parents/Visitors – Parents and visitors are required to schedule appointments. Only the Front door of building will be used for all parental inquiries. Security will assist with communication via our security system to minimize entry to the building. Staff/Student Arrival Procedure • Clinton School will no longer have morning meeting in the cafeteria. Instead students will enter the building and head straight to the classroom. • All staff and students will be required to wear a mask in school daily. • Staff will be assigned for AM duty and positioned in the hallways and entrance doors to support students entering the building and ensure building safety. No parents should be coming into the building and going to a classroom without first signing in at the main office and getting a visitor’s pass. • All special area teacher will have their prep 1st period as indicated on the master schedule. • Designated staff and teacher assistants will be assigned for meeting special education bus in the parking lot and escorting them to class. • Homeroom teachers will report straight to the classroom upon sign-in, where students will have their temperature scanned and attendance recorded. • Breakfast will be served in the classroom. Morning meeting procedures flag salute, school pledge, announcements etc. will be led by students via the intercom in the main office daily. Students Requiring Medical Attention During Arrival • Students with temperatures above 100.4 will be asked to wait in the isolation room # 140A on the 1st floor until the nurse arrives. • The nurse will examine the child and contact the parent for early dismissal of the student. • The student will not return to school until temperature free and with a Doctor’s note. Hallway Traffic – Always to Your Right • Students and staff will always walk to their right side while walking in the hallways with a distance of 6 feet apart. Markers on hallway floors will be placed for 6 feet apart per location. 148

• Mask Wearing - Outside of classrooms and offices, teachers and staff will be required to wear mask in the hallways, bathrooms and any other school location shared by others.

149

Cook

Staff: ● Staff will enter and exit through the main entrance of the building ● Before swiping in, staff will attest to being COVID free and pass through the temperature check ● If they have a temperature or respond yes to any of the questions they will leave the building and contact their supervisor Student: ● Students will enter/exit the building at 3 locations. K-2,location at room 110 ● Students grades 3-5, location room 127 ● Student grades 6-8, location room 140 by cafeteria. ● Check in with temperature ● Nurses will observe students with elevated temperatures. ● Students will stay in room 117 to wait for parent notification . Physical guides(security) and marking will ensure staff and students remain at least six feet apart in lines to enter or exit the building . Everyone in the building will be required to wear a face mask.

150

Emerson Staff: ● Staff will enter and exit through the main entrance of the building ● Before swiping in, staff will attest to being COVID free and pass through the temperature check ● If they have a temperature or respond yes to any of the questions they will leave the building and contact their supervisor Student: ● Students will enter/exit the building at 3 locations. K-2,location at room 110 ● Students grades 3-5, location room 127 ● Student grades 6-8, location room 140 by cafeteria. ● Check in with temperature ● Nurses will observe students with elevated temperatures. ● Students will stay in room 117 to wait for parent notification . Physical guides(security) and marking will ensure staff and students remain at least six feet apart in lines to enter or exit the building . Everyone in the building will be required to wear a face mask.

151

Evergreen Building Entrance for Staff- All staff will enter the building through the Main Door (Door #20) or Cafeteria/Gym (Door #2) for temperature and scanning in. Upon completion of staff receiving acceptable temp reading at entry point, staff will proceed to attendance scanner. All employees recording their attendance via the Time & Attendance platform are thereby confirming their responses to the following 4 questions outlined on the COVID Free Confirmation Questionnaire located by the attendance scanner are correct:

1. Have you tested positive for COVID 19? 2. Do you have a temp that exceeds 100.4? 3. Have you traveled outside of NJ to states that are noted as: “Hotspots” by the CDC within the last 14 days? 4. Have you been in contact with anyone who has tested positive for COVID 19?

Staff will also need to exit the building through the Main Door or Cafeteria/Gym and sign out via scan for the day.

Staff/Students Requiring Medical Attention During Arrival

• Staff with temperatures above 100.4 must go directly back to their car and contact their administrator.

• Students with temperatures above 100.4 will be escorted to Nurse Isolation Room. Nurse will assess and make parent notification. Students will be escorted out when parent/guardian arrives by designated staff member. No visitors will be allowed in the building. • The Nurse will be responsible for maintaining a record and reporting to the Nursing Supervisor all incidents that potentially relate to COVID-19.

Hallway Traffic – Always to Your Right

• Students and staff will always walk to their right side while walking in the hallways with a distance of 6 feet apart. Markers on hallway floors will be placed for 6 feet apart notation.

• Mask Wearing - Outside of classrooms and offices, teachers and staff will be required to wear mask in the hallways, bathrooms and any other school location shared by others.

152

Hubbard Morning Entry:

The main entrance will remain free and clear for any visitors to enter. Scholars will be divided into three groups based on their first destination within the building. Scholars moving to the third floor will enter the building through the doors on 8th St (west) and travel directly upstairs. Scholars going to the second floor (specifically the 8th St wing) will enter through the doors on 8th St (east) and travel directly to the second floor. Eighth graders and any other scholars who have a homeroom/morning class on the first floor will enter through the cafeteria doors and proceed to their class or move to the stairwell (facing Steele Ave - west) and proceed upstairs to the second floor (specifically the Stelle Ave wing). All scholars will report directly to their homerooms. In order to limit congregating and maintain social distancing, homeroom teachers will send scholars to lockers in small groups.

Upon entry all scholars will have their temperatures taken by one of two designated staff members who are assisting with morning entry. Masks are strongly recommended for scholars while they are waiting outside and upon entering the school building. Mornings with inclement weather (rain, snow, temperatures below 32 degrees) will necessitate utilization of additional holding spaces, such as the media center, dance room, gymnasium and cafeteria. Scholars with temperatures exceeding 100 degrees will be pulled aside and escorted to the nurse’s office.

153

Jefferson Building Entrance for Staff- • All staff will enter the building through the main entrance (Door 1) for temperature check and scanning in for the day. All employees recording their attendance via the Time & Attendance platform will be asked to attest to a set of Covid specific questions. • Staff will exit the building through the main entrance (Door 1) and sign out via scan for the day. Staff/Students Requiring Medical Attention During Arrival • Staff with temperatures above 100.4 must go directly back to their car and contact their administrator.

• Students with temperatures above 100.4 will be escorted to the isolation room in the Nurse’s office. The nurse will assess and make parent notification. Students will be escorted out when parent/guardian arrives by designated staff member. No visitors will be allowed in the building.

• The Nurse will be responsible for maintaining a record and reporting to the Nursing Supervisor all incidents that potentially relate to COVID-19. Hallway Traffic – Always to Your Right • Students and staff will always walk to their right side while walking in the hallways with a distance of 6 feet apart. Markers on hallway floors will be placed for 6 feet apart notation.

• Mask Wearing - Outside of classrooms and offices, teachers and staff will be required to wear mask in the hallways, bathrooms and any other school location shared by others.

154

Maxson

COVID-19 - Student Services Guidelines

1. School nurses will perform a temperature check and screening questionnaire for students. 2. Students must respect social distancing guidelines (stand six feet apart) prior to entering the building. 3. Students will enter the building ONLY after screening has been completed through exit 16 (cafeteria). Students will adhere to social distancing guidelines once in the building. 4. Face coverings MUST be worn at all times. Exceptions will be made for students on an individual basis. 5. The school nurse will inform the parent/guardian if a medical clearance note is required. This will be communicated with the case manager. 6. Only the student is allowed into the building. Parents, friends, siblings and/or other family members are not allowed into the building.

COVID-19 - Staff Services Guidelines

1. School nurses will perform a temperature check and screening questionnaire for staff. 2. Staff will enter the building ONLY after screening has been completed through exit 10. 3. Staff must respect social distancing guidelines (stand six feet apart) prior to entering the building. 4. Face coverings MUST be worn at all times. 5. The school nurse will inform the staff member and building principal if a medical clearance note is required. 6. Only the teacher is allowed into the building. Prior approval and clearance from administration is required if staff member is brining his/her child to work.

155

PAAAS

COVID-19 - Student Services Guidelines

COVID-19 - Staff Services Guidelines

156

PHS

COVID-19 - Student Services Guidelines

COVID-19 - Staff Services Guidelines

157

Stillman

Identify all entry points and exits: See map and chart (18)

4TH STREET MADISON PARKING PLAYGROUND 5TH STREET ARLINGTON AVENUE LOT

MAIN - PL-A PG-1 5TH STREET A ARL-0 ENTRANCE PL-B PG-3 ARL- 2 4TH STREET A PG-7 ARL -4

PG-9 ARL- 6

PG-11 ARL- 8

ARL -10

ARL- 112

ARL-A

Define Arrival Procedures: • Staff- All staff will enter the building through the designated door PL A to screen for temperature and scanning in. Staff will also need to exit the building via this door and scan out for the day. • Students - Students will enter and exit through their assigned classroom doors. These doors are indicated on the chart above. These doors will also be used for fire drills and evacuations. • *** Plan requires each teacher to have a classroom scanner

Building Entrance for Staff- All staff will enter the building through the Parking Lot Main Entrance (Door PLA) for temperature and scanning in. Upon completion of staff receiving acceptable temp reading at entry point, staff will proceed to attendance scanner. All employees recording their attendance via the Time & Attendance platform are thereby confirming their responses to the following 4 questions outlined on the COVID Free Confirmation Questionnaire located by the attendance scanner are correct:

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5. Have you tested positive for COVID 19? 6. Do you have a temp that exceeds 100.4? 7. Have you traveled outside of NJ to states that are noted as: “Hotspots” by the CDC within the last 14 days? 8. Have you been in contact with anyone who has tested positive for COVID 19?

Staff will also need to exit the building through the Main Door or Cafeteria/Gym and sign out via scan for the day.

Staff/Students Requiring Medical Attention During Arrival

• Staff with temperatures above 100.4 must go directly back to their car and contact their administrator.

Hallway Traffic – Always to Your Right

• Students and staff will always walk to their right side while walking in the hallways with a distance of 6 feet apart. Markers on hallway floors will be placed for 6 feet apart notation.

• Mask Wearing - Outside of classrooms and offices, teachers and staff will be required to wear mask in the hallways, bathrooms and any other school location shared by others.

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Washington  Social distancing will be observed with security dedicated to reinforcing signage, including ground marking. All entrants to the building will be subject to a pass- through temperature monitoring system. A Covid release form will be posted for all staff that outlines the conditions and circumstances upon which they should not enter the building.  Ensure that there are physical guides or markings to help ensure that staff and students remain at least six feet apart in lines to enter or exit the building and at other times, and require utilization of face coverings when physical distancing (six feet) cannot be maintained for individuals waiting to enter or exit a building while providing accommodations as appropriate for young students or students with disabilities

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Appendix W: Revision Required by the NJDOE on 8/27/2020

Section Comments from Mr. District Notes Page Number Palmeri Section 1 Pandemic Team Pgs: 9-10 Appendix A Section 2 Technology Needs Pgs 36-44; Appendices:L-P Section 3 Higher Risk Pgs: 45-46 Section 4 6- feet, shared, objects, Pgs: 47 & 48 ventilation, sanitizing stations, and hand washing stations Section 5 Transportation Pgs: 50 -51 Section 6 Flow, Entry, Exit, Pgs. 52-53; Common Area Appendix V Section 7 Screening, PPE, Pgs: 45-46, 54-55 Symptomatic Section 8 Contact Tracing Pgs: 56-57 Section 9 Facility Cleaning Pgs: 58-59 Section 10 Meals Pgs: 60-61 Section 11 Recess/PE Pgs: 62-63 Section 12 Field Trips/ Curricular Pgs: 64-65

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