EPPS REOPENING PLAN: August 7, 2020 Elmwood Park Public … · J. Santillan-Jimenez, Nurse Tanisha Dennis, Parent Mike Wartel, Dir. of Safety Jennifer Moody, Parent Cher Pressler,

EPPS REOPENING PLAN: August 7, 2020

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Elmwood Park Public Schools

UPDATED: August 2020

Reopening Plan Contingency Plan:

September 2020

District Website: http://www.elmwoodparkschools.org/

Board of Education Approval Date: August 25, 2020

EPPS REOPENING PLAN: August 7, 2020

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Elmwood Park Administration Mr. Anthony Iachetti, Superintendent of Schools Ms. Jillian Torrento, Assistant Superintendent of Schools Mr. John DiPaola, Business Administrator/ Board Secretary Central Office Mr. Vincent Benenati, Director of Facilities Mr. Mohammed Saadeh, Director of Pupil Personnel Services & Assessment Mr. Michael Wartel, Director of Public Safety and Operations Mr. Moises Cordero, Director of Technology Curriculum Department Mrs. Monica N. Brown, Director of Curriculum, Instruction & Evaluation Ms. Lara Schmitt, Supervisor of Instruction Mrs. Courtney Risoli, Supervisor of Instruction

Special Services Mrs. Kathleen Gesumaria, Director of Special Services Mr. Steven Serra, Supervisor of Special Services Elementary Administration Mrs. Allison Jackter, Gantner Avenue Principal Mrs. Karen Fasouletos, Gilbert Avenue Principal Mr. Dominick Silla, Sixteenth Avenue Principal High School Mr. David Warner, Memorial High School Principal Mr. Leon Samuels, High School Assistant Principal Mr. Daniel Basile High School Assistant Principal/ Athletic Director Middle School Mrs. Corinne DiMartino, Memorial Middle School Principal Mrs. Danielle Sharples, Middle School Assistant Principal

Elmwood Park Board of Education

George Luke, President Dorin Aspras, Vice President

Keith Cannizzo Doug DeMatteo Louise Gerardi Jakub Golabek Carrie Paretti Karen Pena

Daniel Zoltek

UPDATED: August 7, 2020

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Table of Contents District Pandemic Response Team & Restart Committees Page 4-5 Questions for Consideration Pages 5-8 Timeline for Reentry Plan Page 9 Information Regarding the Spread of COVID-19 Page 10 Conditions for Learning Pages 11-42 General Health & Safety Concerns Pages 11-17 Classrooms, Testing and Therapy Room Pages 17-21 Transportation Pages 21-22 Student Flow, Entry, Exit and Common Areas Pages 23-26 Screening, PPE, and Response to Students and Staff Presenting Symptoms Pages 26-31 Contact Tracing Pages 32-34 Facilities and Cleaning Practices Page 34-35 Meals Pages 35-37 Recess and Physical Education Pages 37-41 Extra-Curricular Activities, & Use of Facilities Outside of School Hours Pages 41-43 Additional Areas of Concern Pages 44-61 Social Emotional Learning (SEL) Pages 44-53 Support for Staff & Faculty Pages 54-55 Wraparound Supports Pages 55-59 Food Service & Distribution Pages 59- 60 Quality Childcare Page 61 Leadership &Planning Pages 61- 73 Pandemic Response Teams Page 62 Scheduling Pages 63-69 Educator Roles Page 70-71 Mentoring, Evaluations and Certifications Pages 71-72 Student Teachers Page 73 Athletics Page 74-76 Policy & Funding Pages 77-80 CARES Funding/ Federal Emergency Management Agency Pages 77-78 State School Aide, Purchasing, Reserve Accounts, Costs & Contracting Pages 78-80 Continuity of Learning Pages 81- Delivery of Special Education and Related Services Pages 81-84 ESL/ ELL Learners Pages 85-87 Technology and Connectivity Pages 88-89 Learning Environment: Curriculum, Instruction & Assessments Pages 88-95 Additional COVID-19 Resources Page 96


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District Pandemic Awareness Team Name Role Name Role Name Role

Anthony Iachetti Superintendent Mohammed Saadeh Dir. of Pupil Personnel Services & Assessment

Lara Schmitt Supervisor of Instruction

John DiPaola Business Admin/ Board Secretary

Monica Brown* Dir. of Curriculum, Instruction & Eval.

Courtney Risoli Supervisor of Instruction

Jillian Torrento Assistant Superintendent Kathleen Gesumaria

Dir. of Special Services Steve Serra Supervisor of Special Services

Vincent Benenati Director of Facilities Moises Cordero Dir. of Technology Maria Kittaneh EPEA Union President David Warner High School Principal Leon Samuels High School Assistant

Principal Kathy Arose EPEA Union

Representative Corinne DiMartino Middle School Principal Daniel Basile High School Assistant

Principal/ Athletic Director Dr. Bottiglieri School Physician

Dominick Silla Sixteenth Avenue Principal Danielle Sharples Middle School Assistant Principal

Jasmine Santillan-Jimenez

School Nurse

Karen Fasouletos Gilbert Avenue Principal Michael Wartel Dir. of Security & Operations

Danielle LaBianco

Athletic Trainer

Allison Jackter Gantner Avenue Principal George Luke EPPS BOE President

Restart Committees *Committee Chair Scheduling Health/PPE

Curriculum Special Education Transportation/

Athletics/ECA Technology

David Warner* Danielle Sharples* Monica Brown* Kathleen Gesumaria* Daniel Basile* Mohammed Saadeh* Corinne DiMartino Jasmine Santilian-Jimenez Lara Schmitt Steve Serra Tommy Mulligan Moises Cordero

Dominick Silla Danielle LaBianco Courtney Risoli Stephanie Pontidis Kevin Tuohey James Stankus Karen Fasouletos Marie Corrigan Melissa Cutrali Melissa Schweitzer Matt Borchers Leon Samuels Allison Jackter Jennifer Schweigert Michele Constanzo Tara Kunkel Kadian Nelson Kathy Arose

Mohammed Saadeh Stefanie Berliner Maria Kittaneh Jen Surniak Keith Cannizzo Dan Zoltek Maria Kittaneh Michelle Stark Louise Gerardi Dorin Aspras

Michael Coughlin Carrie Parretti Dorin Aspras


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School Pandemic Committees *Committee Chair High School Middle School

Gilbert Avenue Gantner Avenue Sixteenth

David Warner*, Principal Corinne DiMartino*, Principal Karen Fasouletos*, Principal Allison Jackter*, Principal Dominick Silla*, Principal Leon Samuels, AP Danielle Sharples, AP M. N. Brown, Dir. of Curric. K. Gesumaria, Dir. of SS Toni Clark, Teacher

Daniel Basile, AP/AD Courtney Risoli, Supervisor Michael Calissi, Teacher Maria Kittaneh, Teacher V. Benenati, Dir. of Facilities Lara Schmitt, Supervisor Mike Wartel, Dir of Safety Melissa Cutrali, Teacher Kathy Arose, Teacher Jennifer Surniak, CST

Joe Palandino, CST Aneta Sutowska, Teacher Lynn Kassai, Teacher Stefanie Berliner, Nurse Deanna Palmiere, Counselor Tim Aldrich, Teacher Lisa Acinapura, CST Orlando LaCap, Custodian Jennifer Gjokaj J. Drummond, Custodian

Kristin Lehansky, Teacher Lisa Fierro, Teacher Deanna Mileski, CST Mike Sproviero, Custodian Tara Kunkel, Teacher Leena Fadel, Couselor Stephanie Ponditis Jennifer Murphy, Teacher Erminia Severini, Couselor Daniela Buscio, Teacher

Mike Wartel, Dir. of Safety J. Santillan- Jimenez, Nurse Haneen Saleh, Couselor Shannon Lucas, CST J. Schweighardt,Nurse Danielle LaBianco, Trainer Mike Coughlin, Custodian M. Schweitzer-Rivera, Teacher Mike Wartel, Dir. of Safety Mike Wartel, Dir. of Safety J. Santillan-Jimenez, Nurse Tanisha Dennis, Parent Mike Wartel, Dir. of Safety Jennifer Moody, Parent Cher Pressler, Parent

VJ Shridat, Custodian Marie Corrigan, Nurse Kelly Spinosa, Parent Tanisha Dennis, Parent

Committee Questions for Consideration

Scheduling Questions to Ask: • What will a schedule will each grade band follow? • How many desks can fit in a classroom spread out? • Can we purge the classroom of unnecessary furniture to spread out more? • Split Schedules? A/B Schedule? Early Dismissals? Child Care? • Several Scenarios • Optional Distance Learning? • What will Home Instruction look like? Educere? NJ Virtual School? • How can social distancing be promoted and maintain during instruction, arrival, passing time and at dismissal?

Health PPE Questions to Ask:

• What will be the protocol if a student or staff member test positive for Coronavirus? • What will be the protocol if student’s or staff member’s immediate family member tests positive for Coronavirus? • How will the district monitor temperatures? Which staff members will be assigned to this task? • Do we have enough PPE? Masks?


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• Students/Staff are recommended to bring in their own masks • Will the school community be mandated to wear face coverings/masks? • Will the district provide extra masks for those who forget or need a new one? • Backup for Nurses • Cleaning of the schools • How can we maintain social distancing in the following locations?

In halls? Stairwells? Classrooms? Offices? Cafeteria? Locker room? Media Centers?

• How will food be safely served?

Curriculum Questions to Ask: • Regression and Recoupment • Virtual Platforms, Subscriptions, etc. • Allow time for review? • How will the district identify learning and/or retention gaps?

o How will we address them? • How will we modify the curriculum to fit a new schedule?

o Will an abbreviated schedule with potential loss of contact time? o A focus on core subject areas for live instruction? o How will specials and the related arts be provided?

• What PD will we provide teachers? o Synchronous vs Asynchronous instruction, SEL, etc.

• Will the expectations for lesson planning need to change to adhere to a new schedule that’s selected? • How will the district provide ongoing assessments to monitor student learning? • Will the district provide remediation to those students in need of support? • How can we effectively assess students in a virtual or blended learning model?

Special Education Questions to Ask: • Comp Ed?


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• What is the role of a 1:1 at a safe distance? During Virtual Instruction? • Related Services?

o A blended approach of virtual and in-person services? • Regression and Recoupment • Virtual IEP Meetings • I&RS/ Evaluation processes- modifications and procedures for virtual and modified scheduling? • ESY 2021?

Transportation Questions to Ask: • Cleaning of the Buses • How many students can fit on a bus? One to a row? Every other row? One Driver, One Aide to check temp? • How can we monitor contract tracing of all individuals on the bus (students, drivers, aides, 1:1)?

Athletic and Extracurricular Activities Questions to Ask? • Will Fall Sports continue? • Physicals? • Will there be clubs after school? Virtually? • Transportation to games? • PPE? • Will student utilize the locker room? What procedures will be implemented to promote social distancing? • Who will monitor temperature checks? • How will we provide water to students- shared water bottles? • Will hand washing stations/ hand sanitizer be available on the athletic fields?

Lunch/Food Services Questions to Ask? • What plan/ procedures will be implemented by Pomptonian? • Lunch in the classrooms? • Who monitors the students during lunch? • Who cleans the classrooms? • Grab and Go Lunches? • Free and Reduced Lunch Students

Public Relations and Communications Questions to Ask? • Consistent Messages from all Schools


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• Weekly Messages from Central Office • Website Info. • Social Media Information

Technology Questions to Ask? • Do we have enough devices? • What type of curriculum software do we need? • How do we automate a lot of systems should we close again? • Cloud based email?

Security Questions to Ask? • Visitor Protocol • Students entering the building • One way traffic in hallways • Cameras

Student and Staff Mental Health Questions • If a student lost a loved one to COVID-19 what supports will be established when the district is notified? • How can we provide consistent support for at –risk students? • How can we know if a family is experiencing economic hardship during this time? • Has a student suffered another form of trauma while away from school? • How will we go about supporting our staff members? • How will the district address students whom have regressed behaviorally? • What parent programs will the district provide to support the school-home relationship?

Policies that may need to be addressed

• Attendance / Tardiness • Visitor • What is our course of action if someone refuses to:

o Social distance or wear a mask? o Provide contact tracing information?

• Use of Facilities


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Timeline for Re-Evaluation of EPPS Reentry Plan

● Phase 1 ○ July 2020- Approval from County DOE and NJDOE ○ August- Implementation of Plan ○ September 1, 2020- Professional Development and

Training for Staff Members

● Phase 2 ○ October 15, 2020 Re-Evaluation of Reentry Plan ○ Modifications made to plan ○ Reapproval by Board of Education at the October 27,

2020 BOE Meeting

● Phase 3 ○ December 1, 2020- Re-evaluation of Reentry Plan ○ Modifications made to plan ○ Reapproval by Board of Education at the December 15,

2020 BOE Meeting

● Items for Consideration ○ Increase or Decrease of Confirmed COVID Cases in

Elmwood Park, Bergen County, and New Jersey. ○ Process of Contact Tracing process ○ Status of Social Distancing Regulations ○ Vaccinations ○ Student attendance ○ Staff attendance ○ Efficiency of current schedules ○ Efficacy of current instructional model(s) ○ Academic progress of students ○ SEL progress of students ○ SEL progress of staff ○ Professional Development Needs ○ Disinfecting schedule/ process modifications ○ Evaluate policies and procedures ○ Efficacy of Communication


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Transmission of COVID-19 Information regarding the Spread of Coronavirus: https://www.cdc.gov/ In all stages and phases of pandemic response and recovery, schools must comply with Center for Disease Control (CDC), state, and local guidelines. The district will provide reasonable accommodations for staff and students at higher risk for severe illness and promote behaviors that reduce spread, such as social distancing, frequent hand washing, and the use of face coverings. NJDOE Guidance (Pages 15-18)

Contact with Others The COVID-19 virus can spread from person-to-person by: ● Staying in close contact with another (less than 6

ft). ● Through respiratory droplets produced when an

infected person coughs, sneezes, or talks. ● When droplets land in the mouths or noses of

others and can be inhaled into the lungs. ● COVID-19 symptoms may spread by people who

do not show symptoms

Contact with Surfaces The COVID-19 virus can spread by

touching the surface or object that has the virus on it and then touching their

own mouth, nose, or possibly their eyes. This is thought to be the main way the

virus spreads.

Contact with Animals Although low, there are cases world-wide where the COVID-19 virus has spread from person to animal and vice versa. CDC Guidelines: ● COVID-19 and Pets ● If You Have Pets

Face Masks/ Coverings Wear cloth face coverings in public settings where other social distancing measures are difficult to maintain. Cloth face coverings may slow the spread of the virus and help people who may have the virus and do not know it from transmitting it to others. Cloth face Covering can be made from household items.

Face Coverings- CDC

Hand Washing/ Sanitizer

CDC recommends using ABHR with greater than 60% ethanol or 70% isopropanol. Unless hands are visibly soiled, an alcohol-based hand rub is preferred over soap and water.

Hand Sanitizer-CDC

Recommended Signage • How to Protect Yourself and Others • CDC Printable Resources • Stop the Spread of Germs • How to Properly Wash Your Hands • The Do's and Don’ts of Face

Coverings • COVID-19 Videos • Checklist for Visitors • Warning Signs for Visitors


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Conditions for Learning

The NJDOE has identified ten (10) Critical Areas of Operation that schools must address in their restart plans:

1. General Health and Safety Guidelines

In all stages and phases of pandemic response and recovery, schools must comply with Center for Disease Control (CDC), state, and local guidelines. Schools must also provide reasonable accommodations for staff and students at higher risk for severe illness and promote behaviors that reduce spread, such as social distancing, frequent hand washing, and the use of face coverings. NJDOE Guidance (Pages 15-18)

Virtual/ Remote Instruction The school administration will provide daily updates on the district/ school websites, social media and through Real Time to provide the most up to date information to parents, students, faculty and other community stakeholders about the impact of COVID-19. The district will share information from the CDC, NJ Department of Health and the NJ Department of Education about, but not limited to: symptoms, preventative measures, recommended hygiene, and updated school/district specific protocols.

Hybrid/ Blended Learning

• Teach and reinforce good hygiene measures such as handwashing, covering coughs and face coverings.

• Provide hand soap and hand sanitizer in every bathroom, classrooms and large, congregated areas.

• Post signage in classrooms, hallways, and entrances to communicate how to stop the spread of COVID-19.

• Materials will not be shared (i.e. writing utensils, handouts, computers/laptops, etc.)

• Clean/disinfect frequently touched surfaces daily. • Provide masks and other appropriate PPE to staff

members • Allow students to bring in hand sanitizer and face masks

from home. • Schools will provide students with water, if needed.

Students and staff will only be allowed to bring water bottles from home.

• Allow for the circulation of outdoor air as much as possible, as long as it does not impose health risk to students and staff. Windows and doors should be left open.

Traditional School Day

● Teach and reinforce good hygiene measures such as handwashing, covering coughs and face coverings (For early childhood care, please see page 19-20 of NJDOE: The Road Back).

● Provide hand soap and hand sanitizer in every bathroom, classrooms and large, congregated areas.

● Post signage in classrooms, hallways, and entrances to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building.

● Clean/disinfect frequently touched surfaces daily.

● Provide masks and other appropriate PPE to staff members

● Allow students to bring in hand sanitizer and face masks from home.

● Take proper measures to ensure that water fountains are safe.


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• Dress code policy may be revisited to accommodate students

• Allow instruction in outdoor areas to maximize social distancing measures.

• Conduct deep cleaning of schools prior to student/staff returning; schedule additional cleaning during weekends and holidays/breaks.

• Students who do not comply with preventative practices will be sent home.

• Consider keeping classes together to include the same group of students each day (cohorts)

• Add time to lunch and recess periods to ensure students have time to wash hands

• Practice hand washing throughout the day, especially for younger children.

● Allow for the circulation of outdoor air as much as possible, as long as it does not impose health risk to students and staff. Windows and doors should be left open.

● Allow instruction in outdoor areas to maximize social distancing measures.

● Conduct deep cleaning of schools prior to student/staff returning; schedule additional cleaning during weekends and holidays/breaks.

● Students who do not comply with preventative practices will be sent home.

● Consider keeping classes together to include the same group of students each day (cohorts)

● Allow minimal mixing between groups/cohorts

● Practice hand washing throughout the day, especially for younger children

• Protocol for High Risk Staff The superintendent, medical professionals, and/or district administrators will be in contact with local and state authorities to learn current mitigation levels within the district and surrounding areas. Reasonable accommodations that are ADA compliant will be provided for individuals that the Centers for Disease Control identifies as having a higher risk for severe illness from COVID -19, including older adults (aged 65 years and older) and individuals with disabilities or serious underlying medical conditions, which may include: ● Chronic lung disease or asthma (moderate to severe) ● Serious heart conditions ● Immunocompromised ● Severe obesity (body mass index, or BMI, of 30 or higher) ● Diabetes ● Chronic kidney disease undergoing dialysis ● Liver disease

All staff members must present medical documentation to the superintendent if they require reasonable accommodations. Reasonable accommodations may include but are not limited to specific PPE, plexiglass barriers, tables or other barriers.


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• Protocol for High Risk Students Reasonable accommodations that are ADA compliant, will be provided for individuals that the Centers for Disease Control identifies as having a higher risk for severe illness from COVID -19, including individuals with disabilities or serious underlying medical conditions, which may include: ● Chronic lung disease or asthma (moderate to severe) ● Serious heart conditions ● Immunocompromised ● Severe obesity (body mass index, or BMI, of 30 or higher) ● Diabetes ● Chronic kidney disease undergoing dialysis ● Liver disease ● Medically fragile students with IEPs ● Students with complex disabilities with IEPs ● Students who require accommodations under a Plan in accordance with the Section 504 of the Rehabilitation Act of 1973 (504 Plan)

Parents or legal guardians must present medical documentation to the building principal if they require a reasonable accommodation for their child or children. Documentation will be reviewed by the 504 team, CST, medical staff, and/or school physician. Reasonable accommodations may include but are not limited to the wearing of masks and plexiglass barriers.

• Protocol for Students, Staff and Community Members that do not comply with preventative measures • Staff will provide Human Resources with proper medical documentation. Staff will be working remotely until proper medical

documentation can be provided. This can be attained through the school doctor upon request. • The district will continue to follow • guidelines of Policy 1649 Federal Families First Coronavirus (Covid-19) Response Act • Parents will provide school nurse with proper medical documentation, that includes clearance to return to school. • During time of quarantine and until medical documentation is provided, students will continue to work remotely. They will not be marked

absent unless they do not log into the Remote Learning Platforms • During any quarantine, the staff and students will continue to perform duties via remote learning.

• Protocols for Symptomatic Students and Staff Individuals with symptoms related to COVID-19 will be safely and respectfully isolated from others. Each building nurse will work with the building administrator to provide a safe area for isolation of individuals. Individuals in isolation will be supervised by the nurse or designee (staff


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members including an aide can supervise) donning appropriate PPE and maintaining a safe distance of no less than 6 feet from the individual in isolation. It is preferred that the individual is isolated in a room and that the person supervising is outside the door with a view of the individual. The parent or guardian of the student will be contacted to pick up the child. If the parent or guardian cannot pick up the child in a timely manner, the parent will be required to send an authorized adult to pick up the child. The child will be excluded from school until medical clearance from a physician is obtained as per Policy #8451 Control of Communicable Disease. Staff members will be excluded from school until medical clearance from a physician is obtained as per Policy #8451 Control of Communicable Disease. If the school district becomes aware that an individual who has spent time in a school district facility tests positive for COVID-19, district officials (school nurse or administrator) will immediately notify local health officials, staff, and families of a confirmed case while maintaining confidentiality. Staff, students and families may self-report symptoms and or suspected exposure. The individual will be excluded from returning to school until medical clearance is obtained from a physician as described in Policy 8451- Control of Communicable Disease. A teacher or principal has the ability to send a student to the nurse who appears to be ill or has been exposed to a communicable disease, as described in Policy 8451. A child presenting with COVID-19 symptoms that has already been admitted to school will be identified, asked to don a face covering as tolerated and isolated. The nurse will be notified. The parent will be contacted immediately to pick up the child. The school will contact the superintendent’s office who will contact the County Superintendent and Department of Health for further guidance. Any pupil retained at home or excluded from school by reason of having or being suspected of having a communicable disease shall not be readmitted to his/her classroom until he/she presents written evidence of being free of communicable disease. That evidence may be supplied by the school medical inspector or another qualified physician who has examined the pupil. Link to CDC: What is the role of schools in responding to COVID-19? https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/guidance-for-schools.html In accordance with CDC guidelines a confirmed case of COVID-19 will be handled as follows:

● Dismiss students and most staff for 2-5 days. This initial short-term dismissal allows time for the local health officials to gain a better understanding of the COVID-19 situation impacting the school. This allows the local health officials to help the school determine appropriate next steps, including whether an extended dismissal duration is needed to stop or slow further spread of COVID-19.


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● Local health officials’ recommendations for the scope (e.g., a single school, multiple schools, the full district) and duration of school dismissals will be made on a case-by-case basis using the most up-to-date information about COVID-19 and the specific cases in the community.

● During school dismissals, also cancel extracurricular group activities, school-based afterschool programs, and large events (e.g., assemblies, spirit nights, field trips, and sporting events).

● Discourage staff, students, and their families from gathering or socializing anywhere. This includes group child care arrangements, as well as gathering at places like a friend’s house, a favorite restaurant, or the local shopping mall.

The school district will provide an adequate amount of personal protective equipment, (PPE) and have a supply available and accessible for individuals that are in need. It is expected that each individual that enters the school will have their own face covering that fits appropriately so as to cover the nose and mouth of the individual. The district will provide each staff member with one cloth face mask; however, the staff member is permitted to wear their own face mask. If an individual does not have a face covering, the school will provide a disposable face covering that is to be used for one day. All face coverings should be appropriate for school, adhering to the standards that the NABOE has in place and without inappropriate language, symbols or characters. The district will work with students and staff to provide any other reasonable accommodations. Each individual school will keep accurate records of attendance of staff and students including groups/cohorts to assist with contact tracing. The Real Time system will be used to track student attendance. The AESOP system will be used to track staff attendance. Parents will be encouraged to be on the alert for signs of illness in their children and to keep them home when they are sick. Nurses, administrators and/or the superintendent will communicate with families about health-related issues on a regular basis.

Protocol for Symptomatic Students/ family members • Parents will contact school nurse explaining the issue • Parent will be notified to stay at home for 14 days • Student will be expected to perform classwork via remote learning platforms • Student will have to have a doctor’s note providing proper clearing to return to school.

The district will follow the above screening procedures for students and staff


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If the district implements taking temperatures with kiosks or touchless thermometers: At each kiosk/ entrance a staff member will be present to check the temperature. Temperature is not to exceed 100. Though COVID-19 temperature is 100 the district feels it is in the best interest not to permit a student demonstrating any type of illness within the school buildings at this time. Assigned staff will report to school 20-45 minutes before student arrival time to screen (and to supervise students) students and employees for COVID-19 symptoms and history of exposure, before entry to the building, by doing the following: If the district implements the above: ● The temperature will be taken of all employees and students. ● Utilize aides and/or other staff to take temperatures of individuals outside of the school building, when possible, using district purchased, no-

contact thermometers. ● Each school building will designate areas for entrance, utilize privacy screens, and no touch thermometers for temperature checks. ● If weather conditions inhibit temperature checks outside (due to inclement weather) the school designee(s) will complete temperature

monitoring inside the school building. ● No-touch thermometers will be used. ● Temperature checks will be administered to all individuals that plan to enter the school building.

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building. This form attests that the student and the family has not shown symptoms of COVID-19 and of their travel. This will ensure students do not need to be quarantined. Bergen County Department of Health Services in conjunction with the County Superintendent is planning to create uniform checklists and forms for Bergen County Schools. Daily Wellness/Travel Forms-Google form for staff and students. (Can also be a paper form collected upon entrance from each student). If form is not completed, the individual will submit to a temperature check and a visual screening by school nurse or designee. Any individual that is coughing, has shortness of breath or difficulty breathing, will be referred to the nurse for further evaluation. Random temperature checks and visual screening, may be implemented as the district enters Phase II of the reopening plan Any individual with a temperature of 100 degrees F or above will be sent home. Additionally, any individual that tests positive for COVID-19 or exhibits one or more of the following symptoms of COVID-19, based on CDC guidance, that is not otherwise explained, will be sent home. The COVID-19 symptoms include: ● A fever of 100 F or greater


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● Cough ● Shortness of breath or difficulty breathing ● Repeated shaking with chills ● Muscle pain ● Headache ● Sore throat ● New loss of taste or smell ● Fatigue ● Congestion or runny nose ● Nausea or vomiting ● Diarrhea Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction. If form is not filled out, that student will have a temperature check prior to entering the building. All screenings will be conducted with respect. Accommodations for individuals with disabilities will be given as needed and may include but not limited to, providing extra time for screening, involving a familiar staff member to assist with the screening process such as an assigned aide or teacher, or enlisting the assistance of a family member. Under the 14-day quarantine travel advisory announced by the Governor of New Jersey, any individuals traveling to or returning to New Jersey from states with increasing COVID-19 are advised to self-quarantine for 14 days. This includes travel by train, bus, car, plane and any other method of transportation. See link from official site of state of NJ Office of the Governor: https://www.nj.gov/governor/news/news/562020/20200707a.shtml The self-quarantine advisory was issued to limit the spread of the virus within our communities. While the recommendation relies on personal accountability, state officials and school officials expect that affected individuals will follow the recommendation. Travelers arriving from areas with increasing COVID-19 cases may wish to postpone their travel to the region if they are unwilling or unable to follow the self-quarantine advisory.


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2. Classrooms, Testing, and Therapy Rooms

Schools and districts must allow for social distancing to the maximum extent possible. When social distancing is difficult or impossible, face coverings are required, and face coverings are always required for visitors and staff unless it will inhibit the individual’s health. School districts must also minimize use of shared objects, ensure indoor facilities have adequate ventilation, prepare and maintain hand sanitizing stations, and ensure students wash hands frequently. (NJDOE Guidance (Pages 18-21)

Virtual/ Remote Instruction

Classrooms During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and classes will meet virtually. Therapies During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and all related services will be provided through synchronous and asynchronous instruction.


While attending school for in-person instruction, students will review specific social distancing and established safety measures (see above.) All students will sit six feet a part in all rooms, while wearing face masks, and/or face shields, and using a personal student divider. Materials will be limited in sharing. Elementary students will keep their materials at/in their desk. All items will be disinfected (see “Facilities, Cleaning Practices” page 34.) All buildings have proper ventilation that in compliance with MERV-13 filtration. Classroom Arrangement • Larger rooms (i.e. auditorium, cafeteria, gym) can

be used as classrooms to allow for social distancing. • Turn desks to face in the same direction (rather than

facing each other) or have students sit on only one side of tables, spaced apart.

• No literacy corners • No small-group instruction

Traditional School Day During a traditional school instruction, students will review specific social distancing and established safety measures (see above), Students will continue to follow specific CDC guidelines and school protocol in reference to PPE and social distancing regulations. All buildings have proper ventilation that in compliance with MERV-13 filtration. Classroom Arrangement • Larger rooms (i.e. auditorium, cafeteria, gym) can be

used as classrooms to allow for social distancing. • Turn desks to face in the same direction (rather than

facing each other) or have students sit on only one side of tables, spaced apart.

• No literacy corners • No small-group instruction • Partitions will be placed in appropriate locations • Each desk will be equipped with the divider • Classes will be placed in cohorts or kept together to

include the same group of children each day. • Minimal mixing between groups/cohorts.

Classroom Furniture (below artifacts)


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• Partitions will be placed in appropriate locations • Each desk will be equipped with the divider • Classes will be placed in cohorts or kept together to

include the same group of children each day. • Minimal mixing between groups/cohorts. Classroom Furniture (below artifacts) • Cloth materials should be avoided: Eliminate the use

of rugs, pillows and/or cushions.

Student Desks • High School/Middle School Classroom Exhibit B • High School/Middle School Classroom Exhibit C • Elementary School Classroom Exhibit D • Elementary School Classroom Exhibit E • 1 Teacher Desk • School provided teacher chair • Science lab classes will not be provided a desk. • 1 File Cabinet • Due to limited space the following will not be

permitted: o Rugs o Avoid close group learning activities like

reading circles. o Book shelves o Student Projects o Rainbow tables o Couches o Personal items

Testing • Specific safety measures will be put into place

including: o Designated locations for all evaluations

• Student Desks • High School/Middle School Classroom Exhibit B • High School/Middle School Classroom Exhibit C • Elementary School Classroom Exhibit D • Elementary School Classroom Exhibit E • 1 Teacher Desk • School provided teacher chair • Science lab classes will not be provided a desk. • 1 File Cabinet • Due to limited space the following will not be

permitted: o Rugs o Avoid close group learning activities like

reading circles. o Book shelves o Student Projects o Rainbow tables o Couches o Personal items

Testing • Specific safety measures will be put into place

including: o Designated locations for all evaluations o Staff will have professional development

regarding COVID-19, prior to testing. o Hand Sanitizer will be located in all classes for

student use as they enter and exit class o Individual student dividers will be provided to

each student. o Staff will be provided with a proper PPE (masks,

gloves, face shields). o Plexiglass dividers will be provided so that the

staff member can see the child complete the test. • Testing protocol will also include:


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o Staff will have professional development regarding COVID-19, prior to testing.

o Hand Sanitizer will be located in all classes for student use as they enter and exit class

o Individual student dividers will be provided to each student.

o Staff will be provided with a proper PPE (masks, gloves, face shields).

o Plexiglass dividers will be provided so that the staff member can see the child complete the test.

• Testing protocol will also include: o Parent will drop off their child (they will not

be allowed in a facility) and will wait in the parking lot until the child is walked out by a staff member.

o Parents will be required to complete a contact tracing form prior to the evaluation

o Students will be provided with a mask if they do not come with one.

• Proper disinfection will be arranged by the Director of Facilities after each test.

Therapy Rooms • With a hybrid model related services will be

provided through in-person and virtual (synchronous and asynchronous) instruction.

• In-person instruction will require specific safety measures will be put into place including:

o Designated locations for all evaluations o Staff will have professional development

regarding COVID-19, prior to testing. o Hand Sanitizer will be located in all classes

for student use as they enter and exit class

o Specific testing times will be arranged by the Director of Special Services and the CST team.

o Students will be provided with a mask if they do not come with one.

• Proper disinfection will be arranged by the Director of Facilities after each test.

Therapy Rooms • Related services will be provided in-person and will

require specific safety measures will be put into place including:

o Designated locations for all evaluations o Staff will have professional development

regarding COVID-19, prior to testing. o Hand Sanitizer will be located in all classes for

student use as they enter and exit class o Individual student dividers will be provided to

each student o Staff members will be provided with a proper

PPE (masks, gloves, face shields). o Plexiglass dividers will be provided so that the

staff member can see the child complete the test. • Proper disinfection will be arranged by the Head

Custodian of each building through the Director of Facilities after each test.

• Parents will also be encouraged to provide students with the following:

o Hand Sanitizer for use at their desk o Tissues o Writing Utensils not to be shared

Crayons not to be shared


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o Individual student dividers will be provided to each student

o Staff members will be provided with a proper PPE (masks, gloves, face shields).


• Proper disinfection will be arranged by the Head Custodian of each building through the Director of Facilities after each test.


o Hand Sanitizer for use at their desk o Tissues o Writing Utensils not to be shared o Crayons not to be shared

3. Transportation

School districts should maintain social distancing practices on buses to the maximum extent practicable and adopt best practices for cleaning and disinfecting all vehicles used for transporting students. If maintaining social distancing is not possible, all students who are able must wear face coverings while on busses. NJDOE Guidance (Pages 21-23)


During an emergency school closure, due to the COVID-19 Pandemic, district school buses will not be in use for any reason.


● The district has contracted with South Bergen Jointure Commission, and will follow guidelines that are laid out by the Jointure.

● Modified bus routes and schedules may be implemented depending on the hybrid schedule.


● The district has contracted with South Bergen Jointure Commission, and will follow guidelines that are laid out by the Jointure.

● Bus routes and schedules will resume a normal schedule and will implement specific safety measures for all individuals riding on a bus.


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The district will work with the contracted bus companies to ensure a thorough and deep clean buses before reopening.

● The district will work with parents to waive transportation for the school year. Accordingly, families of eligible bus students would receive a payment to waive transportation services in accordance with 18A:39-1c.

● Hand sanitizer stations will be provided on the bus for

students, staff and bus drivers. ● Face coverings will be mandated for bus drivers and staff. ● Plexiglass barriers will be installed around the bus driver. ● Students must wear face covering, when social distancing

is impossible. ● Parents are to notify the district if a child is sick and is not

sending them to school (which includes siblings.) ● Spaced seating will be employed: ○ One (1) student per seat, alternating left and right

positions. ○ Siblings may sit together to maximize space. ○ Students filling the bus will bill the back row first and

then progress forward. ○ Mark seats to show students where to sit.

● Establish protocols for entering and exiting to avoid the congregation of

● Students must be lined up 6ft apart when entering or exiting the bus.

● Open windows, when possible. ● All surfaces will be frequently cleaned and disinfected

after each use.

● Hand sanitizer stations will be provided on the

bus for students, staff and bus drivers. ● Face coverings will be mandated for bus drivers

and staff. ● Plexiglass barriers will be installed around the

bus driver. ● Students must wear face covering, when social

distancing is impossible. ● Parents are to notify the district if a child is sick

and is not sending them to school (which includes siblings.)

● Spaced seating will be employed: ○ One (1) student per seat, alternating left and

right positions. ○ Siblings may sit together to maximize space. ○ Students filling the bus will bill the back row

first and then progress forward. ○ Mark seats to show students where to sit.

● Establish protocols for entering and exiting to avoid the congregation of

● Students must be lined up 6ft apart when entering or exiting the bus.

● Open windows, when possible. ● All surfaces will be frequently cleaned and

disinfected after each use.

CDC Guidance: Guidance on Bus Transit Operators ED Week: Guidance for Social Distancing on Buses


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4. Student Flow, Entry, Exit, and Common Areas

School district reopening plans should establish the process and location for student and staff health screenings. This should include providing physical guides, such as tape on floors or sidewalks and signs on walls, to help ensure that staff and students remain at least six feet apart. When it is not possible to maintain physical distancing, schools must require the use of face coverings. NJDOE Guidance (Pages 23-24) Policy 1648: Restart and Recovery


During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed. Essential personnel, designated by the Superintendent of Schools, will be allowed to enter the school building. District leaders will use one-way and two-way communication platforms in order to operate and conduct essential business. Virtual meetings will be employed; in-person meetings will only be conducted when necessary.

Hybrid/ Blended Learning ● Students and staff will be screened every

day prior to entering a building. ● Screen students and staff:

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building.

○ Consider all HIPAA and FERPA laws and regulations

○ Students and staff that test negative will be allowed to walk the school with a mask at all times.

○ Those who test positive will be asked to stay home for 14 days. ■ This will include all siblings in

district.

● Contact Tracing Form

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week

Traditional School Day ● Students and staff will be screened every day

prior to entering a building. ● Screen students and staff:



○ Students and staff that test negative will be allowed to walk the school without a mask.

○ Those who test positive will be asked to stay home for 14 days. ■ This will include all siblings in district.

● Contact Tracing Form

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will


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(for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building.

● The staff will be provided with professional

development to review screening protocols.

● Parents/ Guardians will also be provided with screening information prior to the start of school. They will also be informed of the protocol. This information will be share on the district website, social media and through correspondence form the administration.

● Hand sanitizer stations will be provided in every classroom, lobby areas and all offices.

● Face masks will be provided for all students.

● Face masks and shields will be provided for all staff members.

● Students and staff must wear face covering at all times when social distancing is not permitted.

Signage ● Signage will be posted in classrooms,

hallways, and entrances to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

● Specific signage will be placed on the ground for students to follow to avoid large

have a temperature check prior to entering the building.

● The staff will be provided with professional

development to review screening protocols.

● Parents/ Guardians will also be provided with screening information prior to the start of school. They will also be informed of the protocol. This information will be share on the district website, social media and through correspondence form the administration.

● Hand sanitizer stations will be provided in every classroom, lobby areas and all offices.

● Face masks will be provided for all students. ● Face masks and shields will be provided for all

staff members. ● Students and staff must wear face covering at

all times when social distancing is not permitted.

Signage ● Signage will be posted in classrooms, hallways,

and entrances to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

● Specific signage will be placed on the ground for students to follow to avoid large crowds and congregation.

Special Accommodations ● Additional signage, entrance and exiting


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crowds and congregation.

Special Accommodations ● Additional signage, entrance and exiting

procedures will be modified and accommodations will be made for students with disabilities will made, if and when it is needed.

● Protocols for students/staff who feel ill

and/or experience symptoms when they come to school (see above #1 for more information) ○ Share this information with parents,

students, and staff. ○ Establish a room, separate from the

nurse’s office, where students who have symptoms wait to be picked up by a parent and/or guardian.

● Nonessential visitors and volunteers will not be allowed in school buildings.

● Student pick up and drop off: ○ staggered entry and release (by grade,

class) ○ marked spacing for pick up. ○ Parents will not be permitted in the

buildings for early dismissal/pick up unless they have provided the administration with written correspondence 48 hours in advance, and approval has been granted by the principal.

procedures will be modified and accommodations will be made for students with disabilities will made, if and when it is needed.

● Protocols for students/staff who feel ill and/or experience symptoms when they come to school (see above #1 for more information)

Transitioning ● Pk-5 Students will not transition throughout the

school day. ○ Pk-5 students will be in session 8:45-11:15

and then released for lunch. ○ Staff will be limited in their transitions

● 6-8/ 9-12 Students and staff will transition from class to class and will be required to follow the below parameters: ○ Students and staff will wear face

coverings/masks while they are transitioning through the hallways

○ The cleaning of hallways and high-touch surfaces will be conducted throughout the school day

○ Additional time for transitions will be provided (if needed.)

○ Flow paths will be identified through signage to keep students separated and to minimize congregation of students. This may include: ■ Designate ‘one-way’ hallways. ■ Designate ‘up’ and ‘down’ stairwells ■ Plan staggered class (i.e. by hall,

odd/even classroom numbers, grade,


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Transitioning ● Pk-5 Students will not transition throughout

the school day. ○ Staff will be limited in their transitions

● 6-8/ 9-12 Students and staff will transition from class to class and will be required to follow the below parameters: ○ Students and staff will wear face

coverings/masks while they are transitioning through the hallways

○ The cleaning of hallways and high-touch surfaces will be conducted throughout the school day

○ Additional time for transitions will be provided (if needed.)

○ Flow paths will be identified through signage to keep students separated and to minimize congregation of students. This may include: ■ Designate ‘one-way’ hallways. ■ Designate ‘up’ and ‘down’

stairwells ■ Walking “lanes” may be identified ■ Plan staggered class (i.e. by hall,

odd/even classroom numbers, grade, discipline) changes to decrease the number of students in the hallway at one time.

■ Have the same group of students stay with the same staff (all day for elementary students and as much as possible for middle and high school students).

discipline) changes to decrease the number of students in the hallway at one time.

■ Have the same group of students stay with the same staff (all day for elementary students and as much as possible for middle and high school students).

Common Areas/ Large Groups The district will continue to abide by the maximum number of people allowed to congregate as defined by the Governor's current statewide Executive Order. ● Assemblies will be suspended. ● Field trips will be suspended. ● Congregation of students in common areas will

be monitored and discouraged. ● Stagger the schedule for large group gatherings

(recess in the elementary and during school meals- see below #8.)

● Providing hand sanitizer for students and staff ● Post signage in hallways and cafeteria to

communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others

● Allowing students and staff to wear face masks/coverings while in large group gatherings

● Limit unnecessary congregation of students and staff.


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Common Areas/ Large Groups The district will continue to abide by the maximum number of people allowed to congregate as defined by the Governor's current statewide Executive Order. ● Assemblies will be suspended. ● Field trips will be suspended. ● Congregation of students in common areas

will be monitored and discouraged. ● Stagger the schedule for large group

gatherings (recess in the elementary and during school meals- see below #8.)

5. Screening, PPE, Response to Students & Staff Presenting Symptoms

School districts must adopt a policy for safely and respectfully screening students and employees for symptoms of and history of exposure to COVID-19. Students and staff with symptoms related to COVID-19 must be safely and respectfully isolated from others. If a school district becomes aware that an individual who has spent time in a district facility tests positive for COVID-19, district officials must immediately notify local health officials, staff, and families of a confirmed case while maintaining confidentiality. NJDOE Guidance (Pages 24-27) Policy 1648: Restart and Recovery

Virtual/ Remote Instruction During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and classes will meet virtually. The school administration will


● All persons entering the buildings must wear a face covering, unless it would inhibit an individual’s health (medical documentation needed.)

● Parents will be encouraged to be on the alert for signs of illness in their children and to

Traditional School Day ● All persons entering the buildings must wear a

face covering, unless it would inhibit an individual’s health (medical documentation needed.)

● Parents will be encouraged to be on the alert for signs of illness in their children and to keep


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provide daily updates on the district/ school websites, social media and through Real Time to provide the most up to date information to parents, students, faculty and other community stakeholders about the impact of COVID-19. The district will share information from the CDC, NJ Department of Health and the NJ Department of Education.

keep them home when they are sick. Nurses, administrators and/or the superintendent will communicate with families about health-related issues on a regular basis.

● Screen students and staff (see below)


○ Isolated and send home if internal temperature is 100℉ (38 ℃)


○ Students and staff that test negative will

be allowed to walk the school without a mask.

○ Those who test positive will be asked to stay home for 14 days. ■ This will include all siblings in

district.

● Contact Tracing Form (more information below)


them home when they are sick. Nurses, administrators and/or the superintendent will communicate with families about health-related issues on a regular basis.

● Screen students and staff (see below)






● Contact Tracing Form (more information

below) Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building. Screening Procedures for Students and Staff


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Screening Procedures for Students and Staff

● Assigned staff will report to school 20-45

minutes before student arrival time to screen (and to supervise students) students and employees for COVID-19 symptoms and history of exposure, before entry to the building, by doing the following:

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building. ● Any individual that is coughing, has shortness

of breath or difficulty breathing, will be referred to the nurse for further evaluation.

● Option 2: Random temperature checks and visual screening-As district enters Phase II

● Option 3: Daily Wellness/Travel Forms-Google form for staff and students. (Can also be a paper form collected upon entrance from each student). If form is not completed, the individual will submit to a temperature check and a visual screening by school nurse or designee.

● Bergen County Department of Health Services in conjunction with the County Superintendent

● Assigned staff will report to school 20-45

minutes before student arrival time to screen (and to supervise students) students and employees for COVID-19 symptoms and history of exposure, before entry to the building, by doing the following:

Parents will be required to complete a COVID-19 Attestation Form the evening prior to in-person instruction OR twice per week (for total remote students). If form is not filled out, that student will have a temperature check prior to entering the building. ● Any individual that is coughing, has shortness of

breath or difficulty breathing, will be referred to the nurse for further evaluation.

● Option 2: Random temperature checks and visual screening- As district enters Phase II

● Option 3: Daily Wellness/Travel Forms-Google form for staff and students. (Can also be a paper form collected upon entrance from each student). If form is not completed, the individual will submit to a temperature check and a visual screening by school nurse or designee.

● Bergen County Department of Health Services in conjunction with the County Superintendent is planning to create uniform checklists and forms for Bergen County Schools.


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is planning to create uniform checklists and forms for Bergen County Schools.


○ A fever of 100 F or greater ○ Cough ○ Shortness of breath or difficulty breathing ○ Repeated shaking with chills ○ Muscle pain ○ Headache ○ Sore throat ○ New loss of taste or smell ○ Fatigue ○ Congestion or runny nose ○ Nausea or vomiting ○ Diarrhea

● Daily Wellness Forms and or/Travel Forms may

be collected/ entered into Real Time before entrance to school building (in-person instruction days). Temperatures may be taken if form is not complete.

● All screenings will be conducted with respect. Accommodations for individuals with disabilities will be given as needed and may include but not limited to, providing extra time


○ A fever of 100 F or greater ○ Cough ○ Shortness of breath or difficulty breathing ○ Repeated shaking with chills ○ Muscle pain ○ Headache ○ Sore throat ○ New loss of taste or smell ○ Fatigue ○ Congestion or runny nose ○ Nausea or vomiting ○ Diarrhea

● Daily Wellness Forms and or/Travel Forms will

be collected/ entered into Real Time before entrance to school building (in-person instruction days). Temperatures may be taken if form is not complete.

● All screenings will be conducted with respect. Accommodations for individuals with disabilities will be given as needed and may include but not limited to, providing extra time for screening, involving a familiar staff member to assist with the screening process such as an assigned aide or


31

for screening, involving a familiar staff member to assist with the screening process such as an assigned aide or teacher, or enlisting the assistance of a family member.

● Under the 14-day quarantine travel advisory announced by the Governor of New Jersey, any individuals traveling to or returning to New Jersey from states with increasing COVID-19 are advised to self-quarantine for 14 days. This includes travel by train, bus, car, plane and any other method of transportation.

● See link from official site of state of NJ Office of the Governor: https://www.nj.gov/governor/news/news/562020/20200707a.shtml

● The self-quarantine advisory was issued to limit the spread of the virus within our communities. While the recommendation relies on personal accountability, state officials and school officials expect that affected individuals will follow the recommendation. Travelers arriving from areas with increasing COVID-19 cases may wish to postpone their travel to the region if they are unwilling or unable to follow the self-quarantine advisory.

teacher, or enlisting the assistance of a family member.

● Under the 14-day quarantine travel advisory announced by the Governor of New Jersey, any individuals traveling to or returning to New Jersey from states with increasing COVID-19 are advised to self-quarantine for 14 days. This includes travel by train, bus, car, plane and any other method of transportation.

● See link from official site of state of NJ Office of the Governor: https://www.nj.gov/governor/news/news/562020/20200707a.shtml

● The self-quarantine advisory was issued to limit

the spread of the virus within our communities. While the recommendation relies on personal accountability, state officials and school officials expect that affected individuals will follow the recommendation. Travelers arriving from areas with increasing COVID-19 cases may wish to postpone their travel to the region if they are unwilling or unable to follow the self-quarantine advisory.


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6. Contact Tracing

Contact tracing is the process used to identify those who have comeinto contact with people who have tested positive for many contagious diseases, including COVID-19. It is a long-standing practice and is an integral function of local health departments. All school district administrators, school safety specialists, counselors, and any other staff deemed appropriate by the school district, should be provided with information regarding the role of contact tracing in keeping school communities safe from the spread of contagious disease. School districts should collaborate with the local health department and engage their school nurses to develop contact tracing policies and procedures, as well as educate the broader school community on the importance of contact tracing. NJDOE Guidance (Pages 27-28) Policy 1648: Restart and Recovery CONTACT TRACING FORM ATTESTATION FORM

Virtual/ Remote Instruction During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed. The essential personnel, designated by the Superintendent of Schools, whom will be allowed to enter the school building, will be screened daily, and will complete a contract tracing form once per week

Hybrid/ Blended Learning CDC- Contact Tracing Resources





○ Those who test positive will be asked to stay home for 14 days.

Traditional School Day CDC- Contact Tracing Resources







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■ This will include all siblings in district.



● The school nurse shall train the school community and substitute teachers on the district’s contact tracing policy at the outset of the school year.

● Any person who is ill or infected with COVID-19, whether confirmed or presumed, will be reported immediately by the school Principal to the Local Health Department or to the County Health Officer if the Local Health Department is not available. Such telephone reports will be followed up by a written report or electronic report within twenty-four hours of the initial report. (Referencing Regulation 8451) ○ Reports shall include the name, address, date of birth, contact information, and list of known close contacts of the person who is ill or

infected with COVID-19. The contact information of close contacts shall be utilized for contact tracing. Marlene DISTEFANO, Elmwood Park Health Director 201-796-1457 x600 Amy Monaco, Program Manager, Communicable Disease Control & Prevention a. Office: 201-634-2657 b. Cell: 551-204-3047 Allyson Bielawski, Field Representative, Communicable Disease Control & Prevention a. Office: 201-634-2666 b. Cell: 551-204-3074 Susan Jamieson, Public Health Nurse, Communicable Disease Control & Prevention a. Office: 201-634-2653 After Hours: 201-785-8505 *In accordance with FERPA, the identity of the student, staff member, or substitute teacher, or other identifying information, will not be revealed, alluded to, or confirmed by the contact tracer, even if explicitly asked by a contact.


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● The school district shall immediately provide notification of presumed or confirmed cases to staff members and parents/guardians, while

maintaining confidentiality. ● The school nurse/staff liaison will check-in with the parent/guardian of the ill or infected student to monitor symptomatology. ● The school nurse/staff liaison will monitor identified close contacts who are students, staff members, and substitute teachers for signs &

symptoms of COVID-19. ● Students, staff members, or substitute teachers who wish to self-report symptoms and/or suspected exposure will be immediately isolated and

screened by the school nurse. CDC- Digital Tools

7. Facilities Cleaning Practices

School districts must continue to adhere to existing required facilities cleaning practices and procedures, and any new specific requirements of the local health department as they arise. School districts must also develop a schedule for increased routine cleaning and disinfecting, especially of frequently touched surfaces and objects, and sanitize bathrooms daily and between use as much as possible. NJDOE Guidance (Pages 28-30)

Virtual/ Remote Instruction During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed. The essential personnel, designated by the Superintendent of Schools, will inform the Superintendent and Director of Facilities when they will be entering a building, so that proper disinfection is scheduled that day. A modified custodian schedule will be created and implemented by the Director of Facilities to ensure all buildings are properly sanitized and cleaned. See below for cleaning procedures.

Classroom: Cleaning Schedules General Procedures • Check lights/ light bulbs • Close/ Lock all windows; Check and close blinds • Refill hand soap, hand sanitizer, and paper towels • Pick up in classroom and empty all trash and recycle bins • See the Below Cleaning Procedures for classrooms • Straighten classroom furniture to current arrangement • Vacuum carpets in main offices and Board of Education Building

Bathroom: Cleaning Schedules General Procedures • Refill hand soap, hand sanitizer, and paper towels • Pick up in classroom and empty all trash and recycle bins • Sweep floors • Use cotton mop for toilets (bowls and bases) and urinals.

Cleaning Procedures • Using ES72 Multi-Purpose Cleaner, clean the following areas:


35

Cleaning Procedures • Using ES72C Multi-Purpose Cleaner, clean the following areas: o ALL countertops, desks, sinks, faucets, doors, door knobs,

windows, blinds and windowsills o ALL Touch Points are to be cleaned o Dust and mop floors

• Using Bioesque Botanical Disinfectant Cleaner, clean the

following: o Computers, hand soap dispenser, hand sanitizer station, and

paper towels, Black boards/ White Boards, spray erasers o Dividers/ partitions o Disinfection of carpets

o ALL countertops, mirrors, dispensers, sinks, faucets, toilets, urinals, partitions, doors, door knobs, windows, blinds and windowsills

o ALL Touch Points are to be cleaned o Dust and mop floors o Once a week, pour 8oz. into floor traps

• Using ES364 o ALL bathroom and locker room (if open) floors

• Using Bioesque Botanical Disinfectant Cleaner, clean the following: o ALL touch points- Spray and let dwell for 4 minutes (wipe

down or air dry)

8. Meals

If cafeterias or other group dining areas are in use, school districts must stagger eating times to allow for social distancing and disinfecting of the area between groups. Additionally, districts must discontinue family-style, self-service, and buffet-style dining and maintain social distancing. Cafeteria staff must wash their hands immediately after removing gloves and after directly handling used food service items. NJDOE Guidance (Pages 30-31)


During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and classes will meet virtually. The district administration will provide daily updates on the district/


If lunch is being served during the school day: • Stagger use of cafeteria or group dining areas,

and clean and disinfect them between groups

• Buffet style will be discontinued until further notice.

• Students will sit at minimum of six-feet apart or


A traditional schedule will include the serving of lunches in all school buildings. Although standard operating procedures will resume, preventative safety will be implemented including: ● Areas of the school building will be utilized

to serve meals: ● Stagger use of cafeteria or group dining


36

school websites, social media and through Real Time to provide the most up to date information to parents, students, faculty and other community stakeholders about food distribution. Meals will be made available to all students who are eligible. Pick up locations will be designated based on the assigned schools; accommodation will be made for those families who are required to walk. Procedures will be planned an implemented through Pomptonian Food Services. This information will be updated and frequently communicated to the community. The district will work closely with Pomptonian to schedule daily cleanings of all areas used for food distribution.

will have proper dividers. • Students must wash / sanitize hands before and

after meal services. • Providing hand sanitizer for students and staff in

all classrooms, cafeterias and areas where students will eat.

• Areas of the school building will be utilized to

serve meals: o PK-5 students will eat in their classrooms

or other designated areas o 6-8, 9-12 students will utilize the

cafeteria, senior cafeteria, auditorium, gymnasiums and other areas designated by the administration to limit the number of students in one area.

• Post signage in hallways and cafeteria to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

• Use disposable plates, utensils, etc. • Mark spaced lines to enter the cafeteria and

serving lines (to the extent practicable); designate entrances and exit flow paths; stagger use.

• The cleaning of cafeterias and high-touch surfaces throughout the school day.

Half day instruction Schedule: Lunch is NOT served in the buildings:

areas, and clean and disinfect them between groups

● Buffet style will be discontinued until further

notice.

● Students must wash/ sanitize hands before and after meal services.

● Providing hand sanitizer for students and

staff in all classrooms, cafeterias and areas where students will eat.

● Students will sit at minimum of six-feet apart

or will have proper dividers. ○ PK-5 students will eat in their classrooms

or other designated areas ○ 6-8, 9-12 students will utilize the

cafeteria, senior cafeteria, auditorium, gymnasiums and other areas designated by the administration to limit the number of students in one area.

○ Providing hand sanitizer for students and staff in all classrooms, cafeterias and areas where students will eat.

● Post signage in hallways and cafeteria to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others

● Allowing students and staff to wear face masks/coverings while in large group gatherings

● Conducting cleaning of cafeteria and high-


37

Take Out/ “Grab and go: • Pre-order meals in advance through Google

forms. • Students will exit through a designated area of

the building, and will be handed their pre-ordered food.

o Pre-packaged boxes or bags will be provided to each student

o Sharing of foods and utensils will not be allowed.

• Outside from food establishments food for students or staff members, will not be permitted back in school, unless approved by administration.

• Snack will be overseen by the administration.

touch surfaces after each use.

● “Grab and go” options will remain available.

● As District enters phase III, Students who leave lunch (High School, grade 12, Seniors) will have their temperature check upon returning.

● Outside food from food establishments from

vendors for students or staff members, will not be permitted back in school, unless approved by administration.

● Snack will be overseen by the

administration.

9. Recess/ Physical Education

If cafeterias or other group dining areas are in use, school districts must stagger eating times to allow for social distancing and disinfecting of the area between groups. Additionally, districts must discontinue family-style, self-service, and buffet-style dining and maintain social distancing. Cafeteria staff must wash their hands immediately after removing gloves and after directly handling used food service items. NJDOE Guidance (Page 31)


During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed.


In-Person Instruction • Students and staff members will follow all

social-distancing regulations and school district procedures under ‘Traditional Model with Physical Distancing’ should be


A traditional schedule will include the serving of lunches in all school buildings. Although standard operating procedures will resume, preventative safety will be implemented including:


38

The track and field at Memorial High School will remain open to the public. The Superintendent of Schools and the Director of Facilities will schedule proper disinfection of each facility. Virtual Physical Education/ Health Instruction: District/School Procedures: ● Essential questions for “at home”

Physical Education: ○ Does the student have access to

appropriate equipment to perform workouts at home?

○ Does the student(s) have the space at home?

● Virtual Modifications and differentiation: ○ Closed captioning on all videos. ○ Providing material ahead of

time so that students have the tools needed to succeed.

○ Provide recording of videos of lessons afterwards.

○ Determine if modifications used for one student can enhance learning for all students (i.e. providing closed captioning, sending materials beforehand, providing videos of lessons afterwards).

○ Optimize student choice for activities as much as possible.

considered for students while they are in school.

• All outdoor activities will be staggered, this includes, recess and gym classes

• Students will wash sanitize hands after outdoor activities

• Use of playground will be staggered and scheduled by the principals.

• Gym classes will stagger the use of outdoor facilities.

• The disinfection of the outdoor equipment will be overseen by the Director of Facilities.

• Locker rooms will be closed, and not used by the students.

• Safety Measures will include: o Providing hand sanitizer face coverings

for students and staff. o Instruct students how to properly wash

their hands, promote everyday protective measures, and properly wear a face mask

o Signage will be placed in hallways, gyms and on fields to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others

o Allowing students and staff to wear face masks/coverings while in large group gatherings. Staff should consider wearing clear face coverings/shields in order to portray appropriate facial expression.

• All outdoor activities will be staggered, this includes, recess and gym classes

• Students will wash sanitize hands after outdoor activities

• Use of playground will be staggered an scheduled by the principals.

• Gym classes will stagger the use of outdoor facilities.

• The disinfection of the outdoor equipment will be overseen by the Director of Facilities.

○ Providing hand sanitizer face coverings for

students and staff ○ Instruct students how to properly wash


○ Post signage in hallways and gyms to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others

○ Allowing students and staff to wear face masks/coverings while in large group gatherings. Staff should consider wearing clear face coverings/shields in order to portray appropriate facial expression.

○ Consult with a school nurse to identify students with asthma that may prevent them from wearing a face covering; appropriate physical distancing will be mandated for any student without a face covering.


39

○ Provide content using a variety of methods to ensure all students can access it.

○ Connect and collaborate with special education specialists or ELL teachers to support students.

o Consult with a school nurse to identify students with asthma that may prevent them from wearing a face covering; appropriate physical distancing will be mandated for any student without a face covering.

• Have students while in school participate in

individual activities (i.e. dance, yoga, track and field, fitness stations) that comply with the physical distancing guidelines laid out by the CDC and Governor's Executive Orders. When students are at home, have students practice fine motor skills (i.e. catching a ball, underhand throwing, self-catch and toss, etc.).

Hybrid Model When designing lessons, schools and educators will: • Consider assigning tasks/assignments that

can be taken home and then apply knowledge gained in school setting (i.e. have student practice skill at home and apply it the next day them meet)

• Allow for student choice activities and provide opportunities for teachers to engage with teachers directly and often. Teachers should consider making videos for students who are more interested in seeing videos.

• Standard procedure will be implemented, stated under ‘preventative measures.’ Other considerations include:

Physical Education Classes ● Social distancing and safety measures will

be in place. ● 6ft apart between students and staff to

perform physical activities. ● Classes and classrooms will not be

combined. ● Use of outdoors whenever possible (weather

permitting). When outside, stay clear of permanent objects (i.e. playgrounds, benches, etc.)

● Physical education teachers will rotate into classrooms to minimize the spread of any diseases. P.E. teachers may need to become familiar with classrooms in order to conduct physical activities.

● Keep all doors and windows open whenever possible in order to provide proper ventilation

● Postpone or prohibit the use of a weight room until proper regulations come out.

● Practice how to transition from activity-to-activity or classroom-to-classroom with appropriate social distancing.

● Use of locker rooms will be overseen and scheduled by the administration.

● Allow students to participate in comfortable

clothes. ● Water fountains will be deemed out of

service; encourage staff and students to bring their own water to school.

● Use cones or markers that indicate social distancing


40

• When addressing the needs of students with disabilities, educators should consider:

• When addressing the SEL needs of students, schools and educators should consider:

• Use of the PE/SEL Crosswalk in order to plan lessons.

• If face masks inhibit a students’ ability to comprehend facial expressions; face shields should be considered to be worn at all times

• Collaboration between counselors and PE staff to address SEL under a hybrid platform

• Incorporating SEL activities into their daily lesson plans (i.e. morning circles, instant activities and warmups, stretching, meditating)

• Establish a trauma sensitive learning environment

Proper Sanitation of Equipment and Facilities: ● Will be scheduled and overseen by the

Director of Facilities

● The Athletic Director and the Director of Facilities will complete an inventory of equipment that can be easily sanitized.

● Cloth materials should be avoided: Eliminate the use of rugs, pillows and/or cushions.

● Limit or eliminate the use of equipment that may be used between classes.

● Assign individual equipment to students and sanitize between periods. If not possible, avoid using equipment

Health: ● Will follow all CDC guidelines for

classrooms regarding physical distancing, healthy hygiene habits, and sanitation.

● Classroom desks and tables will be at least 6 feet apart.

● Have desks/tables faced in the same direction.

● Keep each student’s belongings in a separate, safe and clean space labeled for each individual student.

● Material will not be shared. ● For instructional strategies, schools and

educators will focus on the following health skills to ensure high-quality health education:

○ Analyzing influences ○ Accessing valid and reliable information,

products and services Instructional Strategies: ● Use of a microphone and speaker so that all

students can hear while socially distancing. ● Focus on individual skills rather than

traditional team skills. ● Use of games and activities that do not

require students to get in close proximity. ● Include student choice for activities. ● Identify and enhance the development of

health education skills (self-management; inter-communication).

Proper Sanitation of Equipment and Facilities:


41

altogether. ● Have extra equipment/materials available

if it gets dirty. ● All equipment should be sanitized and

clean with EPA approved disinfectants. ● Staff will be properly trained on how to

use disinfectants and how to limit the spread of the virus.

● Will be scheduled and overseen by the Director of Facilities

● The Athletic Director and the Director of

Facilities will complete an inventory of equipment that can be easily sanitized.

● Cloth materials should be avoided:

Eliminate the use of rugs, pillows and/or cushions.


● Assign individual equipment to students and sanitize between periods. If not possible, avoid using equipment altogether.

● Have extra equipment/materials available if it gets dirty.

● All equipment should be sanitized and clean with EPA approved disinfectants.

● Staff will be properly trained on how to use disinfectants and how to

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

All extracurricular activities must comply with applicable social distancing requirements and hygiene protocol. External community organizations that use school facilities must follow district guidance on health and safety protocols. NJDOE Guidance (Pages 31-32)


During an emergency school closure, due to the COVID-19


All extra-curricular activities and approval of the facilities during or after school hours of operation will


All extra-curricular activities and approval of the facilities during or after school hours of operation


42

Pandemic all school buildings will be closed and total virtual/remote learning will be employed. All field Trips will be postponed or canceled. All extra-curricular activities and approval of the facilities during or after school hours of operation will be approved on a case by case basis. The proper course of approval to use any of the indoor or outdoor school district facilities including Board of Education approval will remain in place.

be approved on a case by case basis. The proper course of approval to use any of the indoor or outdoor school district facilities including Board of Education approval will remain in place. If any external community organizations are approved to use any of the district facilities to they will be required to follow all district procedures and health and safety protocols established. All field trips will be postponed or canceled. Approval of trips will remain up to the superintendent of schools. Students and staff members will follow all social-distancing regulations and school district procedures under ‘Traditional Model with Physical Distancing’ should be considered for students while they are in school. Safety Measures will include:

o Providing hand sanitizer face coverings for students and staff.

o Instruct students how to properly wash their hands, promote everyday protective measures, and properly wear a face mask



will be approved on a case by case basis. The proper course of approval to use any of the indoor or outdoor school district facilities including Board of Education approval will remain in place. If any external community organizations are approved to use any of the district facilities to they will be required to follow all district procedures and health and safety protocols established. Field trips will resume; approval and normal operations will resume. Students and staff members will follow all social-distancing regulations and school district procedures under ‘Traditional Model with Physical Distancing’ should be considered for students while they are in school. Safety Measures will include:

o Providing hand sanitizer face coverings for students and staff.

o Instruct students how to properly wash their hands, promote everyday protective measures, and properly wear a face mask


o Allowing students and staff to wear face masks/coverings while in large group gatherings. Staff should consider wearing


43










● Staff will be properly trained on how to use disinfectants and how to limit the spread of the virus.

clear face coverings/shields in order to portray appropriate facial expression.










● Staff will be properly trained on how to use disinfectants and how to limit the spread of the virus.


44

Additional Areas of Focus within Conditions for Learning

Social and Emotional Learning (SEL) The NJDOE understands the important role of climate and culture, more specifically, social and emotional learning (SEL) and how critical it is in re-engaging students, supporting adults, rebuilding relationships, and creating a foundation for academic learning. This section, which was developed with input from representatives ranging from experts in SEL, various organizations, educators and school leaders, includes strategies for developing positive school climates, educator well-being, and recommendations on how to prepare for and integrate SEL when in-person schooling resumes. Multi-Tiered Systems of Support (MTSS) – MTSS is a systematic approach to prevention, intervention, and enrichment in grades PK-12 for academics and behavior that offers educators and families a mechanism to identify individual students who need extra support. In partnership with leaders and educators from districts experienced with implementing MTSS, the NJDOE identified universal screening, collaborative problem-solving teams, family engagement, and data-based decision making as critical components for districts moving toward MTSS. NJDOE Guidance (Pages 33 - 37)

Virtual/Remote Instruction

During an emergency school closure due to the COVID-19 Pandemic, all school buildings will be closed and total virtual/remote learning will be employed. ● Seek approval and implement the

Virtual Crisis Plan and the traditional building Crisis Plans.

● Provide staff with professional development regarding student reaction to stress and trauma that may result from home confinement.

● Provide professional development to support educators’ integration of SEL in their teaching, including the skills to foster positive learning environments

Hybrid/Blended Learning

Within a hybrid/blended schedule, the district will provide both virtual and in-person SEL instruction and resources. ● Seek approval and implement the Virtual

Crisis Plan and the traditional building Crisis Plans.

● Provide staff with professional development, remotely and in-person, regarding student reaction to stress and trauma that may have resulted from home confinement.

● Professional development will be provided to staff regarding the sensitivity needed to effectively assist students as they transition back into the physical

Traditional School Day Returning back to a traditional schedule, the district will provide in-person SEL instruction and additional virtual resources. ● Seek approval and implement the traditional

building Crisis Plans. ● Provide staff with professional development

regarding student reaction to stress and trauma that may have resulted from home confinement.

● Professional development will be provided to staff regarding the sensitivity needed to effectively assist students as they transition back into the physical school environment.

● Provide professional development to support educators’ integration of SEL in their


45

and techniques for embedding SEL into remote instruction.

● Make deliberate efforts to communicate the importance of SEL and how it relates to academic success to students and families.

● Facilitate opportunities for connection and reflection among students; e.g., small group online meetings, surveys, etc.

● Establish routines and maintain clear communication remotely.

● Prioritize relationships and well-being over assignment and behavioral compliance.

● Support students in feeling safe, connected, and hopeful.

● Students and families will have access to the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/virtual-relaxation-room).

● Provide guidance to students to help them to maximize their success as remote learners, including study tips, guidance for creating learning spaces, and motivational advice (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/successful-virtual-student).

● Provide to students virtual access to resources addressing self-care, healthy mind and body, and emotional well-being

school environment. ● Provide professional development to

support educators’ integration of SEL in their teaching, including the skills to foster positive learning environments and techniques for embedding SEL into in-person and remote instruction.

● Make deliberate efforts to communicate, remotely and in-person, the importance of SEL and how it relates to academic success to students and families.

● Promote ways to manage stress amongst students and staff, including the following: ○ Learning about COVID-19 ○ Wearing cloth face coverings ○ Virtual Chat Groups with guidance

counselors and other stigma-free counselors

○ Meditation and exercise ○ Keeping to a schedule

● Facilitate opportunities for connection and reflection among students; e.g., small group online and in-person meetings, surveys, etc.

● Establish routines and maintain clear communication in-person and remotely.



● Students and families will have access to the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwelln

teaching, including the skills to foster positive learning environments and techniques for embedding SEL into in-person instruction.

● Make deliberate efforts to communicate the importance of SEL and how it relates to academic success to students and families.

● Promote ways to manage stress amongst students and staff, including the following: ○ Learning about COVID-19 ○ Understanding how to stop the

spread of COVID-19 ○ Wearing cloth face coverings both in

and out of school ○ Virtual Chat Groups with guidance

counselors and other stigma-free counselors

○ Meditation and exercise ○ Keeping to a schedule

● Facilitate opportunities for connection and reflection among students; e.g., small group online and in-person meetings, surveys, etc.

● Establish routines and maintain clear communication.



● Students and families will have access to the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/virtual-relaxation-room).

● Provide guidance to students to help them to maximize their success, including study tips,


46

(https://sites.google.com/epps.org/epwellness/taking-care-of-myself?authuser=0).

● Collaborate with town stakeholders to hold virtual Stigma-Free events.

● Continue to hold virtual celebrations; e.g., Varsity Sports Banquet, Graduation celebrations, virtual Spirit Days, etc.

Instructional Program Move this World Multi-Tiered System of Supports (MTSS) ● Intervention is offered for ELA and

Mathematics at the middle school level and an additional 45 minutes of instruction for the identified students. In a virtual/remote instructional setting, this would take place at the end of the school day on an online platform. Students are placed based on previous NJSLA scores, marking period grades, mid-year grades, benchmark grades, and teacher recommendations.

● Remediation is offered at the elementary levels to assist students who are struggling academically. This can be done virtually, at the end of the school day.

● Sixteenth Ave. Elementary School currently uses Math 180 and Do the

ess/social-emotional-wellness/virtual-relaxation-room).

● Provide guidance to students to help them to maximize their success as remote learners, including study tips, guidance for creating learning spaces, and motivational advice (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/successful-virtual-student).

● Provide to students virtual access to resources addressing self-care, healthy mind and body, and emotional well-being (https://sites.google.com/epps.org/epwellness/taking-care-of-myself?authuser=0).

● Collaborate with town stakeholders to hold virtual Stigma-Free events.

● Continue to hold virtual celebrations; e.g., Varsity Sports Banquet, Graduation celebrations, virtual Spirit Days, etc.

● A Sensitive Learning Response (SLR) Team will be implemented in each building (virtually and in-person). The SLR Team should provide students opportunities to connect with other students and create peer groups where students can talk to other students about topics outside of school. In addition, the following practices will be implemented: ○ Create a schedule of 1:1 meetings

with students. ○ Implement student-driven ideas for

SEL activities for lessons. ○ Implement an evaluation tool to

record feedback/reflection surveys

guidance for creating spaces for homework and study, and motivational advice (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/successful-virtual-student).

● Provide to students virtual access to resources addressing self-care, healthy mind and body, and emotional well-being (https://sites.google.com/epps.org/epwellness/taking-care-of-myself?authuser=0).

● Collaborate with town stakeholders to hold Stigma-Free events.

● A Sensitive Learning Response (SLR) Team will be implemented in each building. The SLR Team should provide students opportunities to connect with other students and create peer groups where students can talk to other students about topics outside of school. In addition, the following practices will be implemented: ○ Create a schedule of 1:1 meetings

with students. ○ Implement student-driven ideas for

SEL activities for lessons. ○ Implement an evaluation tool to

record feedback/reflection surveys on how students are doing.

○ Identify ways to identify positive student behavior.

○ Create a “Check-In” room where students can go and talk with a guidance counselor and/or other wellness counselors.

○ Create “Check-In” surveys to monitor student wellness.


47

Math for the students identified in their Annual School Plan. Students and teachers will meet for additional instruction virtually utilizing an online platform.

● The middle school uses Math 180 and Read 180 to address the needs of students who are two or more years behind instructionally. In a virtual learning environment students will work remotely using the online platforms provided by each program as well as Google Classroom.

● I&RS is used district-wide to provide tiered interventions for students who are struggling academically. Students are assigned a case manager who meets with the I&RS team, administration, the parents, and the student throughout the school year. The I&RS action plan is revisited every 6 weeks and modified to meet the new needs of the student. Meetings with case managers, administration, and parents will take place virtually.

● The Gifted and Talented Program will continue to offer enrichment to students who have been identified. The elementary schools and middle school will use Google Classroom for communication and the high school will use Canvas. Students will meet virtually and information

on how students are doing. ○ Identify ways to identify positive

student behavior. ○ Create a “Check-In” room where

students can go and talk with a guidance counselor and/or other wellness counselors.

○ Create “Check-In” surveys to monitor student wellness.

○ Assess emotional needs throughout the day; i.e., How are you doing at the beginning/middle/end of a school day?

High-Risk Students

● Target interventions and support for students who struggled with school closure.

● Identify students who may be interested in group sessions in order for students to speak their concerns with others. Ensure safe distancing.

● Promote school-wide activities through virtual platforms to promote school culture.


Mathematics at the middle school level. Students are placed based on previous

○ Assess emotional needs throughout the day; i.e., How are you doing at the beginning/middle/end of a school day?

High-Risk Students

● Target interventions and support for students who struggled with school closure.

● Identify students who may be interested in group sessions in order for students to speak their concerns with others. Ensure safe distancing.

● Promote school-wide activities through virtual platforms to promote school culture.


Mathematics at the middle school level and an additional 45 minutes of instruction for the identified students. In a traditional school day setting, this would take place at the end of the school day in designated classrooms. Students are placed based on previous NJSLA scores, marking period grades, mid-year grades, benchmark grades, and teacher recommendations.

● Remediation is offered at the elementary levels to assist students who are


48

will also be provided on the online platforms being used.

● Schools clubs/extracurricular activities will be held virtually to allow students to have interactions with peers and teachers outside of the traditional classroom subjects/courses.

● Pre-assessments will be given virtually through an online platform at the start of each unit and will not be graded. The information from the pre-tests will determine the learning gaps that will need to be covered by the current teacher for individual students. Online platforms that may be used are Measuring Up Live 2.0, Google Classroom, Canvas, Savvas Realize, Google Forms, IXL, Math 180, Read 180, and others.

● Assessments will be given virtually to determine individual student strengths and areas of improvement. These assessments will drive future instruction within that particular class/subject.

● In support of SEL, the district requires teachers in every subject to teach a “Week of Respect” lesson. This lesson allows students and teachers to address student behaviors as well as the social emotional aspect of being a student. This can be done virtually using

NJSLA scores, marking period grades, mid-year grades, benchmark grades, and teacher recommendations.

● Remediation is offered at the elementary levels to assist students who are struggling academically. This can be done virtually, at the end of the school day, during hybrid/blended learning.

● Attendance will be closely monitored, for students who may be missing school often. New caseloads are determined every 1-2 months and based on the current attendance data. Students who are identified as chronically absent during that time frame and assigned a case manager who checks in and meets with the student and then documents their time with the student. During a hybrid/blending learning environment, teachers will meet with the students on their caseload on days that students are present in the building and not remotely learning.

● Sixteenth Ave. Elementary School currently uses Math 180 and Do the Math for the students identified in their Annual School Plan. Students and teachers will meet for additional instruction virtually during a hybrid/blended learning environment.

● Fountas & Pinnell LLI (Leveled Literacy Intervention) is used to drive instruction for individual reading levels across grades K-5. Students will be

struggling academically. This can be done in specific classrooms, at the end of the school day, during traditional learning.

● Attendance will be closely monitored, for students who may be missing school often. New caseloads are determined for students who may be missing school often. New caseloads are determined every 1-2 months and based on the current attendance data. Students who are identified as chronically absent during that time frame and assigned a case manager who checks in and meets with the student and then documents their time with the student.

● Sixteenth Ave. Elementary School currently uses Math 180 and Do the Math for the students identified in their Annual School Plan. Students and teachers would meet after school for additional instruction.

● The middle school uses Math 180 and Read 180 to address the needs of students who are two or more years behind instructionally. In a traditional learning environment, students will meet for class daily and will utilize teacher instruction and the online software.

● Fountas & Pinnell LLI (Leveled Literacy Intervention) is used to drive instruction for individual reading levels across grades K-5. Students will be assessed in school during a traditional learning environment. I&RS is used district wide


49

online platforms to guide the conversation and lesson.

Multi-Tiered System of Supports for Mental Health: Tier 1 – Prevention and Universal Supports for All Students and Families ● Provide remote access to resources

to self-care, self-help, parent supports, and psychoeducational information.

● Continue to utilize a trauma-sensitive and culturally responsive approach to student engagement and support remotely.

● Continue efforts to provide remote Social and Emotional Learning (SEL) programming.

● Conduct planned remote check-ins with teachers and parents to assist in identifying at-risk students.

● Share information with parents and educators regarding how to identify when a student may be struggling with a mental health issue.

Tier 2 – Establishing ore intensive supports (in addition to Tier 1) that can be provided to students who are identified as at-risk for mental health and/or substance abuse ● Utilize existing staff (School

Psychologists, Social Workers, and/or school counselors) to provide remote support for students who are identified as needing assistance.

assessed on days that they are present in the building during a hybrid/blended learning environment.

● The middle school uses Math 180 and Read 180 to address the needs of students who are two or more years behind instructionally. In a hybrid/blended learning environment students will meet for class on days they are in the building and work remotely using the online platforms on days they are not in the building.

● I&RS is used district-wide to provide tiered interventions for students who are struggling academically. Students are assigned a case manager who meets with the I&RS team, administration, the parents, and the student throughout the school year. The I&RS action plan is revisited every 6 weeks and modified to meet the new needs of the student. Meetings with case managers, administration, and parents will take place virtually to minimize the number of people in the building.

● The Gifted and Talented Program will continue to offer enrichment to students who have been identified. The elementary schools and middle school will use Google Classroom for communication and the high school will use Canvas. Students will meet periodically in smaller groups during a hybrid/blended learning environment. Information will also be provided on

to provide tiered interventions for students who are struggling academically. Students are assigned a case manager who meets with the I&RS team, administration, the parents, and the student throughout the school year. The I&RS action plan is revisited every 6 weeks and modified to meet the new needs of the student. Meetings with case managers, administration, and parents will take place virtually to minimize the number of people in the building.

● The Gifted and Talented Program will continue to offer enrichment to students who have been identified. The elementary schools and middle school will use Google Classroom for communication and the high school will use Canvas. Students will meet periodically in smaller groups during a traditional learning environment. Information will also be provided on the online platforms being used.

● Schools clubs/extracurricular activities will be held after school in a traditional learning environment. This will allow students to have interactions with peers and teachers outside of the traditional classroom subjects/courses.

● Pre-assessments will be given in person at the start of each unit and will not be graded. The information from the pre-tests will determine the learning gaps that will need to be covered by the current teacher for individual students.


50

● Connect families with local community providers, county resources, and other organizations to enhance Tier 2 and 3 remote supports. (See Wraparound Supports and Resources below.)

● Proactively reach out to the Care Management Organization in Bergen County to establish connections to better support families who may be receiving or in need of Tier 2 or 3 supports outside of school.

Tier 3 – Individualized and intensive support for students who are identified as needing mental health and/or substance abuse interventions ● Provide students with

individualized counseling, monitoring of progress, and therapeutic support through remote programs and current staff.

● Collaborate with local community providers, county resources, and other organizations to enhance Tier 2 and 3 remote supports. (See Wraparound Supports and Resources below.)

● Connect students and parents to individual counseling, family therapy, out-patient programs, or addiction services as needed.

the online platforms being used. ● Pre-assessments will be given in person

at the start of each unit and will not be graded. The information from the pre-tests will determine the learning gaps that will need to be covered by the current teacher for individual students.

● Assessments will be given in person during hybrid/blended learning to determine individual student strengths and areas of improvement. These assessments will drive future instruction within that particular class/subject.

● Schools clubs/extracurricular activities will be held virtually to allow students to have interactions with peers and teachers outside of the traditional classroom subjects/courses.

● Positive Behavioral Interventions and Supports (PBIS) is a team utilized to promote appropriate behavior within the building. Students can receive “CRUpons” from staff member when they are doing the right thing. These “CRUpons” can then be given out and turned in for rewards during hybrid/blended learning on days that students are present in the building.

● To assist with SEL, the middle school guidance department organizes specific dates during to support students either in-person or virtually.

● In support of SEL, the district requires teachers in every subject to teach a

● Assessments will be given in person during a traditional learning environment to determine individual student strengths and areas of improvement. These assessments will drive future instruction within that particular class/subject.

● Positive Behavioral Interventions and Supports (PBIS) is a team utilized to promote appropriate behavior within the building. Students can receive “CRUpons” from staff member when they are doing the right thing. These “CRUpons” can then be given out and turned in for rewards.

● To assist with SEL, the middle school guidance department organizes specific dates during student lunch periods where small groups of students can gather and have lunch with each other in the guidance suite.

● In support of SEL, the district requires teachers in every subject to teach a “Week of Respect” lesson. This lesson allows students and teachers to address student behaviors as well as the social emotional aspect of being a student. This can be done in person during a traditional learning setting.

Multi-Tiered System of Supports for Mental Health: Tier 1 – Prevention and Universal Supports for All Students and Families ● Provide access to resources to self-care,

self-help, parent supports, and


51

“Week of Respect” lesson. This lesson allows students and teachers to address student behaviors as well as the social emotional aspect of being a student. This can be done in the classroom on days that students are present during a hybrid/blended learning environment.

Multi-Tiered System of Supports for Mental Health: Tier 1 – Prevention and Universal Supports for All Students and Families ● Provide access to resources to self-care,

self-help, parent supports, and psychoeducational information.

● Continue to utilize a trauma-sensitive and culturally responsive approach to student engagement and support.

● Continue efforts to provide Social and Emotional Learning (SEL) programming.

● Conduct planned check-ins with teachers and parents to assist in identifying at-risk students.


Tier 2 – Establishing more intensive supports (in addition to Tier 1) that can be provided to students who are identified as at-risk for mental health and/or substance abuse ● Utilize existing staff (School

Psychologists, Social Workers, and/or school counselors) to provide support

psychoeducational information. ● Continue to utilize a trauma-sensitive and

culturally responsive approach to student engagement and support.

● Continue efforts to provide Social and Emotional Learning (SEL) programming.

● Conduct planned check-ins with teachers and parents to assist in identifying at-risk students.


Tier 2 – Establishing more intensive supports (in addition to Tier 1) that can be provided to students who are identified as at-risk for mental health and/or substance abuse ● Utilize existing staff (School

Psychologists, Social Workers, and/or school counselors) to provide support for students who are identified as needing assistance.

● Connect families with local community providers, county resources, and other organizations to enhance Tier 2 and 3 supports. (See Wraparound Supports and Resources below.)


Tier 3 – Individualized and intensive support for students who are identified as needing mental


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for students who are identified as needing assistance.

● Connect families with local community providers, county resources, and other organizations to enhance Tier 2 and 3 supports. (See Wraparound Supports and Resources below.)


Tier 3 – Individualized and intensive support for students who are identified as needing mental health and/or substance abuse interventions ● Provide students with individualized

counseling, monitoring of progress, and therapeutic support through existing programs and current staff.

● Collaborate with local community providers, county resources, and other organizations to enhance Tier 2 and 3 supports. (See Wraparound Supports and Resources below).


health and/or substance abuse interventions ● Provide students with individualized

counseling, monitoring of progress, and therapeutic support through existing programs and current staff.

● Collaborate with local community providers, county resources, and other organizations to enhance Tier 2 and 3 supports. (See Wraparound Supports and Resources below.)



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Other SEL Resources NJ DOE SEL Modules

NJ Tiered System of Supports (NJTSS) Implementation Guidelines

An Initial Guide to Leveraging the Power of Social and Emotional Learning as You Prepare to Reopen and Renew Your School Community

Edutopia

Curbing Teacher Burnout Prioritizing Self Care

Getting Ready to Teach Next Year

The National Association of School Psychologists PREPaRE Training Curriculum

Mental Health America

Mental Health - Information and Resources

CDC Guidelines Pandemics and Stress

Get Immediate Help in a Crisis Disaster Distress Helpline: 1-800-985-5990 (press 2 for Spanish)

National Suicide Prevention Lifeline: 1-800-273-TALK (8255) for English, or 1-888-628-9454 for Spanish, or Lifeline Crisis Chat National Domestic Violence Hotline: 1-800-799-7233 or text LOVEIS to 22522

National Child Abuse Hotline: 1-900-4ACHILD (1-800-422-4453) or text 1-800-422-4453 National Sexual Assault Hotline: 1-800-656-HOPE (4673)


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Supports for Staff and Faculty The NJDOE understands the important role of climate and culture, more specifically, social and emotional learning (SEL) and how critical it is in re-engaging students, supporting adults, rebuilding relationships, and creating a foundation for academic learning. This section, which was developed with input from representatives ranging from experts in SEL, various organizations, educators and school leaders, includes strategies for developing positive school climates, educator well-being, and recommendations on how to prepare for and integrate SEL when in-person schooling resumes. NJDOE Guidance (Pages 33-37)

Virtual/Remote Instruction

● During an emergency school closure due to the COVID-19 Pandemic, all school buildings will be closed and appropriate social-emotional supports will be provided to staff remotely.

● Provide time and space for individuals to process traumatic events, re-establish virtual connections with each other, and receive support that prompts their healing.

● Establish routines and maintain clear communication remotely.

● Support staff in feeling safe, connected, and hopeful.

● Prioritize relationships, self-care, and wellness.

● Support virtual access to mental and behavioral resources and encourage them to utilize these services; e.g., the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwellness/social-emotional-

Hybrid/Blended Learning

● Within a blended schedule, the district will provide appropriate social-emotional supports both in-person and remotely.

● Provide time and space for individuals to process traumatic events, re-establish in-person and virtual connections with each other, and receive support that prompts their healing.

● Establish routines and maintain clear communication in-person and remotely.



● Support virtual and in-person access to mental and behavioral resources and encourage them to utilize these services; e.g., the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/virtual-relaxation-room).

● Create opportunities for staff to regularly practice and reflect in-person

Traditional School Day ● Returning back to a traditional schedule,

the district will provide appropriate in-person social-emotional supports to staff.

● Provide time and space for individuals to process traumatic events, re-establish in-person connections with each other, and receive support that prompts their healing.

● Establish routines and maintain clear communication.



● Support virtual and in-person access to mental and behavioral resources and encourage them to utilize these services; e.g., the district’s Virtual Relaxation Room (https://sites.google.com/epps.org/epwellness/social-emotional-wellness/virtual-relaxation-room).

● Create opportunities for staff to regularly practice and reflect on their social and emotional competencies.

● Facilitate opportunities for connection and reflection among staff; e.g., small group in-


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wellness/virtual-relaxation-room).

● Create opportunities for staff to regularly practice and reflect remotely on their social and emotional competencies.

● Facilitate opportunities for connection and reflection among staff; e.g., small group online meetings, surveys, etc.

and remotely on their social and emotional competencies.

● Facilitate opportunities for connection and reflection among staff; e.g., small group in-person and online meetings, surveys, etc.

person meetings, surveys, etc.

Wraparound Supports Wraparound services differ from traditional school-based services in their comprehensive approach to addressing the academic, behavioral, and social-emotional needs of students with interventions both inside and outside of the school environment. These include mental health support, primary health and dental care, family engagement, expanded before-school and after-school and summer learning time, and mentoring programs. NJDOE Guidance (Pages 39-43)

Virtual/Remote Instruction ● Pandemic Crisis Teams are

created for each building to assist with reopening of schools. The teams consist of administration, a parent, the school nurse, child study team, guidance counselor, teachers, head custodian, Director of Public Safety, and other stakeholders.

● Maintain clear communication in-person and remotely.

Hybrid/Blended Learning ● Pandemic Crisis Teams are created for each

building to assist with reopening of schools. The teams consist of administration, a parent, the school nurse, child study team, guidance counselor, teachers, head custodian, Director of Public Safety, and other stakeholders.

● Maintain clear communication in-person and remotely.

● Support families in feeling safe, connected, and hopeful.


Traditional School Day ● Pandemic Crisis Teams are created

for each building to assist with reopening of schools. The teams consist of administration, a parent, the school nurse, child study team, guidance counselor, teachers, head custodian, Director of Public Safety, and other stakeholders.

● Maintain clear communication. ● Support families in feeling safe,

connected, and hopeful.


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● Support families in feeling safe, connected, and hopeful.


● Provide access to resources that will help parents/guardians assist children in coping with the pandemic, grief, or frightening news.

● Continue to conduct parent/community surveys to allow feedback from all stakeholders.

● Provide memos, letters, and email blasts home to inform parents/families of changes, new policies, or protocols put into place.

● Communicate plans and expectations to families in multiple languages.

Mental Health Supports ● School Counselors/Student

Assistance Counselors/Social Workers/School Psychologists will provide remote counseling to students in need. Make referrals to outside agencies as needed.

● Implement virtual Guidance Counselor classrooms for SEL.

● Provide remote check-ins for students and staff.

● Share virtual mental health





Mental Health Supports ● School Counselors/Student Assistance

Counselors/Social Workers/School Psychologists will provide school-based counseling to students in need remotely and in-person. Make referrals to outside agencies as needed.

● Implement remote or in-person Guidance Counselor classrooms for SEL.

● Provide remote and in-person check-ins for students and staff.

● Share virtual mental health resources with staff, parents, and community.

● Collaborate with Bergen County Mental Health Services and CarePlus New Jersey Mental Health Care for additional resources.


● Share information with parents and educators regarding how to identify when a student may be struggling with mental health issues.

● Provide access to resources to self-care, self-help, parent supports, and psychoeducational






Mental Health Supports ● School Counselors/Student

Assistance Counselors/Social Workers/School Psychologists will provide school-based counseling to students in need. Make referrals to outside agencies as needed.

● Implement Guidance Counselor classrooms for SEL.

● Provide check-ins for students and staff.

● Share mental health resources with staff, parents, and community.



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resources with staff, parents, and community.




● Provide remote access to resources to self-care, self-help, parent supports, and psychoeducational information.


Primary Health/Dental Care ● Engage school nurses in planning

to meet the physical health, dental, and mental health needs of students remotely.

● School nurses remotely communicate with students and their families regarding health concerns.

● School physician should be

information. ● Continue to utilize a trauma-sensitive and

culturally responsive approach to student engagement and support.

Primary Health/Dental Care ● Engage school nurses in planning to meet the

physical health, dental, and mental health needs of students.

● School nurses communicate with students and their families regarding health concerns.

● School physician should be utilized in addressing the needs of students.

● Reinforce and adjust screening processes to identify students who may have had unaddressed health or dental needs during the COVID-19 pandemic.

Family Engagement ● The district has administered multiple surveys

to the community to assess the needs of families. Continue to solicit data for needs assessment.

● Parents from all grade spans (K-5, 6-8, & 9-12) are participating in school-based committees to begin the planning for the new school year.

● Send correspondence to the community once the plan is finalized. The district will post the plan on the district website.

● Plan parent/family education workshops, including Google Classroom, the Parent Portal, etc.

● Continue to collaborate with the Elmwood Park Department of Health to address the challenges that families might be facing.



● Provide access to resources to self-care, self-help, parent supports, and psychoeducational information.


Primary Health/Dental Care ● Engage school nurses in planning to

meet the physical health, dental, and mental health needs of students.

● School nurses communicate with students and their families regarding health concerns.

● School physician should be utilized in addressing the needs of students.

● Reinforce and adjust screening processes to identify students who may have had unaddressed health or dental needs during the COVID-19 pandemic.

Family Engagement ● The district has administered

multiple surveys to the community to assess the needs of families.


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utilized in addressing the needs of students.

● Reinforce and adjust remote screening processes to identify students who may have had unaddressed health or dental needs during the COVID-19 pandemic.

Family Engagement ● The district has administered

multiple online surveys to the community to assess the needs of families. Continue to solicit data for needs assessment.





Academic Enrichment/Expanded After-school Learning time/Summer programming

Academic Enrichment/Expanded After-school Learning time/Summer programming ● ESY Program ● Recreation Center Program ● Online and in-person meetings with teacher

Mentoring ● Implement MS/HS Peer Leader Program and

facilitate meetings. ● Work with the Elmwood Park Police

Department for continuation of L.E.A.D. program at the elementary schools in a virtual or in-person setting.

Continue to solicit data for needs assessment.





Academic Enrichment/Expanded After-school Learning time/Summer programming ● ESY Program ● Recreation Center Program ● Meetings with teacher

Mentoring ● Implement MS/HS Peer Leader

Program and facilitate meetings. ● Work with the Elmwood Park

Police Department for continuation of L.E.A.D. program at the elementary schools.


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● ESY Program ● Recreation Center Program ● Online meetings with teacher

Mentoring ● Implement MS/HS Peer Leader

Program and facilitate meetings. ● Work with the Elmwood Park

Police Department for continuation of L.E.A.D. program at the elementary schools in a virtual setting.

Food Service and Distribution School meals are critical to student health and well-being, especially for low-income students, and the NJDOE considers it a moral imperative to ensure the seamless and continuous feeding of New Jersey’s approximate 1.4 million students during all phases of school reopening. The Department is working with the Departments of Agriculture and Health to ensure that school district concerns related to food service are addressed as more guidance is made available. NJDOE Guidance (Pages 43)


During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and classes will meet virtually. The district administration will provide daily updates on the district/ school websites, social media and through Real Time to provide the most up to date

Hybrid/ Blended Learning The district will collaborate with Pomptonian to provide Free and Reduced Students an opportunity for their meals. If lunch is being served during the school day: • Allow student hand washing before and after meal

services. • Providing hand sanitizer for students and staff in

all classrooms, cafeterias and areas where students will eat.

• Areas of the school building will be utilized to


The district will collaborate with Pomptonian to provide Free and Reduced Students an opportunity for their meals.

A traditional schedule will include the serving of lunches in all school buildings. Although standard operating procedures will resume, preventative safety will be implemented including: ● Areas of the school building will be utilized

to serve meals:


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information to parents, students, faculty and other community stakeholders about food distribution. Meals will be made available to all students who are eligible. Pick up locations will be designated based on the assigned schools; accommodations will be made for those families who are required to walk. Procedures will be planned an implemented through Pomptonian Food Services. This information will be updated and frequently communicated to the community. The district will work closely with Pomptonian to schedule daily cleanings of all areas used for food distribution.

serve meals: o PK-5 students will eat in their classrooms

or designated areas o 6-8, 9-12 students will utilize the cafeteria,

senior cafeteria, auditorium, gymnasiums and other areas designated by the administration to limit the number of students in one area.

• Post signage in hallways and cafeteria to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

• Use disposable plates, utensils, etc. • Mark spaced lines to enter the cafeteria and

serving lines (to the extent practicable); designate entrances and exit flow paths; stagger use.

• The cleaning of cafeterias and high-touch surfaces throughout the school day.

Half day instruction Schedule: Lunch will not be served in the buildings.

Take Out/ “Grab and go: • Pre-order meals in advance through Google forms. • Students will exit through a designated area of the

building, and will be handed their pre-ordered food.

o Pre-packaged boxes or bags will be provided to each student

o Sharing of foods and utensils will not be allowed.

• Outside food for students or staff members, will not be permitted back in school, unless approved by administration.

○ PK-5 students will eat in their classrooms or designated area

○ 6-8, 9-12 students will utilize the cafeteria, senior cafeteria, auditorium, gymnasiums and other areas designated by the administration to limit the number of students in one area.

○ Providing hand sanitizer for students and staff in all classrooms, cafeterias and areas where students will eat.

○ Post signage in hallways and cafeteria to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others

○ Allowing students and staff to wear face masks/coverings while in large group gatherings

○ Conducting cleaning of cafeteria and high-touch surfaces after each use.

● As the district enters Phase III, Students who

leave lunch (High School, grade 12, Seniors) will have their temperature check upon returning.

● Outside food for students or staff members,

will not be permitted back in school, unless approved by administration.


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Quality Child Care- Working with Local Providers As schools move through the Governor’s stages of economic restart, the number of families requiring child care may increase. Child care providers are encouraged to reopen subject to guidance from the New Jersey Department of Health. Child care will be needed, particularly in instances where public school schedules are modified or staggered which may increase the likelihood that families that otherwise would not utilize child care will now require it. NJDOE Guidance (Pages 44)

Th district will take the following steps in incorporating child care considerations into our reopening process. ● District administration will communicate with the contracted child care providers (Elmwood Park Recreation Center) in your leadership

and planning meetings. ● Specific Information from the Rec Center, Goddard School and KinderCare will be sent from the Superintendent to the following child

care that is within the district. ● Information regarding school schedules, meals, and other pertinent information will also be provided to the local child care providers

within Elmwood Park so that those facilities may plan accordingly. ○ A list of child care providers within Elmwood Park will be made available to families.

● Information from Bergen County’s Child Care Resource and Referral Agency for a list of licensed child care programs, including family daycare in your area will be provided to families.

● Transportation from school to child care locations will be communicated for a hybrid or traditional schedule. ○ Transportation will not be provided if schools are closed for total virtual instruction.

● Anticipate that children will need additional social emotional supports and coping strategies during drop-off and throughout the day, particularly children who are in an unfamiliar setting with new peers and new adults.

● An Employee Wellness Program will be established to promote healthy lifestyles, particularly mental health, for staff. ● The district will continue to partner with health care providers in the community to ensure families have access to health and wellness

services to address and process trauma. ○ This information will also be made available to families and the public.


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Leadership and Planning Pandemic Response Teams School districts should establish school-based Pandemic Response Teams in each school to centralize, expedite, and implement COVID-19-related decision-making. Each school team should have a liaison that reports to district-level administrators to ensure coordinated actions across the district. Members of the school teams should include a cross-section of administrators, teachers and staff, and parents. Pandemic Responses Teams should represent a cross-section of the school and district, including its gender and racial diversity. If a school has an existing crisis response team, that team could serve as the Pandemic Response Team. If a school or district does not have an existing crisis response team, schools should establish such a Pandemic Response Team to support all planning, management, and decision-making related to the school’s COVID-19 response actions. NJDOE Guidance (Pages 47-48)

• The district has established a District Pandemic Team composed of various district stakeholders, in adherence to the guidance in The Road Back. (Page 4)

• Each school building has created a School Pandemic Team, with a minimum of one person who also participated on the District Pandemic Team and/or on one of the District Committees. (Pages 5,6,7)

• The Superintendent of Schools will supervise the creation, facilitation and coordination of all committees. • The Pandemic Teams will meet bi-weekly to review the below topics through the three phases of the 2020-2021 school year.

Topics Covered by each Pandemic Team: • PPE- Safety Items Ordered/ Needed for staff and specifically Nurses • Guidelines for confirmed Covid-19 cases (as per state guidance) • Contact Tracing Form/ Temperature Checks • New Procedures/ Policy Changes- Entrance/Exit, lanes to divide, Hallways, Visitors, Use of Facilities, Grading • Surveys- Parent/Guardian Surveys, Staff Surveys • Staff Concerns / Questions • District COVID-19 Committees • Professional Development- In-Person and Remote Instruction, COVID-19 Related, PPE, New Procedures etc. • Scheduling for each level • Meeting with the custodial team and the Director of Facilities to review safety and directional posters/stickers • Child Care, Before/After Care


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Scheduling The impact of the COVID-19 pandemic has required districts and schools to rapidly redefine their educational environments. Students and educators have been required to adapt to continually evolving circumstances while making every effort to maintain continuity of learning. As New Jersey continues to navigate the pandemic, our educational systems must ensure that they can mitigate potential future impacts related to COVID-19 and maintain the ability to provide high-quality education to all students. NJDOE Guidance (Pages 49-54)

Tentative 2020-2021 Calendar and Schedule (Phase I) In order to properly plan to begin the 2020-2021 school year with effective hybrid instruction, the district has planned to change the district calendar to allow for professional development for our staff members. The district will follow the below calendar, to be approved the August 25, 2020 Board of Education Meeting:

Tuesday, September 1, 2020- All staff will report to their assigned buildings for faculty meetings and professional development (Full Day) September 2, 3, 4, 5, 2020- (Full Days) Professional Development

Monday, September 7, 2020- District Closed: Labor Day

Tuesday, September 8, 2020- Students Report for the first Day of School: A Day Wednesday, September 9, 2020: B Day Thursday, September 10, 2020: A Day

Friday, September 11, 2020: B Day

First Full Week of School, and the permeant schedule until further notice Monday, September 14, 2020- A Day Tuesday, September 15, 2020- B Day

WEDNESDAYS- REMOTE DAY FOR ALL STUDENTS/ DEEP CLEANING DAY Thursday, September 17, 2020- A Day

Friday, September 18, 2020- B Day

See below for the September- October 2020 TENTATIVE SCHOOL CALENDAR. Both A and B Days- Single Session Days for Students (4 Hours of Daily Instruction)


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As per the NJDOE’s July 24, 2020 correspondence, parents are allowed to select fulltime remote learning for their children in the 2020-2021 school year. A letter was sent home to all parents/ guardians to provide information and a form regarding the Remote Option. Additional information is found in the adopted Fulltime Remote Learning Services Policy - 1648.02 (8/25/2020)

Should the district need to shift back to total remote instruction, the district’s reentry plan would revert from the Hybrid plan to the Virtual/ Remote Instructional Plan.


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Elementary Schools: Grades PreK-5 Elementary students will be offered synchronous and asynchronous instruction from 9:00 a.m.-1:00 p.m. Sample Schedule: 8:30-9:00- Attendance 9:00-10:30 ELA 10:30-10:45- Break/ Snack 10:45-12:00- Math 12:00- 12:45- Science/ SS 12:45- 1:20- Special (Physical Education, World Language, Art, Music, Media/ Technology)

Middle School: Grades 6-8 and High School: Grades 9-12

Middle and High School students will be offered synchronous and asynchronous instruction from 8:45 a.m.-12:45 p.m. Students alternate between A and B weeks: A Week- Monday, Wednesdays Friday B Week- Tuesday, Thursdays Sample Schedule: A Week Sample Schedules: B Week Monday, Wednesday and Friday Tuesday, Thursday 7:00-8:45 Attendance 7:00-8:45 Attendance 8:45-9:30- Period 1 8:45-9:30- Period 4 9:30-10:30- Period 2 9:30-10:30- Period 5 10:30-10:45- Break- 10:30-10:45- Break- 10:45-11:35- Period 3 10:45-11:35- Period 8 11:30-12:18- Period 6 11:30-12:18- Period 7 12:18-12:45- Remediation 12:18-12:45- Remediation Tuesday, Thursday Monday, Wednesday and Friday 7:00-8:45 Attendance 7:00-8:45 Attendance dance 8:45-9:30- Period 4 8:45-9:30- Period 1 9:30-10:30- Period 5 9:30-10:30- Period 2 10:30-10:45- Break- 10:30-10:45- Break- 10:45-11:35- Period 8 10:45-11:35- Period 3 11:30-12:18- Period 7 11:30-12:18- Period 6 12:18-12:45- Remediation 12:18-12:45- Remediation

During the Afternoon Hours: Teachers will be expected to conduct the following Professional Responsibilities: • Attend Assigned virtual meetings with Building Principals, Curriculum Department or Special Services • Touching base with struggling learners • Communicating with parents/ guardians • Lesson Planning and Preparation


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• Grading • Benchmarking • Training/ Assigned Professional Development • Completing tasks as outlined by the administration

Special Education- Virtual Instruction (see above section “Special Education”) ICS teachers will be scheduled with coordinating classes. Special Education students will receive related services in a fully virtual model. ELL Learners (see above section “ELL/ESL Learners”) ESLs students will attend virtual ESL classes. ESL teachers may also push into classes at the K-5 level and work in tandem with the general education teacher. Medically Fragile Students (see above section “Special Education”) All instructional personnel have been directed to implement differentiation and modified instruction for all students, including students with IEPs/ 504s, and those who are medically fragile. The counseling team has created a schedule to have contact with students who are currently receiving counseling services. Additionally, our principals are working directly with the Care Plus employees stationed in our Middle/High School to maintain frequent communication with their parents/guardians. The Nurses will also be involved in this process by maintaining all medical documentation received.


(Phase 1- September 1, 2020- October 31, 2020)

District Wide: Due to enrollment, building size and classroom size, as well as the daily academic schedule, students in these grades will follow a hybrid model

of on-site and virtual learning. To reduce the overall number of students in the building two cohorts will be established. Every attempt will be made to assign siblings across the District to the same cohort, so families can follow the same schedule.

A Day = A Students In-Person Instruction/ B Students Remote Instruction B Day = B Students In- Person Instruction/ A Students Remote Instruction


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Monday- A Day Tuesday- B Day

Wednesday- Virtual Day (Deep Cleaning) Thursday- A Day

Friday- B Day

Elementary Schools: Grades PreK-5

9:00 a.m.- 1:00 p.m.

Cohort A

Students will report to school for single session, in-person instruction on Mondays and Thursdays and will report virtually for single session remote instruction on Tuesdays and Fridays.

Cohort B

Students will report to school for single session, in-person instruction on Tuesdays and Fridays and will report virtually for single session remote instruction on Mondays and Thursdays. Cohorts will be kept in assigned areas of the building and classrooms to promote safety and social distancing guidelines.

Wednesdays will be a virtual day for

both A and B Students.

Middle School: Grades 6-8

8:00 a.m.- 12;18 p.m.

Cohort A Students will report to school for single session, in-person instruction on Mondays and Thursdays and will report virtually for single session remote instruction on Tuesdays and Fridays. The students will follow the below schedules.

Cohort B

Students will report to school for single session, in-person instruction on Tuesdays and Fridays and will report virtually for single session remote instruction on Mondays and Thursdays.

Cohorts will be kept in assigned areas of the building and classrooms to promote safety and

social distancing guidelines.

Wednesdays will be a virtual day for both A and B Students.

Sample Schedule: A Week Monday, Wednesday and Friday

High School: Grades 9-12

8:00 a.m.- 12;18 p.m.

Cohort A Students will report to school for single session, in-person instruction on Mondays and Thursdays and will report virtually for single session remote instruction on Tuesdays and Fridays.

Cohort B

Students will report to school for single session, in-person instruction on Tuesdays and Fridays and will report virtually for single session remote instruction on Mondays and Thursdays.

Cohorts will be kept in assigned areas of the building and classrooms to promote safety and

social distancing guidelines.

Wednesdays will be a virtual day for both A and B Students.

HIGH SCHOOL STUDENTS WILL BE

ASSIGNED 1 HOUR OF VIRTUAL INSTRUCTION EVERY DAY,

despite if they attend in-person or virtual


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Integrated PreK/ Self-Contained PreK Integrate PreK students will be offered 2 days of in-person instruction and 2 days of virtual per week of instruction from 8:45 a.m.-11:15 a.m. Start/dismissal times may be modified or staggered due to transportation needs. Autistic (ASD) PreK ASD PreK students will be offered 4 days of virtual per week of instruction from 8:45 a.m.- 1:00 p.m. Start/dismissal times may be modified or staggered due to transportation needs. Grades 1-5 Students in grades 1-5 will be offered 2 days of in-person instruction and 2 days of virtual per week of instruction from 8:30 a.m.-11:30 a.m. Specials Students will be provided with a rotating schedule of art, music, media/technology, and world language weekly. Physical education and Health will be provided regularly on a weekly basis.

8:00 Attendance 8:05- 9:05- Period 1 9:09- 10:09- Period 2 10:13-11:13- Period 3 11:17-12:18- Period 6 Tuesday, Thursday 8:00 Attendance 8:05- 9:05- Period 4 9:09- 10:09- Period 5 10:13-11:13- Period 8 11:17-12:18- Period 7

Sample Schedules: B Week Monday, Wednesday and Friday 8:00 Attendance 8:05- 9:05- Period 4 9:09- 10:09- Period 5 10:13-11:13- Period 8 11:17-12:18- Period 7 Tuesday, Thursday 8:00 Attendance 8:05- 9:05- Period 1 9:09- 10:09- Period 2 10:13-11:13- Period 3 11:17-12:18- Period 6

instruction that day.

Sample Schedule: A Week Monday, Wednesday and Friday 8:00 Attendance 8:05- 9:05- Period 1 9:09- 10:09- Period 2 10:13-11:13- Period 3 11:17-12:18- Virtual Instruction Tuesday, Thursday 8:00 Attendance 8:05- 9:05- Period 4 9:09- 10:09- Period 5 10:13-11:13- Period 8 11:17-12:18- Virtual Instruction

Sample Schedules: B Week Monday, Wednesday and Friday 8:00 Attendance 8:05- 9:05- Period 4 9:09- 10:09- Period 5 10:13-11:13- Period 8 11:17-12:18- Virtual Instruction Tuesday, Thursday 8:00 Attendance 8:05- 9:05- Period 1 9:09- 10:09- Period 2 10:13-11:13- Period 3 11:17-12:18- Virtual Instruction


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During the Afternoon Hours: Teachers will be expected to conduct the following Professional Responsibilities: • Attend Assigned virtual meetings with Building Principals, Curriculum Department or Special Services • Touching base with struggling learners • Communicating with parents/ guardians • Lesson Planning and Preparation • Grading • Benchmarking • Training/ Assigned Professional Development • Completing tasks as outlined by the administration

Special Education- Virtual Instruction (see above section “Special Education”) ICS teachers will be scheduled with coordinating classes. Special Education students will receive related services in a fully virtual model. ELL Learners (see above section “ELL/ESL Learners”) ESLs students will attend virtual ESL classes. ESL teachers may also push into classes at the K-5 level and work in tandem with the general education teacher. Medically Fragile Students (see above section “Special Education”) All instructional personnel have been directed to implement differentiation and modified instruction for all students, including students with IEPs/ 504s, and those who are medically fragile. The counseling team has created a schedule to have contact with students who are currently receiving counseling services. Additionally, our principals are working directly with the Care Plus employees stationed in our Middle/High School to maintain frequent communication with their parents/guardians. The Nurses will also be involved in this process by maintaining all medical documentation received.


The traditional schedule will be implemented. Although standard operating procedures will resume, preventative safety will be implemented


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Educator Roles This section provides descriptions for pre-service, instructional, and non-instructional educators that will be crucial to student success based on research and best practices. The guidance also provides recommendations for how districts might deploy staff to design and deliver instruction and assess students in hybrid and virtual learning environments. District plans should identify roles and responsibilities of school administrators, teachers, instructional assistants, educational services professionals, and student teachers that will ensure continuity of learning and leverage existing resources and personnel to maximize student success. NJDOE Guidance (Pages 54-57)

Staffing: Roles and Responsibilities Teachers • Reinforce social distancing protocols with students, co-teachers, and/or support staff. • Support school safety guidelines. • Limit group interactions within the classroom. • Set clear expectations for both virtual and on-site settings. • Provide regular feedback to both students and parents regarding student progress. • Instruct proper digital citizenship practices. • Provide materials for at-home activities as appropriate.

Paraprofessionals • Lead small group instruction • Work with general education teachers to develop pre-recorded videos to promote instructional goals and SEL lessons. • Support virtual sessions. • Support families and students in accessing and participating in remote learning activities.

Educational Services Professionals • Lead small group instruction • Facilitate the virtual components of synchronous and asynchronous activities. • Assist with the development and implementation of adjusted schedules. • Satisfy course requests and other scheduling needs. • Support SEL activities embedded into teachers’ lessons. • Group students in cohorts to ensure limited movement in accordance with safety guidelines.


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Administrators • Continue to develop programming and learning opportunities for students within the hybrid learning environment. • Promote professional growth and provide learning opportunities for all staff members. • Continue to develop and modify the Restart & Recovery Plan as needed. • Clearly and consistently articulate expectations to all stakeholders throughout the reopening process. • Facilitate staff members’ access to technological and other resources as they adjust throughout the reopening process. • Create feedback loops to ensure constant communication amongst stakeholders and implement changes according to the feedback. • Strategize and prepare for shortages in staff. Establish contingency plans to ensure continuity of learning and student success.

Substitutes • Carryout lesson plans in cases of long-term absences and/or vacancies. • Meet the building-level expectations in both virtual & hybrid settings. • Become familiar with the staff of assigned building(s).

Mentoring/ Evaluations/ Certification In response to COVID-19, the NJDOE has provided flexibilities for implementation of certain regulatory requirements during the public health emergency. While the relevant Executive Orders are in effect, these flexibilities will apply: Mentoring Guidance, Educator Evaluation Guidance, Certification. NJDOE Guidance (Pages 54-57)

Mentoring • N.J.A.C. 6A:9C-5.1 requires novice provisional teachers to receive the equivalent of at least 30 weeks of mentoring. • Certificate of Eligibility holders must receive at least eight weeks of one-to-one meetings with their mentors. • Certificate of Eligibility with Advanced Standing holders must receive at least four weeks of one-to-one meetings with their mentors. • Mentoring provided during periods of virtual learning may count towards the 30-week minimum requirement. • Some mentees may be required to complete mentoring beyond the minimum requirement as determined by the District. • Mentoring will remain confidential and non-evaluative • Mentoring will be available to staff in a virtual, hybrid or traditional setting.


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Staff Evaluations • The district will continue to follow NJDOE guidelines regarding educator evaluations for the 2020-2021 SY, specifically with the potential

need to conduct “virtual observations.” • Annual staff training will be provided regarding the assessment tools and AchieveNJ regulations. • Training will be provided upon NJDOE guidance on any change to AchieveNJ regulations (observations, evaluations, PDPs, SGOs, SGPs,

etc.) • https://www.nj.gov/education/covid19/teacherresources/edevaluation.shtml • See below for information regarding certifications.

Certification • https://nj.gov/education/covid19/teacherresources/instructionalCEtemp.shtml • The district will continue to follow NJDOE guidelines regarding the certification process and educator evaluations for the 2020-2021 SY.

o Temporary CE & Temporary Provisional Certificates will expire on July 31, 202. A renewal will not be permitted under any circumstances.

o Time spent employed in a role under a Temporary Provisional Certificate, as well as completion of the mentoring requirement, will count toward the requirements for earring a standard certificate, if the candidate completes the required test(s) and is issued a CE or CEAS and Provisional Certificate before July 31, 2021. This time will be applied toward tenure.

o Certification issued to candidates during the COVID-19 Public Health Emergency. - Allows candidates to enter the workforce and to defer the deadline to meet assessment requirement(s) until July 31,

2021. - Minimum Temporary CE requirements: - Hold a bachelor’s degree - Pass the Physiology and Hygiene Exam - Demonstrate required overall cumulative Grade Point Average. - Demonstrate required number of appropriate content course credits for the endorsement sought. - Pay $190.00 application fee.

o Minimum Temporary Provisional Certificate requirements: - Hold a temporary CE - Enroll in or demonstrate completion of a preparation program. - Complete 50 hours of preservice as per educator preparation program requirements. - Attain an offer of employment. - District will enroll candidate into Provisional Licensure Registration Management System (PLRMS)


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Student Teachers (If Applicable) Districts should consider how to efficiently and effectively utilize student teachers. Student teachers are seeking to receive rich clinical experiences and exposure to teaching, schools and classrooms from various vantage points, which allows their roles to be flexible, as they may be leveraged to perform a myriad of teacher duties. In a fully in-person setting student teachers under the supervision of a cooperating teacher may support instruction. NJDOE Guidance (Pages 58-59)

Virtual/ Remote Instruction Students teachers whom were previously approved will be surveyed to determined technology needs and internet access in coordination with the college/ university. Virtual professional development will be provided to student teachers over regarding their district email accounts, Google applications, video conferencing, instructional expectations in a virtual setting, lesson planning, grading, parent communication. Specific district expectations, guidelines regarding professional online etiquette and interactions with students will be communicated by their assigned building teacher, principal(s) and district administration.


Within a hybrid setting the students teachers will follow the same schedule as their assigned teacher. They will be expected to co-teach with their assigned teacher in both a virtual and in-person setting. Students teachers whom were previously approved will be surveyed to determined technology needs and internet access in coordination with the college/ university. Professional development will be provided to student teachers over regarding COVID-19, social distancing, establish safety measures, their district email accounts, Google applications, video conferencing, instructional expectations in a virtual setting, lesson planning, grading, parent communication. Specific district expectations, guidelines regarding professional online and in-person etiquette and interactions with students will be communicated by their assigned building teacher, principal(s) and district administration.


During a traditional school instruction, student teachers will follow the standard operating schedule as their assigned teachers. They will have a full review specific social distancing and established safety measures (see above.) Students teachers whom were previously approved will be surveyed to determined technology needs and internet access in coordination with the college/ university. Professional development will be provided to student teachers over regarding their district email accounts, Google applications, video conferencing, instructional expectations in a virtual setting, lesson planning, grading, parent communication. Specific district expectations, guidelines regarding professional etiquette and interactions with students will be communicated by their assigned building teacher, principal(s) and district administration.


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Athletics • Under Executive Order 149, high school sports under the jurisdiction of the NJSIAA may resume only in accordance with reopening

protocols issued by NJSIAA and cannot resume earlier than June 30, 2020. NJDOE Guidance (Pages 60)

The below information pertains specifically to high school athletics. All Middle School athletics are cancelled for the fall season. The Athletic Director will continue to provide correspondence to the Athletic Department, Coaches, students, parents/guardians on all

athletics in accordance with NJSIAA directives and CDC guidance.


During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed. The district will follow all athletic guidelines as directed by NJSIAA. The track and field at Memorial High School will remain open to the public. The Superintendent of Schools and the Director of Facilities will schedule proper disinfection of each facility. With approval from the Athletic Director, Director of Facilities and the Superintendent of Schools, coaches may continue to post workouts, drills and other healthy living habits onto Google Classroom pages for players. Attendance of workouts should

Hybrid/ Blended Learning NJSIAA- PHASE 1

NJSIAA- Return to Play- Fall 2020

Th district will adhere to all NJSIAA guidelines and executive orders from the Governor's Office. The district will work very closely with the district physician and the Athletic Trainer to implement specific safety measures and protocols that will be followed included, but are not limited to: ● Clearance from physician for athletes who have

or have tested for COVID ● Student-athletes who have pre-existing medical

conditions shall provide clearance from a physician prior to any workout

● COVID-19 Questionnaire must be completed by the student-athlete no later than seven (7) days before the first practice (per season.)

● Development of COVID-19 protocols and procedures relating screening and testing for athletes

● Coaches will be provided professional development training on COVID-19 information including if a student-athlete or coach has tests positive for the virus.

Traditional School Day NJSIAA- PHASE 1

NJSIAA- Return to Play- Fall 2020

Th district will adhere to all NJSIAA guidelines and executive orders from the Governor's Office. The district will work very closely with the district physician and the Athletic Trainer to implement specific safety measures and protocols that will be followed included, but are not limited to: ● Clearance from physician for athletes who have or

have tested for COVID ● Student-athletes who have pre-existing medical

conditions shall provide clearance from a physician prior to any workout

● COVID-19 Questionnaire must be completed by the student-athlete no later than seven (7) days before the first practice (per season.)

● Development of COVID-19 protocols and procedures relating screening and testing for athletes

● Coaches will be provided professional development training on COVID-19 information including if a student-athlete or coach has tests positive for the virus.


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be considerate and not required. ● A communication plan between parents, students, coaches and the appropriate health authorities will be made available to all respected parties.

Hybrid With approval from the Athletic Director, Director of Facilities and the Superintendent of Schools, coaches may continue to post workouts, drills and other healthy living habits onto Google Classroom pages for players. Attendance of workouts should be considerate and not required. In-Person Preventative measures will be in place such as: ● Providing hand sanitizer for students and

staff. ● Sanitizing stations will be located on all

fields/ field houses. ● Signage will be on all fields to communicate

how to stop the spread of COVID-19. ● Other signage includes how to stop the spread

of germs, how to properly wear face coverings, visitors entering the building, amongst others

● Students, staff and spectators are required to wear face masks/coverings while in large group gatherings.



● The Athletic Director and the Director of Facilities will complete an inventory of

● A communication plan between parents, students, coaches and the appropriate health authorities will be made available to all respected parties.

In-Person Preventative measures will be in place such as: ● Providing hand sanitizer for students and staff. ● Sanitizing stations will be located on all fields/

field houses. ● Signage will be on all fields to communicate

how to stop the spread of COVID-19. ● Other signage includes how to stop the spread of

germs, how to properly wear face coverings, visitors entering the building, amongst others

● Students, staff and spectators are required to wear face masks/coverings while in large group gatherings.



● The Athletic Director and the Director of Facilities will complete an inventory of athletic equipment that can be easily sanitized.

● Cloth materials should be avoided. ● Limit or eliminate the use of equipment that

may be used between classes. ● Assign individual equipment to students and

sanitize between periods. If not possible, avoid using equipment altogether.

● Have extra equipment/materials available if it


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athletic equipment that can be easily sanitized.

● Cloth materials should be avoided. ● Limit or eliminate the use of equipment that

may be used between classes. ● Assign individual equipment to students

and sanitize between periods. If not possible, avoid using equipment altogether.



● Staff will be properly trained on how to use disinfectants and limit the spread of the virus.

gets dirty. ● All equipment should be sanitized and clean

with EPA approved disinfectants. Staff will be properly trained on how to use

disinfectants and how to


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Policy and Funding

Elementary and Secondary School Emergency Relief Fund (CARES) • The federal “Coronavirus Aid, Relief, and Economic Security” (CARES) Act established the Elementary and Secondary School

Emergency Relief (ESSER) Fund to provide direct money to school districts and provide funding to support areas impacted by the disruption and closure of schools from COVID-19.

• Under the law, $310.4 million has been allocated to New Jersey, the majority of which will in turn be provided to school districts as subgrants. Allocations to districts are based on their shares of Title I, Part A funding.

• Under federal law, these funds may be used for allowable costs incurred starting March 13, 2020 and must be obligated no later than September 30, 2022. The CARES Act enumerates 12 allowable uses for these funds.

• The law authorizes expenditures that are more directly related to the current health emergency, including purchasing educational technology to support remote instruction, supplies for cleaning and sanitizing buildings, and supplemental instructional programs. Districts should avail themselves of this flexibility to address their specific needs. NJDOE Guidance (Pages 61)

The Elmwood Park School District was awarded $451,146.00 for CARES Funding, with an approved application on June 19, 2020. The district outlined a budget and plan within the EWEG application to address specific areas impacted by the COVID-19 pandemic:

• Remote Learning Programs o Software to support remote/hybrid instruction for various grade levels and content areas. o Assessment Software to monitor student progress and loss of learning o Video Conferencing Software o Devices for students and staff members o ESY/ Special Education Programs

• Salaries/ Benefits

o One (1) Psychologist and one (1) Social Worker will be hired to ensure that the district is supporting students' mental health

• Professional Development Topics o SEL Professional Development for staff, parents and students o Review of new protocol and preventative measures o Student programs to address social media etiquette, healthy relationships, and continue to support procedures to address safe and

accurate reporting of sensitive topics within a remote and hybrid setting.


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• PPE/ Sanitization/ Disinfection Materials o Plexiglass/ Glass dividers o Digital Thermometers o PPE Equipment (Masks, gowns, face shields, handwashing/ sanitization stations)

• Special Education- Related Services o Support services to assist staff and students within a remote or hybrid setting

Federal Emergency Management Agency • Public Assistance the Federal Emergency Management Agency (FEMA) administers the Public Assistance program, which provides

financial assistance to eligible applicants for a portion of costs incurred in responding to a declared emergency. • Due to the COVID-19 pandemic, such an emergency declaration was made for the entire country on March 13, 2020. Under this

program, FEMA will reimburse 75 percent of eligible expenses that are a direct result of the declared emergency. • A district may apply for assistance through the website maintained by the New Jersey Office of Emergency Management. While there is

currently no deadline for applying under the current emergency declaration, districts are encouraged to submit an application as soon as possible. NJDOE Guidance (Pages 62)

N/A

State School Aid • The total amount appropriated for K-12 State aid is essentially unchanged from the 2019-2020 school year. The State aid reductions

included in the original February 27 aid notices will still occur and will be apportioned among “underfunded” districts. • As in prior years, the NJDOE will consider changes in State aid relative to the amounts included in the February 27, 2020 State aid

notices as a mid-year budget adjustment, leaving the original budget certified for taxes intact. Districts should be prepared to revise their budgets in their internal accounting records to reflect revised State aid amounts following the enactment of the appropriations act NJDOE Guidance (Pages 62)

The district has been notified that it will receive $1.6 million less than the original allocated 2020-2021 state aid amount. Accordingly, the district plans on utilizing reserve funds and current reserve accounts to offset the revenue loss. The district will reallocate certain staff members


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to open positions due to retirements/ etc. and will forgo staff increases which were originally budgeted for the 2020-2021 budget.

Purchasing • School districts will likely need to purchase items not needed in the past (e.g., personal protective equipment or cleaning supplies to

sanitize facilities) and experience increased demand for previously purchased goods and services (such as technology). • Given the broad need for certain items, school districts may be able to purchase items at a lower cost by either purchasing through an

established State contract or through a cooperative purchasing consortium. • Districts may collaborate to create new arrangements or use one that already exists (several educational services commissions operate

cooperative purchasing programs). School districts must continue to abide by the provisions of the “Public Schools Contract Law,” N.J.S.A. 18A:18A-1 et seq. NJDOE Guidance (Pages 64)

Increase in online programs at all levels. Increase in technology and connectivity programs as needed Increase purchase of PPE and sanitizing materials Partitions Include hybrid safety materials.

Use of Reserve Accounts, Transfers, and Cashflow • As a result of the COVID-19 pandemic, school districts may encounter fiscal uncertainty with respect to possible disruptions in the

receipt of anticipated revenues or unforeseen expenses. • To the greatest extent possible, districts should consider making expenditures from various accounts or overbudgeted line items to meet

unanticipated costs and to manage their cash flow. • School districts may be able to use funds on deposit in their emergency reserve accounts to finance unanticipated expenses that arise as a

result of the COVID-19 pandemic. Similarly, districts may use the maintenance reserve for required maintenance pursuant to N.J.A.C. 6A:23A-14.2, freeing other funds to be used to meet other needs.

• As districts’ budgetary needs and priorities shift, may need to reallocate planned expenditures across different line item appropriations. Under the provisions of P.L.2020, c.34, the Director of Local Government Services in the Department of Community Affairs has the


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authority to extend the date under which a municipality is required to transfer tax revenue to school districts (and other units of government) during a period of a declared state of emergency or public health emergency. In the event that such a delay is granted, the law requires that the municipality pay a percentage, to be determined by the Director in consultation with the Commissioner, of the full amount due to the district in accordance with the original timeframe.

• Additionally, districts should be mindful that certain budget actions, such as withdrawing from the emergency reserve or making transfers that cumulatively exceed 10 percent of the amount originally budgeted, require the Commissioner’s approval. These requirements are statutory and cannot be waived by the NJDOE, and districts should not presume that such approval will be automatic.. NJDOE Guidance (Pages 64-65)

As indicated above, increasing utilizing reserve accounts to offset revenue decreases, reallocate staff, and monitor all expenses as the year unfolds, in an effort to support the educational goals of the districts.

Cost and Contracting • All school districts are strongly encouraged to participate in the federal E-rate program. • Through an annual application process, eligible schools and libraries can request funding support for two categories of service. • Category One funding support is available for high-speed internet access, data transmission services, and modulating electronics used to

transmit data within a school district’s network. • Category Two support helps to fund purchases of data and wireless network equipment, firewall equipment, routers, cabling, related

installation, training services, as well as other types of equipment. • When school districts procure devices and connectivity or any technology-related item, they must follow all New Jersey State laws and

regulations that are applicable to local school districts for procurement. School districts should consider using cooperative contracting when possible. NJDOE Guidance (Pages 64-65)

The districted planned on increasing bandwidth before the COVID -19 pandemic. Utilized e-rate funding to offset cost for switches, firewalls, equipment and other internet equipment and other devices to enable to district to properly facilitate remote and in-person instruction (testing, etc.). The district has also increased the number of devices to confirm grades 3-12 1:1 devices.


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Continuity of Learning

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

• Procedures to address the return to school of medically fragile students and students with physical or health impairments who may require accommodations and modifications as part of a 504 Plan.

• School districts should communicate frequently with the families of students with significant medical risk factors to determine if additional precautions or unique measures are necessary prior to a student’s return to school.

• IEP teams should review student data/student progress to determine whether critical skills were lost during the period in which remote instruction was being provided to students and determine the need for additional services to address learning loss.

• IEP teams should consider the impact of missed services on student progress towards meeting IEP goals and objectives, and determine if additional or compensatory services are needed to address regression and recoupment of skills within a reasonable length of time.

• IEP teams should develop procedures to complete overdue and/or incomplete evaluations to determine eligibility for special education services.

• The use of school guidance department staff and child study team personnel to identify students whose post-secondary plans may have been adversely affected by the COVID-19 pandemic and provide support, resources, and assistance, which may include facilitating connection to community organizations, scholarship programs, county, state, and federal opportunities to access support. z Clear communication to parents/guardians of the procedures for student referrals and evaluations to determine the eligibility.

NJDOE Guidance (Pages 73-74) N.J.A.C. 6A:14, SPECIAL EDUCATION

Virtual/ Remote Instruction During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed.

● The creation of remote learning

individualized education plans will reflect modifications and accommodations related to virtual/distant learning.

Hybrid/ Blended Learning Virtual Learning ● The creation of remote learning


● Daily planning time will be provided to special education staff to

Traditional School Day Virtual Learning ● The creation of remote learning


● Daily planning time will be provided to special education staff to collaborate best


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● Daily planning time will be provided to

special education staff to collaborate best practices and to share modifications/accommodations in a virtual setting.

● Staff will receive professional development regarding student confidentiality under virtual settings by providing tools to address student needs, compliant to both FERPA and HIPAA. Confidentiality policies are available on the district website and will be specifically communicated to all families.

● Provide increased family support and

training opportunities, as required by N.J.A.C. 6A:14-1.2(b)14) - District Eligibility for Assistance under IDEA Part B.

● In addition to the above, teachers should

consider: ○ Providing closed captioning on all

videos. ○ Providing materials in various

mediums ahead of time so that students have the tools needed to succeed.

○ Archive al recordings of lessons for students to access at a later time.

Related Services During an emergency school closure, due to the

collaborate best practices and to share modifications/accommodations in a virtual setting.




● In addition to the above, teachers

should consider: ○ Providing closed captioning on

all videos. ○ Providing materials in various


Archive all recordings of lessons for students to access at a later time In-Person Instruction • Students and staff members will

follow all social-distancing regulations and school district procedures under

practices and to share modifications/accommodations in a virtual setting.






videos. ○ Providing materials in various


Archive all recordings of lessons for students to access at a later time In-Person Instruction • Students and staff members will follow

all social-distancing regulations and school district procedures under


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COVID-19 Pandemic, all school buildings will be closed and all related services will be provided through synchronous and asynchronous instruction.

‘Traditional Model with Physical Distancing’ should be considered for students while they are in school.

• Safety Measures will include: o Providing hand sanitizer face

coverings for students and staff. o Instruct students how to properly

wash their hands, promote everyday protective measures, and properly wear a face mask




Related Services • With a hybrid model related services

will be provided through in-person and virtual (synchronous and asynchronous)

‘Traditional Model with Physical Distancing’ should be considered for students while they are in school.

• Safety Measures will include: o Providing hand sanitizer face coverings

for students and staff. o Instruct students how to properly wash





Related Services • Related services will be provided in-person


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instruction. • In-person instruction will require

specific safety measures will be put into place including:

o Designated locations for all evaluations








o Hand Sanitizer for use at their desk

o Tissues o Writing Utensils not to be shared o Crayons not to be shared

and will require specific safety measures will be put into place including:

o Designated locations for all evaluations








o Hand Sanitizer for use at their desk o Tissues o Writing Utensils not to be shared

Crayons not to be shared


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ELL/ ESL Learners The NJDOE anticipates that many students likely made less than one full year of academic growth during the 2019-2020 school year. The move to a fully virtual learning environment happened quickly and created significant challenges for staff and students, particularly students already considered at-risk prior to the pandemic. Districts should work closely with their stakeholders to ensure decisions are made collaboratively and transparently and prioritize safely returning students who are most in need of in-person instruction. This may include, but is not limited to, students with disabilities, English language learners (ELL), homeless youth, and low- income students. NJDOE Guidance (Page 13)


During an emergency school closure, due to the COVID-19 Pandemic all school buildings will be closed and total virtual/remote learning will be employed. ● Specific ELL modifications

and accommodations related to virtual/distant learning must be implemented in daily instruction.

● Daily planning time will be provided to special education staff to collaborate best practices and to share modifications and accommodations in a virtual setting.

● Staff will receive professional development regarding ELL instruction.


Within a blended scheduled, the district will provide both virtual and in-person instruction. ● Specific ELL modifications and

accommodations related to virtual/distant learning must be implemented in daily instruction.





videos in appropriate language of ELL learners.

○ Providing materials in various languages ahead of time so that


Standard procedure will be implemented while taking preventative measures:

○ Post signage in classrooms, hallways, and entrances in multiple languages to communicate how to stop the spread of COVID-19.

○ Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

● Specific ELL modifications and accommodations related to virtual/distant learning must be implemented in daily instruction.




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● In addition to the above,

teachers should consider: ○ Providing closed

captioning on all videos in appropriate language of ELL learners.

○ Providing materials in various languages ahead of time so that students have the tools needed to succeed.

○ Archive all recordings of lessons for students to access at a later time.

Immigrant/ ELL Services During an emergency school closure, due to the COVID-19 Pandemic, all school buildings will be closed and all related services will be provided through synchronous and asynchronous instruction. Communication with ELL families during virtual instruction: ● All communications will be

translated and accessible in all languages spoken in district homes.

● Increase number/access to multilingual faculty members to support ELL students and families in remote environment and upon re-entry of schools

students have the tools needed to succeed.


Immigrant/ ELL Services Within a blended scheduled, the district will provide both virtual and in-person instruction for ESL/ELL Students during the school day. However, during blended instruction the afterschool immigrant program will be provided virtual synchronous and asynchronous instruction. Communication with ELL families during blended instruction: ● All communications will be translated and

accessible in all languages spoken in district homes.


● Ensure that families of ELL have access to technology needed to succeed under remote learning

● Provide ELL families with information regarding health risks and social distancing during school closures.

● Preventative measures considerations

include: ○ Post signage in classrooms, hallways,

and entrances in multiple languages to communicate how to stop the spread of COVID-19. Other signage includes

● In addition to the above, teachers should consider: ○ Providing closed captioning on all

videos in appropriate language of ELL learners.

○ Providing materials in various languages ahead of time so that students have the tools needed to succeed.


Immigrant/ ELL Services Within a blended scheduled, the district will provide both virtual and in-person instruction for ESL/ELL Students during the school day. However, during blended instruction the afterschool immigrant program will be provided virtual synchronous and asynchronous instruction. Communication with ELL families during blended instruction: ● All communications will be translated and

accessible in all languages spoken in district homes.





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how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

● Ensuring that all communications are

translated and accessible in all languages spoken in district homes ○ Increase number/access to multilingual

liaisons to support ELL students and families in remote environment and upon re-entry of schools

○ Ensure that families of ELL have access to technology needed to succeed under remote learning

○ Ensure that families understand health risks and social distancing during school closures.

● In order to provide students with success when re-entering the school building, schools will provide educators and families the appropriate technology to view documents online and conduct virtual meetings whenever possible

● Provide PPE, such as face shields as opposed to face masks, when appropriate.

● Preventative measures considerations include: ○ Post signage in classrooms, hallways,

and entrances in multiple languages to communicate how to stop the spread of COVID-19. Other signage includes how to stop the spread of germs, how to properly wear face coverings, visitors entering the building, amongst others.

● Ensuring that all communications are

translated and accessible in all languages spoken in district homes ○ Increase number/access to multilingual

liaisons to support ELL students and families in remote environment and upon re-entry of schools

○ Ensure that families of ELL have access to technology needed to succeed under remote learning

○ Ensure that families understand health risks and social distancing during school closures.

● In order to provide students with success when re-entering the school building, schools will provide educators and families the appropriate technology to view documents online and conduct virtual meetings whenever possible

● Provide PPE, such as face shields as opposed to face masks, when appropriate.


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Technology and Connectivity Each school district should strive to ensure that every student has access to a device and internet connectivity. Districts should prioritize the provision of technology, or, alternatively, in-person instruction, to students that are otherwise without access. Additionally, these districts should include in their reopening plan the steps taken to address the technology deficit and how it will be resolved as soon as possible. NJDOE Guidance (Pages 74-76)

Needs Assessments: Previously conducted on: March 30, 2020. With the current pool of survey participants, 98% of families have internet access and 95% of families have personal devices that may be used for remote instruction. Students without Wi-Fi access have been identified and will be provided with hard copy packets, additional devices or Altice Services by the district for the duration of the extended closing in order to engage with the work. Students who do not have a device in their homes will be issued a school device. A needs assessment for the 2020-2021 School Year will be sent out in August 2020 to reassess the technological needs of our families in Elmwood Park. Additional assessments will be provided prior to the close of each phase (October 15th,; tentatively- November, January, April.). Parents may also contact the building principal at any time if specific circumstances arise and a device or internet service is needed. Procedures for Roll-Out • Prioritize the purchase and roll-out of devices and/or connectivity that may improve learning based on the results of the needs assessment. • The information provided in this section, along with funding options in the School Funding section, provide strategies for maximizing

available funding to ensure students have access to devices and internet connectivity to improve remote instruction. District Devices and Internet Access The school district is on track to providing grades 3-12 functions with 1:1. Students in grades PreK-2 will be provided surveyed separately to ensure that all students have a working device at home. All families will be surveys prior to the start of the school year to ensure that internet access is accessible, and if not, the district intends to supply Alice Internet Service to those in need. Our staff will be provided with four days of professional development, prior to the start of the 2020-2021 school year to review proper use of their devices and all of the remote platforms that will be employed throughout the year for hybrid or remote instruction. Specific Technological Needs: The following learning management programs will be employed for all students: Canvas (grades9-12), Google Classroom (Prek-8), ClassDojo (Grades K-5), and all online platforms being used by teachers to instruct students (i.e. IXL, Raz-Kids, Measuring Up, enVision Mathematics digital resources, Newsela, Read 180, Math 180, Mystery Science etc.) and monitor progress. Special Education (Please see page 78)


89

The Special Services Department, the Child Study Team (CST), and specific student service providers such as ELL and OT/PT were consulted to ensure all considerations were made when asking teachers to design remote instructional plans.

o In order to access remote education, the district will provide related service requirements through district provided technology. o Students will be provided services via remote platforms within a totally virtual setting. o Assistive technology needs will be provided as per IEP requirements o Programs that will be employed specifically for students with IEPs: Rethink Autism, Don Johnston, Raz Plus, Learning A-Z and the

above listed programs.

ESL/ELL (see page) (Page 80) o In order to access remote education district will provide related service requirements through district provided technology. o Students will be provided ESL services via remote platforms within a totally virtual setting. o Assistive technology needs will be provided as per the needs of ELL learners. o Programs that will be employed specifically for students currently within our ESL programs: Imagine learning, Learning A-Z,

ABCya, Capstone Pebble Go/ Pebble Next, ESL Library, Boom Learning

Training for Students and Parents • Training will be provided remotely and in-person (if allowable) to students and parents regarding the district’s Technology Policy and

Handbook, the learning management programs Canvas (Savvaas) and Google Classroom, In the absence of District-Issued Technology • Students who may be unable to fully participate in remote instruction because of a lack of district-issued technology, will be provided with

instructional accommodations. This may include the necessary instructional materials, and hard copies of assignments to be provided/ delivered to the student. Arrangements may also be made regarding home-schooling (virtually or, if needed in-person.) Any and all efforts will be made to ensure that all students are able to access the instructional information being provided to their classmates.

Learning Environment: Curriculum In planning curriculum, instruction, and assessment for reopening, districts must focus on building staff capacity to deliver highly effective instruction in hybrid environments as well as preparing them to address any learning gaps that might prevent students from meeting grade-level New Jersey Student Learning Standards (NJSLS). The NJDOE encourages districts to develop plans that are innovative, cultivate a clear sense of shared purpose and goals, encourage collaboration among educators, and foster an effective partnership approach with students’ family members and caregivers.


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As we plan to enter the 2020-2021 school year, educators will be tasked not only with delivering curriculum but also structuring the curriculum to account for the loss of learning that may have resulted from the extended school building closures. This loss includes not only the skills necessary to access grade-level material but also content knowledge. To accelerate students’ progress during the upcoming school year, administrators and educators will be tasked with identifying what unfinished learning needs to be addressed. Accelerated learning focuses on providing students with grade-level materials, tasks, and assignments along with the appropriate supports necessary to fill the most critical gaps in learning. Accelerated learning seeks to help educators utilize classroom time as efficiently as possible. NJDOE Guidance (Pages 76-78)

Delivering the Curriculum ● Leaders communicate expectations for delivering high-quality instruction and assessing and monitoring students’ progress. ● Teachers review the curriculum for the current grade/level of study, the previous grade/level of study, and the next grade/level of study,

developing a greater understanding of coherence built within the discipline. Teachers examine the New Jersey Student Learning Standards and district’s scope and sequence to understand what skills and content knowledge will be addressed, when it will be addressed during the school year, and how students will demonstrate their knowledge of the Standards.

● Encourage early collaboration between educators to ensure consistency across grades and content areas and provide sufficient time to prepare for necessary incorporation of new instructional techniques.

● Teachers collaboratively identify the basic skills and the new skills needed to master new concepts. ● Teachers collaboratively identify the concepts and skills that will best help students to prepare for the next grade/level of study

(prerequisite skills and knowledge). ● Provide training to teachers and leaders regarding the evaluation of students’ unfinished learning and acceleration support. ● After identifying the size and commonality of learning gaps among their students in relation to the essential prerequisite skills and

content knowledge that need to be addressed, teacher’s base decision-making about what to teach and when to teach content and skills on student learning objectives that identify the degree to which students have mastered the Standards.

● Teachers make alterations to the pacing guide, upon the identification of learning gaps. Pacing will be adjusted to allow for acceleration support.

● Teachers collaborate to develop lessons that are aligned to the New Jersey Student Learning Standards. at the current grade/course level. ● Provide guidance/training to teachers regarding best practices for synchronous and asynchronous learning; for example, in-person

instructional time should be reserved for items that will be more difficult to accomplish via remote learning. ● Teachers collaboratively identify topics in the current curriculum that will be addressed best through synchronous learning, through

asynchronous learning, or through a combination of the two modes of delivery, taking into consideration the concepts and skills that they deem most important in preparing students for the next grade/level of study as well as the students’ developmental level; for example, exploration of new concepts through a video, virtual instruction, reading, or a presentation may be conducted remotely, while students’ practice in the application of new concepts may take place in-person with their peers, as teachers provide guidance and feedback.

● Teachers collaboratively brainstorm various scaffolding devices, services, and supports that may be necessary to enable students to master the new Standard.


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● Teachers differentiate the instructional activities to meet the needs of their students. ● Teachers deconstruct the New Jersey Student Learning Standards into student-friendly learning targets so that students have clarity about

what they are studying. Learning expectations should be explicit and understandable to students. ● Develop predictable routines and structures for students while maintaining student engagement through varied instructional

strategies/modalities. ● Monitor students’ progress on grade-appropriate assignments and assessments and adjust supports for teachers based on learning

outcomes. ● Teachers and leaders work to develop positive and cooperative relationships with students’ parents/guardians and families. ● Leaders support teachers in making necessary curricular adjustments and continuously improving the quality of instruction, especially in

remote and hybrid environments. ● Continue to provide support and professional development for staff. ● Continue to encourage collaboration and provide opportunities for teachers to co-plan instruction.

Addressing Learning Gaps ● Leaders communicate with educators about how they will address unfinished learning from the 2019-2020 school year without engaging

in an extended period of remediation at the start of the 2020 - 2021 school year. ● Leaders provide guidance that clearly explains how identification of unfinished learning based on the expectations of the New Jersey

Student Learning Standards will be used to guide decision-making regarding the district’s scope and sequence of curricula. ● Leaders establish a systematic approach to ensure that the types of assignments that students are given are consistent with the targeted

Standards, provide specific evidence of the degree to which the Standards are met, and include actions that teachers will take in response to their students’ work.

● Teachers collaboratively and thoughtfully select the specific prior knowledge (concepts and skills) that will best help students grasp the upcoming standard(s).

● Teachers collaboratively identify upcoming key terminology as well as previously covered critical vocabulary that students may be missing, prior to beginning instruction of new material.

● Ascertain students’ background knowledge on the given topic. (See Assessments below.) ● Consider how to leverage whole-group remediation to address learning gaps and where targeted intervention may make more sense. ● Address learning gaps (concepts and skills) in the context of new learning. ● The necessary basic skills should be applied immediately with the new content and not taught in isolation. Providing key prior

knowledge will enable students to connect to new information. ● Introduce to students the new terminology and review previously covered critical vocabulary that students may be missing, prior to

beginning instruction of new material. ● Teachers support students so that they may be successful with work at the current level. Teachers use scaffolding judiciously. Keeping

in mind that the purpose of scaffolding devices is to enable students to access the rigor of the Standard, teachers reduce or withdraw scaffolding support when appropriate.

● Teachers enable students to understand the real-world relevance and purpose of the concept to increase motivation and retention.


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● Teachers and leaders monitor students’ confidence, participation, and academic progress. (See Assessments below.) ● Pacing and direction should be active, fast-paced, and hands-on, while providing acceleration support. ● Ongoing collaboration between colleagues should be encouraged.

Resources: TNTP Learning Acceleration Guide: https://tntp.org/assets/set-resources/TNTP_Learning_Acceleration_Guide_Final.pdf ELA Instructional Units: https://www.nj.gov/education/cccs/instructionalunits/ela/ Math Instructional Units: https://www.nj.gov/education/cccs/instructionalunits/math/ ELA Model Curriculum: https://www.nj.gov/education/modelcurriculum/ela/ Math Model Curriculum: https://www.nj.gov/education/modelcurriculum/math/ Social Studies Model Curriculum: https://www.nj.gov/education/modelcurriculum/ss/ Science Model Curriculum: https://www.nj.gov/education/modelcurriculum/sci/ Visual and Performing Arts Model Curriculum: https://www.nj.gov/education/modelcurriculum/vpa/ World Languages Model Curriculum: https://www.nj.gov/education/modelcurriculum/wl/ Comprehensive Health and Physical Education Model Curriculum: https://www.nj.gov/education/modelcurriculum/peh/ Achieve the Core: https://achievethecore.org/category/774/mathematics-focus-by-grade-level

Learning Environment: Instruction As school districts prepare for the upcoming school year, instructional plans that are flexible, promote innovation, and take advantage of the strengths of school leaders, teachers, students, and family and community members will be best suited to adapt to changing learning environments as may be necessary. NJDOE Guidance (Pages 78-80)


● Develop a shared understanding among staff, students, and families across grade-levels and schools regarding learning expectations, and anticipated environments (e.g., hybrid approaches to instruction, virtual platforms, learning management systems)


● Teachers will utilize best practices in their instructional delivery.

● Teachers will deliver on grade level content through challenging and engaging lessons, reviewing and/or reteaching previously learned or unmastered concepts as needed as well as introducing untaught material.

● Instruction will include the core subject areas, special areas, and Social Emotional Learning (SEL).


● Students report to campus and attend classes in a traditional setting with access to online instruction through Google Classroom, Class Dojo, or Canvas.

● Teachers will be present with students in the classroom to


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and expectations for interactions (e.g., connecting with students and their family) to ensure all students have access to high-quality instruction.

● Design for student engagement and foster student ownership of learning:

● Develop students’ meta-cognition (parents may be able to provide some insights on how students understand how they learn best).

● Collaborate with school leaders and educators to determine what types of supports are needed for effective pedagogical approaches during remote or hybrid instruction:

● Assess the district’s data on how English language learners experienced instruction during remote or hybrid learning; particularly for newcomer students and students with lower English language proficiency levels.

● Assess English Learners’ levels of engagement and access in an in-person, virtual, or hybrid learning environment.

● Teachers will provide interventions for students who fall below grade level.

● Teachers will offer enrichment for students who are learning at a faster pace or higher level.

● Students are assigned a mix of both online and paper-based assignments.

● Consistent lesson delivery from teacher to student will remain strong through both face to face method and virtual instruction.

● Google Classroom will be the learning management system for Pre-K through grade 8. Pre-K through grade 5 (elementary schools) will also utilize Class Dojo. Canvas will be the learning management system for grades 9 through 12.

● Students will submit their digital work via Google Classroom or Canvas.

● Instructional videos will be posted through the learning management systems to explain content to students for their remote learning.

● Remote instruction will include both synchronous and asynchronous learning.

● Synchronous instruction may be whole group, small group, and one-on-one Zoom meetings, occurring several times a week, as needed.

● Teachers will utilize a variety of digital resources and platforms to enhance distance instruction, including Pearson Realize, IXL, and Google Apps for Education.

● Teachers monitor students’ in-person and online efforts, engagement, and progress.

● All assignments will be differentiated based on students’ learning levels and abilities, with teachers creating and allowing for individual learning pathways.

● Students with Individualized Education Plans and 504 Plans will receive the appropriate instructional modifications and accommodations.

deliver instruction daily, respecting and maintaining social distancing regulations.

● Students will participate in all academic subject areas.

● All students are enrolled in on campus learning, unless individual families request another learning pathway from Administration.


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● Teachers will be available to answer students’ questions via email, online platform, Zoom, and/or in person.

● Teachers check-in regularly with families to update them on students’ progress as well as provide guidance on how they may assist their students’ completion of tasks and learning.

Learning Environment: Assessment Summative assessments are not appropriate for evaluating the needs of students and planning instruction; therefore, educators should focus on locally developed pre-assessments and formative assessments upon returning to school. In the absence of spring 2020 summative assessment data, school districts should identify alternate sources of prior assessment data which may complement data driven decision-making regarding remediation efforts. Online pre-assessments and formative assessments should be leveraged in either a fully virtual or hybrid learning environment to support the evaluation of student strengths and areas for improvement, and to inform next steps, including determining whether remediation is required for an entire group of students or on an individual student basis. The purpose of pre-assessments administered to students at the start of instructional units in the fall should be limited to informing instructional plans with respect to gaps in mastery of standards while continuing to move students forward at current grade-level. Such pre-assessments should be incorporated into regular classroom activities and to the greatest extent practicable, should not interfere with student learning opportunities as schools reopen. Pre-assessments should be considered “no-stakes” and simply be used to determine what learning gaps exist, and the extent of such gaps. NJDOE Guidance (Pages 80-82)


● Communication ● Inventory Sources of Current

Student Performance Data ● Develop Hypotheses ● Determine Appropriate

Assessment Tools ● Develop Assessment Strategy ● Professional Development ● Educator Planning Time ● Data Analysis ● Feedback Loops


● Students in grades K-8 will utilize Measuring Up for assessments and/or benchmarks in math, ELA, and science.

● Students in grade K-12 will utilize enVision Mathematics online platform for assessments, mini lesson quizzes, do nows, exit tickets, and/or benchmarks.

● Formative assessments such as graphic organizers, discussion, journals, questioning, projects, non-graded quizzes, and observations will be used frequently throughout all courses and grades.

● Pre-assessments will be given at the start of each unit and


● Students report to campus and attend classes in a traditional setting with access to online assessments as well as formative assessments within the classroom.

● Teachers will be present with students to administer daily do nows, exit tickets, questions, pre-assessments, post-assessments, benchmarks, mini


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will not be graded. The information from the pre-tests will determine the learning gaps that will need to be covered by the current teacher for individual students.

● Assessments will be given to determine individual student strengths and areas of improvement. These assessments will drive future instruction within that particular class/subject.

● Post-assessment information would be used to evaluate the impact of the instructional changes that have occurred.

● Quarterly benchmarks assessments administered to determine student achievement and address learning gaps in all subjects.

● Establish a clear vision for schoolwide data use through PLC meetings and common planning time.

● Providing feedback to students after taking an assessment will be essential for students to continue learning and make changes as they build on their current skills. Involve students in the process by encouraging reflection on their assessment taken.

● High School students will utilize Canvas to administer assessments to track student progress.

● Elementary and Middle school students will utilize Google Classroom and Google Forms to administer assessments to track student progress.

● Students will have the opportunity to self-assess periodically.

● IXL will be used in grades K-8 to assess student knowledge on particular skills and standards.

● Math 180 and Read 180 inventories will be given to assess students who are 2 or more years behind grade level. This assessment will allow for additional instructional support in either Math or Reading for students that are identified.

lesson quizzes, journals, observations, and other formative assessments that may be needed in the classroom.

● Teachers will use the data from the assessments given to guide future instruction within the classroom.

● Students will participate in all academic subject areas.

● All students are enrolled in on campus learning, unless individual families request another learning pathway from Administration.


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Additional Resources The Road Back: Restart and Recovery Plan for Education (NJDOE): https://www.nj.gov/education/reopening/NJDOETheRoadBack.pdf CDC Guidance ● Know How It Spreads ● Symptoms ● COVID-19 FAQ ● Communication Resources

New Jersey Department of Public Health ● SNAP - English ● SNAP - Spanish ● SNAP - Portuguese

New Jersey’s COVID-19 Hotline ● General COVID -19 Questions: call 2-1-1 ● Medical COVID-19 questions - 1-800-962-1253 (24/7) ● Text NJCOVID to 898-211 ● Schools Crisis Text Line

NJ Department of Health ● COVID-19 Guidance - English ● COVID-19 Guidance - Spanish

Documents

EPPS REOPENING PLAN: August 7, 2020 Elmwood Park Public … · J. Santillan-Jimenez, Nurse Tanisha Dennis, Parent Mike Wartel, Dir. of Safety Jennifer Moody, Parent Cher Pressler,