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Lindenwold School Closure Plan 5.22.20

DISTRICT NAME: Lindenwold Public Schools

DISTRICT CONTACT: Lori L. Moore, Ed.D., Superintendent of Schools

Enrollment & Demographic Information

Enrollments based on Oct 2019 counts:

Student PreK – 12 on roll count: 2946; Low Income on roll count: 2404; ELL on roll count:

736

PreK on roll count: 165 - General Ed 111 Special Ed 54; Plus Head Start: 60 (including 6

special education students).

Based on 2018-2019 School Performance Report

Economically Disadvantaged Students 83%; Students with Disabilities 15%;

English Learners 23%; Homeless 8%

Demographic Information:

Based on 2018-2019 School Performance Report

White 9%; Hispanic 54%; Black or African American 34%; Asian 2%; Native

Hawaiian or Pacific Islander <1%; American Indian or Alaska Native <1%; Two or

More Races 1%

Essential Employees (list all):

Administrators (20):

Superintendent and Business Administrator are working a combination of on-site as

needed and remote when possible

Principals (4), Assistant Principals (3), Director of Curriculum and Instruction,

Director of Special Services, and Director of Pupil Personnel Services are working a

combination of remote and on site to complete tasks that cannot be done remotely.

12 month Supervisors (8) are working remotely to the extent possible and on site as

needed to complete tasks that cannot be done remotely.

Technology and IT Support Staff:

Director of Technology and Network Administrator, plus two technicians, are

working a combination of remote and on-site to support the infrastructure and

technology needs of the district throughout our remote learning plan.

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10 month Certified Staff (Teaching Staff Members – 279; Guidance – 9; Nurses – 5; CST – 10)

Working remotely with limited access to facilities to retrieve resources/materials

and/or use equipment necessary to prepare packets/hard copies as needed and to

support the continuity of instruction and student services for tasks that cannot be

done remotely.

Support Staff

Facility Director and Facility Supervisor are working on site as needed

Custodians (21 F/T and 6 P/T) are working on site 4 days, 4 hours per day to clean

and sanitize facilities and assist with operational needs to support the continuity of

instruction and student services. Effective June 1, 2020, custodial shifts will be

adjusted to provide adequate coverage for summer cleaning protocols. This

schedule may be adjusted in accordance with the needs of the district.

Food Service Workers (6) are working on site 3 days per week to support the food

service plan. This schedule may be adjusted in accordance with the needs of the

district.

12 month LEA Secretarial Staff (16) are working remotely to the extent possible; on

call to support essential tasks on site that cannot be done remotely

12 month Superintendent and Business Office support staff (Payroll/Benefits -1;

Confidential Secretaries - 3; Accountant -1; Accounts Payable -1) are working

remotely to the extent possible and on call to support essential tasks on site that

cannot be done remotely

10 month Instructional Assistants, Personal Care Assistants, ESL/Bilingual

Assistants, Library Assistant (Approximately 55 in total) are working remotely and

on call if needed to come on site to support the continuity of instruction and student

services for tasks that cannot be done remotely

Hall Monitors (5) and Security Guards (2) are on call to work on site if needed

Staffing Considerations:

● The district will determine whether staff will be required to report to the school building

and/or work from home based upon the needs of the district, contractual requirements and

capacity based on safety.

o Due to social distancing, students may be required to stay home, while staff are

required to report to the building to continue to provide for the continuity of

instruction and student services

o Social distancing and appropriate PPE measures will be in place for anyone

working on site.

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o In cases where teachers are not able to interact with students remotely or prepare

assignments, the district will ensure that substitute teacher plans are developed

and coverage is provided to the extent possible; Staff members will submit their

absences in Aesop

Remote Learning Environment

The district defines a “remote learning environment” as an environment for learning

outside of the school building that consists of a minimum of 10 hours of remote learning

per week (instruction and/or learning opportunities) where students will have electronic

access to teachers. Under this learning method, all instruction/learning activities will be

developmentally appropriate.

Delivery of Remote Instruction Differentiate instructional time, class assignments, independent work, and measures of student

learning by grade bands. In each grade band, design virtual, and remote learning plans to

maximize student growth and learning to the greatest extent possible:

The Lindenwold Public Schools will continue to use this ongoing period of remote learning to

equitably provide, to the best of our organizational ability, quality, differentiated, NJSLS-aligned

instruction to all students. We intend to use this time as an opportunity to re-think how our lessons give

students an opportunity to learn. We do not expect that teachers maintain “business as usual” with

planning, instruction, and assessment during this time when learning is anything but usual. Instead,

teachers should approach remote learning as a time to promote learning experiences in which students

have greater self-direction, are given multiple pathways to demonstrate knowledge and skills, experience

learning as an ongoing process, and move beyond traditional classroom dynamics that may not work for

many students.

High School

At the HS level our students are expected to complete a minimum of 10 hours per week of

instruction. Students engage with material primarily through Google Classroom (GC). Teachers use GC

to post instructional videos in tandem with directions for assignments and new content; our expectation is

at least one accompanying video per lesson.

Teachers make use of online materials provided by our core resources through providers such as

Pearson, HMH, and Scholastic. Teachers use Zoom where possible to host video chats with students. All

staff can make use of our Curriculum and Instruction site to access a library of free resources that can be

used for each disciplinary subject.

Students are generally encouraged to make time for school during the hours of 8-12 per day, the

times when teachers are most available. However, we recognize that student individual circumstances

may prevent them from school work during this time, and we support the flexibility that asynchronous

learning affords.

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Academic support teachers work with classroom teachers to provide support through iXL,

targeted content videos, small group lesson content and instruction, and professional co-planning in

response to performance data.

Middle School

At the MS level our students follow expectations much like our HS, in which they are expected to

complete a minimum of 10 instructional hours per week. Students use the GC platform to interact with

instructional materials, and teachers are expected to provide instructional videos. Teachers hold Zoom

live meetings where possible. Teachers make use of online core resource materials.

At the MS level our students are guided through a more specific schedule in which their courses

are assigned days of the week that they should be devoting to specific subjects or catching up on work--

this was in response to initial feedback that students were overwhelmed by the work they needed to do

with more independence than an in-school setting.

As with the HS, students are generally encouraged to make time for school during the hours of 8-

12 per day, the times when teachers are most available. However, we recognize that student individual

circumstances may prevent them from school work during this time, and we support the flexibility that

asynchronous learning affords.

Basic skills teachers work with classroom teachers to provide support through iXL, targeted

content videos, small group lesson content and instruction, and professional co-planning in response to

performance data. Instructional coaches work to provide guidance, resources, and intervention support to

teachers, and to assist with management of student performance data, issues related to access and

connectivity, and other topics relevant to the success of our remote learning plan.

HS/MS Additional Info

In both our MS and HS assignments are expected to follow a project-based learning approach, in

which students are assigned projects that encourage them to develop content knowledge and discipline-

specific skills. To this end we continue to make use of our academic categories grading system, in which

student assignments and assessments are calibrated to categories that correspond to the goals of each

department in alignment with the NJSLS and other learning goals. For example, in English classes

assignments and assessments are based on reading literature, reading information, writing,

speaking/listening, and language. Math assignments and assessments are aligned to math fluency, math

concepts, and math application. All courses contain assignments and assessments aligned to 21st century

skills such as critical thinking, collaboration (in a virtual space for remote learning), and creativity. More

on our grading system can be found here: https://sites.google.com/a/lindenwold.k12.nj.us/lindenwold-academic-categories-grading/

Elementary

At the elementary level our teachers are following a schedule of a minimum of 10 hours

weekly. Each day teachers are expected to plan for 45 minutes of ELA/ESL and 45 minutes of

math. Students receive 30 minutes of instruction in SS and Science per week, and have a rotating

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schedule of specials. During this time teachers provide instruction through read-alouds, video recorded

lessons, and other demonstrations.

In addition all students are working on content through iXL. Teachers use iXL data on student

strengths and weaknesses to guide their planning, and students are able to use iXL to work at their

individual performance level. IXL provides students with a platform for tailored performance-level work

in each standard, and also pairs content videos with the student’s performance profile. Teachers and

administrators can use this data to respond accordingly. In addition to iXL students make use of a stream

of content providers and learning platforms such as Imagine Learning, newsELA, Wizer, FlipGrid, and

more.

Basic skills teachers work with classroom teachers to provide support through iXL, targeted

content videos, small group lesson content and instruction, and professional co-planning in response to

performance data. Instructional coaches work to provide guidance, resources, and intervention support to

teachers, and assist with management of student performance data, issues related to access and

connectivity, and other topics relevant to the success of our remote learning plan.

Accommodations for Vulnerable Populations

The district is committed to ensuring that it considers all vulnerable populations, such as our

ELL, economically disadvantaged, special education/504 students, and general education

struggling learners, within the district who may require special considerations to address issues

of equity and access.

Detail how remote instruction meets the needs of English Language Learners (ELL) and

Students with Disabilities to the greatest extent possible, including the provision of related

services.

English Language Learners

All ELLs are remotely provided with ESL services that match their needs as per their WIDA

level. The Lindenwold teaching staff utilize Google Classroom, according to their schedules and

student groups. ESL teachers have been provided with remote learning guidance and expectations

including a language objective based planning template and a collaborative Google Folder with a vast

amount of remote learning resources for English language acquisition. Teachers are also given assistance

from the administrative staff through the continuation of monthly department meetings via video

conferences, continued collaboration on documents within Google Drive, personal telephone calls/texts,

and email. ESL teachers are also offered three separate standing weekly "open office hours" video

conference meeting times with their supervisor to freely express any questions, concerns or clarifications

for how best to meet the needs of the ELL students. At all levels, ESL teachers have provided additional support outside of the assigned academic

responsibilities, to parents and students. They have guided them through how to use new technology, as

well as helping the district identify those in need of technological devices and/or internet service

assistance. And in addition to online translation resources, the middle and high school math, science and

social studies staff use district issued content based English/Spanish glossaries, to translate instructions

and/or materials for students. This work is also supported by our Bilingual/ESL parent outreach

committee.

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Describe how the district communicates with ELL families, including the translation of materials. The district utilizes the Blackboard Connect program announcement phone calls, separated by

each school to meet the individual needs of students at various grade levels. These school specific

notifications are sent in the home language of the student to ensure that the families are aware of all

important information. Teachers also use Google Classroom to communicate with their specific classes.

Teachers have also found the use of Class DoJo to be helpful in communicating with parents in their

home language. Teachers at the elementary level also continue the use of their classroom webpages to

communicate and inform their parents and students. Additionally, the district website has a translate

feature the parents are able to use. If needed students and parents are able to email teachers directly.

Describe how the district uses alternate methods of instruction, differentiation, access to

technology, and strategies to troubleshoot ELL access challenges. To address the remote learning needs of our students, students have been provided with district

Chromebooks and JetPacks (internet hotspots) as needed. Technical support is readily available to

troubleshoot/ report any technical issues as they arise, on the district webpage technology link. The

district webpage includes a translation feature to meet the language needs of the community. The district has adopted the use of Google Classroom platform and directed teachers to give a

slow release of the new content, as well as to encourage teachers to be flexible with due dates and allow

additional time to complete online assignments. ESL teachers use alternate methods of instruction and

support from technology apps, such as: pre-recorded teacher videos, youtube, Adobe Spark, iXL, imagine

learning, newsELA, Wizer, FlipGrid, and others. ESL teachers are also able to use alternate methods of instruction by providing "push in" support

in continuing to collaborate with their assigned co-teachers, scaffolding virtual instruction, modifying

learning assignments so that the content is accessible to ELL students, and giving individual support via

telephone calls and/or replies to questions/concerns expressed by students within the Google Classroom

platform, or within the Google Meet or Zoom video conference class time. All instructional

differentiations are based on student academic needs and English language proficiency levels. To troubleshoot ELL student access challenges, teachers monitor and document student

participation in Google classroom, and submission of assignments; reporting concerns as they arise.

Teachers are asked to be the first point of contact when reaching out to students concerning a lack of

participation or not submitting assignments. Multilingual ESL teachers have been an instrumental support

to their collaborating teachers in these communications.

Students with Disabilities Related Services

All related services (Speech, OT, PT, DTT) are being provided through scheduled Zoom

sessions. Schedule is developed by parent and therapist to find an agreed time of services and ensure no

overlapping services. Scheduled sessions are provided at the parent's agreed time. Session reminders and

log on information are sent each week prior to the session. If a student does not log in at the scheduled

time, the therapist contacts the parent in an attempt to support the student logging into the session. If a

parent is unable to be reached to support the session, this scheduled session is documented as an absence

of the student for the session and will not be made up. Therapists are documenting sessions on schedule.

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Assistive Technology

Students were sent home with communication devices (iPads, eye gaze tablets, PECs

books) Students in need of positioning devices were provided with adaptive equipment. Students with a

medical need to reduce screen time are provided paper copies of work in a multi-week format that

coincides with online work. Students have access to Google Read & Write to support accommodations.

Describe the delivery of remote/virtual instruction to implement IEPs for students with disabilities to the

greatest extent possible, including accessible materials and platforms o Elementary - teachers are meeting in small groups or 1:1 sessions to provide

instructions. 20 minutes 2-3 times per week. Students have access to their general

education and/or self-contained classroom online platform and teachers monitor these

daily adding accommodated and/or modified assignments.. Teachers post videos to both

self-contained and general education classes to provide an accommodated teaching of

skills.

o Secondary - All instructional lessons are documented through the Google Classroom

platform. Special education teachers are monitoring and modifying classroom lessons

based on individual IEPs. Teachers are required to include a prerecorded instructional

video onto their Google Classroom with each lesson. Teachers are encouraged to host

live zoom conferences as well.

Describe the methods used to document IEP implementation including the tracking of services,

student progress as well as the provision of accommodations and modifications.

o Elementary - Students have access to their general education classroom and/or self-

contained online platform and teachers monitor these daily, adding accommodated and/or

modified, based on IEPs, assignments. Teachers post videos to both self-contained and

general education classes to provide an accommodated teaching of skills. Teachers use

online data provided through iXL. Teachers also use anecdotal notes and checklists to

monitor achievement. Teachers are keeping documentation of sessions through their

established remote schedule and parent contact continues to be documented in the district

student database.

o Secondary - Special education teachers are monitoring student progress through the

Google Classroom platform. Teachers are monitoring student IEP goals through the

review of class assignments. Teacher liaisons are hosting bi-weekly student check-ins to

support student progress. Parent contact continues to be documented in the district

student database.

o Related services

Speech / OT / PT documentation includes a regular schedule of sessions

Attendance of session is documented on data sheet that includes the date

and length of session and delivery model (group/individual/co-therapist).

If student does not attend, mean of attempted contact with parent is noted

and session is marked “no show’

Session goals are included on data sheet with documentation of prompt

levels for each goal and, if applicable, success with trials of goal.

DTT documentation includes individual child folder with a spreadsheet and a

Google doc for ongoing documentation *Google sheets - document participants,

start and end time, dates, next session, goals targeted, parent cancellations and no

shows.

*Google docs - All session notes summaries, goals, progress, percentages

related to targets, any suggestions made to the parent/rbt, and successes.

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*Google slides - If applicable, each child has a Google slide show listing

Sds in quotes for the parents to read, with pictures if needed, and

reinforcers either embedded in the slideshow or contain slides to prompt

the parent to provide the child with reinforcement.

*All targets are related to the most recent assessment completed

(vbmapp, afls, etc.)

*Accommodations are made according to the IEP and by providing

stimulus and response prompts, targets in Spanish for Spanish speaking

parents, and using household materials if the student will not attend to

the computer.

Describe how case managers follow up with families to ensure services are implemented in

accordance with IEPs to the greatest extent possible.

o Case managers are in contact with teachers to monitor student participation. At the start

of the closure all parents were mailed a letter that contained every CST contact

email. After several weeks of attempting multiple contacts through multiple means

(phone, email, on-line platforms, teacher attempts) letters were mailed home with CST

contact email and Google voice phone numbers provided by the district. CST continues

to monitor student participation and work with teachers on contacting students,

supporting virtual needs and addressing parent concerns.

Describe how the district conducts virtual IEP meetings, evaluation and other meetings to

identify, evaluate and/or reevaluate students with disabilities.

o At the start of the closing, all parents of students with IEPs were mailed a letter

explaining the meeting procedure and directions for logging onto Google Meets. Case

managers email a link to the meeting to all attendees. Parents are also provided with the

link and phone in information with their 10 day notice letter. If the parent does not call-

in/log-in to the meeting, the case managers call the parent. Parents with email addresses

are sent a Sertifi link with the IEP attached to virtually sign for attendance and

implementation. If the parent does not have email, then all attendees sign virtually and

the IEP is mailed home to the parent. This process is used for all types of meetings.

o Evaluations are conducted to the extent possible within the limits of the closing following

state recommendations. Social history evaluations are being conducted over the phone or

through Google meets. Educational records reviews are collected and teachers are

interviewed. Psychiatric evaluations will be provided by contracted Psychiatrists through

virtual sessions and reports will be provided. The district has maintained a list of all

other testing needs, including Learning evaluations, Psychological evaluations, Psychoed

evaluations, bi-lingual evaluations, related services evaluations that, at this time, require

face to face interaction.

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Preliminary plan for the Class of 2020 graduation ceremonies

We are preparing for a virtual graduation ceremony for June 16, 2020. Graduating seniors have been

scheduled for an individual video-taping session in 15 minute intervals over the next couple of weeks.

During this session, the senior will be announced and walk across the decorated stage in their cap and

gown to pick up a diploma “cover”. The senior will exit the auditorium into the hallway for a picture with

the professional photographer and then exit the building. Each senior will be permitted to invite a

maximum of 4 guests into the auditorium to see them walk across the stage. The guests must wear masks

and stand in a designated area in the auditorium. Once the senior exits the auditorium, the guests will

return to the vehicles. The video-taping sessions will not violate the Governor’s orders concerning the

maximum number of people permitted at a gathering. All speeches will be pre-recorded. The video clips

will be compiled to create the virtual graduation ceremony which will be shown on June 16th which is the

180th day of school for seniors. Students will receive a copy of the graduation ceremony on a “Class of

2020” memento flash drive.

Preliminary Outline for the provision of summer services:

Extended School Year ESY for students with Disabilities including how ESY will be delivered

ESY for Students with Disabilities will be provided through a virtual platform. All teachers will

use Google Classrooms to provide instruction. Teachers will hold one live session daily to introduce

skills and discuss daily expectations. Work will be assigned using Google classroom and district

purchased online resources. Students will continue to receive related services through Zoom sessions.

Title I ESY Programs

Our approach to the provision of summer services will be through the continued operation of our

K-8 Extended School Year (ESY) program, which we run yearly with Title I funding. ESY will open to

all students and will take place via remote learning. Teachers will provide ELA and math instruction with

an approach similar to our standard remote learning plan for elementary and middle school. Students will

receive instruction through a combination of iXL work and teacher-created lesson activities. Assessment of credit loss or shortages for high school seniors and an initial plan to address credit

recovery:

All academic grades of all seniors are monitored and assessed closely each week by

school counselors, teachers and administrators. Graduation requirements are also assessed on a

weekly basis for all seniors. Any senior or underclassmen requiring credit completion due to

attendance has been offered to complete a total of two virtual assignments through the Naviance

Program. These assignments have been sent to all students who were on no credit status before

March 17th , which was the last “on site” day for Lindenwold High School. Assignments will be

monitored through Naviance by school counselors and administrators. All twelfth grade students

who did not successfully complete their Health 4 Class, which is a graduation requirement, will

have an opportunity to take the 1.25 credit course prior to the graduation date for the class of

2020. This will permit additional students to receive their diplomas on the scheduled day of

graduation. This has already been assessed and will be assigned to students requiring the course.

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All seniors will have the opportunity to recover credit for any course that is required to graduate

high school. We will use a virtual platform for the required duration of hours to recover the

credit. This will be done through an online agency or through our certified teaching staff.

This data is also assessed continually to ensure our seniors are afforded every opportunity to

recover any credit required to graduate.

Assessment of learning loss and an initial plan for potentially addressing learning loss:

Our assessment of student learning progress in general, including learning loss related to

interrupted schooling, challenges with remote instruction, summer slide, or combination of these will take

place through diagnostic assessments typically done at the beginning of the year in addition to data from

iXL and other learning platforms that provide student progress profiles. If school opens in September we

will follow our usual procedures of assessing reading levels through the Fountas and Pinell Reading

Inventory. Math diagnostics will come from our core resource (Math Expressions), iXL, or a

combination of both.

Basic Skills teachers will address issues of students who are behind grade level through

intervention activities including small group instruction, LLI, individual instruction, and other push-in

services. This will be the approach whether in-person or remote, with some obvious considerations

needed in the event remote learning is still continuing in September.

Reallocated Grant Funds:

We are still in the process of determining how to best use STEM and/or other reallocated grant funds to

best support remote learning. At this time, we are reviewing a proposal for a virtual summer music

program to replace the traditional on-site summer “band camp” program. Proposals for additional virtual

summer programs in lieu of the on-site summer programs originally planned are still in the development

phase at this time. Our original plan for a Summer Science Academy for teachers is on hold at this time.

Alternatives to Remote Learning via a Technology-based Platform

Should the district determine that remote learning via a technology-based platform is not

appropriate for the students it serves, the following may be considered:

● Packets containing information that outlines learning activities that can be completed at

home with materials provided and/or common household items

Attendance

● For the purpose of identifying a student as “present” the district affirms that a student is

engaging in remote learning activities. Student engagement will be based on a combination

of the following criteria: Checking in with teachers through some electronic communication

Completing and submitting work in a timely manner

Engaging with classwork in a meaningful way

Responding to emails or other communication from teachers, counselors, etc.

Student engagement is also monitored through Go Guardian software connected

to student LPS email, where applicable

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● To the extent possible, the district will try to make sure that at least one teacher has

contact with a student every day

● If a student is not engaging in remote learning activities, the teacher/staff member will attempt to

make contact with parent/guardian. If there is no response within 48 hours, the counselor will

attempt to make contact. If there is no response to the counselor within 48 hours, the

administration will attempt to make contact. If contact cannot be established or there are any

health and safety concerns, other agencies may be contacted as warranted.

● The administration will have discretion with attendance on a case by case basis.

● K- 8 promotion/retention decisions will not be based solely on attendance for the 2019-2020

school year. If the student has demonstrated that they have met the requirements of the grade

level expectations for the year, they will be promoted to the next grade level. Parent requests for

retention will be taken into consideration on a case by case basis.

Grading

The district will identify how students will receive “credit” or “grades” for completed work:

Students will receive credit based on the completion of work and, where specified,

participation in teacher-directed activities in an online space (e.g., blogs and comments,

shared presentations, etc.).

Where students are directed to participate in remote learning through an online platform

(e.g., Google Classroom), teachers will use the online space to provide feedback, grades,

and other credit validation

For packet or other paper-based work, the district has scheduled “collection days” using a

“no contact” procedure. Later, the work is being separated by teacher for pick-up and

review.

Supervisors will remotely oversee teacher grading and troubleshoot any issues related to

student work submission and learning assessment as they normally would

Technology

● Students in Grades 9-12 were offered a district issued chrome book for remote learning

from the start of the closure. Teachers were already utilizing Google Classroom.

o Students that initially did not have internet capability were provided packets for

remote instruction.

● Students in Grades 5-8 were sent home with paper packets at the time of the closure and

teachers communicated with students through Google Classroom.

● Students in Grades PK - 4 were sent home with paper packets at the time of the closure

and teachers employed resources such as REMIND, CLASS DOJO or SEESAW to

communicate with their students on a daily basis.

● Pre-School families were provided with 30 days of family style learning activities using

household items at the time of the closure. Additional packets have been compiled and

distributed to pre-school families continue remote learning through the end of the year.

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● District chrome book devices were available for sign out on Monday, March 23, 2020 and

Tuesday, March 24th for students in grades 2 – 8 who did not have access to an appropriate device

for remote learning opportunities at home using various technology platforms.

● Additional learning packets were distributed to all students in 2-8 for 2 to 4 weeks in April

depending on the grade level. Between April 20th and May 1

st, students in grades 2-8 moved from

packets to online platforms as the primary mode of instruction.

● District chrome book devices were available for sign out for students in K-1 by mid-April and

online platforms became the primary venue beginning May 1st.

● JetPacks which function as hotspots were ordered promptly at the time of the closure but were on

back order and not received until the third week in April. Several distribution days have been held

across the district subsequently to address this need.

● The district set up a help desk system and continues to have technicians available

remotely and on site by appointment to address technology needs/concerns.

Large Group Gatherings

● The district will not hold any large group gatherings in accordance with the Governor’s

Executive Orders

Fields Trips

● All field trips have been cancelled until further notice

Counseling/Social Emotional Considerations

Resources

Parent/Elementary Resources

https://www.pbs.org/parents/thrive/how-to-talk-to-your-kids-about-coronavirus https://www.scetv.org/stories/health/2020/talking-kids-about-coronavirus-covid-19 https://healthier.stanfordchildrens.org/en/how-to-talk-with-kids-about-covid-19/ Activities for Quarantined Families, but teachers may be able to use them too

o https://pjlibrary.org/familyactivities

General Resources for HS Students/Parents https://www.cdc.gov/coronavirus/2019-ncov/prepare/managing-stress-anxiety.html https://afsp.org/taking-care-of-your-mental-health-in-the-face-of-

uncertainty/?fbclid=IwAR2F98tlykOY_lzUlNiwkrMbIWfqgOl8EYuagnQcvJnFeDazOiYLBkkVY7w

https://www.huffpost.com/entry/domestic-violence-coronavirus_n_5e6a6ac1c5b6bd8156f3641b

https://www.apa.org/topics/children-teens-stress https://pulse.seattlechildrens.org/helping-children-and-teens-cope-with-anxiety-covid-

19/ https://www.virusanxiety.com/

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Student Services

Any student in need of additional academic and/or social-emotional support should contact their school counselor.

Lindenwold Preschool : Leana Sykes lsykes@lindenwold.k12.nj.us

Lindenwold School #4- Barbara Burns bburns@lindenwold.k12.nj.us

Lindenwold School #5 - Amber Callow acallow@lindeowld.k12.nj.us

Lindenwold Middle School -

Grade 5: Jennifer Bailey jharris@lindenwold.k12.nj.us

Grade 6: Gabriella Velez-Smick gvelezsmick@lindenwold.k12.nj.us

Grade 7: Cherie Tittermary cotittermary@lindenwold.k12.nj.us

Grade 8: Kimberly Rapattoni krapattoni@lindewold.k12.nj.us

Lindenwold High School-

Student Last Name A-G - Christopher Cybulski ccybulski@lindenwold.k12.nj.us

Student Last Name H -O - Laura Vaughn lvaughn@lindenwold.k12.nj.us

Student Last Name P-Z - Allyson Hafner ahafner@lindenwold.k12.nj.us

Teleservices are available for all students in English and Spanish.

Upon reopening, the district will make considerations to provide support around COVID-19 and

any possible family related incidents/deaths that students may have experienced during closure

Testing

State Testing, including the NJSLA and ACCESS testing was cancelled for the 2019-2020

school year per the NJDOE. The district will follow the NJDOE guidance concerning the

placement of English Language Learners.

Athletics

At this point, all athletic programs have been discontinued until further notice.

Resource Sharing

The district commits to partnering with other districts and community partners to maximize its

ability to meet the needs of its students

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Accommodations of Meals (for students eligible for free and reduced lunch)

As a part of a county-wide agreement, the district affirms that no matter where the students attend school,

students who live in the district community will be fed in-district. This includes students in out of district

placements, attend districts via school choice, attend private schools or attend another school due to a

send/relationship.

SFA Name: Lindenwold Public Schools

Agreement #:04-3903

Date Meal Distribution will begin: March 18, 2020

Date Meal Distribution will end: TBD

Please outline the SFA's method(s) for meal distribution, including meal content and meal counting and

claiming procedure. If the SFA plans to provide meals for multiple days, please outline the plan. Include

information on how all food safety requirements will be met.

To begin our program we served 1 meal per day (1 lunch for current day and 1 breakfast for next

day). To align with the Governor’s directive to keep people home, we began serving 5 meals on

one day as of Tuesday, March 24, 2020.

● Schools/Site where distribution of meals will take place: Lindenwold High School and 5 remote

sites in town. School buses will transport meals to these sites to reach more students in the

community.

● All meals are prepped in our High School kitchen by our FSMC, Nutri-serve. Nutri-serve follows

all food safety protocols as required by USDA. Our custodial staff is responsible for sanitizing the

kitchen area after each use as well as our school buses.

Safe delivery of meals

Provide an updated plan for the continued safe delivery of meals to students:

At this time we are preparing 5 breakfast and 5 lunches on a weekly basis. These meals are prepared at

our High School cafeteria by our food service management company, Nutriserve. They begin prepping

on Thursday and Friday and then finish on Monday for a Tuesday distribution.

Each Tuesday, the meals are served at 6 locations with the High School being the main location and

satellite for all meals made. We then utilize 4 buses to travel to 5 remote locations throughout our town

to reach our families that may not be able to travel to the High School location.

All meals are served in a “no contact” model. Meals served at the High School are served at the front

door with 2 tables between the servers and the children. Families that drive wait in their cars, while

walkers maintain distance by standing at cones that are spaced 6 feet apart. Meals served from the buses

are placed on a makeshift crate table and the children take the meal once placed on the table. Families are

also asked to approach the bus in an orderly distanced pace.

All staff including food service workers, custodians, bus drivers and volunteer staff (teachers, assistants,

secretaries, etc…) are provided with PPE and instructed on expectation for safety.

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Locations and hours of distribution are noted below:

Building Site Location:

● Lindenwold High School – Main Entrance – 11:00am – 1:00pm

Remote Site Locations:

● Lindenwold Library 310 E. Linden Avenue (parking lot) – 11:00am – 11:30am

● ABC Park US Avenue & Winthrop Avenue – 11:45am – 12:15pm

● The Greens II 201 Blackwood Clementon Road (parking lot) – 11:00am – 11:30am

● Stonington Court 1800 Laurel Road (parking lot) – 11:45am – 12:15pm

● Lindenwold Fire Hall Fourth & Scott Avenue (parking lot) - 12:30pm – 1:00pm

It should be noted that in partnership with the South Jersey Food Bank, the Lindenwold School District is

continuing to host our previously scheduled monthly food pantry days at the Lindenwold High School

during the school closure. This partnership and program started prior to the Covid-19 pandemic.

Meal Content, Meal Claiming and Meal Counting

● The meal package will include 5 lunches and 5 breakfasts) and will continue each Tuesday of the

week. The distribution day is subject to change for weeks that include a holiday.

● Meals to be claimed for reimbursement per day: (up to two meals, or one meal and one snack, per

child per day) – one lunch & one breakfast.

● We are running our program under the Summer Feeding Program model and will follow all

normal reporting protocols as used during our regular SFSP program.

Facilities

Provide an outline of how the building will be maintained throughout this extended period of

closure:

Currently our Facility staff is working four day, four hour shifts. The high school is staffed

Monday through Friday and all other buildings are staffed Tuesday through Thursday. This

enables us to open the buildings for various activities such as chrome book and WiFi

distributions, packet pick up or drop offs, etc… and provides coverage for the building to be

sanitized after each use. Daily logs are being maintained in each building to track which

locations need to be cleaned and sanitized on each shift.

Now that we know school will not reopen this school year, we are putting plans in place to begin

selected construction projects. We will soon move to our summer cleaning mode for our

custodial staff and will provide for enough coverage to be productive while also keeping safe

distancing in place for our employees. This exact schedule has not yet been determined.

All custodial, grounds and maintenance crews are provided with PPE as needed.

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Communication Plan to inform community of school shutdown

The district will continue to communicate with parents and the community throughout the school

closure period through a variety of venues, such as:

● Phone Blasts and emails through our Blackboard Connect system

● Announcements and resources posted to the “COVID-19 – Update Center on the district

website

● Announcements via the staff using the online platforms, such as Google Classroom, Class

DOJO, Seesaw, Remind, and social media outlets, such as the LHS Community

Spotlight.

● Written correspondences via the postal system, if warranted

Date:

Updated: May 22, 2020