TRENTON SCHOOL DISTRICT Finance... · 4. Space allows for socially distant instruction to resume 5....

TRENTON SCHOOL DISTRICT

“Children come first; los niños son primero.”

Restart and Reopening Plan

Board Approved: 07/30/2020

The Trenton Public School District 108 N. Clinton Ave, Trenton, NJ 08609

Trenton Public Schools Restart and Reopening Plan

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Trenton Board of Education

“Together We Can Make A Change” No Alibis, No Excuses, No Exceptions

Addie Daniels-Lane, Board President

Taraun Tice-McKnight, Board Vice President

Gene Bouie, Board Member

Nicole Brossoie, Board Member

Yolanda Marrero-Lopez, Board Member

Gerald Truehart, Board Member

Jeannie Weakliem, Board Member

Sadé Williams, Board Member

TRENTON PUBLIC SCHOOLS LEADERSHIP TEAM

Ronald Lee

Interim Superintendent of Schools Alfonso Q. Llano Jr.

Chief Academic Officer Jayne S. Howard

Chief Finance/Operations Officer/Board Secretary Channing Conway

Assistant Superintendent, Elementary Wilfredo Ortiz

Assistant Superintendent, Secondary James Rolle Jr., Esquire

General Counsel Kelly Creque

Special Assistant for Performance and Accountability


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Table of Contents

Executive Summary 5

Leadership & Planning 8 Purpose 8 Continuity Plan 9 Scheduling 9 TPS Reopening Committee 10 School Based Pandemic Response Teams 14

Guiding Principles 15

Conditions & Continuity for Learning 15

TPS PHASE ONE Restart and Reopening 18 All Students 100% Remote “All Virtual” Model 18

Sample Schedules for Remote Instruction Model: All Students Remote 27 ELEMENTARY EDUCATION 27 Nutrition Plan during Phase One Remote Instruction 33 Technology to Support Remote Instruction Model: 34 Reasons for Reopening Schools 100% Remote: 35

PHASE TWO Restart and Reopening: TBD 2020 36 Sample Schedule Hybrid A/B Cohorts 37

Phase One & Two Guidelines 43 Academics and Instruction 43

Curriculum, Instruction, Assessment, and Professional Development 47 Attendance 52

One Student, One Device and Connectivity 53 Remote Learning 53

Early Childhood 55 English Language Learners (ELLs) 63 Special Education Plan 69

Social-emotional Wellbeing of Students and Staff 73 Staff Training 77 Communication Methods 77 Phase Two Guidelines 79

1. General Health and Safety Guidelines 79 Student Safety: 79 Vulnerable Student Populations 81 Employee Safety 82


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2. Classroom, Testing and Isolation Rooms 84 Personal Workspace/Classroom 84

Shared Workspace 84 Restroom Usage 85

3. Transportation 86

4. Entry, Exit, Flow, Social Distance and Common Areas 87 During fire drills and emergencies, schools should follow the emergency exit plans that will allow for the quickest and most efficient evacuation of the building. 87

Visitor Procedures at District Facilities 88

5. Screening, PPE, Response to Student/Staff Presenting Symptoms 91 Students Needing General Medical Attention 91

6. Contact Tracing: The “6-15-48” Zone 99

7. Facilities Cleaning Practices 101

8. Meals 104

9. Recess, Physical Education 106

10. Athletics and Use of Facilities Outside of School Hours 108

11. Emergency Communications and Pivot Plan 109

12. Policy and Funding 110

APPENDIX 112


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Executive Summary The Covid-19 pandemic continues to impact the Trenton community and nationally the pandemic to exhibit a resurgence with increased infection rates and uncertainty around plans for school reopening. Trenton Public Schools is prepared for the opening of the 20/21 school year and submits the district's Restart and Reopening Plan in response to the many challenges posed by the Covid-19 pandemic in alignment with The Road Back Restart and Recovery - Plan for Education presented by the NJ Department of Education. New Jersey is currently in Stage 2 of Gov. Murphy's "The Road Back" plan for reopening the state, Trenton's Restart and Reopening plan anticipates that Governor Murphy may move NJ to Stage 3 at some point closer to the start of the school year. The complexity of the Covid-19 Pandemic is continually changing. Therefore the district's Restart and Reopening plan is also a flexible framework of ideas and recommendations that may be adjusted as required. This document frames ideas and proposals that incorporate best practices as identified by the CDC. We are prepared to anticipate and respond to changing conditions and requirements as they arise. Our district's mission is that "All students will graduate with a vision for their futures, motivated to learn continually and prepared to succeed in their choice of college or career." In accord with our district mission, this Restart and Reopening plan ensures continuous, equitable education according to the needs of all Trenton Public School Students. Planning is inclusive of students, including those special needs, English Language Learners (ELL) requiring intervention and gifted students. The COVID-19 pandemic has changed how we conduct business, educate students and all aspects of our daily routines. The TPS Restart and Reopening plan address students return to school this fall guided by the four key subject areas required by the NJDOE: 1. Conditions for Learning 2. Leadership and Planning 3. Policy and Funding 4. Continuity of Learning Multiple surveys were launched and analyzed to guide the work of the Reopening Committee. Future inquiries are planned to gather data aligned with the district's goal to serve the community. To date, over 3000 parents participated in four surveys providing valuable feedback on the district's plan for school reopening. Also, town hall meetings were held with the community, families, staff members, and community organizations. The elements of the plan were shared, revised, and feedback collected to finetune and refine the framework.


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Health data was analyzed and revealed that the infection in the last week alone has increased from 0.94 to 1.14 in NJ. The infection rate indicates that every positive infected person spreads the disease to more than one person. Local Trenton data reveals that the positivity rate continues to hover around 9%. On July 31, 2020 the Department of Homeland Security identified Trenton and Mercer County as an emerging hotspot for Covid-19. This distinction has not been held since April 13, 2020, and illustrates the resurgence of infection in our area. Based on parent feedback, health data, community organization plans for reopening, health officials, and the district's Reopening Committee recommendations, the following is proposed. The district will enact a two-phase reopening plan. Phase One features a fully remote instructional approach where students remain home and engage with the school following a set schedule. Teachers provide virtual instruction to their assigned homerooms and courses following a set schedule. Attendance is taken every day to ensure students comply with the 180 day school requirement. Phase One remains in effect until conditions exist for the safe pivot to an in-person program. As soon as the criteria have been met for in-person classes to resume, the plan pivots to Phase Two, where a hybrid cohort approach is implemented. In phase Two, most students are split into one or two cohorts. Students attend in-school programming on their A-day and engage in virtual instruction from home on their B-day. Following this pattern, students receive face to face instruction every other day. The cohort model allows schools to reduce the number of students in a building at any given time by approximately 50%. The schedules for the reopening of school have been adjusted to reflect a more developmentally appropriate schedule. The schedules are as followed for Phase One and Two. The sample schedules are included in the plan and will continue to be adjusted. Grades K-5: 8:00 am Grades 6-8: 8:30 am Grades 9-12: 9:00 am Guidelines to support Phase One and Two are included in the Restart and Reopening Plan. Guidelines address the following areas and continue to be updated as committees address new items and revise existing plans. ● Academics and Instruction ● One Student, One Device and Connectivity ● Remote Learning guidelines ● Early Childhood ● English Language Learners ● Special Education ● Social-Emotional Well Being of Students and Staff ● Staff Training ● Communication Plan


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● General Health and Safety Guidelines ● Classroom, Testing and Isolation Rooms ● Transportation ● Entry, Exit, Social Distance and Common Areas ● Screening Procedures ● Contact Tracing ● Facilities Cleaning Practices ● Meals ● Recess, Physical Education ● Athletics ● Emergency Communication and Pivot Plan


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Leadership & Planning Our district’s mission is that “All students will graduate with a vision for their futures, motivated to learn continually and prepared to succeed in their choice of college or career.” In accord with our district mission, this Restart and Reopening plan will ensure continuous, equitable education according to the needs of all Trenton Public School Students, including students with special needs, English Language Learners (ELL) students requiring intervention as well as gifted students who may also need enrichment opportunities. Though New Jersey is currently in Stage 2 of Gov. Murphy’s “The Road Back” plan for reopening the state, Trenton’s Restart and Reopening plan was developed based on the assumption the state will move to Stage 3 prior to the start of the school year. The complexity of the coronavirus is constantly changing, therefore this plan is an adapting framework of ideas and recommendations that may be adjusted as required. Please view this document as a fluid framework of ideas and recommendations that incorporate best practices as identified by the CDC. We are prepared to anticipate and respond to changing conditions and requirements as they arise.

Purpose This Restart and Reopening Plan for the Trenton School District serves as an outline for ensuring a safe and healthy school reopening this September 2020, as well as continuous educational and supplementary services for all students throughout the 20-21 school year. The plan anticipates the possibility of returning to a fully in-school instructional program. This plan does not replace or supersede state and federal laws or policies, including those established by the New Jersey Department of Education and/or New Jersey Department of Health Services. The Restart and Reopening plan serves as a “north star” for school leaders and community members seeking to navigate through the various phases of our district schools’ reopening amidst the COVID-19 Global Pandemic. All members of the Trenton Public Schools (TPS) team are collectively committed to supporting the safe reopening of schools, while remaining faithful to our mission throughout the entire process and beyond. Once again, this plan does not replace or supersede any state or federal laws or policies; it serves only as a framework from which we might address concerns, challenges, and considerations in safely reopening schools as we continue the uninterrupted delivery of educational and supplementary services to our students. Our plan embraces personal wellness for students, staff, and visitors as guided by the recommendations from the State of New Jersey, the New Jersey Department of Education (NJDOE), and Centers for Disease Control and Prevention (CDC). We will regularly update this plan, as necessary, based on new relevant information, including information provided by the CDC and applicable federal, state and local agencies. This plan will remain in place for as long


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as the public health emergency (and more specifically, the global COVID-19 pandemic) continues. The determination of the conclusion of the public health emergency will be made in consultation with public health experts, local health departments, and further Executive Orders from the Governor of the State of New Jersey.

Continuity Plan Requirement to Reopen The Continuity of Learning section is tempered by the recognition that school buildings may close at any time, in the event building-based instruction becomes too difficult to reasonably ascertain the safety of our students, staff and families, despite our best efforts. Our plan adheres to the State of New Jersey’s multi-stage reopening plan, based on public health data. Demographic Data, as of OCTOBER 2019:

STUDENT POPULATION TOTAL # PERCENTAGE of Student Population

District-Wide Students 12,606 100%

Special Education Students 2,248 17.8%

English Language Learners 3,715 29.5%

Homeless 189 1.5%

Pre-K* 2,307

Students Free and Reduced Lunch 100% Universal Free Breakfast & Lunch

Scheduling Districts’ reopening plans must account for resuming in-person instruction in some capacity. Scheduling decisions should be informed by careful evaluation of the health and safety standards and the most up to date guidance from the New Jersey Department of Health (NJDOH), as well the stakeholder input on the needs of all students and the realities of each unique district. School district policies for attendance and instructional time may require modifications for the 2020-2021 school year. According to NJDOE The Road Back Restart and Recovery Plan for Education page 49:


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“Virtual learning will continue to be guided by P.L. 2020, c.27 and the district’s updated emergency closure school preparedness plan if schools are required to deliver instruction through a fully virtual environment during limited periods throughout the school year due to a local or statewide public health emergency. According to N.J.A.C. 6A:32-8.3, a school day shall consist of not less than four hours, except that one continuous session of two and one-half hours may be considered a full day in kindergarten. District and school policies for attendance and instructional contact time will need to accommodate opportunities for both synchronous and asynchronous instruction, while ensuring the requirements for a 180-day school year are met. Hours of instructional time are not defined as a student’s time spent in front of a teacher or in front of a screen, but time engaged in standards-based learning under the guidance and direction of a teacher.”

The New Jersey Department of Education (NJDOE) recommends districts prioritize flexibility and creative planning to maximize opportunities to learn with considerations for what is developmentally appropriate for a student’s grade level and accommodate the varying levels of parent or guardian support during at-home instruction. Instructional systems which support in-person, fully virtual and hybrid learning should serve as the foundation for the development of a plan to deliver instruction to students in alignment with the following core guiding principles:

● Lead with the health, safety, and wellness of students and staff as the top priority. ● Maintain the continuity of learning. ● Facilitate equity and ease of access to communications and resources. ● Flexibly accommodate the needs and varying circumstances of all learners.

The NJDOE has recognized that a one-size fits all plan to accommodate hybrid or remote learning is neither feasible, nor appropriate, and has committed to supporting school leaders in developing their plans to reopen schools.

TPS Reopening Committee TRENTON PUBLIC SCHOOLS developed a COVID-19 Reopening Committee to organize and develop systems to prepare for the district’s reopening. The committee members were selected from various leadership groups across the district and then divided into sub-committees. Subcommittee membership expanded to include members from all grade levels, parents and the local community, when relevant. As a whole, the committee met regularly. Each sub-committee met at least one time a week as decided by the committee. This collaborative process allowed for deep thinking, preparation, and guidance for schools in the district. TRENTON PUBLIC SCHOOLS has taken the guidance from committees to create a plan that serves our community. The Reopening Committee scheduled meetings every Monday and Wednesday starting in June 2020 through July. Invited participants included a broad range of stakeholders as noted in the following table.


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TPS Reopening Committee

Betty Glenn <[email protected]>; TPA

Keysha S. Jackson <[email protected]>; TASA

Eris Tunstall <[email protected]>; TPA

Micah Freeman <[email protected]>; TASA

Judy Martinez <[email protected]>; TESA

Michael Hodnicki <[email protected]>; TASA

Marizol Tirado <[email protected]>; TESA

Michael Tofte <[email protected]>; TASA

Janice L. Williams <[email protected]>; TEA

Monica Carmichael <[email protected]>; TASA

Kathryn Graf <[email protected]>; TEA

Paula Bethea <[email protected]>; TASA

Naomi LaFleur <[email protected]>; TEA

Sandra Iturbides <[email protected]>; TASA

Talithea Duncan <[email protected]>; TEA

Sharron Grady <[email protected]> TASA

Reggie Gilliard <[email protected]>; TCA

Ronald Lee <[email protected]>; Superintendent

Dennis Morgan <[email protected]>; TASA

Kelly Creque <[email protected]>; Special Assistant

Abdel Gutierrez <[email protected]>; TASA

James Rolle Jr. <[email protected]>; General Counsel

Bernadette Trapp <[email protected]>; TASA

Dolores Hopkins <[email protected]>; Confidential

Channing Conway, Ed.D. <[email protected]>; TASA

Olivia Martinez <[email protected]>; Confidential

Dave Valeri <[email protected]>; TASA

Terrance Stokes <[email protected]>; Confidential

Denise Kreiss <[email protected]>; TASA

Jayne Howard <[email protected]>;

Business Administrator

Dwayne C. Mosley <[email protected]>; TASA

Tanisha R. Smith <[email protected]>; B&T

Hope Grant

TASA

Joseph Povio

B&G


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<[email protected]>; <[email protected]>;

Janet Nicodemus <[email protected]>; TASA

Elizabeth DeJesus <[email protected]>; Asst. Supt.

John Dunston <[email protected]>; TASA

Keith Miles <[email protected]>; Asst. Supt.

Joyce Caine <[email protected]>; TASA

Wilfredo Ortiz <[email protected]>; Asst. Supt.

Elesia L. James <[email protected]>;

Assistant General Counsel

Subcommittees were developed from the larger Reopening Committee and included a broad range of stakeholders as noted in the following table. TPS Reopening Committee: Subcommittees

Facilities: Instruction: Wellness: Technology:

Chair: Dwayne Mosley

Chairs: Alfonso Llano, Wilfredo Ortiz

Chair: Micah Freeman, Sharron Grady Chair: Alfonso Llano

Mike Tofte Mike Tofte Jonathan DeSimone Mike Hodnicki

Selena Robinson Abdel Gutierrez Keysha Jackson Abdel Gutierrez

Samantha Mowatt Mike Hodnicki Nola Occhipinti-De Rita Bernadette Trapp

Sharron Grady Sandra Iturbides Denise Kreiss John Dunston

Wilfredo Ortiz David Valeri Dr. Channing Conway Michelle Walker

Melissa Wyatt Janet Nicodemus Madeline Roman Tanisha Smith

Zebbie Belton Bernadette Trapp Keyshia Gaymon Dewar Wood

Terry Lane John Dunston Faye Lewis Karilyn Mouzon

Mike Pettola Paula Bethea Penny Britt Jeanette Harris

Kim Page Hope Grant Lawrence Parker Lawrence Parker

Adrienne Hill Octavia Lee Alfonso Llano Victor Farnath

Alicia Costanza Rosario Casiano Lori Nixon Marybeth Stewart

Talaya Wilson Talaya Stoddard-Wilson Denise Van Mater April Reid

Najla Solomon Charles Koonce Janice Jennings Kimberly Jaquay

Lorcha Lewis Adrienne Hill Edie Brody Olivia Russo


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Ron Edwards Jeanette Harris Pam Kelly Evette Reyes

Dana Williamson Najla Solomon Joanne Ford

Tinty Bose Ron Edwards

Nadia Ramcharan Michael Rosenburg

Laura Martin Operations:

Olivia Russo Chairs: Alfonso Llano, Kelly Creque

Community: Community: Governance: Keysha Jackson

Chairs: Denise Kreiss

Capital Area YMCA

Chairs: Ron Lee, James Rolle David Valeri

Sandra Iturbides Boys and Girls Club Mike Tofte Nola Occhipinti-De Rita

Abdel Gutierrez Trenton Music Makers Rosario Casiano Elesia L. James

Janet Nicodemus Capital City (4 C’s) Channing Conway Samantha Mowatt

Jonathan DeSimone Trenton Board of Education President Melissa Wyatt Madeline Roman

Talaya Wilson TCNJ Hope Grant Channing

Melissa Wyatt Mercer County Community College Alfonso Llano Mike Rosenberg

Terry Lane GGrant 94Ft Academic Sports Academy Inc Octavia Lee Paul Lakarosky

Penny Britt ArminArm Lorcha Lewis

Eris Tunstall MillHill Matt Cordonnier

Terrance Stokes Isles Gwen Hansen

Olivia Martinez Mercer County Human Services Sharron Grady

Mary Courtney City of Trenton- Aide to Mayor Laura Martin

Alfonso Llano NAACP Olivia Russo

Trenton Health Team CYO Dana Williamson

NJ YMCA State Alliance SPAN

Trenton Library Mercer Street Friends


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Child Care Connection PEI Kids

School Based Pandemic Response Teams The Reopening Committee has prepared the following plan to guide the work of the school-based Pandemic Response Teams. These school based teams are expected to use the RETURN - TO - SCHOOL PLAN IN RESPONSE TO COVID-19 to centralize, expedite, and implement COVID-19-related decision-making. Pandemic Response Teams should include a cross section of administrators, teachers and staff, and parents and should represent a cross-section of the school community including its gender and racial diversity. Pandemic Response Team should be comprised of, at a minimum, the following members, if applicable:

● School principal or lead person ● Teachers ● Child Study Team member ● School Counselor or mental health expert ● Subject Area Chairperson/Director ● School Nurse ● Teachers representing each grade band served by the district ● School safety personnel ● Members of the school safety team ● Custodian ● Parents

The Pandemic Response Team is responsible for:

● Overseeing each school’s implementation of the district’s reopening plan, particularly health and safety measures, and providing safety and crisis leadership.

● Adjusting or amending school health and safety protocols as needed. ● Providing staff with needed support and training. ● Reviewing school level data regarding health and safety measures and the presence of

COVID19 and reporting that data to the district as required. ● Developing and implementing procedures to foster and maintain safe and supportive

school climates as necessitated by the challenges posted by COVID-19. ● Providing necessary communications to the school community and to the district. ● Creating pathways for community, family, and student voices to continuously inform the

Team’s decision-making


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Guiding Principles In order to ensure the continued well being of our employees the following guiding principles have been put in place. As the Restart and Reopening plan develops, each guiding principle is referenced to ensure alignment with TPS core values as the district prepares for the school year.

1. EMPLOYEE AND STUDENT SAFETY MEASURES a. We are focused on the health and safety of every member of our community b. We are committed to supporting our community members when they are in need. c. The steps we take to create a safe and healthy environment are with our

community’s best interests in mind. 2. HEALTH GUIDELINES

a. We use science-based guidance from government health officials to make decisions.

b. Our guidelines are intended to keep everyone safe and healthy 3. SUPPORT FOR FAMILIES

a. Food Support b. Emotional Support for Children c. Technology Support for Learning at Home

4. TEACHING AND LEARNING a. Ensure commitment to academic achievement b. College and Career readiness will remain a student learning focus c. We will use research-based strategies to support blended learning environments d. Provide the least restrictive environment for all students post COVID-19

Conditions & Continuity for Learning Reopening Plans, Phases and Schedules: Information and direction about the phases and timeline will be sent to all employees, students, and parents before implementation. TRENTON PUBLIC SCHOOLS developed this plan using guidance from the CDC and New Jersey’s The Road Back (TRB) Plan as well as any special guidance given by the New Jersey Department of Education and Local and District Officials. Please see below for a summary of the phases.


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COVID-19 REOPENING PLANS Based on NJ’sThe Road Back

School Facilities and Students

Health Precautions *

Teaching and Learning

Professional Development

New Normal Minimal Social Distancing

Open All students in school at same time

Enhanced health protocols See NJDOE requirements and recommendations

Traditional with preparation for Blended or Remote Learning as needed TRENTON: Return to regular schedule with full capacity

Creating Community Accelerations with full class SE Look-fors and Lessons Behavioral expectations, responses and supports

The Road Back Stage 3 Moderate Social Distancing Higher contact activities restarting with significant safeguarding

Open: Hybrid and or Remote Limit density in facilities to meet the state guidelines for indoor gatherings as maximum occupancy

Enhanced health protocols See NJDOE requirements and recommendations Increased requirements in addition to Plan A

K-12 may operate with reduced capacity TRENTON: A/B Schedule to Reduce Capacity in Schools and support learning for all

Training in Blended Classroom use of instructional framework (Online/In-person) Identifying learning gaps and building accelerations Social Emotional Learning and Look Fors Behavioral expectations, responses and supports

The Road Back Stage 2 Remote Learning Moderate risk activities restarted with safeguarding

Closed No students in school facilities

N/A All at home

TRENTON: Remote Learning for all All Students and Staff follow full day schedule

Focus on teachers’ use of technology to facilitate instruction SE Look-fors and Lessons Sessions on Student and Family Engagement


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The Road Back Stage 1 Remote Learning Restrictions relaxed on low-risk activities that may be easier to safeguard

Closed No students in school facilities

N/A All at home

TRENTON: Remote Learning for all All Students and Staff follow full day schedule

Focus on teachers’ use of technology to facilitate instruction SE Look-fors and Lessons Sessions on Student and Family Engagement


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TPS PHASE ONE Restart and Reopening

All Students 100% Remote “All Virtual” Model The following plan is developed pursuant to NJ’s current status of Stage Two of the Road Back, Restoring Economic Health through Public Health. In Stage Two, moderate-risk activities may restart. When leaving home, New Jerseyans should wear a face covering and keep a social distance from others. All workers who can work from home should continue to work from home. In Stage Two indoor entertainment venues, such as movie theaters, performing arts centers, concert venues, and nightclubs, remain closed. Gyms and fitness centers remain closed as well, although individualized training sessions by appointment are allowed.


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The Reopening Committee developed the “All Students 100% Remote “All Virtual” Model” to provide students with high-quality virtual instruction linked to a daily schedule delivered remotely. Education features synchronous and asynchronous instruction. Instructional staff to offer learning activities and engage virtually with all students. Instruction aligned to best practices in delivery and adheres to the instruction elements outlined in the district Instructional Framework 3.0 currently under revision. Student engagement will emphasize social-emotional learning (SEL). SEL is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The 100% Remote “All Virtual” Model provides the safest option for all students, staff, and the community in reducing exposure to Covid-19. The Reopening Committee understands the importance of a full reopening of schools for students and the benefits of face-to-face in-person instruction. Yet, the continued national resurgence of infection and the likelihood for exposure due to the entire student population, professional staff and community interacting at a level not seen since before school closure March 2019, leads the Reopening Committee to propose a full remote alternative for all students. Specifically, under this proposal, all students remain home with instruction provided remotely every day. Teachers provide virtual education, meetings, check-ins, and conferences with the entire class via Google Meet or other tools. Delivery models include whole group direct instruction, focused small group settings and individual consultations with students. When teachers are not meeting with the whole class, they meet with different small groups, as well as with individual students. In addition to briefly clarifying/reinforcing the day’s lesson, teachers also conduct Tier 2 and Tier 3 intervention and enrichment. These will occur during small group and individual sessions with students. While teachers are meeting with various students individually and in small groups, other students will focus on anchor activities, cooperative learning tasks, and differentiated independent practice. To inform the committee's thought process and ultimately any decision regarding Restart and Reopening, TPS constructed and delivered a series of surveys. The combined results from 3042 participant responses, revealed that 79% affirmed interest in a virtual only option for the 20/21 school year. The following narrative details each survey. Two parent surveys were prominently displayed on the district website in english and spanish. To date, 906 participants completed the surveys. The final question on the survey asked, “If a virtual school option becomes available would you enroll your child? In this scenario, enrolled children would attend school virtually from home every day for the 20/21 school year.” Respondents answered affirmatively with a 83.4% to 85.7% answer of yes.


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A district wide survey was conducted on July 13. The phone based survey used the same questions featured on the english and spanish google surveys. Question #7 asked, “If a virtual school option becomes available would you enroll your child? In this scenario, enrolled children would attend school virtually from home every day for the 20/21 school year.” 967 participants answered the question with 747 yes responses. 77% of the survey participants would enroll their child in an all virtual option for the 20/21 school year.

A follow up phone survey was conducted on 7/18 featuring only question #7, “If a virtual school option becomes available would you enroll your child? In this scenario, enrolled children would attend school virtually from home every day for the 20/21 school year.” To avoid duplicating responses, families who responded to the first survey on 7/13 were excluded from the 7/18


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survey. The survey received 1191 participants. 76% of the participants answered yes to the virtual school questionnaire.

Analysis of available data regarding disease spread was conducted specific to Mercer County, NJ using the Covid Act Now website available at: America’s COVID Warning System. As of July 26, no state is on track to contain COVID. NJ is identified as a state with slow disease growth.

As you dig deeper into New Jersey’s data we found that COVID continues to spread slowly. Daily new cases per 100K population is at 3.3. This indicates that for every 100,000 residents there are 3.3 new confirmed cases everyday. At this rate 2 - 20% of NJ’s population would be infected in the next year. The infection rate is at 0.94 which indicates that each person with COVID is infecting 0.94 other people. This indicator confirms that COVID continues to spread across the state.


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https://covidactnow.org/?s=775136


The numbers are very similar when looking solely at Mercer County. Daily new cases per 100K population is at 3.2. This indicates that for every 100,000 residents there are 3.2 new confirmed cases everyday. At this rate 2 - 20% of NJ’s population would be infected in the next year. The infection rate is at 0.82 which indicates that each person with COVID is infecting 0.82 other people. This indicator confirms that COVID continues to spread across the state while in Mercer County active cases are decreasing.

Yet, the infection rate, noted below, is projected to increase following the trend data starting with a surge as early as July 09, 2020. The infection rate data was last updated on 7/25/2020. Each data point is a 14-day weighted average. The most recent seven days of data is represented as a dashed line, as data is often revised several days after reporting. The projection is an increase as noted by the green solid and dotted line on the graph.


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As noted in the following graphic, the rate of transmission climbed to 1.14 from 0.94 noted in a previous graphic. As the rate of infection continues to increase across the state, local data paints a more serious picture.


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Henry J. Austin Health Center is a Federally Qualified Health Center (FQHC). FQHC is a federal designation from the Bureau of Primary Health Care (BPHC) and the Center for Medicare and Medicaid Services (CMS) that is assigned to private non-profit or public health care organizations that serve predominantly uninsured or medically underserved populations. HJAHC provided the following table demonstrating a COVID test positivity rate in the Trenton community at 9%. Based on the health experts from HJAHC Dr. Kemi Alli and Dr. Rachel Evans, who have data and experience at the frontline, recommended delaying any in-person learning until conditions improve and employing a remote model of learning for the safety of students and staff.

Chief Medical Inspector, Dr. Gettys reviewed the district’s Restart and Reopening Plan, and confirmed her recommendation to delay any in-person learning until conditions improve and employ a remote model to ensure the safety of students and staff. A letter from Dr. Gettys is included in the appendix which outlines her concerns and recommendations.


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Mercer County Community College The experience of local organizations is relevant as we plan for Restart and Reopening. For example, Mercer County Community College announced a Fall Reopening plan that heavily relies on remote and online course offerings effectively closing physical campuses to student and staff members. 84% of all Fall courses are offered with no physical attendance component. The MCCC Restart Plan task force recommended any course that could continue to be offered fully virtual, should for the Fall 2020 semester. To meet the needs of the students and faculty, the MCCC reopening task force developed three (3) different class options for the Fall 2020 semester. Definitions of class options can be found on the MCCC website - http://www.mccc.edu/help.shtml. A. Remote Instruction: Instructors deliver course materials and assignments remotely. Class meets at specific times (52% of MCCC Fall 2020 course offerings) B. Online Instruction: Instructors deliver course materials and assignments fully online. No weekly meeting times (32% of MCCC Fall 2020 course offerings) C. Hybrid Instruction: Hybrid courses include a combination of face-to-face meetings and remote/online sessions (9% of MCCC Fall 2020 course offerings) The remaining 7% of courses are classified as clinical or field experience, although it should be noted these courses will not have any on-campus activity either and could therefore be considered either “remote” or “online”. No course will be fully face-to-face for the Fall 2020 semester. The MCC Restart Plan is available here: MCCC Restart Plan. Demonstration Lessons: Synchronous Learning Demo lessons were conducted on July 22nd at three school sites to test the feasibility of conducting synchronous learning for students physically present in school and with students connected remotely from home.

● Session #1 Completely Synchronous @ MLK ES (5th grade lesson) ● Session #2 Modified Synchronous @ Dunn MS: Students who are virtual were self

directed (6th grade lesson) ● Session #3 - Synchronous @ TNGA (Day 2 of School)

Participants learned that connecting students virtually, both those physically in school and those who were home, presents many challenges. A few positive aspects of the demonstration revealed a positive experience for remote students who were part of the classroom experience. Google Meet was used as an extension of the classroom and the break-out sessions allowed for interaction of students connecting both virtual. A few negative observations included Potential Teacher Challenges/Issues


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http://www.mccc.edu/help.shtml

https://mccc.edu/pdf/MCCC-OSHE-Standards-for-Restart-Plan.pdf


● Considerable time was spent assisting and troubleshooting technology for students who were working virtually

● Teachers can only share screen using certain “updated” devices ● Students who joined virtually at different times may have missed the lesson or directions ● Effective management of the two worlds ● Delay of teacher’s responses /feedback to students who are virtual ● Teaches will need more preparation time in addition to provide prep periods in order

prepare two lessons, on two platforms, each day ● Teacher maneuvering between two worlds was confusing

Potential Student Challenges/Issues ● Students may get “stuck” and have questions and the teacher is unable to give immediate

feedback and/ or a response ● Confusion when navigating Google Classroom to complete the assignments if the

classroom is not carefully organized ● Students who were virtual could not see what the teacher was writing on the whiteboard ● Need for headsets - when grouped to collaborate, virtual and classroom students

described the feedback as being distracting ● Students in the classroom cannot have their sound on while teacher is has their volume

on ● Need for Virtual Learning Protocols during instruction, such as:

○ Students need to turn on their captions ○ Students need to mute their devices ○ Directions/teaching of how to work on or use multiple documents/windows at

one time ● Students have different levels of technology proficiency ● Even with students tuning in to the lesson virtually, they still feel disconnected


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Sample Schedules for Remote Instruction Model: All Students Remote

Unified Remote Instructional Day:

During Phase One Remote all schools will operate on an 8:00 am to 2:40 instructional day. The revised schedule, effective October 5th, provides a focused instructional frame and reduces screen time while increasing access to one to one and small group student / teacher connections. Additional time for teachers to plan and develop lessons is embedded in the schedule. The instructional core is presented during the morning hours at all levels to minimize loss of instructional time due to connectivity issues with google classroom and google meets as experienced over the 10 day instructional review period.

HighSchool SCHOOL EDUCATION

Block 1 Period 1/2

Block 2 Period 3/4

Block 3 Period 5/6

Block 4 Period 7/8

8:00-9:00 9:05-10:05 10:05-11:10 11:15-12:15

Teacher / Student Lunch 12:20-1:05

Starting at 1:10 all students are expected to engage with instruction and complete assignments and classwork. The instructional day for students concludes at 2:40. During this

time selected students are scheduled to work with teachers as noted in the next section.

School Time: 1:10 - 2:05 on Mon, Tues, Thurs, Friday Teacher Initiated and Teacher Driven

(RTI, Individual Student Meetings, Small Group Meetings)

Teacher Meetings / PD 2:10-2:40 on Mon, Tues, Thurs, Friday Monday - Teacher-Directed Meetings/PD

Tuesday - School/Home Contact (Calls Home, Emails to Parents, Remind) Thursday - School Level Meeting

Friday - School/Home Contact (Calls Home, Emails to Parents, Remind)

Staff Meeting / School / District Based PD on Wednesdays - 1:10-2:40

MIDDLE SCHOOL EDUCATION

Period 1 Period 2 Break Period 3 Period 4 Period 5

8:00—8:28 8:28-9:20 9:22-9:32

9:34 -10:26

10:28-11:20

11:22-12:18


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School Time: 1:10 - 2:05 on Mon, Tues, Thurs, Friday Teacher Initiated and Teacher Driven

(RTI, Individual Student Meetings, Small Group Meetings)

Teacher Meetings / PD 2:10-2:40 on Mon, Tues, Thurs, Friday Teacher-Directed Meetings/PD

School/Home Contact (Calls Home, Emails to Parents, Remind) School Level Meeting

Staff Meeting / School / District Based PD on Wednesdays - 1:10-2:40

ELEMENTARY EDUCATION

HR Per 1 Per 2 Per 3 Per 4 Per 5 Per 6 Per 7 Per 8

8:00 - 8:10

ELA 30 min

ELA 30 min

ELA 30 min

Math 30 min

Math 30 min

Science 30 min

Soc Stud 30 min

Special 30 min


Scheduled Student Contact Time: 1:10 - 2:00 on Mon, Tues, Thurs, Friday Teacher Initiated and Teacher Driven

(RTI, Individual Student / Small Group Support, Small Group Meetings)

Teacher Meetings / PLC 2:05-2:40 on Mon, Tues, Thurs, Friday

Staff Meeting / School Based PD on Wednesdays - 1:10 - 2:40


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Early Childhood Schedule Virtual platform introduction meetings will be conducted with each family the first week of September. This meeting will be for the teacher and assistant to introduce themselves, and know the virtual platform that will be used throughout the year. Each teacher/site makes sure all preschool parents are set up on the virtual platform and also obtain understanding of how to log into the site selected platform (ie: YouTube, Zoom, YouTube or Google Classroom). We will also be scheduling a socially distant supply pick up day for that student.

Proposed Learning for Pre-K Schedule

9:00- 9:30am: Virtual Platform meeting with Preschool Teacher & Teacher Assistant. Students will participate in ½ hour Morning Meeting with instructional staff (ie: calendar, question of the day, songs, introduction of plan for the day, and instructions for daily individual learning work & etc)

9:30-10:00am: Individual independent student packet work completion by preschool students(packet received in Individual Learning Kit prior to instructional week)

10:00-1030am: Virtual Platform learning session lead by alternating instructional staff (Teacher & Teacher Assistants). Please note the site also can include Music for Very Young opportunities as per site partnerships. Students will meet via virtual platform to participate in music and movement, yoga, and or gross motor activities.

10:30-11:00am: Preschool students (with guidance) will be instructed to go to the preschool locations Youtube Channel or Website where they can watch video clips revolving around Pre-K Studies (ie: Science, Social Studies, Math, Literacy & etc)

11:00-11:30 : Students will tune into another virtual platform meeting for instructions on an art. preschool students will use playdough, art supplies, coloring, cutting etc independently. Creating 3D Art Projects.(Materials provided in the Learning Kit)

11:30-12:00: Students will remain on virtual platform with Teacher & teacher Assistants to show creations

12:00-12:30: Independent Play with Individual Tote Items **Supplies Totes will be created filled with supplies for all enrolled preschool student homes. Playdough, crayons, glue, scissors, learning games and all independent work will be included in the individual student tote. Manipulatives, games, and toys for the student home will be on loan to all families. They will be picked up at preschool locations and sanitized/changed out when needed during the school year. The individual student tote distribution will be on a bi-weekly, monthly or bi-monthly base. (as per the site leadership)

12:30-1:00: Platform meeting with includes teacher, assistant and student population for end of the day clean up and story reading by Teacher or Teacher Assistant

● Chrome books, iPads, or laptops if needed, will be sent to student home as needed for technology support

● Grab and go food may be available from schools that participate in the Food Program. ● Family Workers will provide virtual meetings and phone calls to homes (Ie: attendance

verification, community & family resources, technology access and webinars, internet connection support for homes & etc).

● Platforms that will be used for daily communication with students and parents include, but not limited to, Class Dojo, Zoom or Google Classroom, YouTube & etc. All virtual platforms at the discretion of the contracted site leadership and affirmed in site 2020-2021 Early Childhood Re-entry Plan.


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Nutrition Plan during Phase One Remote Instruction To ensure the continuity of meal programs, TPS will work with the district’s food service vendor to distribute meals to all students as noted here. Schedule Meal Service Times:

● Distribution will happen every Wednesday ○ Distribution will follow the Hybrid Schedule (A/B) ○ Students with last names that begin with the letters ( A - L) can pick up their

meals at any location listed below between 10:00 am - 11:30 am ○ Students with last names beginning with the letters ( M - Z ) can pick up their

meals at any location listed below between 12:00pm-1:30pm

There will be 5 full breakfast and lunch meals provided at meal distribution time

○ On Wednesdays of each week students will receive breakfast and lunch for five days. (Wednesday, Thursday, Friday, Monday, and Tuesday).

○ Each family will receive reheating instructions with the food to ensure safe food handling

○ FFVP produce will also be provided at the time of meal pick up

The following sites were selected as emergency closure locations based on location and storage capacity:

● MLK Elementary ● Mott Elementary ● Kilmer K-8 ● T.C.H.S ● Gregory Elementary ● Washington Elementary ● Rivera Middle ● PJ Hill Elementary ● Columbus Elementary

The following resources will be needed to manage meal services at emergency closure locations including:

● Food distribution area must be cleaned and cleared for use before and after meal services ● Assigned custodian and security teams (4 security guards) ● Meal distribution must be done inside the buildings to ensure proper food temperatures

are being met according to regulations ● Food production will be out of the Commissary, MLK, TCHS, PJ Hill


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● Access will be needed to the buildings throughout the week

Meals will be available per site as noted here MLK School serving the following network of schools

● Columbus ● Rivera ● 9th Grade Academy ● Monument ● MLK ● Daylight

Kilmer School serving the following network of schools ● Kilmer

TCHS Main serving the following network of schools ● Hedgepeth ● Washington ● PJ Hill ● Wilson ● Grant ● Robbins

Mott School serving the following network of schools ● Mott ● Dunn ● Parker

Washington serving the following network of schools ● Washington ● Harrison ● Dunn ● Franklin

Gregory School serving the following network of schools ● Gregory ● Daylight ● Monument ● Cadwalader

Technology to Support Remote Instruction Model:

TPS is committed to providing every student with a device for online learning. Students were provided a device during March-June 2020. New and current students who require a device to


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support the Phase One Remote Instruction Model will be provided a device by the first day of the 2020-21 school year.

The district has launched multiple strategies to improve access to chromebooks and internet access.

● Purchased 1200 Chromebooks in addition to the 5000 units previously ordered to support 1:1 initiative. All students who need a device will have one in time for the 20/21 school reopening.

● Purchased 200 LTE data broadcast devices to provide internet access to students throughout the city. All LTE access to be installed and tested before school reopens.

● Purchased Wi-Fi hotspots for students to support access to virtual instruction ● Secured a donation of 1200 Wi-Fi for students to use in locations not reached by the LTE

network ● Purchased headphones for students and teachers to improve the virtual learning

experience ● Launched digital tools to enhance monitoring of Google Classroom and virtual

instruction tools and resources. ● Launched online registration to reduce the need to visit schools for registration

Reasons for Reopening Schools 100% Remote:

1. Contact Tracing: The Trenton City Health Official informed the district, in writing, that the City of Trenton has a 9% positive case rate with the anticipation that rates will increase. During several meetings with the City Health Official, the district learned that the health department has a backlog of approximately 900 cases and currently does not have adequate resources to provide contact tracing. Sufficient contact tracing resources is crucial for school reopening to our school district and the community.

2. Ventilation: Due to the age of many of the district buildings, with 12 of the 22 school buildings being 50 or more years old, introducing fresh air into instructional spaces is limited. The Trenton Public School District has several different means and methods in place for supplying fresh air to its school buildings. Many schools also have single window A/C units and rely mainly on opening windows for ventilation. Some classrooms with window air conditioners have no fresh air ventilation method. Filters in window air conditioners are ineffective in filtering small particles and might spread virus droplets. Windows can be opened slightly to introduce fresh air, but this practice will significantly reduce comfort levels in hot weather and high humidity.

3. Social Distancing Equipment: The district purchased equipment such as student and teacher desk plexiglass shields to address social distancing. These items are back-ordered due to the national demand with no delivery date. We expect an update from vendors confirming shipment dates for this equipment.

Anticipated date to return to in-person instruction: January 4, 2021


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The first marking period ends on November 16, 2020. However, 17 days are built into the calendar, where the district is closed between November 17 to December 31. We plan to open on January 4, 2021. The selected date should allow the district to address the factors for remote opening such as contact tracing, ventilation, social distancing equipment, and health and safety data, indicating the rate of positive Covid-19 exposure in the City of Trenton.

PHASE TWO Restart and Reopening: TBD 2020 Hybrid Model A/B Cohorts The Reopening Committee developed the following schedule to support recommendations for a hybrid instructional model providing students with a combination of physical instruction and virtual instruction. WEEKLY SCHEDULE Hybrid Schedule with Reduced Capacity

Week M T W Th F

Week 1 A B A B A

Week 2 B A B A B

Students will be divided into A-Day and B-Day Cohorts. The hybrid schedule provides students with in-person instruction two or three days per week. TPS will work to ensure that siblings and families residing together will attend schools on the same days. Families requiring schedule adjustments should contact their building principal. On days students are scheduled for virtual instruction, they are expected to participate in classroom activities by logging into google classroom and completing assignments as required by the teacher. Students are required to sign into Google Classroom virtually to receive credit for attending school. It is required that all students follow their assigned schedule as if they were physically in school. All attendance procedures will continue to be followed as attendance is expected and required. LINK TO SCHOOL CALENDAR: A DAYS=RED B DAYS=PINK Contingency School Year Calendar Student Assignment Days


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https://docs.google.com/spreadsheets/d/1ZS6F8s09UNeh7F0Vq5NJFdzEcruL5E4Nj8j_746F4qs/edit?usp=sharing


Sample Schedule Hybrid A/B Cohorts

Elementary Schedule: 1st to 5th grade Staff Day: 7:55-2:40

Student Day: 8:00-1:15 5 hours 15 minutes

HmRoom Bkfast in Classroom

Block 1 Block 2 Block 3 Block 4 Block 5 Block 6 Block 7

8:00-8:30 8:30-9:10 9:10-9:50 9:50-10:30 10:30-11:10 11:10-11:50 11:50-12:30 12:30-1:15

Grab and Go Lunch /Dismissal: 1:15-1:45 1:45-2:30 Staff Prep and Lunch

Elementary Schedule: Kindergarten Staff Day: 7:55-2:40

Student Day: 8:00-1:15 5 hours 15 minutes

AM Cohort 8:00-10:30 PM Cohort 11:50-2:20 STAFF DAY 7:55-2:40

Morning Meeting / Breakfast in the Classroom

Block 1 ELA

Block 2 MATH

Teacher Lunch and Prep Sanitization of classrooms

Afternoon Meeting / Lunch in the Classroom

Block 3 ELA

Block 4 MATH

8:00-8:30 8:30-9:30 9:30-10:30 10:30-11:45 11:50-12:20 12:20-1:20 1:20-2:20

2:20 Dismissal (by paraprofessionals) 2:20-2:40 Common Planning (20 minutes x 5 days = 100 minutes)


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MIDDLE SCHOOL EDUCATION Staff Day: 8:25-3:10

Student Day: 8:30-3:00

TIME MONDAY TUESDAY WEDNESDAY See Reduced Day Schedule below

THURSDAY FRIDAY

8:30-9:00

Period 1 (30) Peer to Peer /

WIN


WIN


WIN


WIN


WIN

9:05-9:50 Period 2 (45)

Period 2 (45)

Period 2 (45)

Period 2 (45)

Period 2 (45)

10 MINUTE BRAIN BREAK

10:00-10:45 Period 3 (45)

Period 3 (45)

Period 3 (45)

Period 3 (45)

Period 3 (45)

10:50-11:35 Period 4 (45)

Period 4 (45)

Period 4 (45)

Period 4 (45)

Period 4 (45)

11:40-12:25 Period 5 (45)

Period 5 (45)

Period 5 (45)

Period 5 (45)

Period 5 (45)

12:30-1:15 Period 6 LUNCH--45 minutes

1:15-2:35 Period 7 (20 min sessions) Classes return for 20 minutes each for Periods 2,3,4,5 for teacher directed support,

intervention and enrichment.

2:35-3:00

Period 8 Teacher Prep

2:35-3:10 STUDENTS CONTINUE INDEPENDENT WORK


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Reduced Day Schedule Middle Schools: 8:30 to 12:45 PM

Periods Times

1. Peer to Peer / WIN

8:30—9:00 (30)

2 9:02-9:53 (51mins)

BREAK 9:53-10:03 (10 min)

3 10:06-10:57 (51 min)

4 11:00-12:51 (51 min)

5 11:54-12:45 (51 min)

Teacher Lunch 12:45-1:15 School Based PD 1:15-3:10


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HighSchool SCHOOL EDUCATION Staff Day: 8:55-3:40

Student Day: 9:00-3:30

Block 1 Period 1/2

**Block 2 Period 3/4


Block 4 Period 7/8

9:00-10:00 10:05-11:05 11:10-12:10 12:15-1:15

LUNCH: 1:20– 2:05PM (STAFF AND STUDENTS)

Block 1 Period 1/2

Block 2 Period 3/4

Block 3 Period 5/6

Block 4 Period 7/8

2:10-2:30 2:30-2:50 2:50-3:10 3:10-3:30

TEACHERS END: 3:40PM AFTERNOON BLOCKS Tutorials Remediation Flexible grouping for the following: *RTI, **Academic Acceleration, ***CST Intervention

Reduced Day Schedule HighSchools: 9:00 to 1:15 PM

EVERY WEDNESDAY – REDUCED DAY FOR STUDENTS (MEAL PICKUP)

Block 1 Period 1/2



Block 4 Period 7/8

9:00-10:00 10:05-11:05 11:10-12:10 12:15-1:15

Teacher Lunch 1:20-2:05 School Based PD 2:10-3:40

General Notations for Special Education, Related Services, and Child Study Teams.

● All self-contained, Special Education, classrooms/programs to attend school everyday during Hybrid. With possible accommodations and/or redesignated classrooms for programs with 16 students maximum (ie., LLD and/or CMI) or smaller classrooms servicing our Autism population.


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○ Designated space and/or days a specific room can be used for Deescalation or “Cool-Down” Sessions.

● Inclusion and Out-of-Class/Pull-Out Resource Programs will follow the General Education, A/B Hybrid Schedule.

● All Related Services, such as Occupational, Physical, and Speech Services; as well as Counseling, will be made available daily and use an identified/designated space and/or classroom to provide services.

● All Child Study Teams will be available daily from 8AM to 4PM.


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100 % Remote “All Virtual” Option: Results of our most recent parent survey indicates that approximately 80% of respondents would select a 100% remote “all virtual” education option. TPS intends to provide an “all virtual” option for students as part of the Hybrid A/B Cohort model upon parent request. Virtual learning will include scheduled synchronous learning, live interaction with teachers, and mandatory participation times. All students who are enrolled in the 100% remote “all virtual” option will be approved. Parents must digitally sign and submit their selection to receive the 100% remote “all virtual” option for their child and commit to this option for a set period of time during the 20/21 school year. Committing to a set enrollment period allows the district the ability to manage staffing and scheduling procedures. TPS is developing a registration process to confirm student enrollment.


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Phase One & Two Guidelines

Academics and Instruction As we return to school, we understand that the 2019-20 academic year was significantly disrupted due to COVID-19. Therefore, we must fully address learning lapses which occurred during the remote learning period from March through June 2020, when teachers and students were becoming familiar with the basic tools and competencies of remote learning. LEARNING EXPECTATIONS Students must follow the District approved attendance policies and academic expectations, whether in a school building or in a remote location where virtual instruction can be accessed.

As part of supporting our return to school, we (Trenton Public School District) are committed to the following:

● First and foremost, ensuring the health, safety and overall well-being of our students through the coordinated efforts of full support teams which include parent liaisons, school nurses, teachers, paraprofessionals, administrators, counselors, social workers, network technology professionals, secretaries, custodians, central office data, business and talent acquisition professionals, as well as our valued security and food service partners. Entire teams of professionals work together to assist students through the safe social-emotional transition back to school.

● Identifying academic proficiency levels, as well as mastery of foundational and grade-level standards at the beginning of the year, more than 20 weeks after school buildings closed since March 2020. All students will complete the Star Reading and Star Math Assessments, which are available in both English and Spanish. Teachers, instructional specialists and school administrators will use data from these assessments to pinpoint competencies and deficits relative to the New Jersey Student Learning Standards (NJSLS) both for math and for reading in order to effectively support students in catching up.

● Determining individual learning goals. Students will work with their teachers to identify specific learning targets based on Star Reading and Math assessment data also shared with parents/guardians and monitored throughout the 2020-21 school year.

● Accelerating learning with strategic instruction, reinforcement, and assessment. Meaningful daily homework will be assigned to support those efforts. We shoot for 1.5 years of growth or more in each student.

● Intervening immediately and consistently. Intervention and acceleration are required to move all students toward grade-level proficiency. Therefore, all students receiving Tier 1 instruction, as well as students receiving Tier 2 and Tier 3 interventions will use our


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online digital resources (i.e., Lexia Core 5, Lexia PowerUp, and DreamBox). In order to ensure the effectiveness of our Response to Intervention (RTI) for students - a major component of our Multi-Tiered System of Supports (MTSS) described below - Trenton Public School Teachers must regularly review and analyze data generated by students using the aforementioned online digital resources in order to plan effective interventions for their students. While “Tier 3” students may receive the most intervention time overall (based on need), “Tier 2” students may require less individual and small group time with the teacher in order to master foundational standards required for the mastery of grade-level Tier 1 instruction. However, Tier 1 students who require less support mastering grade-level content must also receive opportunities for enrichment, pushing them to think more critically, broadly, deeply and to accelerate their learning beyond grade level expectations.

● Our Restart and Reopening plan proposes a remote school option, and an A Day - B Day Hybrid schedule. Both proposals require a Blended Learning model. The exception to this is Kindergarten, which will follow a daily AM/PM model during the hybrid model. Trenton Public Schools also recognizes the possibility of returning to full remote teaching and learning during SY 20-21. To that end, the academic implications of both models may be found below.

Hybrid Learning Model & 100% Remote

The primary focus of Tier 1 instruction received by all students consists in the exploration and mastery of grade-level standards exploration, acquisition, while Tier 2 and Tier 3 small group interventions as well as enrichment defines the RTI component of MTSS. Remote instruction presents unparalleled opportunities for independent practice and formative assessments using our online digital resources. Teachers must continually monitor their students’ progress and conference (even tele-conference) with students individually as well as in small groups. Teachers are expected to plan daily lessons for Tier 1 whole group instruction, while also leading discussions and assigning work to support students’ Tier 2 and Tier 3 intervention, as well as enrichment needs.

As part of daily instruction, teachers will:

● Deliver face-to-face, Tier 1 grade-level direct instruction, as well as guided practice and gradual release, both for students attending school in-person, as well as for students attending school remotely via Google Meet.

● Provide multiple opportunities for students to question, to discuss, to construct viable arguments, to critique others’ reasoning, while developing conceptual understanding, fluency and application of both grade-level and related foundational standards and skills.

● Incorporate the use of chromebooks with assignments (where possible) in order to include remote students, while also developing the technological skills of students who are physically present in school.


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● Strategically balance synchronous (live digital) and asynchronous (recorded or assigned digital) instruction, which may include Tier 1, grade-level instructional videos from our online programs, such as Zearn and Eureka Math InSych, as well as related assignments.

● Assign both independent and group assignments including classwork, homework, formative assessments, writing response assignments, and multimodal projects, both online as well as on paper, where possible.

● Virtual practice using Benchmark Workshop, Discovery Education, Rosetta Stone, Khan Academy, Zearn, Eureka Math InSynch and DreamBox, etc. and the viewing of instructional videos, including videos teacher(s) make.

● Support students’ individual independent practice for conceptual and skill mastery, while conferencing with students in relation to their progress toward meeting learning goals students and teacher mutually agree on.

● Invite students to prepare questions for inquiry, as well as topical presentations, based on their remote learning experiences. This will help students develop increased personal and academic responsibility.

INSTRUCTIONAL SUPPORTS

Multi-tiered Systems of Support (MTSS) – A Schoolwide Framework for Selecting, Delivering, and Evaluating the Success of Student Supports and Interventions

Multi-Tiered Systems of Support (MTSS) is a systematic approach to supporting the varied academic and behavioral needs of all PK-12 students, encompassing prevention, intervention, and enrichment, while also helping educators and families identify individual students who may truly need extra supports offered by TPS Special Services. TPS uses a collaborative team approach which enables ALL students to succeed academically, socially and emotionally, as measured by data collected from multiple measures of meaningful progress, including (but not limited to) formative and summative assessments, as well as research-based interventions within the least restrictive environment for individual students..

Our strong core instructional program ensures all students receive the highest quality, equitable educational experience. Teachers, academic and behavior interventionists, parents, and administrators work collaboratively to support students in the learning process and provide targeted student interventions based on individual learning needs. This is done through utilizing a variety of evidence-based practices designed to improve achievement and promote positive student outcomes. Through regular progress monitoring of student performance using a variety of assessment data (including but not limited to universal screening tools, pre assessments, post-assessments, formative data, and observations), teams will continue to make data-driven decisions to provide a continuum of supports, interventions, and coaching to


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accelerate student learning when an opportunity gap is determined. Students will continue to receive small group instruction and one-on-one interventions virtually as appropriate.

As mentioned previously, Response to Intervention (RTI) is the academic component of MTSS, which teachers must perform regularly, especially during scheduled Intervention and Enrichment time blocks provided to students. This requires teachers to monitor data generated from students’ use of our online digital resources for intervention (Lexia and DreamBox) in order to systematically help more students acquire the skills and knowledge of foundational standards necessary to master grade-level standards. Students who need to catch up the most should receive more attention (Tier 3) than students who are closer to mastering grade level standards (Tier 2). Moreover, students who quickly master grade level standards (Tier 1) must enjoy opportunities to expand their knowledge and critical thinking skills beyond grade level standards, where possible. This affords students who may later be identified as “gifted” additional enrichment which keeps them engaged with school and may allow them to flourish beyond standard expectations.


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Curriculum, Instruction, Assessment, and Professional Development Because TPS is committed to providing the highest quality educational experience for all students, the supports below will remain in place regardless of the schedule or learning environment.

Curriculum

● Monitor pacing of instructional delivery, and make adjustments as needed to ensure all students meet grade-level and content-specific New Jersey Student Learning Standards (NJSLS)

● Inform administrators of necessary adjustments, and support teachers in making appropriate shifts toward helping students learn grade-level New Jersey Learning Standards (NJSLS), as well as relevant foundational standards, where necessary

● Teacher leaders or instructional coaches, support teachers in making any necessary adjustments and in continuously improving the quality of instruction for students in both remote and hybrid learning environments, moving toward mastery of grade-level New Jersey Student Learning Standards (NJSLS)

● Collaborate with school leaders and educators to determine the necessary supports required for effective remote or hybrid instruction to result in students developing essential critical thinking skills which our ever-changing, evolving world demands for the ongoing survival of modern humans

● Review and update (as applicable) data privacy policies, acceptable use policies, and policies related to accidental damage, theft, and loss of technology to ensure these policies adequately address home use of devices

● Gauge the supply and demand for devices and internet accessibility and facilitate virtual learning as necessary (this is really important for remote and/or hybrid learning to work!)

● Provide supports for the collaborative creation/curation of virtual learning content, including lessons created by Trenton Public School Teachers.

● Employ G Suite for Education, in addition to other district-approved technology, across all grade levels to facilitate online learning, manage online coursework, and communicate with students

● Utilize a matrix to vet and monitor the tools made available or recommended to ensure that the tools are appropriate for K-12 audiences and aligned to district policies, including data privacy and acceptable use


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Instruction

● Continue designing grade-level, standards-based learning experiences to meet the needs of students at various levels and to ensure learning is accessible regardless of schedule modifications

● Maintain high levels of student engagement and foster student ownership of learning, include student “voice and choice”, and promote independent learning by designing learning experiences that:

○ Use technology in the service of learning (Teachers conduct Google Meet and or ZOOM sessions with students)

○ Build student understanding by linking together concepts within and across grade-levels and content areas

○ Provide a variety of learning opportunities, including support for struggling learners as well as enrichment activities

○ Evoke and pique student interest

○ Address real-world issues

● Provide supports that allow students to meet the requirements of grade-level and content-specific learning goals, including a variety of teaching structures (e.g., whole group and small group instruction, individual conferences, adjustment of materials, pacing, and delivery, timely and actionable feedback based on ongoing assessment) to support students’ progress toward those goals

● Provide regular feedback to students and families on expectations and progress based on a variety of assessment indicators

● Distribute materials, manipulatives and items purchased by the district for at-home activities at no cost to families for all students

● Recognize the impacts that home and societal environments may have on learning as students re-acclimate to in-person learning and adjust to new instructional models and schedules

● Consider implementing project-based learning, learner-centered assignments, and guided learning opportunities

● Provide multiple opportunities for staff to work in professional learning communities that convene regularly within the G Suite ecosystem to ensure consistency of practice, coordination of assignments, and interdisciplinary learning experiences


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Assessment

● Given the increased importance of face-to-face instruction in the A Day/B Day schedule, our universal screener, STAR Reading and STAR Math, will be the only district-based assessment delivered in the classroom.

● A comprehensive schedule of assessments for SY 20-21 may be found at the Trenton Public Schools Assessment Calendar.

● Use myriad assessment tools, i.e., pre-assessments, formative assessment, student self-assessment, summative assessments, etc. to determine readiness for instruction, especially as it relates to any learning loss that may have been experienced as a result of school closures during SY 19-20. These include assessments that can be delivered remotely such as AAPPL Test for Seal of Biliteracy, standards-based unit assessments, cumulative assessments, end-of-topic assessments, etc.

● Utilize ongoing formative assessment data to monitor learning and adjust instruction

● Provide students ample time to adjust to the school environment, which may look different than what they have previously known and ensure their social and emotional needs are met to support optimal conditions for instruction and assessment

● Continue to monitor the progress of students with IEPs towards learning goals, and adjust instruction based on ongoing formative and summative assessments

● Develop student feedback and/or grading plans for virtual learning and make any needed policy adjustments

● Pilot SchoolNet’s AI-driven assessments measuring student mastery of grade-level standards. Although teachers do not grade these assessments, they must analyze and interpret student data from these math and/or ELA assessments (grades 3-8) in order to enhance student interventions by using our district online digital tools strategically, along with small group discussions and individual conferencing around foundational standards which are directly relevant to the grade level standards.

Data Analysis

● Support collaborative analysis of individual, class and grade-level data in order to improve first-time grade-level instruction, as well as to plan effective interventions addressing relevant foundational standards. Of course, confirming/refuting hypotheses, raising additional questions which must be answered and formulating next steps are par for the course

● Analyze the district 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, and its impact on their progress. Utilize this information, along with formative, summative, and NJDOE-required assessment data to plan high-impact instruction which addresses the needs of our ELL Students, particularly newcomers


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● Incorporate meaningful and appropriate assessment strategies into the strategic plan in order to evaluate the needs of students, and for the planning of instruction

Professional Development

The role of teachers, support staff, and administrators in supporting students’ acclimation to pandemic-era learning environments is paramount; therefore, the following professional learning opportunities will be considered to equip teachers, support staff, and administrators:

● Become familiar with district online protocols and platforms;

● Become familiar with modified and/or new assessment tools and procedures that will need to be utilized in a remote learning environment;

● Become familiar with high-quality online resources that support student learning;

● Explore impactful predictable routines and structures for students in a virtual learning environment that will maintain high levels of student engagement, including clear expectations for remote and in-person students;

● Explore instructional methods that maintain high levels of student engagement, including but not limited to the use of “office hours” for additional support, synchronous whole and small group lessons, and the use of technology to provide asynchronous learning experiences;

● Explore ways in which to deliver instruction focused on the maintenance of good practice in digital citizenship;

● Provide regular time to collaborate with colleagues, both within and across buildings in order to ensure consistency of practice, coordination of assignments, cross-curricular learning opportunities, and common lessons and modules;

Furthermore, partnering with parents to support their children in a remote learning environment is critical. A series of parent workshops will be conducted at schools during times convenient for families. The workshops will provide practical guidance to parents on accessing district digital platforms, monitoring their child’s learning, communicating with teachers, and requesting assistance as needed. Dates and topics of professional learning opportunities for teachers, support staff, administrators, and parents may be found at the Trenton Public Schools Professional Development Calendar.

Instructional Impacts Due to Illness

The impact of lost instructional time and social emotional development on children and adolescents is anticipated, and schools must be prepared to adjust curricula and instructional practices accordingly without the expectation that all lost academic progress is remediated. Plans to make up for lost academic progress because of school closures and distress associated with the pandemic should be balanced by a recognition of the likely continued distress of educators and students that will persist when schools reopen. If the academic expectations are unrealistic, school will likely become a source of further distress for students (and educators) at a time when they need additional support. It is also critical to maintain a balanced curriculum


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with continued physical education and other learning experiences rather than an exclusive emphasis on core subject areas. The district has planned professional development for its teachers to address the needs of students.

Instructional Staff Should

● Reinforce social distancing protocol with students and co-teacher or support staff.

● Limit group interactions to maintain safety.

● Support school building safety logistics (entering, exiting, restrooms, etc.).

● Become familiar with district online protocols and platforms.

● Plan standards-based lessons to meet the needs of students at various levels, ensuring versatility of lessons to apply to both settings.

● Develop predictable routines and structures for students while maintaining student engagement through varied instructional strategies/modalities.

● Provide regular feedback to students and families on expectations and progress.

● Set clear expectations for remote and in-person students.

● Assess student progress early and often and adjust instruction and/or methodology accordingly.

● Develop opportunities for real-time interactions with students (office hours, virtual meetings, etc.).

● Instruct and maintain good practice in digital citizenship for all students and staff.

● Instructional staff with additional capacity or limited time spent with students may assist with school building and safety logistics.

● Teacher leaders or instructional coaches should support teachers in making necessary curricular adjustments and continuously improving the quality of instruction in remote and hybrid environments.

● Providing materials, manipulatives and items for at-home activities at no cost to families (particularly in preschool).


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Attendance Research confirms that regular attendance is critical and essential to a student's ability to learn. The district’s calendar includes 180 days of instruction. Every student should strive for 100% attendance. The district will follow normal attendance policies as it relates to excused and unexcused absences. Normal procedures concerning chronic absenteeism will be followed. “Virtual-school” attendance will be captured based on student log-ins and participation in lessons. Procedures will be in place to account for students whose families decide against having them physically attend school and attending 100% virtual. When to stay home: Use Attendance Works Flyer https://www.attendanceworks.org/resources/messaging/how-sick-is-too-sick/

Substitute Teaching We anticipate the need for substitutes during hybrid instruction. In the case that a substitute cannot be provided each school will develop an individualized plan that:

1. Identifies large unused spaces to hold students (ie cafeteria, auditorium, library, etc) 2. Plans for the use of out of classroom staff on an emergency basis 3. Makes optimum uses of teacher schedules and compensates as needed 4. Space allows for socially distant instruction to resume 5. Notifies custodians of use of space for daily cleaning

The district plans to provide daily building based substitutes at each school.


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https://www.attendanceworks.org/resources/messaging/how-sick-is-too-sick/


One Student, One Device and Connectivity TPS is committed to providing every student with a device for online learning. Students were provided a device during March-June 2020. New and current students who require a device will be provided one by the first day of the 2020-21 school year.

The district has launched multiple strategies to improve access to chromebooks and internet access.

● Purchased 1200 Chromebooks in addition to the 5000 units previously ordered to support 1:1 initiative

● Distributed Chromebooks to all students to use when in school and at home ● Purchased LTE data access points to provide internet access to students throughout the

city. ● Purchased Wi-Fi hotspots for students to support access to virtual instruction ● Purchased headphones for students ● Launched digital tools to enhance monitoring of Google Classroom and virtual

instruction tools and resources. ● Launched online registration to reduce the need to visit schools for registration

Remote Learning Teachers are expected to instruct via the digital learning platform, Google Classroom, on a daily basis. The district’s learning management system, Google Classroom and Clever will continue to be the launch points of digital learning, whether school-based or remote, for students in the Trenton Public Schools.

Google Classroom organizes learning activities, manages student participation in daily work, and gauges student progress through their classes. Additional Google Apps and Chrome Extensions will be used to support the effectiveness of Google Classroom. Most notably, Google Meet will serve as the meeting space for virtual direct and small group instruction, as well as teacher-student conferencing.

Clever serves as our students’ single sign-on (SSO) portal for Waterford, Lexia, Dreambox, Discovery Education, Rosetta Stone, and other online learning platforms.

TPS supports our students with a host of virtual resources that foster continuous learning beyond the physical school building. All students can access these resources using their district-issued Chromebooks and signing into their Clever dashboards.

Elementary Resources ● Benchmark Workshop - English Language Arts ● Benchmark Taller - English Language Arts, bilingual parallel companion ● Lexia Core 5 - English Language Arts core reading skills, grades 2-5, K - 5 Bilingual

On-line Literacy Intervention Tool ● Waterford Early Learning - English Language Arts core reading skills, grades K-1 ● Learning Ally - English Language Arts (certain schools)


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● Pearson myWorld - Social Studies ● DreamBox - Math facts and fluency ● Rosetta Stone - World Languages, grades 2-5

Secondary Resources ● Studysync - English Language Arts/ESL, grades 6-8 ● Lexia PowerUp - English Language Arts core reading skills, grades 6-12 ● Learning Ally - English Language Arts ● Mathia - Math interactive exercises, grades 6-8 ● DreamBox - Math facts and fluency, grades 6-8 ● Discovery Education - Social Studies, grades 6-8 ● MobyMax - Science, grades 6-8 ● Amplify Science - Virtual Science Lessons, Grades 6-8 ● Khan Academy - Math and science lessons, videos, and practice, grades 6-12 ● Delta Math - Math lessons, videos, practice, and customizable assignments, grades 6-12 ● Santillana World Language (Spanish, French) Lessons, Grades 6-12 TBD ● Pearson myPerspectives - English language arts/ESL, grades 9-12 TBD ● National Geographic-Edge-English as a Second Language 9-12 ● LaunchPad - English language arts (honors and AP), grades 9-12 ● Agile Mind - Mathematics, grades 9-12 ● McGraw-Hill World and US History - Social Studies, grades 9-12 ● PSI Virtual - Science, grades 9-12 ● Activate Learning - Online Science Text, Grades 9-12

Classroom teachers and school counselors may employ additional platforms and resources to support core instruction and social-emotional health.

Real time updates for our students, families, teachers, and community will be shared on the Chief Academic Office’s Google site for instructional support, “Distanced, Not Divided”.


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https://sites.google.com/trenton.k12.nj.us/tpsdistancelearning


Early Childhood

2020-2021 Trenton Public School District Preschool Hours (Proposed)

● 8:40am-1:30pm (A or B Alternating Student Cohort Schedule) ● 1:45-2:15 Staff Lunch (Instructional Staff) ● 2:15-3:15 Instructional Staff Prep & Instruction Clean Up/Restore

Student Cohort Rotation

● Monday & Tuesday-A Student Cohort Attendance ● Wednesday-Remote Learning for students at home learning via virtual (Preschool Staff

at Sites working virtually & Sanitizing Toys, Touchable Surfaces & etc) ● Thursday & Friday-B Student Cohort Attendance

**Please note the following week the Student Cohorts switch days allowing a four (4) day consistency for teaching and learning and Wednesday is maintained for remote teaching/deep sanitizing of preschool sites by contracted providers (Cohort Calendar to be developed for Office of Early Childhood Preschool preschool families)

The Office of Early Childhood contracted preschool locations will implement instructional practices using the Creative Curriculum for Preschool, as one of the recommended New Jersey Department of Education(NJDOE) curriculum models. The proposed instructional day will be equal to the standard reduced day scheduling and routines. Whether face to face or via remote learning the instructional staff will follow the elements for high quality preschool programming as expected by the NJDOE, Division of Early Childhood and the Trenton Public School District, Office of Early Childhood.

The Creative Curriculum for Preschool is a comprehensive , research-based curriculum that promotes exploration and discovery as a way of learning, enabling children to develop confidence, creativity and lifelong critical thinking skills. Children find opportunities for rigorous skill development like counting measurement, and language comprehension while also developing positive relationships, gross-motor skills, and problem solving abilities.

To support the maintenance of high quality preschool instruction implementation the Office of Early Childhood will continue to serve as a support and resource for contracted preschool classrooms in the areas of instruction, assessment and social emotional strategies for contracted preschool partners.

Guidance for Early Childhood Contracted Preschool Locations, as per New Jersey Department of Children & Families on COVID-19 related licencing health and safety requirements


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Effective June 15, 2020, pursuant to Executive Order 149 all child care programs operating in the State of New Jersey must comply with the requirement detailed in this guidance. Failure to do so may result in the prohibition of continued operation during the COVID-19 public health emergency. Noncompliance by licensed child care centers may also result in the suspension or revocation of an offending operator’s certificate of approval to operate. These requirements are imposed in conjunction with other applicable requirements imposed in law or regulation, or in the rare event that these requirements are in conflict with other law or regulation, the more stringent requirement shall be enforced.

This guidance is heavily derived from guidance documents produced by the federal Centers for Disease Control and Prevention (CDC), however, in many instances it has been supplemented or modified to reflect the needs of New Jersey. In several areas, CDC recommendations have been replaced with mandates for New Jersey centers. In those instances, this guidance document is controlling.

Contracted Licenced Preschool Summary of Requirements

As New Jersey centers reopen pursuant to Executive Order 149, they are taking on a tremendous responsibility for ensuring the well-being of children in an environment in which the risks are significantly higher and more complex than they were only a few short months ago. The rules outlined below and discussed in greater detail in the pages that follow, are intended to facilitate the safety and well-being of child care operators, their staff and the children they serve. Effective June 15, 2020, and until further notice:

● All preschool contracted centers shall screen staff and children for fever and other COVID-19 symptoms prior to entry to the program facility each day. Children and staff with a fever in excess of 100.4 degrees Fahrenheit, or exhibiting other symptoms of COVID-19, shall not be allowed to enter the facility, nor will persons that have exposure to persons known to have COVID-19 during the preceding 14 days.

● Centers shall minimize group sizes and movement between groups. Groupings shall not exceed 10 children, and interactions between groups must be limited. Children remain in classrooms after arrival

● Staff shall be assigned to and remain with their designated group/class for full student day. (For more information review DCF Guidance)

● Programs shall ensure that the spacing of groups within the facility allows for ten feet of separation between groups at all times, including sleeping and play periods. Outdoor play shall be scheduled in staggered shifts.

● Centers shall take steps to preclude crowding at pick up and drop off times. Centers are strongly encouraged to schedule and stagger these times.

● Sharing of supplies, food, toys and other items is not allowable. Centers shall ensure an adequate supply of school, art and other supplies to preclude the need for sharing of items. Children’s belongings shall be kept separate in individual storage bins or cubbies and sent home each day for washing. (For more information review DCF Guidance)


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● Field trips and other off-site activities are prohibited, with the exception of activities within walking distance of the facility, as long as social distancing can be maintained throughout. (For more information review DCF Guidance)

● Close person to person contact (hugging, wrestling, games involving touching or tagging) shall be strictly limited and discouraged. (For more information review DCF Guidance)

● Staff shall be required to wear cloth masks while working unless doing so would inhibit the individual’s health. If a staff member refuses to wear a cloth face covering for non-medical reasons and if such covering cannot be provided to the staff person at the point of entry, the center must decline to allow them to enter. When feasible, children shall wear face coverings within the facility. Cloth face coverings should NOT be put on children under age two because of the danger of suffocation. (For more information review DCF Guidance)

● Centers shall continue to teach and reinforce healthy hygiene practices to prevent the spread of COVID-19. (For more information review DCF Guidance)

● Visitors shall not be permitted to enter the center during operating hours, with the exception of emergency or law enforcement personnel in their official capacity, and Department of Children and Families personnel for child protection or child care licensing purposes. All others, including persons providing maintenance or repair services, prospective customers, prospective employees, entertainers or speakers, and third-party therapists or service providers shall be required to visit the facility after operating hours. (For more information review DCF Guidance)

● Centers shall implement enhanced cleaning and sanitation practices. (For more information review DCF Guidance)

● Centers shall plan for and abide by procedures detailed herein for response to COVID-19 exposure in the center. Centers shall immediately notify their county department of health and the DCF Office of Licensing of any known or suspected COVID-19 exposure in the program facility. (For more information review DCF Guidance)

● Licensed centers shall complete the DCF Office of Licensing daily log (See attached example of the online form) each day by 11:00 AM. See page 10 for details.

● Required notices and wall signs are attached to this guidance. Centers shall ensure that these are posted as indicated on entry and exit doors, in diapering areas, and in restrooms. See page 10 for details.

Contracted Preschool Screening and Admittance

Persons that have a fever of 100 (38.00C) or above or other signs of illness shall not be admitted to the facility. Encourage parents to be on the alert for signs of illness in their children and to keep them home when they are sick.

Children and staff must be screened for fever or signs of COVID-19 illness prior to entry to the program. An area, outdoors or in the immediate entryway of the facility, must be designated for screening. Indoor screening areas must be separated from the program facility by walls or


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physical barriers. Outdoor screening areas must be sufficiently sheltered to allow utilization during inclement weather. In-car screening is permissible. Social distancing or physical barriers should be used to eliminate or minimize exposure risk during screening.

Licensed contracted preschool centers must include the information collected during the screening process in the daily log report to the Office of Licensing and the Office of Early Childhood . DCF has approved two permissible screening methods, based on examples outlined by the CDC. Centers shall utilize whichever method they prefer.

Method 1: Reliance on Social Distancing

● Ask parents/guardians to take their child’s temperature upon arrival at the facility. Upon their arrival, stand at least 6 feet away from the parent/guardian and child.

● Ask the parent/guardian to confirm that the child does not have fever, shortness of breath or cough.

● Make a visual inspection of the child for signs of illness, which could include flushed cheeks, rapid breathing or difficulty breathing (without recent physical activity), fatigue, or extreme fussiness.

● Staff does not need to wear any personal protective equipment (PPE) beyond cloth masks during this process if they can maintain a distance of 6 feet.

Method 2: Reliance on Barrier/Partition Controls

● Stand behind a physical barrier, such as a glass or plastic window or partition that can serve to protect the staff member’s face and mucous membranes from respiratory droplets that may be produced if the child being screened sneezes, coughs, or talks.

● Make a visual inspection of the child for signs of illness, which could include flushed cheeks, rapid breathing or difficulty breathing (without recent physical activity), fatigue, or extreme fussiness.

● Conduct temperature screening (follow steps below) ● Perform hand hygiene before and after putting on gloves. ● Wash your hands with soap and water for 20 seconds. If soap and water are not available,

use a hand sanitizer with at least 60% alcohol. ● Put on disposable gloves. ● Check the child’s temperature, reaching around the partition or through the window. ● Make sure your face stays behind the barrier at all times during the screening. ● If performing a temperature check on multiple individuals, ensure that you use a clean

pair of gloves for each child and that the thermometer has been thoroughly cleaned in between each check.

● If you use disposable or non-contact (temporal) thermometers and you did not have physical contact with the child, you do not need to change gloves before the next check.

● If you use non-contact thermometers, clean them with an alcohol wipe (or isopropyl alcohol on a cotton swab) between each client. You can reuse the same wipe as long as it remains wet.


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Contracted Site Group Sizes and Social Distancing

Office of Early Childhood preschool children shall be grouped into groups of seven (7) or eight (8). Classes shall include the same group of children each day, to the greatest extent possible, and, also to the greatest extent possible, the same staff shall be assigned to care for each group, each day. Groups shall congregate not less than 10 feet in all directions from other groups or be separated by walls or other physical partitions. Combining or mixing groups shall not be permitted.

Spacing of groups may be reduced to six feet during nap or sleep periods, if necessary. Cots or bedding shall be positioned alternatively head-to-toe to minimize potential virus transmission between children.

Use of shared spaces (entry ways, restrooms) shall be carefully controlled to ensure that children and staff maintain at least six feet of separation from children or staff from other groups. Floor markings, physical partitions or other safeguards should be used as necessary. Non-essential shared spaces, such as game rooms or dining areas, should be closed, if possible; if this is not possible, the use of these shall be staggered and the spaces shall be disinfected between uses.

Outdoor play time on shared playgrounds shall be staggered to prevent mixing between groups. Simultaneous use of outdoor play spaces is permissible if at least six feet of separation can be maintained between groups, and centers are encouraged to partition available space, where possible, to allow for increased outdoor play time. Children and staff must wash their hands upon returning from outdoor play.

Procedures shall be implemented to prevent crowding at pick up and drop off. Though the methods of achieving this will vary depending on the physical layout of each center, centers shall, at a minimum, prohibit the entry of parents or others into any entry vestibule or pick up area in excess of the number that can be accommodated with at least six feet of distance between persons. It is highly recommended that centers prohibit any entry of parents into the facility and, instead, walk children to cars or waiting parents outside the building.

Staff shall be required to wear cloth masks while working unless doing so would inhibit the individual’s health. If a staff member refuses to a wear a cloth face covering for non-medical reasons and if such covering cannot be provided to the staff person at the point of entry, the center must decline to allow them to enter.

When feasible, children shall be encouraged to wear cloth face coverings within the center. Cloth face coverings should NOT be put on children under age two because of the danger of suffocation and should never be placed on a child during nap or sleep periods.

Meals and snacks shall be provided in the classroom or area where groups are regularly situated to avoid congregating in large groups. If meals must be provided in a lunchroom, stagger


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mealtimes, arrange tables to ensure that there is at least six feet of space between groups, and clean tables between lunch shifts. Family style meals are prohibited.

Contracted Centers shall ensure that staff are conscious of how they deliver food and handle silverware and plates (recommend disposables). When handling do not touch food contact surfaces and ready to eat food without gloves, or utensils.

Preschool Contracted Provider Activities

Field trips and other off-site activities are prohibited, with the exception of off-site activities within walking distance of the facility, if social distancing can be maintained throughout. Permissible activities may include, for example, hikes, or walks to nearby parks.

Close person to person preschool contact (hugging, wrestling, games involving touching or tagging) shall be strictly limited. Centers should not punish otherwise age-appropriate behavior, but should make clear that extra caution is necessary at this time.

Activities that are likely to bring children into close contact should be cancelled or modified. For example, games and sports involving direct physical contact or shared equipment (football, baseball) should be replaced with no contact activities or sports (running races, aerobics).

Sharing of supplies, food, toys and other high touch items (art supplies, school supplies, equipment etc.) must be strictly limited. Centers shall ensure an adequate supply of school, art and other supplies to preclude the need for sharing of items. Children’s belongings shall be kept separate in individual storage bins or cubbies and sent home each day for washing. If items must be shared, they shall be used by one group at a time and cleaned and disinfected between uses.

External entertainers and visitors shall not be permitted access to the center.

Contracted Preschool Visitors

Visitors shall not be permitted to enter the center during operating hours, with the exception of emergency or law enforcement personnel in their official capacity, Department of Children and Families personnel for child protection or child care licensing purposes, and persons providing emergency repair services within the center that cannot be reasonably delayed until the center is closed. All others, including persons providing non-emergency maintenance or repair services, prospective customers, prospective employees, entertainers or speakers, and third-party therapists or service providers shall be required to visit the facility after operating hours.

Unless precluded by emergency circumstances, visitors to the facility shall be subject to the same screening procedures as children and staff, and shall be denied admission on the same basis unless the center is legally precluded from denying access (e.g. a law enforcement agent with an appropriate warrant).


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To the greatest extent feasible, unless the purpose of the authorized outside visitor is to observe the care provided to children (e.g. a DCF licensing inspector), all reasonable efforts should be made to minimize visitor contact with children and staff.

Visitors shall be required to wear cloth masks while visiting the center unless doing so would inhibit the individual’s health. If a visitor refuses to a wear a cloth face covering for non-medical reasons and if such covering cannot be provided to the individual by the business at the point of entry, the center must decline to allow them to enter.

Contracted Preschool Sites Promoting Healthy Hygiene Practices

Centers shall teach and reinforce washing hands and covering coughs and sneezes among children and staff. Centers shall teach and reinforce use of cloth face coverings among children, where appropriate, and staff. Face coverings are most essential at times when social distancing is not possible. Staff and children should be frequently reminded not to touch the face covering and to wash their hands frequently. Centers shall have adequate supplies to support healthy hygiene behaviors, including soap, hand sanitizer with at least 60 percent alcohol (for staff and older children who can safely use hand sanitizer), and tissues. Children and staff shall practice frequent hand washing with soap and water for at least 20 seconds, and shall be required to wash their hands upon arriving at the center, when entering the classroom, before meals or snacks, after outside time, after going to the bathroom, and prior to leaving for home. Children should be monitored to ensure proper technique. Centers shall set up hand hygiene stations at the entrance to the facility so that children can clean their hands before entering.

When washing, feeding or holding toddlers:

● Child care providers can protect themselves by wearing a large button-down, long-sleeved shirt or smock and by wearing long hair up off the collar. The shirt must be changed if there are secretions on it and staff shall wash their hands after changing.

● Staff shall wash their neck, hands, and anywhere touched by a child’s secretions. ● Staff shall change the child’s clothes if secretions are on the child’s clothes. ● All contaminated clothes should be placed in a plastic bag or washed in a washing

machine. Contracted Providers should have multiple changes of clothes on hand.

Preschool Contracted Provider Enhanced Cleaning and Sanitation Procedures

Centers shall increase the frequency of cleaning toys, equipment, and surfaces, especially doorknobs, light switches, countertops, and restrooms. Use alcohol wipes to clean keyboards and electronics and wash hands after use. Centers shall clean, sanitize, and disinfect frequently touched surfaces (e.g, playground equipment, door handles, sink handles) multiple times per day and shared objects between use. Cleaning shall be in accordance with the CDC’s Guidance for Cleaning & Disinfecting Public Spaces, Workplaces, Businesses, Schools and Homes, a summary poster of which is attached to these standards and required to be posted prominently in centers. The complete guidance is on the CDC website at


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https://www.cdc.gov/coronavirus/2019-ncov/community/cleaning-disinfecting-decision-tool.html


https://www.cdc.gov/coronavirus/2019-ncov/community/cleaning-disinfecting-decision-tool.htm.lIf groups of children are moving from one area to another in shifts, cleaning measures must be completed prior to the new group entering the area.

Toys and items that are not easily cleaned or disinfected (e.g., soft or plush toys) shall not be utilized in the center, though such items brought from home may be utilized if they are not shared, and returned home with the child each day for washing. Machine washable cloth toys should be used by one child at a time or not used at all. They should be laundered before they are used by another child.

Toys that children have placed in their mouths or are contaminated by body secretion or excretion shall be set aside until they are cleaned by hand by a person wearing gloves. Clean with water and detergent, rinse, sanitize with an EPA-registered disinfectant and air-dry or clean in a mechanical dishwasher.

On a daily basis, centers shall clean and then disinfect surfaces and objects that are touched often. This includes restrooms, water coolers, desks, countertops, doorknobs, computer keyboards, hands‐ on learning items, faucet handles, phones and toys. Disinfecting methods shall utilize Environmental Protection Agency approved disinfectants for use against COVID-19. (more information and product lists available here: https://www.epa.gov/pesticide-registration/list-n-disinfectants-use-against-sars-cov-2). Centers shall ensure that HVAC systems continue to be maintained and operational. To the extent practicable, windows should be opened frequently to allow fresh air flow, and HVAC systems should be adjusted to allow for more fresh air to enter the facility.

Centers shall only use bedding that can be washed. Keep each child’s bedding separate and store, in individually labeled bins, cubbies, or bags. Cots and mats should be labeled for each child. Bedding that touches a child’s skin shall be cleaned weekly or before use by another child.

Contracted Provider Response Procedures for COVID-19 Symptoms or Exposure

Any confirmed or suspected exposure to COVID-19 occurring in a child care center must immediately be reported to both the local department of health and the DCF.

Contracted Provider Children or staff members who test positive for COVID-19

• Centers that become aware of a COVID-19 positive case in their facility shall contact their local health department for guidance. • Health officials will provide direction on whether a center should cease operations following the identification of a positive case in the facility. The duration may be dependent on staffing levels, outbreak levels in the community and severity of illness in the infected individual. Symptom-free children and staff should not attend or work at another facility during the closure.


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https://www.epa.gov/pesticide-registration/list-n-disinfectants-use-against-sars-cov-2


• All rooms and equipment used by the infected person, and persons potentially exposed to that person, should be cleaned and disinfected in accordance with CDC guidance referenced above. Centers uncertain about the extent of potential exposure shall clean and sanitize all rooms.

Returning to Preschool Contracted Provider After COVID-19 Diagnosis or Exposure

If a staff member or child contracts or is exposed to COVID-19, they cannot be admitted to a center again until the criteria for lifting transmission based precautions and home isolation have been met. Those criteria are included in the Department of Health’s guidance available here: https://www.nj.gov/health/cd/documents/topics/NCOV/COVID-QuickRef_Discont_Isolation_and_TBP.pdf

Contracted Provider Cleaning and Disinfecting after a Suspected or Confirmed COVID-19 Case

For additional guidance on the cleaning and disinfection of rooms or areas that those with suspected or confirmed COVID-19 have visited, please see the Centers for Disease Control and Prevention’s Coronavirus Disease 2019 Environmental Cleaning and Disinfection Recommendations.

Contracted Provider COVID Daily Reporting

No later than 11:00AM on each operating day, licensed preschool centers shall submit daily logs on attendance and screening results to the Office of Licensing and Trenton Public School District Office of Early Childhood via email. Information on accessing these forms will be provided to centers by their assigned licensing inspector. Samples of these forms are attached to this guidance as attachment A. Centers without onsite internet access should consult their licensing inspector to make alternative reporting arrangements.

English Language Learners (ELLs)

The Trenton Public Schools has ensured that English Language Learner (ELL) and Bilingual students continue to receive the required daily Bilingual and ESL instruction. All teachers of ELLs are expected to continue referencing the WIDA Can Do Descriptor information provided to them in the beginning of the school year to ensure ELLs continue to receive the differentiated support in alignment with their linguistic proficiency level.

Teachers of ELLs are expected to continue to collaborate with their students’ ESL teacher in a co-teaching model to identify areas of need and support and then provide instructional support


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https://www.nj.gov/health/cd/documents/topics/NCOV/COVID-QuickRef_Discont_Isolation_and_TBP.pdf




accordingly. ESL teachers can either team teach with their ELL students’ classroom teacher or teach their own lessons in their own Google Classroom.

English Language Learners possessing a higher level of linguistic proficiency should be working on the same content and lessons as their non-ELL peers as they would in the physical classroom, with ESL support and accommodations as needed.

Instructional support should consist of videos, audio links, ebooks, annotated texts available online and in take home packets, and if in a bilingual classroom, bilingual support will be provided. When assigning tasks from their content classes, consider that some ELLs of lower linguistic ability levels will require these to be modified.

See the following sampling of possible accommodations:

● Native Language support and resources ● Use of Dictionary ● Extended Time

Alternate methods of instruction, differentiation, access to technology and strategies to troubleshoot ELL access challenges are addressed with accommodations aligned to student needs and aligned to increasing access to learning opportunities. Listed below are common accommodations. Other accommodations may be necessary given the setting change.

● Read aloud ● Ebooks read to me option ● Additional prompting ● Visuals ● Abbreviated assignments ● Videos ● Peer support/tutoring ● Breaks between tasks ● Positive reinforcement ● Co-teaching

Grading of ELLs and Bilingual Students

Grading of ELLs and Bilingual students will comply with Trenton School District Grading Policy 2624.1 GRADING DURING REMOTE LEARNING DUE TO CORONAVIRUS

Communication with Families of ELLs

All students, staff and families have access to the Trenton Telephone Support Hotline (609) 656-4930 for assistance and native language support. English Language Learners face unique challenges while remaining home and engaging in schoolwork. The district commits to providing accessible resources and regular communication with families and caregivers to


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support remote learning context. The district is also committed to ensuring language barriers do not interfere with student learning. Therefore, all district messages and resources are available in languages other than English.

District and individual school robocall messages and district memos are available in both English and Spanish. When there is a language barrier for a teacher of an ELL the teacher should reach out to the parent liaison or school guidance counselor if they speak the language of the child for assistance. If these staff members do not speak Spanish, the Trenton Telephone Support Hotline should be used or the Bilingual Department may also be contacted for assistance. Teachers and School Support Staff are expected to continue developing a relationship with the families of ELLs especially during this abrupt transition into distance learning. The goal of continuing to connect with ELL families is to understand what they may want and need during this time of crisis, particularly as it relates to their wellbeing and their support of their child(ren). It is important to continue to communicate empathy and respect to our families.

These connections made with ELL families may consist of:

● Family check-ins, basic resources and student transition needs ● Home technology and internet access ● Parent and/or caregiver presence in the home during student remote learning and

needed support ● Record important information to ensure schools can connect the families to the

appropriate staff or community members that can meet their individual needs.

ELLs who do not have a computer or internet access, will receive a chromebook device to engage in online learning. The Trenton School District is also committed to providing students with Internet access.

Parents will be provided support to access the internet and navigate the virtual learning platform through Parent Training opportunities. In addition, each teacher will set up a clear way of sharing information with the student’s parents about classwork, expectations, and concerns. Email, virtual class platforms, phone calls, and text messaging can all be used in place of in-person meetings. Students can also be encouraged to work with a classmate/peer over the phone or video call for additional supports. The Bilingual/ESL Department will continue to collaborate with both families, teachers and school staff to identify barriers to obtain feedback and develop solutions to mitigate.

Key Mindsets and Strategies to Mitigate Family Barriers during Distance Learning

● We will remain flexible and creative as we (both educators and students) seek to maximize this remote learning time as continuous learners in an effort to continually enhance our remote learning conditions and outcomes.


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● We will lean into relationships/partnerships and recognize that continued development of rapport is occurring through digital means.

● We will be clear, straightforward, and simple in our approach and incorporate input from families at every opportunity.

● We will document needs and responses to needs to ensure we are both compliant and transparent in our approach.

ELL Entry and Exit Guidance

NJAC 6A:15 details program requirements for all ELLs. Additional information can be found in Implementing ELL Program Services in NJ. A New Jersey-approved English language proficiency test must be administered to the student. A student can be eligible for entrance with a WIDA Screener or WIDA MODEL composite proficiency level below 4.5, or W-APT (for Kindergarten). Where available, certificated ESL and/or bilingual staff should be used to complete this step of the identification process. Please note, the NJ DOE has authorized preliminary screening and identification measures during pandemic related remote learning scenarios. In the instance where ELL students are preliminarily screened and identified, a formal screening and identification will occur upon a feasible opportunity to do so and in alignment with the students return to the physical school building. Parent notification regarding student eligibility for language assistance services will occur upon both preliminary and formal screening/identification of all students.

Newly Enrolled Students Identification and Parent Notification of English Language Learners during COVID-19

The Trenton School District will continue to follow NJDOE guidance for ELLs. This notification provides specific information regarding the identification and parent notification of English language learners (ELLs) during the period of school closure due to the Novel Coronavirus (COVID-19) pandemic. The following strategies will assist with providing ELLs the services they need during this challenging time.

Identification of Newly Enrolled ELLs

All newly enrolled students in a school district must be:

1. Given a Home Language Survey; 2. Evaluated for language services if the Home Language Survey indicates the need for

testing; and 3. Provided with a language instructional educational program (LIEP), if identified.

During remote instruction, and in the absence of the ability to administer a state approved language proficiency screener, the district’s certified language specialist should take the following steps to identify a student who may need an LIEP:


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1. Interview parent(s)/guardian(s) and student(s) by telephone or virtually, consistent with the district’s remote enrollment process, if feasible, when a language other than English is indicated;

2. Review past school records, if available, including past state test scores or district-administered assessments;

3. Assign an “informal” designation of ELL, if applicable in PowerSchool (do not officially tag as an ELL until students are officially screened). Do not enter data into NJSMART in the ELLIdentificationDate field; and

4. Provide a preliminary program enrollment status designation (i.e. Preliminary ESL Only or Preliminary Bilingual) consistent with a district’s remote plan.

Upon return to school for in-person instruction, these students must be formally screened. At that point, if the student is deemed eligible, the identification date should be entered in NJSMART in the ELL Identification Date field consistent with the definition of the data element in the SID Handbook, p. 64.

Considerations for Students with Disabilities: In accordance with 34 C.F.R. § 200.16(c), when no appropriate accommodations are available for one or more of the language domain(s), ELLs with a disability that precludes assessment of a domain can be exited using a composite of the remaining domains that are able to be assessed. The composite cut score is 4.5. This decision must be determined on an individualized basis, by the student's IEP team, 504 team, or individual or team designated by the school district/charter school to make these decisions under Title II of the Americans with Disabilities Act. School districts/charter schools should develop a process to facilitate team-based decision-making between certified ELL professional(s) and members of the child study team. This process must be documented with meeting minutes and kept on file. The Bilingual Department of the Trenton Public Schools recommends that the ESL teacher be part of the decision-making team in determining student program placement or exiting a student.

Parental Consent Law Guidance

Parents have the right to decline enrollment of their child in a Bilingual/ESL program, ESL-only program or English language services program. Parents’ right-to-decline notification is included in the annual parent notification of ELL services letter. During the first three years of a pupil's participation in a program, the parent or guardian may only remove a pupil at the end of the school year. If the parent or guardian wishes to remove the pupil prior to the end of the school year, he/she must have the approval of the county superintendent of schools.

Parent Notification

Title I Parental Notification requirements describe the rationale for a child’s identification as an ELL and the need for the child to be placed in a language instructional educational program during face-to-face or remote instruction. Consequently, the parent(s)/guardian(s) of an ELL student must be informed in writing, no later than 30 days of the child’s identification, that their


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child has been identified for participation in a language instructional educational program. The parent notification must be in an understandable and uniform format and, to the extent practicable, in a language parents understand. During remote learning, the parental notification requirements may be modified to include the results of the process detailed above to determine the child’s level of English proficiency, rather than a test score.

https://www.nj.gov/education/broadcasts/2020/may/7/Identification%20and%20Parent%20Notification%20of%20English%20Language%20Learners%20during%20COVID-19%20.pdf

Change in Program Enrollment Status of Currently Enrolled ELLs during COVID-19

The NJDOE recognizes that scores from completed and partially completed ACCESS 2.0 and Alternate ACCESS 2.0 assessments may be useful for instructional planning in combination with other locally collected assessment data. For this reason, although scores will not be used for accountability, for students who completed two or more ACCESS 2.0 and Alternate ACCESS 2.0 online or paper test domains, districts will receive an individual student report with a score for each completed domain.

Reports will be available online in WIDA AMS on September 14, 2020. Test scores received can be used for placement and instructional purposes only.

Exiting ELLs- For those students who completed all four domains on the ACCESS 2.0 and Alternate ACCESS 2.0, districts will receive an individual student report with a composite score for the 2020 Spring administration. Composite scores may be used for placement and instructional purposes, and/or exiting students from services and status as an ELL. An exit date should be entered in NJSMART in the ELLExitDate field consistent with the definition of the data element in the SID Handbook, p. 65.

For ELLs without completed ACCESS 2.0 scores, a multiple factor prong approach will be utilized to determine student placement that includes, but it is not limited to: classroom and ESL teacher recommendations, state assessments, student grades, attendance, student academic progress and performance, and previous year ACCESS 2.0 overall literacy scores in reading and writing. A Preliminary change in program status placement to ESLOnly will be identified in Power School until the student can be formally assessed with the state mandated test. Once the student is formally assessed, a permanent program placement or an exit determination will be made in Power School and exit date will be indicated. Parent Notification will follow to inform them of the program enrollment status and new placement.


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Special Education Plan

It is imperative that the District provide an appropriate education for Special Education students during this school health-related closure. Students will access instruction through teacher-student contact time via distance learning and/or instructional packets along with email, phone, and/or video conferencing support as with general education students. Student progress will be monitored and feedback provided online by general and/or special education teachers and related service providers, when appropriate, with the opportunity to communicate directly during pre-scheduled times. Upon returning to school, the Individualized Education Program (IEP) team will determine if additional services are required. IEP development meetings will be held as appropriate to determine if compensatory education services are warranted to address an individual student’s progress toward learning goals and objectives. Preschool Programming In-Class Resource/In-Class Support: Instructional programming will continue according to the general education curriculum, as guided by the Division of Early Childhood. General and Special Education Teachers will collaborate to modify and adapt student materials, as appropriate, to student IEPs. Preschool Disabilities: Instructional programming will continue according to the general education curriculum, with more extensive modification and adaptation of student materials, based on the needs indicated in the student’s IEP. School-Age Programming Special Education Students in General Education classes or in In-Class Resource/Support (ICR/ICS) will receive accommodations and modifications as per their IEP. Primary instruction will be provided by the general education teacher with supplementary, modified and/or accommodated support provided by both the general and special education teacher, as per the IEP. Collaboration between teachers to modify and adapt student materials, as appropriate, will be ongoing, as usual. Special Education Students in Pull-out Resource (POR) / Out-of-Class Resource (OCR): Primary instruction will be provided by the special education teacher for English/Language Arts and Math. Special Education teachers will supplement, modify and/or adapt the general education curriculum, as appropriate, as per student’s IEP. Most Elementary Special Education Students go to and/or have Science and Social Studies in a General Education class; where at the secondary level, they may have all four/core in a POR/OCR class. Autism / Behavioral Disability / Cognitive Impairment / Learning and/or Language Disabilities / Multiple Disabilities: Primary instruction will be provided by the special education teacher for all academic subjects. The general education curriculum will be utilized with more extensive


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and individualized supplemental, modified and adapted skills and materials to address the students’ IEP goals to the greatest extent possible. Speech-Language Services, Occupational Therapy, Physical Therapy, Counseling, and Home Instruction Effective April 1, 2020, the State Department of Education implemented a Notice of Rule Waiver/Modification/Suspension Pursuant to Executive Order No. 103 (Murphy, March 9, 2020). Under this authority, the State Board of Education has adopted temporary rule modifications to Chapter 14 of the New Jersey Administrative Code, which governs the delivery of special education and related services to students with disabilities through the use of telehealth, telemedicine, electronic communications, remote, virtual, or other online platforms. By and through this modification, special education and related services are able to be provided through these means and allows opportunities to be provided to students with disabilities consistent with the student’s IEP to the greatest extent possible. As such, related services shall be provided through electronic communications, virtual, remote, or other online platforms, as appropriate and as required by the student’s IEP to the greatest extent possible. See N.J.A.C. 6A:14-1.1; 6A:14-3.9; and 6A:14-5.2(f). It has further been confirmed that no additional parental consent is necessary for such delivery. Accordingly, this District will not require additional parental consent prior to implementing a student’s IEP using remote, virtual, or online platforms during the COVID-19 public health emergency. Eligible services will be recorded in SEMI as usual for the purpose of tracking the delivery of such services. The USDOE has noted in its March 21, 2020 Guidance that exceptional circumstances may affect how all educational and related services and supports are provided, and the USDOE will offer flexibility where possible. If there has been a delay in providing services or making decisions on how to provide services, compensatory considerations may be warranted when schools resume normal operations.

● Speech and Language, Occupational and Physical Therapists will be available during school hours, as per their scheduled site.

● Schedules (ie., Related Service Sessions) will take place during the week as an individual, group, or as push-in service.

○ Speech Therapy will focus on maintenance skills for language, articulation and fluency skills.

○ Physical and Occupational Therapy will focus on maintenance of skills. Related Service Providers will record their sessions to upload onto our website where students and parents can access the sessions at any time.

○ Additional Online Resources- Extra Activities and Parent Resources on Google Classroom

● Students Previously on Home Instruction Prior to School Closure ○ For those students previously on home instruction prior to the announcement of

public health-related school closures, these students’ names will be shared with


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appropriate grade-level teachers and will be added to their Google Classrooms as appropriate. For such students who may not have internet access, print packets will be available based on this teacher’s classroom at Central Office, 108 N. Clinton Street, Trenton NJ, effective March 19, 2020.

○ The same will apply to any future requests. Child Study and IEP Teams The expectation is that Child Study and IEP Teams will continue to develop IEPs; write reports; plan for next year, etc. Teams can conference through google hangouts, phone conferencing, Google classroom. Virtual office hours will be set up to address parent and teacher concerns, questions, and reschedule IEP meetings, as necessary.

● Members of the Child Study Team will be available Monday through Friday from 8AM to 4PM.

● Members of the IEP Team will be available during their designated schools hours. (Listed in Virtual/Hybrid School Schedules Section).

Individualized Education Program (IEP) Development (Annual & Re-Evaluation Meetings) Case managers will schedule and conduct IEP meetings via phone and/or virtual conference meetings. Parents will be notified via phone, email, and letters to elicit their participation. If parent requests that the IEP meeting be conducted once normal school activities have resumed, it will be taken into consideration so long as such requests will not take the IEP out of compliance for the annual review requirements. To-date, NJAC 6A:14 meeting timelines have not been adjusted due to the public health emergency. As such, if parental participation cannot be secured despite an effort to hold the meeting on a mutually agreeable date, the remaining participants will develop a written IEP in accordance with the Code with appropriate written notice to parent(s). Initial Evaluation / Re-Evaluation Testing Assessments for which consent was received prior to the pandemic will be rescheduled once normal school activities have resumed, with the exception of social assessments, which often require parent and teacher interview or rating scale data which can be conducted by phone or other virtual means. The completion of assessments which require in-person contact/observation(s) in an educational setting will be rescheduled contingent on the availability and consent of Parent(s). The District will seek the guidance of the NJDOE as to the adjustment of timelines during this public health-related school closure. In the meantime, the District will proceed with evaluations accordingly. Students, Parents, and Staff will wear a mask and/or face shield when appropriate, restricted to designated testing areas, and adhere to safety protocols upon entering the building and administration of tests. Identification Meetings


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Referrals for evaluation for special education services require a meeting of the IEP team to determine if an evaluation is warranted within 20-days of the district’s receipt of the referral. These meetings will be attempted with the data available at the time. However, the District will seek NJDOE guidance as to the adjustment of timelines during this public health-related school closure. Parents should reach out to their classroom teacher, school counselor, and/ Principal/Vice-Principals for further information on additional information on the Intervention & Referral Service (I&RS) Process. Specific Child Study Team, Special Education Teacher, and Related Service Providers Ongoing Collaboration and Documentation.

1. Enter student PLAAFPs and update Goals and Objectives in EasyIEP/EDPlan 2. Communication with teaching staff, CST members, and parents 3. Virtual conferencing/ telephone conferencing 4. Regular daily email check-ins 5. Write Reports and IEPs 6. Conduct Socials 7. Testing accommodations updates 8. Related services updates 9. SEMI updates 10. Monitor Programs: Lexia, EurekaMath, Systems 44, Power up, etc... 11. Monitor student progress, as well as student accommodations and modifications 12. Out-of-District Schools will inform TPS of their plan to service our children.

Special Education Parent and Guardian Component Parental involvement is instrumental in our educational efforts during this pandemic outbreak, and every reasonable effort will be afforded to our families to support our students’ continued success.

● Assess parents’ availability. ● Daily staff schedule (identified in this document) and on

http://www.trentonk12.org/SpecialEducationandServices.aspx ● Special Education Parent Advisory Council (SE-PAC) will meet virtually with our

parents and guardians on a periodic basis to maintain our supportive partnership and provide updates and parent workshops.

Parents should check Power School in the Parent Portal to update their phone numbers and/or email addresses. Encourage parents to work with their children on the school work that is provided; have parents log what student has worked on/completed. OOD Placements, Nonpublic Schools.


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http://www.trentonk12.org/SpecialEducationandServices.aspx


The District will maintain regular communication with out-of-district placements and nonpublic schools during school closures. This includes in-state and out-of-state approved private schools for students with disabilities, county educational services commissions, jointure commissions, special services school districts, Naples placements, regional day schools, the Marie H. Katzenbach School for the Deaf, nonpublic schools (Chapter 192 & 193) and other school districts. As the sending District, we will confirm that such students are being provided instruction during school closures consistent with the student’s IEP to the greatest extent possible. Specifically, the District is requesting the plan for instruction of such students from each placement to review the nature and delivery of instruction, along with teacher/student check-ins, related-services, and maintaining regular student attendance consistent with the student’s IEP and the Mandated Tuition Contract to the most appropriate extent possible.

Social-emotional Wellbeing of Students and Staff Social emotional learning (SEL) is critical to re-engage students, support adults, rebuild relationships, and create a structure for academic learning. To achieve this goal, TPS will plan to support the well-being of educators so they can support the social and emotional well-being and learning needs of their students, acknowledge and prepare for the potential trauma that staff and students have faced during the COVID-19 school closures, and recognize and empower educators’ and staff’s strengths. TPS will leverage a strategic plan for Social and Emotional Learning to meet the needs of students and staff. This includes recommendations from the Collaborative for Academic, Social, and Emotional Learning (CASEL) in preparing for school reopening including the following practices: Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School

● Considering staffing needs that would be most appropriate in addressing the trauma and social and emotional well-being of your students as they return to school. Schools are encouraged to examine the flexibility of their available funds to hire qualified individuals that can support these needs.

● Facilitating opportunities for connection and reflection among students, families, and staff (i.e., virtual town-halls, small group online meetings, surveys, etc.). It is critical that districts make time for these conversations and ensure that students’ voices are heard.

TPS commits to establishing protocols to:

● Establish systems that promote supportive staff-student relationships to ensure that all students have at least one caring staff member who checks in regularly with them and who their family is able to connect with for any needed support. Google Meets, Hangouts and other similar programs will be used by School Counselors to facilitate and maintain these relationships

● Be proactive in preparing access to mental health and trauma supports for adults and students, which may include establishing partnerships with outside entities and


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https://casel.org/wp-content/uploads/2020/07/SEL-ROADMAP.pdf

https://casel.org/wp-content/uploads/2020/07/SEL-ROADMAP.pdf


agencies. We will partner with Trauma Informed Partners in the community such as Mobile Response, Mercer County Mental Health Professionals and School based Youth Services (TCHS specifically)

● Create opportunities for staff and students to regularly practice and reflect on their social and emotional competencies. School Counselors will be available for in person and virtual “mental health” activities for classrooms, students and teachers, daily. These could include quick and easy activities to check on SEL for all.

● Commit to training around topics such as: ○ Potential increases in bullying behavior; ○ Grief, loss, and trauma; ○ Mental health and supportive behaviors; ○ Bias, prejudice, and stigma; ○ Preparedness, hope, and resilience; and ○ Fear and anxiety.

School Counselors will identify and be provided Professional Development that is relevant and current in the topics above Trauma-Informed Social and Emotional Learning Districts must organize and prepare for the next school year acknowledging the potential trauma that staff and students have faced during the COVID-19 school closures. Trauma-informed SEL is an approach to fostering youths’ social-emotional development with practices that support all students, but is particularly inclusive and responsive to the needs of children and youth who have experienced trauma. The district has worked to establish reliable learning environments where students who have experienced adversities and trauma:

● feel supported and connected; ● are welcome to explore their strengths and identities; ● can exercise their agency; ● can develop meaningful, positive relationships with adults and peers; and ● have access to the mental health supports they need.

School Climate School climate refers to the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. The district will establish a school climate team in each school tasked with the following:

● Prioritizing the health and emotional well-being of staff and students above all else; ● Assessing the school climate to identify vulnerabilities and plan to implement

evidence-based strategies to address identified needs; and ● Planning to provide and sustain instruction on social norms, relationship building, and

behavioral expectations beginning at the start of the school year.


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● Providing school leaders and teachers with resources on SEL and trauma. ● Connecting with students and families to provide any needed supports.

For teachers:

● Embedding SEL skills and strategies in remote learning with students. The use of video platforms to engage with students and to provide Counseling services even in this environments.

● Providing students with opportunities to connect with other students (within learning and socially). School Counselors will set up their typical “Groups” via video platforms so as to connect with a particular group of students as identified by a common thread.

● Being aware of any changes in student behavior and report concerns pursuant to district policy. The use of MTSS, specifically Behavior, is still ongoing and requires a bit more build out of the MTSS program.

For student support staff:

● Providing professional development to colleagues in areas of expertise and attend professional development to obtain greater understanding.

● Supporting school leaders in establishing protocols for identifying and supporting students’ social-emotional needs and provide training to school staff on utilizing protocols.

K-5 School Counselors will be provided a Second Step program training. The “kits” have been in District the past two years and School Counselors will be provided tools to use them. Mental Health & Wellness Supports Feedback from educators, parents, school administrators, mental health professionals, and students suggests that COVID-19 will have significant psychological and emotional impacts on students. Additionally, TPS recognizes the potential negative social and emotional impact on students and staff in an environment that requires minimized social interactions, face coverings, and significant hygiene/cleaning protocols. Appropriate resources and support will be provided for students and staff to process the range of emotions one may experience as a result of COVID-19. School Counseling Services TPS commits considerable resources to the social, emotional, and personal development as well as the intellectual and physical growth of students. A comprehensive school counseling program is an integral component of the district’s mission and is based upon standards in academic, career, and personal/social development. District-wide, there are 31 School Counselors and two student assistance counselors who promote and enhance the learning process for all students in Kindergarten through Grade 12. School and student assistance counselors (SACs) are vital members of the educational team. School counselors assist students in the areas of academic achievement, personal/social development, and career development while SACs provide prevention and early intervention services to help students and their families receive the help and resources needed for improving overall well-being.


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School Counselors will continue to build upon any and all remote Counseling services provided since March. The plan will include continuing their group sessions online, calls, texts, video chats with individual students will continue. This will provide School Counselors the opportunity to check in on student needs and whether or not more substantial outreach needs to occur or involving School Administration is necessary. TCHS School Counselors will work with SBYS to plan for SEL programs to best serve 10-12th grades. K-8 School Counselors will use Second Step, Six Pillars of Character Education, etc. to work with individual students, small groups and classroom teachers, when and where appropriate.


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School Counselors will continue Google Classrooms for posting of information, Google Meets, Zoom and/or Hangouts to check in with students, groups, etc. In a remote environment. School Counselors will continue to have videos uploaded from various sources to enhance student well being and to maintain connections with students.

Staff Training 1. Pre-return to school training-

This manual will be sent to all staff members prior to returning to school. Additional questions will be addressed and the manual will be updated as needed.

2. First Day Training/Orientation Recommendations from the District re-opening committees will be used to provide additional guidance on re-opening procedures and protocols, including Social and Emotional support and information on latest protocols related to COVID-19.

3. Cleaning Crew Protocols Disinfection methods, comprehensive cleaning training

It is very important that all employees understand the safety requirements, protocols and expectations to ensure everyone and their communities stay safe and prevent the spread of the virus. We will structure the training plan to effectively disseminate information to all teams and audiences. Content Covered:

1. All training topics can be reinforced with signage in the buildings. 2. School/District checklists 3. Response Teams 4. Disinfection Measures 5. Transportation 6. Isolation protocols 7. On site health screening 8. Daily self-screenings 9. Visitors 10. Cleaning Crew Protocols

Communication Methods Communication With Staff


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● All efforts are made to use digital communications with staff members to eliminate paper.

● When paper is necessary, these items will be delivered to the classroom to eliminate teachers coming to the main office.

Communication With Students and Families The district will use the following tools to maintain communication

1. Update student and parent information in PowerSChool 2. Postings to the district and school websites 3. Social media updates 4. Robocalls 5. Townhall and Board Meetings


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Phase Two Guidelines

1. General Health and Safety Guidelines Student and Staff Safety The safety of our staff and students remains TPS’s primary concern. The district’s procedures have been created in accordance with CDC guidelines, recommendations from State and local school and public safety agencies. It is designed to maximize the educational opportunities provided to our students while also ensuring to the best of our ability to open in a safe and responsible manner.

Student Safety:

Maintaining student health is a critical component of TRENTON PUBLIC SCHOOLS’s Reopening Plan. A comprehensive plan for monitoring and preventing COVID-19 exposure will help ensure that Trenton Public Schools has an adequate workforce to support student learning, as well as minimizing student anxiety and loss of instruction. Student Screening and Personal Protective Equipment (PPE)

● Personal protective equipment (PPE) will be available, accessible, and provided for use by students.

● Students are permitted to bring their own PPE (face masks that provide coverage from the bridge of the nose to under the chin -- covering both nose and mouth airways at all times). Face masks shall be cleansed daily and must comply with the Student Code of Conduct.

● Students shall be screened for entry into the school building, including: ○ Temperature check upon entering the school facility. ○ Health Screening: Students may be asked the following questions to screen for

illness: ■ Have you had a cough or a sore throat? ■ Have you had a fever, or do you feel feverish? ■ Do you have shortness of breath? ■ Do you have a loss of taste or smell? ■ Have you been around anyone exhibiting these symptoms within the past

14 days? ■ Are you living with anyone who is sick or quarantined? ■ Have you been out of state in the last 14 days?

● Staff will visually check students for symptoms upon arrival and/or confirm with families that the students are free of COVID-19 symptoms.


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● Health checks will be conducted safely and respectfully, and in accordance with any applicable privacy laws and regulations.

● Results will be documented when signs/symptoms of COVID-19 are observed.

Student Procedures, Preparations, & Protocols Students may be asked to leave or not come into school if they test positive for COVID-19 or exhibit one or more of the symptoms of COVID-19, based on CDC guidance, that is not otherwise explained:

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

● Students shall stay home and notify their schools when sick and when COVID-19 symptoms are present.

● Students and parents are encouraged to know the signs and symptoms of COVID-19 and know what to do if a family member is symptomatic.

● Each school will have an identified room or space where students will be isolated with continued supervision until picked up by an authorized adult or transported to a healthcare facility.

● Parents should contact their family physician to obtain guidance on the next steps. ● The district’s health professionals are responsible for contacting the local health officer

to report any suspected illness and to provide the necessary information to assist contact tracing.

● For contact tracing purposes, student records shall be maintained by school nurses. Based on current knowledge, close contact is someone who was within six (6) feet of an infected person for at least 15 minutes starting from 48 hours before illness onset until the time the patient is isolated. Students should stay home, maintain social distancing, and self-monitor until 14 days from the last date of exposure. The current Communicable Disease Service guidance for illness reporting shall be followed if a staff member becomes aware that an individual who spent time in a district facility tests positive for COVID-19, the staff members shall notify the principal and the school nurse. The school nurse shall immediately notify local health officials, staff, and families of a


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confirmed case while maintaining confidentiality. The local health department servicing Trenton is:

■ City of Trenton, Department of Health & Human Services ■ Health Officer: Yvette Graffie‐Cooper ■ Health Officer Phone: 609‐989‐3242 x 171 ■ Health Officer Email: ygraffie‐[email protected] ■ Agency Website: www.trentonnj.org/ ■ Public Emergency Contact After Hours Number: 609‐789‐7737

● All parents and students are asked to refer to the Self-Quarantine for Travelers FAQ. Available at Self-Quarantine for Travelers FAQ Updated July 2, 2020. All voluntary travel must include the 14-day self-quarantine period.

■ “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 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.”

● Regular attendance policies remain in place. ● All students who came into contact with an ill person shall be notified of their possible

exposure to COVID-19 in the school but shall maintain confidentiality as required. ● Students require clearance from a medical professional before returning to school.

Vulnerable Student Populations According to the CDC, people of any age with certain underlying medical conditions may be at increased risk for severe illness from COVID-19. Children who are medically complex, who have neurologic, genetic, metabolic conditions, or who have congenital heart disease are at higher risk for severe illness from COVID-19 than other children. In the event that a student has a physical or mental impairment that substantially limits a major life activity, the parent/guardian/adult student may request a Section 504 evaluation. This is an individual inquiry. A 504 plan, if warranted, will be developed on an individual basis. For example, students who are medically complex or are at severe risk for illness from COVID-19 may be considered for a fully remote learning environment. Any such decision will be in consultation with the School Support Team, nurses, counselors, CST, teachers, family, as needed. In the event a student is placed in a fully remote learning environment and circumstances change or a request is made to return to in-person / hybrid instruction, such request must be submitted in writing to the Section 504 Coordinator or her designee and will be subject to a 15-day review period before any changes will be implemented. TRENTON PUBLIC SCHOOLS will provide guidance and support for remote learning to students who cannot resume education in the school building due to high-risk status.


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Employee Safety Maintaining employee health is a critical component of a TRENTON PUBLIC SCHOOLS’s Reopening Plan. A comprehensive plan for monitoring and preventing COVID-19 exposure will help ensure that Trenton Public Schools has an adequate workforce to support student learning, as well as minimizing employee anxiety and loss of work days. The General Health and Safety Guidelines section is focused on procedures and policies that support employee health and safety with the reopening of schools during COVID-19. Prevention & Screening

● Employees are subject to a temperature check upon entering the workplace. ● Employees may be asked the following questions to screen for illness: ● Have you had a cough or a sore throat? ● Have you had a fever, or do you feel feverish? ● Do you have shortness of breath? ● Do you have a loss of taste or smell? ● Have you been around anyone exhibiting these symptoms within the past 14 days? ● Are you living with anyone who is sick or quarantined? ● Have you been out of state in the last 14 days?

Personnel Management

○ Employees shall stay home and notify their supervisor when sick and when COVID-19 symptoms are present.

○ Symptoms or combinations of symptoms (below) may indicate COVID-19: ■ Cough ■ Shortness of breath or difficulty breathing

● OR at least two of these symptoms: ○ Fever ○ Chills ○ Repeated shaking with chills ○ Muscle pain ○ Headache ○ Sore throat ○ New loss of taste or smell

○ Staff members are encouraged to know the signs and symptoms of COVID-19 and know what to do if an employee is symptomatic in the workplace.

○ Each building shall identify a room or space where an employee can be isolated until transferred to a home or health care facility.

○ Contact Human Resources to obtain guidance on the next steps when concerns arise with personnel management.


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○ The district’s health professionals are responsible for contacting the local health officer to report any suspected illness and to provide the necessary information to assist contact tracing.

○ For contact tracing purposes, records shall be maintained to include contact information for individuals, and that personnel who had prolonged direct interaction with them. Based on current knowledge, close contact is someone who was within six (6) feet of an infected person for at least 15 minutes starting from 48 hours before illness onset until the time the patient is isolated. Individuals should stay home, maintain social distancing, and self-monitor until 14 days from the last date of exposure.

○ An employee diagnosed with COVID-19, who has been exposed to COVID-19 or needs to take care of someone who has been diagnosed, the employee will not be allowed to return to work until they have been cleared by a medical professional. All COVID-19 related leave will be compensated in accordance with the Families First Coronavirus Response Act (FFCRA). Additional information can be found at the following links:

● Employee Rights Poster ● Department of Labor - Frequently Asked Questions

○ Employees with pre-existing health conditions who need to work remotely must submit a request for 504 Accommodations complete with a doctor’s note evidencing such pre-existing conditions. TBOE reserves the right to continually monitor the necessity of the accommodation.

■ Reasonable accommodations 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 40 or higher) ● Diabetes ● Chronic kidney disease undergoing dialysis ● Liver disease

○ All staff members are asked to refer to the Self-Quarantine for Travelers FAQ. Available at Self-Quarantine for Travelers FAQ Updated July 2, 2020. All voluntary travel must include the 14-day self-quarantine period.

■ “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 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.”

■ Staff member’s time will be charged. ○ If the District is open for operations and an employee chooses not to report to

work due to general concern of contracting COVID-19, the employee will be Trenton Public Schools Restart and Reopening Plan

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https://www.dol.gov/sites/dolgov/files/WHD/posters/FFCRA_Poster_WH1422_Non-Federal.pdf

https://www.dol.gov/agencies/whd/pandemic/ffcra-questions


required to use accrued time. ○ If the District sends an employee home due to symptoms of respiratory illness,

the District will treat the time as paid administrative leave until the employee can return with clearance from a medical professional. Staff members are expected to report to their doctor within 24 hours.

○ Regular attendance and leave policies remain in place for all non-COVID-19 illnesses.

○ If an employee(s) could have exposed other employees to COVID-19, the District will oversee contact tracing procedures informing those employees of the possible exposure while making every effort to protect confidentiality. Limiting the disclosure of information on a “need to know” basis is imperative. The District may choose to consult with City Health Officials and/or legal counsel for advice on how to communicate exposure. The District may close operations and or may require employees to work from home.

○ If an employee believes there has been exposure to COVID-19 virus in a district facility, they shall notify their supervisor and the Supervisor of Nursing. Administration will determine the actions that shall be taken to evaluate and initiate cleaning activities to reduce further exposure. It may constitute temporarily closing the facility.

○ All personnel who came into contact with an ill person shall be notified of their possible exposure to COVID-19 in the workplace but shall maintain confidentiality as required by the Americans with Disabilities Act (ADA).

○ In returning to work, current CDC guidelines for an employee infected by COVID-19 will be implemented.

○ Staff members require clearance from a medical professional before returning to work. The documentation must be submitted to Carla Williams, Confidential Secretary to Human Resources.

2. Classroom, Testing and Isolation Rooms

Personal Workspace/Classroom All classrooms will be arranged so that students are seated according to social distancing guidelines. All desks may be labeled “A1/B1…” and a seating chart maintained by the teacher to indicate assigned seating. Classrooms will be cleaned and disinfected as needed throughout the day and thoroughly at the end of each school day. Students will not share supplies (including technology) with others. Where possible all assignments should be submitted electronically. Schedules will be created to limit the amount of transitions throughout the building.

Shared Workspace Employees are encouraged to disinfect their own workspace multiple times throughout the day, giving special attention to commonly touched surfaces. Alcohol-based hand sanitizers will be provided throughout the workplace and in common areas. Cleaning sprays and wipes are also


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available to clean and disinfect frequently touched objects and surfaces such as telephones and keyboards.

Please note that proper equipment, disinfectant and PPE shall be provided by the district facilities department and should be used when cleaning individual workspaces. There will be limited access to certain workspaces to reduce exposure to risks and ensure employee safety. Workspace usage is as follows:

Capacity– The number of employees in offices shall adhere to social distancing guidelines. Auditorium– Any request to use the auditorium must be approved by school administration. Staff Meetings or Professional Learning Communities meetings should be conducted virtually. Teacher Lounge/Staff Restrooms/Elevator–These spaces will be limited for use until further notice. In order to adhere to social distancing guidelines, no more than two staff members should use the lounge at one time. All shared appliances such as coffee machines, refrigerators, and microwaves should be wiped down with disinfectant spray after each use. Hand sanitizer should also be used by staff member(s). Signage/disinfectant spray should be visible/available that indicates staff should wipe down restrooms/copier/shared items after usage.

Restroom Usage

In order to maintain social distancing, a maximum of two (2) students will be allowed to utilize a bathroom at a time (pending the size of the restroom). Teachers will also keep an accurate sign in/sign out sheet in their classroom. Custodians will regularly check the bathrooms throughout the day to ensure the area is clean and disinfected. All necessary supplies shall be replenished. Upon completion of the check the custodian will sign the restroom checklist posted on the rear of each door. Bathroon Procedures

1. Marking/Decals shall be placed on the floor outside of the bathroom that shows where students should stand while waiting to enter. This will also allow adequate space to socially distance when students exit the bathroom.

2. Students enter the bathroom to use facilities. Every other sink, lavatory and urinal shall be covered to prevent usage. This will allow for proper social distancing practices.

3. Wash hands signage shall be posted on mirrors and/or walls in restrooms. 4. Sanitizer dispensers will be mounted throughout the building in addition to individual bottle

dispensers provided by the facilities department.


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3. Transportation Bus Procedures In order to ensure safe distancing for students who receive bussing, a staff member (paraprofessional/one-on-one/co-teacher) will walk those students from their classroom to the auditorium. Once there, students will sit by bus number in every other row, maintaining three empty seats between them. Once their bus arrives, the staff member will walk all of the students to that bus. Once on the bus, students will adhere to the rules established for transportation.

● We will maintain social distancing practices on buses to the maximum extent possible. ● Several methods are available to achieve such social distancing

○ One student seated power row, skipping a row between each child, if possible seating students who reside in the same household in the same row.

○ Seating one student per row doubling the vehicle’s capacity ○ Students will fill in seats from the rear of the bus to the front.

● Purchasing of additional busses to reduce the number of students on each route. ● Aides for each bus to take temperatures before students board busses ● Drivers will practice all safety actions and protocols ● All passengers will wear a face mask ● Open windows if possible ● Clean and disinfect school buses and other vehicles used to transport students,

preferably between routes Bus Procedures to Reduce the Spread of Contagion

A. To the maximum extent practicable, bus drivers will ensure that students and adults comply with appropriate social distancing practices (at least six feet between riders) while on the school bus. Hand sanitizer will be made available at the school bus entrance for use when boarding.

B. Drivers should practice all safety actions and protocols as indicated for other staff, including hand hygiene and face coverings.

C. Students must wear face coverings while riding on the bus. Accommodations for students who are unable to wear face coverings should be consistent with the student’s IEP. For adults, accommodations shall be consistent with those provided by the school district for staff and others;

D. Bus drivers will be reminded to implement certain personal hygiene actions (e.g., frequent hand washing) and be afforded the opportunity to do so (such as having sufficient time between routes);


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E. District vehicles will be cleaned and sanitized including seats, rails, and highly touch surfaces before each run.

F. Contracted transportation providers shall be required to clean and sanitize seats, rails and highly touched surfaces before each run. The district shall collaborate with the contracted service provider to develop these procedures and ensure that they are consistently followed. The contracted service provider shall collaborate with the district in establishing cleaning/sanitation protocols that are consistent with social distancing practices. The contracted service provider shall ensure that employees are fully trained in the implementation of the established protocols:

G. All personnel responsible for cleaning school buses shall document the cleaning/sanitizing measures taken. Personnel are required to:

a. Demonstrate an understanding of the established protocols that must be taken to properly clean and sanitize the bus; and

b. Provide a certification that, before the route commenced, the required process was completed as required.

H. These procedures will include a minimum of two stages: cleaning, which removes dirt and germs from surfaces; and disinfecting, which kills germs on surfaces that remain after cleaning.

I. The procedures will identify sanitizing agents that may be used and will be limited to products included on the U.S. Environmental Protection Agency’s list of products that have been shown to be effective against COVID-19;

J. Windows will be opened to increase the flow of fresh air to the greatest extent possible.

4. Entry, Exit, Flow, Social Distance and Common Areas

During fire drills and emergencies, schools should follow the emergency exit plans that will allow for the quickest and most efficient evacuation of the building. Student Entrance and Exit

● Parents are asked to take their child’s temperature prior to sending them to school. ● Students with a temperature of 100 degrees or more should remain home. ● Each school will develop a plan for exit and entrance into the building based on social

distancing needs. Signage (directional), floor decals, heat detections systems, and sanitizing stations will be placed accordingly at each designated location.

● Each school will communicate the entrance and exit plans to stakeholders.


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○ Exterior entrances will be marked to remind students to stay 6 feet away from one another.

○ Staff will monitor for appropriate social distancing. ● Upon entering the building, students will pass through a safe non contact body temperature

measuring device or non contact wrist screening unit for a temperature check. ○ Students who exceed a temperature of 100 degrees will report to the isolation

area for further screening with the school nurse to determine whether they should continue to class.

● After passing through the screening device, students will report to their first period class.

● A staggered dismissal will occur to limit the number of students utilizing specific doors. ● Schools will identify exit procedures. Parents should plan to meet their child at the

appropriate door.

Staff Entrance and Exit It is recommended that staff members take their temperature prior to leaving home. If the temperature reading is above 100 degrees, teachers should remain home. PLEASE NOTE STATEMENTS ON EXPOSURE IN SECTION 5. All staff members will enter through the assigned door and check their temperature on the non contact screening unit. Staff members will report directly to their classroom and sign in using Google Classroom Daily Attendance.

Visitor Procedures at District Facilities In order to prevent the spread of disease during pandemic recovery and to protect the health and safety of students and staff against infection, until pandemic restrictions are lifted, Trenton Public Schools’ Administration and School Buildings will remain closed to visitors unless an appointment is made and confirmed with an appropriate District representative (except in the case of an emergency). Upon entry, all visitors with confirmed appointments shall submit to the screening procedure (i.e. temperature checks and exposure questionnaire). Visitors shall also be required to wear a face mask that provides coverage from the bridge of the nose to under the chin (covering nose and mouth airways) at all times. In the event the temperature check or exposure questionnaire reveals that such visitor is experiencing or exhibiting COVID-19 symptoms or in the event the visitor removes his/her/their mask, entry will be denied or the visitor will be required to leave the premises to eliminate a direct threat to the health and well-being of staff and students. An accommodation may be made where the visitor can demonstrate that wearing a face mask is detrimental to the visitor’s health. A child under two years of age shall not be required to wear a face mask.The District will make all reasonable efforts to communicate with visitors through


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telephonic/virtual/remote methods to reduce foot-traffic through its buildings and to maintain a safe environment for staff/students. Visitors may be asked the following questions to screen for illness:

● Have you had a cough or a sore throat? ● Have you had a fever, or do you feel feverish? ● Do you have shortness of breath? ● Do you have a loss of taste or smell? ● Have you been around anyone exhibiting these symptoms within the past

14 days? ● Are you living with anyone who is sick or quarantined? ● Have you been out of state in the last 14 days?

The Visitor will then sign in with the Security Officer with complete personal information including ID check, phone number and email, in case contact tracing is needed. The Visitor will be sent to the main office to wait for assistance from main office staff. Floor decals will indicate appropriate social distancing until the office is ready to provide services. Parents picking up students from the nurses office will enter the main entrance for temperature screening and signing in, then wait at the designated area for the child to be called from the Nurse’s Office. Traffic Flow With Schools

● Traffic Flow – All staff and students in the hallway will walk to the right side of the hallway. The directions will be displayed in various areas throughout the hall, as designated with signage or markings provided by Buildings and Grounds.

● Stairwells will also be marked to indicate a specific direction to be followed. Buildings and Grounds will be providing signage to schools; however, schools are encouraged to create additional signs that represent the individual school.

● Gatherings – Non-essential/informal meetups and visiting should be avoided ● Assemblies--Until further notice, assemblies are not permitted.

Social Distancing Social distancing is an effective way to minimize the risk of spreading COVID-19. Social distancing or physical distancing means keep space between yourself and others outside of your home. Employees, students, parents, and visitors should practice staying approximately 6 feet away from others and eliminating contact with others. At Trenton Public Schools, we will engage in social distancing in the following ways:


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● Ensure sufficient social distancing with at least 6 feet between people at all times in school facilities and on school transportation vehicles.

● Limit density of people in school facilities and transportation vehicles to meet state, COVID-19 maximum occupancy guidelines to ensure social distancing of at least 6 feet apart between people.

● Provide social distancing floor/seating markings in waiting and reception areas. ● Mark 6 feet of spacing to remind students and staff to always stay 6 feet apart in lines

and at other times when they may congregate. ● Provide marks on the floors of restrooms and locker rooms to indicate proper social

distancing. ● Limit nonessential visitors and activities involving external groups or organizations. ● Have staff monitor arrival and dismissal to discourage congregating and ensure

students go straight from the vehicle to their classrooms and vice-versa. ● Discontinue the use of any self-service food or beverage distribution in the cafeteria (e.g.,

food should be individually wrapped or served/handed directly to students) or at an event outside the typical school day. As always, ensure the safety of children with food allergies

The STAGE 3 Plan calls for 50% capacity of students in the school building. Operations

A. Signage shall be placed in prominent locations to remind employees and the public concerning hand hygiene, face masks, and physical distancing.

B. Six (6) foot markings will be located both inside and out at each district facility. C. The public is required to wear a face mask when it is appropriate and within practicing

the recommended safety guidelines. If a person tries to enter without a mask, one is to be provided. Visitors refusing to wear a mask shall not be allowed to enter the building.

D. Transactions - Employees responsible for handling customer transactions shall use gloves when handling paper or other materials. Gloves will be provided by the district. Remote transactions will be used whenever possible.

E. All face-to-face meetings shall be limited and the respective physical distancing applied. F. Continue to use electronic workplace communications (texts, emails, instant messaging,

phone calls) to reduce contact with other employees or the public. G. Ventilate workspace with open windows and doors to the extent possible. H. Shared use of desks, offices, or phones is discouraged. I. If you plan to travel out of state, please notify your supervisor. Employees must

familiarize themselves with applicable quarantine requirements. J. Staff travel between multiple locations shall be limited. K. Make sure there is a safe process to receive supplies and other deliveries. L. Disinfect phones, shared tools, scanning devices, and other shared items regularly.


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https://www.cdc.gov/healthyschools/foodallergies/pdf/13_243135_A_Food_Allergy_Web_508.pdf

https://www.cdc.gov/healthyschools/foodallergies/pdf/13_243135_A_Food_Allergy_Web_508.pdf


5. Screening, PPE, Response to Student/Staff Presenting Symptoms

Students Needing General Medical Attention When students require medical/nursing services, they will be given a pass to the nurse’s office. The objective is to assess a student or staff member's immediate health needs and to provide nursing intervention according to protocols and make recommendations regarding appropriate medical supervision. Students Needing Medical Attention Due To COVID-19

● If a student becomes ill or is exhibiting symptoms of COVID19 at school, a parent will be notified immediately to take the student home or to the nearest health center.

● When deciding if a student may return to school after student has been diagnosed with COVID19 the following must occur: (https://www.nj.gov/health/cd/documents/topics/NCOV/COVID-QuickRef_Discont_Isolation_and_TBP.pdf )

● Students should remain on home isolation at least until 10 DAYS have passed since symptoms first appeared/diagnosis AND

○ At least 3 days (72 hours) have passed since recovery ■ defined as Resolution of fever, ■ without use of fever-reducing medication AND ■ Improvement in respiratory symptoms

● Note from healthcare provider indicating clearance for safe return to school. ● If a student has symptoms that could be COVID19 and does not get evaluated by a

medical professional or tested for COVID19, it is assumed that he/she has COVID19 and may not return to school until a note is presented from the child’s healthcare provider.

● Each school must identify a waiting space for students exhibiting symptoms. The space is meant to prevent further spread to other students and staff as a child awaits pick up from an allowed adult.

Staff Member Responsibilities As previously mentioned, all staff members should check their temperature before arrival to school or assigned work location. Upon arrival staff members will sign in electronically. The electronic signature certifies the following: ❖ I am not currently experiencing a fever over 100, and have not experienced a fever of 100

for the last 72 hours. ❖ I am not experiencing illness, including but not limited to: new shortness of breath, new

or worsened cough, sore throat, or a loss of taste or smell.


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❖ To my knowledge, I have not been exposed to any person(s) with a confirmed case of COVID-19 for the last 14 days.

❖ I will not come into the office if I feel ill or if, to my knowledge, I have been in contact with a person who has been diagnosed within the last 14 days with a confirmed case of COVID-19.

❖ If a staff member becomes ill or is exhibiting symptoms of COVID-19 at school, they will immediately notify the health office

There may be times when a staff member cannot attend school due to COVID-19 restrictions. If a staff member is able to instruct students remotely, they will continue to provide virtual instruction using the district’s learning management system and Google Classroom. All staff must have emergency plans available for use in the case they are unable to instruct students in person or remotely.

● These plans should be labeled and posted to Google Classroom no later than September 15th for start of school.

● Emergency plans should encompass a minimum of 5 days of lesson plans and support materials

● Plans should be provided to the building administrator ● After an absence, plans should be updated within 2 weeks of teachers return to school.

Controlling The Spread Due To COVID-19 Positive

COVID-positive symptomatic cases:

1. Staff and students should be told to self-isolate, at home if symptoms are mild, or at a hospital. At least 3 days (72 hours) have passed since recovery defined as resolution of fever without the use of fever-reducing medications and improvement in respiratory symptoms (e.g., cough, shortness of breath)

2. At least 10 days have passed since symptoms first appeared.

COVID-positive asymptomatic cases:

1. Staff and students who test positive for COVID-19 but who have not had any symptoms should self-isolate until 10 days have passed since the date of specimen collection and with no subsequent illness. Alternately, isolation can be discontinued after receiving negative results according to New Jersey Department of Health guidelines.

Pending COVID test results:

1. Staff and students who are symptomatic should follow home isolation guidance until their test results are available.


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2. IF NEGATIVE for COVID-19 persons should stay home and practice social distancing until 72 hours after resolution of fever and symptom improvement. Home isolation should be based on the alternate diagnosis, if available.

Staff and students with COVID-19 compatible symptoms who are not tested: Persons should be advised to stay on home isolation and follow the same guidance as those who test positive.

What is the difference between Isolation and quarantine? ISOLATION QUARANTINE


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https://www.nj.gov/health/cd/documents/topics/NCOV/COVID-19-IsolationVsQuarantine.pdf


Frequently Asked Questions-Close Contacts of Confirmed COVID-19 Patients


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Guidance if Exposed If you or someone you’ve been in contact with has been exposed to the virus, our first concern is for your health and safety and those around you. In this rapidly changing situation, healthcare providers should have the most up-to-date information from the CDC. Please do the following:

1. Quarantine yourself in a specific room away from others in your home 2. Contact the following (in order of priority), let them know you have been exposed to

COVID19, then follow their instructions. a. Your healthcare provider b. Appropriate District offices

3. In case of an emergency, call 911 and let them know you have been exposed to COVID19, then follow their instructions.

Symptoms Related to COVID-19 FORM If an employee or student becomes ill, he/she will immediately report to the nurse’s waiting room and the case form will be completed.

● Symptoms related to COVID-19 Form will complete the form and report to the nurse in the designated location. The staff must seek medical care and provide medical clearance to Human Resources staff.

● The nurse and others attending to the suspected infected person, should wear protective equipment while working with the suspected infected person.

● The nurse will direct the ill employee to leave work or call the parent of the student to be picked up and go home.

● The nurse and nursing supervisor must identify persons who may have come in contact with the suspected infected person. Unless required by the local health authority, the name of the employee should not be provided.

● Advise employees that they may have been in contact with a suspected employee and to carry out self-screening every morning, and based on the results, contact the HR department. (Self- Screening tool is a google document. Must be completed daily. Contact the immediate administrator, if any YES responses and/or temperature over 100)

● The waiting area and suspected employee’s or student’s work area/classroom must be thoroughly cleaned and disinfected, in addition to all other common surfaces recently touched by the employee or student.


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Contact Tracing:|

To ensure that COVID-19 cases are quickly identified and appropriately isolated to prevent further disease transmission.

● To identify close contacts and provide recommendations on self-quarantine, social distancing, and movement restrictions, to prevent further disease transmission.

● To identify and manage contacts in school settings ● To identify risk factors for exposure ● Methods to assist in contact tracing including records of groups/cohorts, assigned

staff, and daily attendance.

School District representatives will work with local health officials and follow NJ Department of Health contact tracing guidelines.

Personal Protective Equipment (PPE) In order to minimize exposure to COVID-19, PPE should be used to prevent certain exposures. PPE will include: Masks: Face masks are an important part of employee protection, as well as personal hygiene, social distancing, and frequent cleaning efforts. Staff, students and visitors will be required to wear masks in all areas of the building unless there is a medical consideration which prevents a person from wearing a mask. NOTE: Because face masks are explicitly worn over the mouth and nose, they can make verbal and non-verbal communication more difficult. To remedy this inherent design problem, people are much more likely to simply pull the mask down to simplify communication.

● Maintain a six (6) foot physical distancing for staff, visitors, vendors, etc. ● Cloth face masks are intended to prevent transmission of Covid-19. ● Employees shall wear cloth face masks, surgical masks, face shields, or N-95 face masks.

Per CDC guidance, if face shields are used without a mask, they should wrap around the sides of the wearer’s face and extend to below the chin.

● Particular circumstances will allow for the removal of the mask, i.e., alone in a secluded space or when all safety precautions have been taken, and a six (6) foot distance can be maintained.

● Face masks shall be worn at all times while walking throughout the building and while providing service to the public.

● Employees entering a building without a face mask will be provided one by the school secretary, nurse, or school personnel.


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Face Shields: A face shield provides a barrier for anything going out but also protects from direct contact going in. Face shields are a layer of clear plastic that is fastened at the forehead head-band. The actual plastic covers the entire face and usually extends below the chin. NOTE: Face shields are clear and designed to improve communication while remaining safe during these uncertain times. In addition facial shields allow for students to visibly see teaching staff, face, mouth, expressions, etc. Please note that social distancing should still be practiced even with the use of masks or shields. In addition to using PPE, please remember to:

● Wash your hands often with soap and water for at least 20 seconds. Use hand sanitizer if soap and water are not available

● Avoid touching your eyes, nose, and mouth ● Cover your mouth and nose with a tissue when you cough or sneeze or use the

inside of your elbow Face Masks Coronavirus can be spread when we breathe, cough or sneeze. Wearing a mask reduces the risk of spreading the virus from person to person. School staff and visitors are required to wear face masks unless doing so would inhibit the individual’s health or the individual is under two years of age. Such face coverings shall provide coverage from the bridge of the nose to under the chin (covering nose and mouth airways) at all times. After using the face mask, remove it and be sure to wash your hands. Disposable masks should be thrown in the trash and fabric masks may be cleaned with water and soap and/or washed in the washing machine. It is recommended that students and staff have more than one face mask to be used throughout the week. Face shields and disposable gloves will be made available to staff members. TRENTON PUBLIC SCHOOLS will:

● Send information home to parents on proper use of face coverings. ● Provide educational sessions for students and staff on the appropriate use of face

coverings. ● Normalize the use of face coverings through communication and by example. ● Post signage on the proper use of face coverings at each of its front entrances and

throughout the building. ● Consider a plan for addressing bullying related to face coverings. ● Develop a process for face covering removal when not in use to minimize

cross-contamination (i.e., lunch). ● Consider face covering disposal sites for students and staff. ● Consider making face coverings available for those who choose to wear a face covering

but may not have access. ● Secure parent/family approval before providing a face covering to a student.


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● Consider face coverings with transparent mouth window to support the needs of students.

● Provide face masks to students and staff as needed. Both students and staff are encouraged to wear their own mask each day.

● Set up a sanitation table in every classroom for staff to use when cleaning instructional materials, face shield, etc...disinfectant dispenser for wiping tables

6. Contact Tracing: The “6-15-48” Zone Contact tracing is the process used to identify those who come into contact with people who have tested positive for many contagious diseases, including COVID-19. Contact tracing is used by health departments to prevent the spread of infectious disease. In general, contact tracing involves identifying people who have an infectious disease (cases) and their contacts (people who may have been exposed) and working with them to interrupt disease transmission. For COVID-19, this includes asking cases to isolate and contacts to quarantine at home voluntarily. All procedures will adhere to applicable federal and state law and regulations regarding privacy and the confidentiality of records. Contact tracing for COVID-19 typically involves:

A. Interviewing people with COVID-19 to identify everyone with whom they had close contact during the time they may have been infectious (ie: the 6-15-48 Zone, identifying individuals who were within six feet of the infected individual, for 15 minutes or more, within 48 hours prior to the individual showing symptoms, or later or within 48 hours of the person testing positive for COVID-19;

B. Notifying contacts of their potential exposure; C. Referring contacts for testing;


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D. Monitoring contacts for signs and symptoms of COVID-19; and E. Connecting contacts with services they might need during the self-quarantine period.

To prevent the further spread of disease, COVID-19 contacts are encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts should monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19. The school nurse shall consult with the local health department in the development, review and revision of the district contact tracing policy and procedures. The school nurse and the building principal are the designated staff liaisons responsible for providing notifications and carrying out other components of the board’s contact tracing policy. The school nurse in consultation with the building principal shall establish measures for a system of open communication that allows staff, students, and families to self-report symptoms and/or suspected exposure. A staff member shall immediately notify the principal and the school nurse when he/she observes symptoms consistent with COVID 19 or becomes aware that an individual who has spent time in a district facility tests positive for COVID-19. The school nurse shall immediately notify local health officials, staff, and families of a confirmed case while maintaining confidentiality when the COVID-19 test is positive. When the individual exhibits symptoms the school nurse will ensure that the student is taken to the designated isolation area. The nurse will examine the individual and may refer them for testing and treatment. A student exhibiting symptoms of COVID 19 may be required to submit to a COVID 19 test. The school nurse shall require the certification of a physician that the student is contagion free before readmitting a student to school. The nurse shall report all students testing positive for COVID 19 to the health department. The health department shall conduct the contact tracing. The contact information for the local health department is:

City of Trenton, Department of Health & Human Services Health Officer: Yvette Graffie‐Cooper

Health Officer Phone: 609‐989‐3242 x 171 Health Officer Email: ygraffie‐[email protected]

Agency Website: www.trentonnj.org/ Public Emergency Contact After Hours Number: 609‐789‐7737

Symptoms of COVID 19 include:

A. A fever of 100° F or greater; B. Cough; C. Shortness of breath or difficulty breathing; D. Chills;


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E. Repeated shaking with chills; F. Muscle pain; G. Headache; H. Sore throat; I. New loss of taste or smell; J. Fatigue; K. Congestion or runny nose; L. Nausea or vomiting; M. Diarrhea

All school and district administrators, school safety specialists, counselors, and any other staff deemed appropriate by the school and district, shall be provided information regarding the role of contact tracing in keeping school communities safe from the spread of contagious disease. The school nurse or his or her designee shall make information available and/or conduct virtual information sessions to educate the broader school community on the importance of contact tracing. Travel Restrictions TRENTON PUBLIC SCHOOLS will discontinue staff travel to conferences and workshops until further notice unless pre-approved by the Human Resource department and the office of the Superintendent. All staff members are asked to refer to the Self-Quarantine for Travelers FAQ. Available at Self-Quarantine for Travelers FAQ Updated July 21, 2020. All voluntary travel must include the 14-day self-quarantine period. “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 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.” CDC guidelines recommend quarantining for 14 days. A trip outside of the country will require a conversation with HR to determine how the quarantine on return will be handled.

7. Facilities Cleaning Practices The safety of our employees and students are our first priority. Upon reopening, our schools will have been thoroughly cleaned and disinfected and we will continue to adhere to all necessary safety precautions in accordance with the CDC and State of NJ guidelines. The cleaning steps outlined below shall be performed daily to disinfect workplace surfaces in offices, bathrooms, furniture, common areas, shared electronic equipment, etc., to protect employees and reduce the risk of spreading infection. We will require employees to maintain this safety standard by continuously cleaning and disinfecting based on the frequency stated below.


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https://nj.gov/health/cd/documents/topics/NCOV/Travel_advisoryFAQs_6-25-2020.pdf

https://nj.gov/health/cd/documents/topics/NCOV/Travel_advisoryFAQs_6-25-2020.pdf


If a space is deemed unclean or becomes unclean during the course of the day, the staff member should immediately report the situation to the main office or administrator. Custodial staff should then be immediately notified of the incident to allow for the necessary steps to properly address the situation. GENERAL DISINFECTION MEASURES

Category Area Frequency

Workspaces Classrooms, Offices At the end of each use and/or between use/day

Electronic Equipment Copier machines, Shared computer monitors, TV’s, Telephones, keyboards

At the end of each use/day and/or between use

General Used Objects Handles, light switches, sinks, restrooms

Continuously throughout the daily activities of the day (Minimum - 4 times a day)

Buses (Non-contracted) Bus seats, handles/railing, belts, window controls

At the end of each use/day to be performed by the bus driver or mechanic (designee).

Common Areas Cafeteria, Library, Conference rooms, Gyms, Common Areas

At the end of each use/day; between groups

The goal is to establish a sanitary baseline to ensure the cleanliness and safety of the schools and district facilities before the re-openings. The site will be 100% disinfected prior to anyone returning to school in September. When utilizing shared materials (copiers, lamination, etc) staff members will use ready-to-use gloves, spray concentrates, and wipes.to wipe down machines before and after use. Routine cleaning with soap and water will decrease how much of the virus is on surfaces and objects, which reduces the risk of exposure. Teachers are strongly encouraged to plan for use of materials ahead of time. Due to time needed for proper cleaning, daily use of machines by any member is discouraged. Frequent disinfection of surfaces and objects touched by multiple people is important. The daily cleaning protocol is as follows:

A. All facilities will be cleaned and sanitized throughout the day and thoroughly during off hours daily . Cleaning/Disinfecting should immediately follow any scheduled activities such as breakfast, lunch, recess, etc.

B. Surfaces shall first be cleaned using soap and water or other appropriate cleaning substance(s) and followed by an application of an approved EPA-registered disinfectant. For frequently touched surfaces including: Tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, sinks, railings, all shared electronic devices, hands-on learning items, toy sets, etc.,.shall be routinely cleaned and disinfected. Surfaces and objects that are visibly soiled should be immediately (identified/reported) cleaned, disinfected and sanitized before touched or used.. If surfaces or objects are soiled with body fluids or blood, use gloves and other standard


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precautions should be taken to avoid coming into contact with the fluid. A custodian or nurse should be immediately notified and proper removal of the spill should take place then clean and disinfect the surface

C. Soft surfaces such as carpeted floors, rugs, and drapes can be cleaned by using soap and water or with cleaners appropriate for use on these surfaces. Launder items according to the manufacturer’s instructions..A electrostatic (misting) disinfecting system to treat your hard-to-reach surfaces.

Deep Cleaning and Disinfection Protocol Deep cleaning is triggered when an active COVID-19 case is identified based on confirmed testing results. Immediately upon the end of school day and/or closing of school. The entire facility shall be thoroughly deep cleaned and disinfected. Use of an electrostatic technology disinfecting system to treat hard-to-reach surfaces that enables disinfecting around objects and beneath surfaces. Preventative Material Inventory

1. Confirm school district has an adequate supply of soap, disinfectant, hand sanitizer, paper towels, and tissues

2. Confirm a supply of gloves and other personal protective equipment. 3. Touchless thermometers on-site for employee and student screening. Each school and non

educational facility will have Non-contact temperature measurement heat detection units” installed at designated staff/students entry points

4. Signage will be placed throughout the offices and school. Examples may include:


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8. Meals Cafeteria and Meal Periods To limit large gatherings of students, many of our cafeterias will not be used for dining and socializing. Trenton Public Schools is fortunate to be a recipient of funding that provides free breakfast, snack, and lunch for all students. Breakfast In the Classroom

● BREAKFAST IS FREE. ● All students will report directly to their classroom upon arrival. Breakfast will be

available to each student in the classroom. ● Students will have 30 minutes from arrival to complete breakfast. ● Each classroom will have a process for food distribution that maintains social distancing

and safety. ● At the end of 1st period, all breakfast items will be collected in the garbage. ● Students should not consume food after breakfast time is complete. ● Garbage will be placed outside the classroom for collection by custodial staff. ● Students should not bring their own food items for consumption. ● When students leave the building, they will also receive breakfast and lunch for the

following day when they work remotely.


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Snack in the Classroom

● SNACK IS FREE ● During the course of the morning, the school will provide each student with a small

snack. ● Each classroom will have a process for food distribution that maintains social distancing

and safety. ● Students should not bring their own food items for consumption.

Grab and Go Lunch

● LUNCH IS FREE ● At the end of each day, students will be provided with a grab and go lunch. ● Lunch should be consumed outside of school, once the student is home or in after-school ● When students leave the building, they will also receive breakfast and lunch for the

following day when they work remotely.care. At this time, the school will not provide opportunities to purchase additional items. Suggested Classroom Procedures for Breakfast

● Aramark will deliver breakfast bags to classrooms no later than 8:15 a.m. ● Students will report directly to their classroom. No lockers will be used at this time. ● Students will place their belongings at their desk and take a seat. ● Students will be called by row to the breakfast area to collect their breakfast items and

return to their desks. (Teachers should develop a circular flow of traffic in their room to minimize back and forth travel).

● Students will have time to eat breakfast while having morning meeting and or completing Lexia/Dreambox online.

● When breakfast is complete, all garbage will be collected by _____. ● The garbage bag will be placed in the hallway outside the classroom door for pick up by

the custodian. ● Breakfast bags will be placed on desks outside the classroom door for pick up by

Aramark. Food Service for students enrolled in virtual instruction options.

● The district’s food service vendor will organize procedures to ensure that all Outside Food in School At this time TRENTON PUBLIC SCHOOLS is prohibiting students from bringing food into school. Snack items, candy and drinks should not be brought to school or consumed at school. Water bottles are encouraged. An exception is made for diabetic students and/or other students with dietary restrictions who may need to bring in their own food for medical accommodations. This exception will be provided by the school nurse in consultation with the parent and or guardian of the student.


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School will provide free breakfast and snack for all students during the school day and a grab and go lunch will be provided at the end of the school day, as noted above.

9. Recess, Physical Education Recess, Physical Education and Locker Rooms All students will participate in a semester of Health and Physical Education. At the beginning of the school year locker rooms at TRENTON PUBLIC SCHOOLS will remain closed. Students will not be required to change for Physical Education classes. Locker rooms will be closed, and students are expected to wear sneakers to school daily so they may participate in PE classes. All Physical Education classes shall be held outside where feasible. If available, drop curtains to separate classes/activities will be used when classes must use the gym due to inclement weather. When classes are not permitted to go outside teachers may also use GoNoodle interactive activity for classroom use. Pool classes will not be offered during the first marking period. If guidance comes that the pool can be used, locker rooms will open and be reserved only for students who are taking pool class. While in locker rooms, students are to stay 6 feet from others as a normal practice. Eliminate contact with others, such as handshakes. Students will be assigned a specific locker that they will use to store their belongings during class.

Trenton Elementary Physical Education Guidelines

● All Physical Education classes should be held outside when feasible ● Masks should be worn unless engaging in aerobic type movement. ● No co-teaching ● Teachers report to the classrooms to limit student movement ● Drop curtains are used when available to separate activities/ groups or pods to work

together ● Go noodle in the classroom ● Health curriculum are taught along with the physical education curriculum ● Classes should not be conducted in the gym during a lunch ● The gym floor and equipment must be cleaned after each class ● Gym floors labeled to encourage social distancing

Suggested Activities for Elementary Physical Education

● Outdoor locomotor skills teaching ● Fitness stations ● Outdoor projector with go noodle zumba ● Soccer skills passing, dribbling, shooting without a game. ● Outdoor bowling ● Tossing to self and target games


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https://www.shapeamerica.org/advocacy/Reentry/appendix_k-12-physical-education-in-school-instruction-with-physical-distancing-supplement_k-2.aspx

https://www.shapeamerica.org/advocacy/Reentry/appendix_k-12-physical-education-in-school-instruction-with-physical-distancing-supplement_k-2.aspx


● Striking activities (e.g., racquets, paddles) ● Creative movement ● Movement stories, teachers read a story as students act it out ● Space Jamming ● Obstacle courses (avoid students touching objects) ● Personal/general space activities ● Movement to rhythms/beats ● Kicking

https://www.shapeamerica.org/advocacy/Reentry/appendix_k-12-physical-education-in-school-instruction-with-physical-distancing-supplement.aspx

Middle School Physical Education

● No locker room use only to use the bathroom ● No changing for Physical Education/ sneakers must be worn to participate. ● Outside activities when feasible. No co-teaching. ● No swim classes for the first semester ( will determine when to bring it back) ● Masks should be worn unless engaging in aerobic type movement. ● Dropdown curtains to separate the classes when inside. ● The gym floor and equipment must be cleaned after each class ● Gym floor and bleachers must have markings for distancings ● Health classes to follow classroom restrictions.

Suggested Activities for Middle School Physical Education

● Self-regulation activities (Try a Mindful Minute, p. 3 and the Skills Posters for Grades 6-8)

● Stretching, Yoga ● Pilates ● Dance ● Agility ladder activities ● Body weight strength activities ● Physical activity log ● Outdoor pursuits ● Juggling (select equipment or materials that can be properly clean ● Fitness stations ● Walk & Talk activities that provide opportunities to practice respectful/active listening ● https://www.shapeamerica.org/advocacy/Reentry/appendix_k-12-physical-education-in-s

chool-instruction-with-physical-distancing-supplement.aspx

High School Physical Education

● No locker room use for changing clothes the first semester (entering the locker room is only for use of the restrooms)

● Students must wear sneakers for participation in class. ● Daily outside activities when feasible. No co-teaching. ● No swimming classes the first marking period.


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https://www.shapeamerica.org/uploads/healthmovesminds/resources/education-materials/6-8/lessons/6-8_PE-Lessons.pdf

https://www.shapeamerica.org/uploads/healthmovesminds/resources/education-materials/6-8/mini-poster/SkillMiniPosters6-8_Set2.pdf

https://www.shapeamerica.org/uploads/healthmovesminds/resources/education-materials/6-8/mini-poster/SkillMiniPosters6-8_Set2.pdf

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https://www.shapeamerica.org/uploads/pdfs/2020/resources/Physical-Activity-Log-Sample.pdf

https://www.shapeamerica.org/uploads/healthmovesminds/resources/education-materials/6-8/lesson-materials/physical-education/Lesson_4/HMM-Station-Cards_horiz_AUG19.pdf




● Masks should be worn unless engaging in aerobic type movement (social distancing must be observed)

● Dropdown curtains to separate classes in the gym during inclement weather ● The gym floor, bleachers and equipment must be cleaned after each class. ● Gym floor and bleachers should have markings for distancing ● Health and Drivers Education Classes will follow classroom restrictions

Activities for High School Physical Education

● Power walking ● Tennis (gloves) ● Cross country with circuit training ● Badminton (Gloves) ● Ultimate Frisbee (Gloves) ● Kickball (Social Distance and gloves) ● Fitness drills and assessments ● Daily Check-In Poster ● Skills Posters for Grades 9-12 ● Mind & Body Bingo ● Yoga ● Dance ● Pilates ● Fitness and activity tracking apps ● Creating fitness plans ● Physical activity log ● Outdoor pursuits ● Activity swap — students create activities/challenges and share with each othe ● https://www.shapeamerica.org/advocacy/Reentry/appendix_k-12-physical-education-in-s

chool-instruction-with-physical-distancing-supplement.aspx

10. Athletics and Use of Facilities Outside of School Hours Under Executive Order 149, high school sports under the jurisdiction of the NJSIAA may resume only in accordance with reopening protocols issued by NJSIAA. The New Jersey State Interscholastic Athletic Association (NJSIAA) has established a COVID-19 Medical Advisory Task Force (MATF) responsible for providing the NJSIAA with guidance to allow New Jersey high school student-athletes to return to athletics as soon and as safely as possible. The NJSIAA is also convening a Sports Advisory Task Force which will be comprised of athletic directors from across the State and will be charged with reviewing State and local health guidelines, as well as NJDOE guidance, regarding the 2020-2021 school year.


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https://www.shapeamerica.org/uploads/healthmovesminds/resources/hmm-at-home/Mini-Posters.pdf

https://www.shapeamerica.org/uploads/pdfs/2020/resources/r2g/Ready_To_Go_Take_Home_Packet-English.pdf

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https://www.shapeamerica.org/uploads/pdfs/2020/resources/Physical-Activity-Log-Sample.pdf






The Sports Advisory Task Force, which will also meet weekly, will determine, among other things, the extent to which changes may be needed for each interscholastic sports season. Through the work of these task forces, the NJSIAA has marked the initial step toward a fall season return to high school sports with the release of initial return to play guidelines for workouts during the summer recess period. According to the NJSIAA: “If member schools wish, they may begin summer workouts on July 13; this phase will continue until at least July 26. Additional guidelines and specific timing for subsequent phases are pending, and details will be shared no less than two weeks before the next phase begins. Start dates for all fall sports remain unchanged, though NJSIAA continues to emphasize that all dates are subject to revision.” The National Federation of State High School Associations’ (NFHS) Sports Medicine Advisory Committee (SMAC) has issued Guidance for Opening Up High School Athletics and Activities for its member associations, which includes NJSIAA.  The MATF will adapt NFHS’s guidance to New Jersey specific guidelines while also considering the health and safety standards regarding sporting activities to be developed by the New Jersey Department of Health. Please consult NJDOH/MATF guidance for all questions related to athletics. FACILITY AND GROUNDS USAGE

A. Allowed Capacity for Meetings - 25% of the capacity of the room but no more than 50 people

B. Social Distancing and wearing face masks are required. C. The School Business Administrator and Department Heads shall evaluate any scheduled

group meetings, training, or conferences, or facility activities and may choose to cancel or reschedule.

D. Board, Committee, and Staff Meetings: a. Based on expected or typical attendances that are not anticipated to meet or

exceed the 50 people gathering rule, boards and committees may decide to discontinue the use of remote meetings. Remote virtual meetings are recommended.

b. Conference and meeting rooms shall only be used when the number of occupants can comply with social distancing.

c. If at any time a meeting exceeds the above standards, the meeting must end immediately.

11. Emergency Communications and Pivot Plan In the event TPS is informed of a positive case warranting a sudden pivot to remote instruction, such decisions will be made in consultation with local health officials, public health experts, and directives via Executive Order from the Governor of the State of New Jersey. In the event that an


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immediate closure is warranted while students are on TPS grounds, emergency communication will be made to the school(s) notifying building principals or their designee of the appropriate procedures for evacuation, if warranted. The Transportation Department will also be notified. Families will receive information on the tentative reopening date and meal distribution plan via TPS’ website, telephone calls, and/or emails.

12. Policy and Funding A) School Funding The Trenton Public School District shall explore options to obtain the maximum amount of available revenue to minimize expenditures and for fiscal planning in the face of considerable uncertainty. The options will include, but are not limited to, the following: 1. Maximize use of CARES Elementary and Secondary School Emergency Relief Fund;

○ Additional devices, internet connectivity and other technology. ○ PPE and other health and safety needs. ○ Curricular and other materials and supplies for enhanced remote learning. ○ Facility needs to prepare for social distancing.

2. Federal Emergency Management Agency – Public Assistance; and 3. State School Aid. B) School District Budgets The Trenton Public School District has finalized their FY20 budget year and have already finalized their FY21 budgets. Because of the timing of the budget process, many of the activities listed within have not been, and cannot be, factored into either budget year without additional revenue outside the amount they anticipated for FY21 in February, and budget transfers that current statute does not authorize at the start of the school year. TPS developed a plan to address the $13.1 million reduction in 2020-21 state aid announced after finalization of the 2020-21 budget while maintaining core and enhanced programs and services and identifying funds for uncertain future expenditure needs Prepare for possible additional state aid reduction upon Governor and Legislature final approval of the shortened 2020-21 State budget (October - June 2021) expected in late August/September 2020. C) School Funding: School officials will review the Policy and Funding section of the NJDOE Guidance that includes information on Federal and State funding sources; purchasing practices; use of reserve


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


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APPENDIX

- COVID-19 Testing Sites in Mercer County - Directory of Local Health Departments - Letter of Support: Jacqueline B. Gettys, MD, FACP, Chief Medical Inspector, Trenton

Public Schools - Letter of Support: Henry J. Austin Health Center - Letter of Support: Yvette Graffie-Cooper, Health Officer, City of Trenton


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http://www.mercercounty.org/departments/division-of-public-health/interior-image-buttons/covid-19-resident-resources

https://www.state.nj.us/health/lh/documents/LocalHealthDirectory.pdf


Email sent from Jacqueline B. Gettys, MD, FACP to Interim Superintendent Lee. From: Gettys, Jacqueline <[email protected]> Sent: Tuesday, July 28, 2020 8:25:28 PM To: Ronald Lee <[email protected]> Cc: Micah Freeman <[email protected]>; ,nj.us <[email protected]> Subject: School Re-Reopening Sept 2020 Ronald Lee Interim Superintendent Schools Trenton Public Schools This email is sent to share my concerns on proposed re-opening of Trenton Public Schools in September 2020. This COVID19 is a novel virus, meaning that is new and as such its story has yet to be written and we are witnesses to its 'telling'. That being said, we know a few things. It is clear that this is a serious issue. It is a Pandemic that has infected the entire world. That being said it has to be taken just as seriously now has it was taken in the Spring when schools were closed and remote learning became the 'new normal'. Re- opening efforts have usually centered around several factors. While the rate of new cases has decreased for Mercer County to about 0.8%, the latest rate for the City of Trenton is about 9%; While this is below the proposed 10% threshold proposed to be acceptable for re-opening, it is significantly high and there are some who would argue that the 10% mark is a bit higher than many would like. The reasons for this discrepancy is complex and complicated and proves that the City of Trenton as an urban center as been disproportionately affected by this pandemic. The residents are Trenton are more likely to suffer adverse outcomes if infected by COVID19 since they fall into high risk categories. Capacity for contact tracing is another parameter listed as needed for successful re-opening efforts. The state has asked the Re-Opening plan include plans for contact tracing. It is unclear how this is to be implemented and since these duties are usually performed by the local health department of the infected individual, this would require coordination with multiple other agencies especially if the infected individual is not a Trenton resident. These processes are being worked on. Certain interventions are known to be effective in mitigating this virus. Social distancing works. Wearing a face mask works. But re-opening schools will require much more. This complicated process needs to be implemented with deliberate and intentional purpose. That being said, it is my recommendation that Trenton Public Schools delay in-person learning for the beginning the upcoming school year. Now is the time to make sure that Trenton Public School District is successfully re-opened in September 2020. And that would be remotely. Respectfully, Jacqueline B. Gettys, MD, FACP Chief Medical Inspector Trenton Public Schools


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