Restart and Recovery Plan to Reopen Schools...2020/07/06 · RESTART & RECOVERY PLAN CITY OF...

RESTART & RECOVERY PLAN

CITY OF BURLINGTON PUBLIC SCHOOLS

Partners Responsible Outstanding United Dedicated

City of Burlington Public School District

518 Locust Avenue, Burlington, NJ 08016

“Our Schools Are Priority One”

Restart and Recovery Plan

to Reopen Schools

City of Burlington Board of Education

Fall 2020

CITY OF BURLINGTON RESTART & RECOVERY PLAN

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TABLE OF CONTENTS

Page #

Introduction 5

A. Conditions for Learning 7

1. Health and Safety – Standards for Establishing 7

Safe and Healthy Conditions for Learning

a. Critical Area of Operation #1 8

General Health and Safety Guidelines

b. Critical Area of Operation #2 9

Classrooms, Testing, and Therapy Rooms

c. Critical Area of Operation #3 10

Transportation

d. Critical Area of Operation #4 11

Student Flow, Entry, Exit, and Common Areas

e. Critical Area of Operation #5 11

Screening, PPE, and Response to Students

and Staff Presenting Symptoms

f. Critical Area of Operation #6 14

Contact Tracing

g. Critical Area of Operation #7 15

Facilities Cleaning Practices

h. Critical Area of Operation #8 16

Meals

i. Critical Area of Operation #9 16

Recess/Physical Education

j. Critical Area of Operation #10 18

Field Trips, Extra-Curricular Activities,

and Use of Facilities Outside of School Hours

2. Academic, Social, and Behavioral Supports 18


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a. Social Emotional Learning (SEL) and School 19

Climate and Culture

b. Multi-Tiered Systems of Supports (MTSS) 19

c. Wraparound Supports 20

d. Food Service and Distribution 20

e. Quality Child Care 21

B. Leadership and Planning 21

1. Establishing a Restart Committee 21

2. Pandemic Response Teams 22

3. Scheduling 24

4. Staffing 26

5. In-Person and Hybrid Learning Environments: 27

Roles and Responsibilities

6. Educator Roles Related to School Technology Needs 32

7. Athletics 34

C. Policy and Funding 34

1. School Funding 34

D. Continuity of Learning 36

1. Ensuring Delivery of Special Education and 36

Related Services to Students with Disabilities

2. Technology and Connectivity 37

3. Curriculum, Instruction, and Assessments 38

4. Professional Learning 40

5. Career and Technical Education (CTE) 42


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Appendices 44

A: Critical Area of Operation #1 – General Health and Safety Guidelines 45 B: Critical Area of Operation #2 – Classrooms, Testing, and Therapy Rooms 45

C: Critical Area of Operation #3 – Transportation 46 D: Critical Area of Operation #4 – Student Flow, Entry, Exit, and Common Areas 47

E: Critical Area of Operation #5 – Screening, PPE, and Response to Students and

and Staff Presenting Symptoms 48 F: Critical Area of Operation #6 – Contact Tracing 56 G: Critical Area of Operation #7 – Facilities Cleaning Practices 56

H: Critical Area of Operation #8 – Meals 59 I: Critical Area of Operation #9 – Recess/Physical Education 59

J: Critical Area of Operation #10 – Field Trips, Extra-Curricular Activities, and

Use of Facilities Outside of School Hours 60 K: Academic, Social, and Behavioral Supports 61 L: Restart Committee 64

M: Pandemic Response Teams 74 N: Scheduling of Students 75 O: Staffing 78 P: Athletics 80 Q: COVID-19 Related Board of Education Policies 86 R: Newly Enacted State and Federal Laws 125 S: FAQS 143 T: Preliminary Plan Presentation 151 U: All Remote (All Students and Staff) Plan 157 V: Chart of Useful Links 160


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Introduction

On June 26, 2020, the New Jersey Department of Education (NJDOE) published “The Road Back

– Restart and Recovery Plan for Education” (NJDOE Guidance), a Guidance document to assist

New Jersey school districts to develop, in collaboration with community stakeholders, a Restart

and Recovery Plan (Plan) to reopen schools in September 2020 that best fits the school district's

local needs. The NJDOE Guidance presents information for New Jersey public school districts

related to four key subject areas: Conditions for Learning; Leadership and Planning; Policy and

Funding; and Continuity of Learning.

The Board of Education Restart and Recovery Plan (Plan) has been developed to be consistent

with the requirements in the NJDOE Guidance with consideration to the school district’s local

needs in order to ensure school(s) in the district reopen safely and are prepared to accommodate

students' unique needs during this unprecedented time.

To ensure consistency with respect to the health and safety of school communities across the State,

the NJDOE Guidance speaks specifically to health and safety measures identified as "anticipated

minimum standards." These “anticipated minimum standards” are items the NJDOE Guidance

recommends a school district incorporate into the Plan as definite components related to health,

safety, and operations. Through this established set of Statewide standards, the NJDOE can ensure

the State's educational health does not come at the expense of public health. The “anticipated

minimum standards” in the NJDOE Guidance are listed and have been incorporated into the school

district’s locally developed Plan.

The NJDOE Guidance also provides “considerations” that may help school officials in strategizing

ways to adhere to the “anticipated minimum standards”, but do not represent necessary

components of the Plan. These “considerations” are not listed in the school district Plan, but school

officials have reviewed and incorporated the “considerations” included in the NJDOE Guidance

when developing the Plan.

The NJDOE Guidance uses the term “should” throughout the document when referencing

“anticipated minimum standards … that school districts should incorporate into their reopening

plans as definitive components related to health, safety, and operations.” Therefore, those

provisions in the NJDOE Guidance listed as “anticipated minimum standards” have been

interpreted to be required components in the Plan.

The NJDOE Guidance uses the term “school districts” or “schools” or “districts” when referring

to the completion of tasks. For example, “districts must develop a schedule for increased routine

cleaning and disinfection.” This Plan assigns the responsibility for completing tasks to “school

officials” which would be the Superintendent of Schools or a designee of the Superintendent of

Schools.

The NJDOE Guidance requires a Board Policy to address several elements outlined in the NJDOE

Guidance. The Board of Education has adopted Board Policy 1648 – Restart and Recovery Plan

that includes the policies required in the NJDOE Guidance.


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This Plan is aligned with the requirements outlined in the NJDOE Guidance. The Appendices

section of this Plan include the school district’s unique and locally developed protocols to ensure

school(s) in the district reopen safely and are prepared to accommodate staff and students' unique

needs during this unprecedented time. Also included in the Appendices section is a chart that

includes all websites and outside guidance information that are listed in the NJDOE Guidance.

The requirements outlined in the NJDOE Guidance and incorporated into this Plan are controlled

by Executive Order of the Governor of New Jersey and are subject to change.


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THE BOARD OF EDUCATION’S RESTART AND RECOVERY PLAN

The Board of Education’s Restart and Recovery Plan addresses four key subject areas:

A. Conditions for Learning;

B. Leadership and Planning;

C. Policy and Funding; and

D. Continuity of Learning.

A. Conditions for Learning

Conditions for learning involve the social, emotional, and environmental factors that can

impact educator capacity to teach and student capacity to learn, including standards for

maintaining healthy and safe school conditions. As schools reopen, the impact of social

isolation on both educators and students is a key area of concern.

Conditions for Learning include: Health and Safety – Standards for Establishing Safe and

Healthy Conditions for Learning; and Academic, Social, and Behavioral Supports

1. Health and Safety – Standards for Establishing Safe and Healthy Conditions

for Learning; and Academic, Social, and Behavioral Supports

The Health and Safety Section of the Board’s Plan identifies Ten Critical Areas of

Operation which the Board has addressed in the Plan: General Health and Safety

Guidelines; Classrooms, Testing, and Therapy Rooms; Transportation; Student

Flow, Entry, Exit, and Common Areas; Screening, PPE, and Response to Students

and Staff Presenting Symptoms; Contact Tracing; Facilities Cleaning Practices;

Meals; Recess/Physical Education; and Field Trips, Extra-Curricular Activities,

and Use of Facilities Outside School Hours.

Throughout this Health and Safety Section, the provisions marked "anticipated

minimum standards" as outlined in the NJDOE Guidance have been incorporated

into the Board’s Plan and related protocols, as applicable.

The Health and Safety section of the NJDOE Guidance also provided "additional

considerations" to assist school officials in considering ways to adhere to the

anticipated minimum standards. These provisions are also consistent with the

Board’s general obligation to ensure the health and safety of its students and staff

pursuant to N.J.S.A. 18A:40-6 and N.J.A.C. 6A:16-2.1. District officials should

abide by the advice of local health officials to determine the safest course of action

based on local circumstances, which will change as the public health landscape


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evolves. The health and safety of students and staff is the number one priority and

has guided all decisions of the Board’s Plan.

Ten Critical Areas of Operation

a. Critical Area of Operation #1 - General Health and Safety Guidelines

– Anticipated Minimum Standards Incorporated into the Plan

(1) In all stages and phases of pandemic response and recovery, the

Centers for Disease Control and Prevention (CDC) recommends the

following actions:

(a) School officials will establish and maintain communication

with local and State authorities to determine current

mitigation levels in the community.

(b) School officials will ensure staff and students who are at

higher risk for severe illness are protected and supported,

such as providing options for telework and virtual learning.

(c) The CDC's Guidance for Schools and Childcare Programs,

if applicable, will be followed.

(d) The Board promotes behaviors that reduce the spread of

COVID-19 such as encouraging staff and students to stay

home when appropriate; encouraging the practice of hand

hygiene and respiratory etiquette; requiring the use of face

masks/coverings; and signs and messages in and around

school buildings.

(e) Reasonable accommodations will be provided for

individuals that the CDC 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:

(i) Chronic lung disease or asthma (moderate to

severe);

(ii) Serious heart conditions;

(iii) Immunocompromised;


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(iv) Severe obesity (body mass index, or BMI, of 40 or

higher);

(v) Diabetes;

(vi) Chronic kidney disease undergoing dialysis;

(vii) Liver disease;

(viii) Medically fragile students with Individualized

Education Programs (IEPs);

(ix) Students with complex disabilities with IEPs; or

(x) Students who require accommodations under a Plan

in accordance with the Section 504 of the

Rehabilitation Act of 1973 (504 Plan).

[See Appendix A – Critical Area of Operation #1 – General Health and

Safety Guidelines]

b. Critical Area of Operation #2 – Classrooms, Testing, and Therapy

Rooms – Anticipated Minimum Standards Incorporated into the Plan

(1) Schools in the district will allow for social distancing within the

classroom to the maximum extent practicable. This will be achieved

by ensuring students are seated at least six feet apart. If a school in

the district is not able to maintain this physical distance, additional

modifications should be considered including using physical

barriers between desks, turning desks to face the same direction

(rather than facing each other), and/or having students sit on only

one side of the table, spaced apart.

(2) A face mask/covering is required for students, visitors (limited), and

staff at all times unless it will inhibit the individual's health.

*Medical exemptions will be determined on a case-by-case basis.

(a) Enforcing the use of face masks/coverings may be

impractical for young children or individuals with

disabilities.

(3) All instructional and non-instructional rooms in schools and district

facilities must comply with social distancing standards to the

maximum extent practicable.


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(4) Use of shared objects should be limited when possible or cleaned

between use.

(5) All indoor facilities will have adequate ventilation, including

operational heating and ventilation systems where appropriate.

Recirculated air must have a fresh air component, windows will be

opened, if practical, if air conditioning is not provided, and filter(s)

for A/C units must be maintained and changed according to

manufacturer recommendations.

(6) School districts will prepare and maintain hand sanitizing stations

with alcohol-based hand sanitizers (at least 60% alcohol). Such

stations should be:

(a) In each classroom (for staff and older children who can

safely use hand sanitizer).

(b) At entrances and exits of buildings.

(c) Near lunchrooms and toilets.

(d) Children ages five and younger should be supervised when

using hand sanitizer.

(e) For classrooms that have existing handwashing stations,

stations should be prepared with soap, water, and alcohol-

based hand sanitizers (at least 60% alcohol).

(7) School officials should develop a school-wide plan where students

are required to wash hands for at least twenty seconds (every 2

hours) during the school day and always before eating, after using

the bathroom, and after blowing their nose, coughing, and/or

sneezing.

(a) If washing with soap and water is not possible, washing with

an alcohol-based hand sanitizer (at least 60% alcohol) should

be used.

[See Appendix B – Critical Area of Operation #2 – Classroom, Test, and

Therapy Rooms]

c. Critical Area of Operation #3 – Transportation – Anticipated

Minimum Standards Incorporated into the Plan


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(1) If the school district is providing transportation services on a school

bus and is unable to maintain social distancing, a face mask/

covering must be worn by all students who are able to do so upon

entering the bus.

(2) Accommodations for students who are unable to wear a face mask/

covering should be addressed according to that student's particular

need and in accordance with all applicable laws and regulations.

(3) Every school bus, either district-owned or contracted, should be

cleaned and disinfected before and after each bus route.

[See Appendix C – Critical Area of Operation #3 – Transportation]

d. Critical Area of Operation #4 – Student Flow, Entry, Exit, and

Common Areas – Anticipated Minimum Standards Incorporated into

the Plan

(1) The Board’s Plan should establish the process and location for

student and staff health screenings.

(2) If physical distance (six feet apart) cannot be maintained for

individuals in line waiting to enter or exit a building, face masks/

coverings shall be worn while in the line.

(3) Each school in the district will provide physical guides, such as tape

on floors or sidewalks and signs on walls, to help ensure that staff

and students remain at least six feet apart in lines and at other times

(e.g. guides for creating "one-way routes" in hallways).

[See Appendix D – Critical Area of Operation #4 – Student Flow, Entry,

Exit, and Common Areas]

e. Critical Area of Operation #5 – Screening, Personal Protection

Equipment (PPE), and Response to Students and Staff Presenting

Symptoms – Anticipated Minimum Standards Incorporated into the

Plan

(1) The school district will adopt Board Policy 1648 regarding the

screening procedures for students and employees upon arrival at

school or work location for symptoms and history of exposure.

These screening procedures must include the following:


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(a) Staff must visually check students for symptoms upon

arrival (which may include temperature checks) and/or

confirm with families that students are free of COVID-19

symptoms.

(b) Health checks must be conducted safely and respectfully,

and in accordance with any applicable privacy laws and

regulations.

(c) Results must be documented when signs/symptoms of

COVID-19 are observed.

(d) Any screening policy/protocol must take into account

students with disabilities and accommodations that may be

needed in the screening process for those students.

(2) The Board must adopt procedures for symptomatic staff and

students, which shall include the following:

(a) Students and staff with symptoms related to COVID-19 must

be safely and respectfully isolated from others. School

officials will follow current Communicable Disease Service

guidance for illness reporting.

(b) If the school district becomes aware that an individual who

has spent time in a district facility tests positive for COVID-

19, officials must immediately notify local health officials,

staff, and families of a confirmed case while maintaining

confidentiality.

(c) The procedures the district will use when someone tests

positive for COVID-19 will include written procedures

detailing the district's COVID-19 related response for

symptomatic students and staff. The procedures must be

consistent with the district's contact tracing procedures (see

"Critical Area of Operation #6 – Contact Tracing") to the

maximum extent practicable. The procedure includes:

(i) Establishment of an isolation space. Students and

staff with symptoms related to COVID-19 must be

safely and respectfully isolated from others.

Students should remain in isolation with continued

supervision and care until picked up by an authorized

adult.


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(ii) Following current Communicable Disease Service

guidance for illness reporting.

(iii) An adequate amount of PPE shall be available,

accessible, and provided for use.

(iv) Methods to assist in contact tracing including records

of groups/cohorts, assigned staff, and daily

attendance.

(v) Continuous monitoring of symptoms.

(vi) Re-admittance policies consistent with Department

of Health guidance and information for schools and

Department of Health/Communicable Disease

Services Quick Reference Guidance on

Discontinuation of Transmission-Based Precautions

and Home Isolation for Persons Diagnosed with

COVID-19.

(vii) Written protocols to address a positive case.

(3) School officials will encourage parents to be on alert for signs of the

illness in their children and to keep their child home when they are

sick.

(4) School staff and visitors (limited) are required to wear face

masks/coverings unless doing so would inhibit the individual's

health or the individual is under two years of age. *Medical

exemptions will be determined on a case-by-case basis.

(5) Students are strongly encouraged to wear face masks/coverings and

are required to do so when social distancing cannot be maintained,

unless doing so would inhibit the student's health. It is also

necessary to acknowledge that enforcing the use of face

masks/coverings may be impractical for young children or

individuals with disabilities. *Medical exemptions will be

determined on a case-by-case basis.

(a) Accommodation for students who are unable to wear a face

mask/covering should be addressed according to that

student's need and in accordance with all applicable laws and

regulations.


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(6) Exceptions to requirements for face masks/coverings shall be as

follows:

(a) Doing so would inhibit the individual's health. *Medical


(b) The individual is in extreme heat outdoors.

(c) The individual is in water.

(d) A student's documented medical condition, or disability as

reflected in an IEP, precludes the use of face mask/covering.

(e) The student is under the age of two and could risk

suffocation.

(7) If a visitor (limited) refuses to wear a face mask/covering for non-

medical reasons and if such covering cannot be provided to the

individual at the point of entry, the visitor’s (limited) entry to the

school/district facility may be denied.

[See Appendix E – Critical Area of Operation #5 – Screening, PPE, and

Response to Students and Staff Presenting Symptoms]

f. Critical Area of Operation #6 – Contact Tracing

(1) The NJDOE Guidance does not include any “anticipated minimum

standards” for contact tracing. However, all school and district

administrators, school safety specialists, counselors, and any other

staff deemed appropriate by the Superintendent or designee should

be provided information regarding the role of contact tracing

conducted by State, county, and local officials.

(2) School officials should engage the expertise of their school nurses

on the importance of contact tracing.

(3) The NJDOE will credit certified School Safety Specialists with three

hours of training upon completion of Johns Hopkins University's

COVID-19 Contact Tracing course - Completed by Margueritte

Phillips, District COVID-19 Coordinator on July 20, 2020. Grade

achievement, 90.42. Course certifies successful completion of

COVID-19 Contact Tracing.

[See Appendix F – Critical Area of Operation #6 – Contact Tracing]


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g. Critical Area of Operation #7 – Facilities Cleaning Practices –

Anticipated Minimum Standards Incorporated into the Plan

(1) School officials must continue to adhere to existing required

facilities cleaning practices and procedures, and any new specific

requirements of the local health department as they arise.

(2) The Board’s Plan and Policy will establish cleaning/disinfecting

schedules, targeted areas to be cleaned, and methods and materials

to be used including:

(a) A schedule for increased routine cleaning and disinfection.

(b) Routinely cleaning and disinfecting surfaces and objects that

are frequently touched. This may include cleaning

objects/surfaces not ordinarily cleaned daily (e.g. door

knobs, light switches, classroom sink handles, countertops).

(c) Use of all cleaning products according to the directions on

the label. For disinfection, most common EPA-registered

household disinfectants should be effective. A list of

products that are EPA-approved for use against the virus that

causes COVID-19 is available on the EPA's website.

(d) Follow the manufacturer's instructions for all cleaning and

disinfection products (e.g. concentration, application

method, and contact time, etc.). Examples of frequently

touched areas in schools are:

(i) Classroom desks and chairs;

(ii) Lunchroom tables and chairs;

(iii) Door handles and push plates;

(iv) Handrails;

(v) Kitchens and bathrooms;

(vi) Light switches;

(vii) Handles on equipment (e.g. athletic equipment);

(viii) Buttons on vending machines and elevators;


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(ix) Shared telephones;

(x) Shared desktops;

(xi) Shared computer keyboards and mice;

(xii) Drinking fountains; and

(xiii) School bus seats and windows.

(e) Sanitize bathrooms daily, or between use as much as

possible, using protocols outlined by the Environmental

Protection Agency (EPA).

[See Appendix G – Critical Area of Operation #7 – Facilities Cleaning

Practices]

h. Critical Area of Operation #8 – Meals – Anticipated Minimum

Standards Incorporated into the Plan

(1) If cafeterias or group dining areas are used in the school district, the

school district will incorporate the following into the Board’s Plan,

if applicable:

(a) Stagger times to allow for social distancing and clean and

disinfect between groups.

(b) Discontinue family style, self-service, and buffet.

(c) Clean and sanitize tables/surfaces between each meal

service, pursuant to the protocols outlined by the EPA.

(d) Space students at least six feet apart.

(e) Require individuals must wash their hands after removing

their gloves or after directly handling used food service

items.

[See Appendix H – Critical Area of Operation #8 – Meals]

i. Critical Area of Operation #9 – Recess/Physical Education –

Anticipated Minimum Standards Incorporated into the Plan


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(1) The Board’s Plan regarding recess and physical education should

include protocols to address the following:

(a) Stagger recess, if necessary.

(b) If two or more groups are participating in recess at the same

time, there will be at least six feet of open space between the

two groups.

(c) The use of cones, flags, tape, or other signs to create

boundaries between groups.

(d) A requirement that all individuals always wash hands before

and immediately after outdoor playtime.

(e) Stagger the use of playground equipment and establish a

frequent disinfecting protocol for all playground equipment

used by students.

(f) Complete an inventory of outdoor spaces (athletic fields,

track, green spaces, open space, and local parks) and

designate zones, use stations, mark off areas, floor markers,

floor tape, poly spots, etc., to ensure separation among

students (six feet apart for social distancing).

(g) Locker rooms may be closed to mitigate risk and prohibit

students and staff from confined spaces with limited

ventilation and/or areas with large amounts of high contact

surfaces.

(i) If it is not feasible to close locker rooms the district

will stagger the use and clean and disinfect between

use.

(ii) Students may be encouraged to wear comfortable

clothing and safe footwear to school that allows for

safe movement and is appropriate for the weather in

order to participate in physical education without the

use of a locker room.

(2) The school district will mitigate risk, limit and/or eliminate direct

contact with equipment (lessons with no equipment), and will not

allow sharing of equipment. If equipment must be shared, the

equipment will be cleaned and disinfected between each use.


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(3) The school district will designate specific areas for each class during

recess to avoid cohorts mixing.

[See Appendix I – Critical Area of Operation #9 – Recess/Physical

Education]

j. Critical Area of Operation #10 – Field Trips, Extra-Curricular

Activities, and Use of Facilities Outside of School Hours – Anticipated

Minimum Standards Incorporated into the Plan

(1) The Board’s Plan should adhere to all applicable social distancing

requirements and hygiene protocols during any extra-curricular

activities.

(2) The Board of Education requires any external community

organizations that use school/district facilities to follow district

guidance on health and safety protocols.

[See Appendix J – Critical Area of Operation #10 – Field Trips, Extra-

Curricular Activities, and Use of Facilities Outside of School Hours]

2. Academic, Social, and Behavioral Supports

In addition to taking the steps listed in the Health and Safety Guidelines section to

protect students’ and educators’ physical health, leaders must also consider the

impact of social isolation on both educators and students. School officials are not

mandated to develop protocols for these elements as these elements are not

“anticipated minimum standards” in the NJDOE Guidance. However, the NJDOE

recommends school officials consider the following elements while developing the

Board’s Plan.

While only a small introduction to these elements is included in this Plan, a more

detailed explanation and further considerations in the NJDOE Guidance are under

the Academic, Social, and Behavioral Supports section to reference as the Plan is

being developed. School officials may use the supports listed in the NJDOE

Guidance.

The elements listed below in A.2.a. through A.2.e. provide an explanation for

school officials to indicate if the strategy is:

● Not being utilizing

● Being developed by school officials

● Currently being utilizing


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There is space provided below in A.2.a. through A.2.e. for a brief explanation of

the school district’s status for each element.

[See Appendix K – Supplemental Materials and Explanations for Academic, Social,

and Behavioral Supports]

a. Social Emotional Learning (SEL) and School Culture and Climate

SEL will be critical in re-engaging students, supporting adults, rebuilding

relationships, and creating a foundation for academic learning.

___ Not Being Utilized

___ Being Developed by School Officials

_X_ Currently Being Utilized

The District has been committed to supporting SEL throughout the

Pandemic. The District has engaged in consistent student/parent wellness

checks, offered counselling and support services to all students, and

provided staff, parent. and student resources to support mental health and

social isolation.

b. Multi-Tiered Systems of Support (MTSS)

MTSS is a systematic approach to prevention, intervention, and enrichment

in grades Pre-K through twelve for academics and behavior that offers

educators and families a mechanism to identify individual students who

need extra support.


_X_ Being Developed by School Officials


All District Schools are utilizing I&RS to support struggling learners.

Additionally. all schools have implemented Positive Behavior Supports in

Schools (PBSIS) to support appropriate student behaviors and reduce

discipline referrals. READ180 and System 44 focused support have been

expanded from grades 3-10. The District will continue to develop Tier II

and Tier III supports.


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c. Wraparound Supports

Wraparound services differ from traditional school-based services in their

comprehensive approach to addressing the academic, behavioral, and

social-emotional needs of students with interventions both inside and

outside of the school environment.



_X__ Currently Being Utilized

Students in need of wraparound supports typically exhibit a significant

level of maladaptive behavior which occurs both at home and at school.

At any time during the school year where wraparound services are

warranted, a referral is made to the New Jersey System of Care by calling

1-877-652-7624. PerformCare partners with the New Jersey Children's

System of Care, and they provide behavioral and mental health support in

the home setting. PerformCare provides a family-centered, community-

focused single point of entry for New Jersey’s eligible children and families

to obtain available behavioral health, substance use treatment, and

developmental disability services. District staff will continue to collaborate

with PerformCare professionals.

d. Food Service and Distribution

School meals are critical to student health and well-being, especially for

low-income students. The NJDOE considers it a moral imperative to ensure

the seamless and continuous feeding of students during all phases of school

reopening.




The District has been providing meals to qualified students throughout the

pandemic. We will continue to use a similar system of “grab and go”

breakfast and lunch during the school year. By utilizing an early dismissal

schedule for the in-person portion of the day, cafeteria usage will be limited.


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An afternoon “window” from 12:30 - 2:00 p.m. will be available for the

daily asynchronous cohort to pick-up meals at two District locations.

e. Quality Child Care

Child care will be needed as schools reopen, particularly in instances where

modified school schedules may increase the likelihood that families who

otherwise would not utilize child care will now require it.


_X_ Being Developed by School Officials

___ Currently Being Utilized

If possible, and community survey data indicates a desire for it, the District

will attempt to offer after school child care. The District will also contact

local childcare providers and develop a resource guide for families in need

of quality child care.

[See Appendix K – Supplemental Materials and Explanations for

Academic, Social, and Behavioral Supports]

B. Leadership and Planning

The Leadership and Planning Section of the Board’s Plan references guidance,

requirements, and considerations for the school district regarding district and school-wide

logistical and operational issues with which administrators will contend in planning to

reopen schools.

The provisions marked "anticipated minimum standards" as outlined in the Guidance have

been incorporated into the Board’s Plan and corresponding protocols, as applicable.

The Leadership and Planning section of the Guidance also provided "additional

considerations" that assisted school officials in considering ways to adhere to the

“anticipated minimum standards”.

1. Establishing a Restart Committee

a. A Restart Committee should be established as collaboration is critical to the

development of the Board’s Plan.

b. The Restart Committee should include school district and school-level

administrators, members of the local Board of Education or Charter School.


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c. Board of Trustees, the Presidents of the local education associations or their

designees of the local education associations, and a diverse set of content

experts, educators, parents, and students.

d. The Restart Committee should work closely with the School Pandemic

Response Teams, Local Health Department, and others in municipal and

county government as necessary to develop the district Plan. Restart

Committees and Pandemic Response Teams should help address policies

and procedures for the Board’s Plan.

e. The Restart Committee should reflect the diversity of the school

community, including those representing students with disabilities, whose

families speak languages other than English at home, and who reflect

diverse racial, ethnic, and socioeconomic demographics.

e. The Restart Committee may consider developing subcommittees to focus

on age or grade-level specific needs, school specific needs, or to address

issues of importance such as medically fragile students or staff.

[See Appendix L – Restart Committee]

2. Pandemic Response Teams

a. School-based Pandemic Response Teams should be established in each

school in the district to centralize, expedite, and implement COVID-19

related decision-making.

b. Each school team will have a liaison that reports to district-level

administrators to ensure coordinated actions across the district.

c. Members of the school teams should include a cross section of

administrators, teachers, staff, and parents.

d. Pandemic Response Teams should represent a cross-section of the school

and district, including its gender and racial diversity, as decision-making

and communication will be more effective if decision-makers reflect the

make-up of the community.

e. If a school has an existing Crisis Response Team, that Team may serve as

the Pandemic Response Team.

f. Pandemic Response Team should be comprised of, at a minimum, the

following members, if applicable:


23

(1) School Principal or Lead Person;

(2) Teachers;

(3) Child Study Team member;

(4) School Counselor or mental health expert;

(5) Subject Area Chairperson/Director;

(6) School Nurse;

(7) Teachers representing each grade band served by the school district

and school;

(8) School safety personnel;

(9) Members of the School Safety Team;

(10) Custodian; and

(11) Parents.

g. The Pandemic Response Team is responsible for:

(1) Overseeing each school's implementation of the Plan, particularly

health and safety measures, and providing safety and crisis

leadership.

(2) Adjusting or amending school health and safety protocols as needed.

(3) Providing staff with needed support and training.

(4) Reviewing school level data regarding health and safety measures

and the presence of COVID-19 and reporting that data to the district

as required.

(5) Developing and implementing procedures to foster and maintain

safe and supportive school climates as necessitated by the

challenges posed by COVID-19.

(6) Providing necessary communications to the school community and

to the school district.


24

(7) Creating pathways for community, family, and student voices to

continuously inform the Team's decision-making.

h. The Pandemic Response Team should meet regularly and provide the

community with timely updates and any changes to protocols.

[See Appendix M – Pandemic Response Team]

3. Scheduling

a. The Board’s Plan must account for resuming in-person instruction.

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 input of stakeholders about the

needs of all students and the realities unique to this district.

b. Virtual learning will continue to be guided by P.L. 2020, c.27 and the school

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.

(1) In accordance with 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.

(2) School district 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.

c. The school district will meet the needs of their special populations in

alignment with the New Jersey Specific Guidance for Schools and Districts

regarding student accommodations.

(1) For special education and ELL students, the Board of Education will

provide educators with professional development to best utilize the

accessibility features and accommodations tools made available

through technology- based formats. The school district will

continue to ensure students receive individualized supports that

meet the requirements of the IEP and 504 Plans.


25

(2) For medically fragile staff, virtual instruction is ideal for staff who

are at greater risk for the impacts of COVID-19. Accommodations

may need to be made for staff with health issues which are

exacerbated by viewing content on screens for an extended period.

d. The school district should accommodate educators teaching in-person,

hybrid, and virtual learning, in a way that allows all students to meet their

required instructional hours for the day, which may include remote students

completing independent work while students in the classroom receive

instruction. School officials may:

(1) Provide teachers common planning time.

(2) Ensure school district policies are reviewed and confirmed to

support in-person and remote instruction.

(a) Virtual learning may create privacy challenges which school

districts and schools have not yet faced.

(b) The NJDOE strongly recommends engaging communities to

better understand the landscape of challenges and

opportunities when crafting policies.

(3) Secure a steady supply of resources necessary to ensure the safety

of students and staff.

(4) Develop protocols for social distancing on buses and ensure that

students understand social distancing best practices while awaiting

pickup at bus stops.

(5) Scheduling will support a combination of synchronous and

asynchronous instruction which allows for contact time between

educators and their students, as well as time for students to engage

with their peers. The NJDOE encourages the school district to

evaluate instructional activities based on what is developmentally

appropriate for each grade band.

e. School officials will consider implementation strategies provided in the

Scheduling Section of the NJDOE Guidance in developing the Board’s

Plan.

[See Appendix N – Scheduling of Students]


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4. Staffing

a. The school district should consider access and equity for all staff to ensure

continuity of student learning. The Board’s Plan and decision-making

throughout the school year should consider unique needs of each staff

member, such as access to technology, social and emotional health, and

child care concerns.

b. When making staffing scheduling and assignments, the school district must

comply with all applicable employment laws including, but not limited to,

the American Disabilities Act (ADA) and Health Insurance Portability and

Accountability Act (HIPAA),

and all applicable State laws. Additionally, prior to finalizing any COVID-

19 related changes for the 2020-2021 school year, school districts should

also consult with the local bargaining units and legal counsel.

c. The Board’s Plan should identify roles and responsibilities of school

administrators, teachers, instructional assistants, educational services

professionals, and student teachers that will ensure continuity of learning

and leverage existing resources and personnel to maximize student success.

d. As schedules are adjusted, educators must maintain quality instruction for

students and abide by the minimum requirements set forth in NJDOE

regulations.

e. In response to COVID-19, the NJDOE has provided flexibilities for

implementation of certain regulatory requirements during the public health

emergency. While the relevant Executive Orders are in effect, these

flexibilities will apply:

(1) Mentoring Guidance – Outlines requirements and flexibilities for

nontenured teachers with an induction to the teaching profession and

to the school district community through differentiated supports

based on the teachers' individual needs.

(2) Educator Evaluation Guidance – Provides a description of

flexibilities and requirements for educator evaluation necessitated

by the state mandated school closures caused by COVID-19. This

Guidance applies to all Teachers, Principals, Assistant Principals

(APs), Vice Principals (VPs), and Other Certificated Staff for

School Year (SY) 2019-2020, and is differentiated for educators

with a provisional certification, in the process of earning tenure, and

on a corrective action plan (CAP).


27

(3) Certification

(a) Performance Assessment (edTPA) Guidance Provides a

description of the NJDOE's waiver of the teacher

certification performance assessment (edTPA) requirement

as necessitated by the COVID-19 state of emergency and

related limitations.

(b) Additional COVID-19 Certification Guidance – Additional

flexibilities are expected to be extended to candidates for

certification in response to the logical constraints posed by

the COVID-19 state of emergency and related limitations.

[See Appendix O – Staffing]

5. In-Person and Hybrid Learning Environments: Roles and Responsibilities

a. In a fully in-person or hybrid learning environment districts should leverage

staff to monitor student movement, hallway traffic, and maintain safety

according to guidelines. Instructional and non-instructional staff schedules

can include designated time to support school building logistics required to

maintain health and safety requirements.

b. Instructional staff should:

(1) Reinforce social distancing protocol with students and co-teacher

or support staff.

(2) Limit group interactions to maintain safety.

(3) Support school building safety logistics (entering, exiting,

restrooms, etc.).

(4) Become familiar with district online protocols and platforms.

(5) Plan standards-based lessons to meet the needs of students at various

levels, ensuring versatility of lessons to apply to both fully in-person

and hybrid learning environments.

(6) Develop predictable routines and structures for students while

maintaining student engagement through varied instructional

strategies/modalities.


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(7) Provide regular feedback to students and families on expectations

and progress.

(8) Set clear expectations for remote and in-person students.

(9) Assess student progress early and often and adjust instruction and/or

methodology accordingly.

(10) Develop opportunities for real-time interactions with students

(office hours, virtual meetings, etc.).

(11) Instruct and maintain good practice in digital citizenship for all

students and staff.

(12) Instructional staff with additional capacity or limited time spent with

students may assist with school building and safety logistics.

(13) 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.

(14) Providing materials, manipulatives, and items for at-home activities

at no cost to families (particularly in pre-school).

(15) Limiting on-line activities for preschool students.

.

c. Mentor teachers should:

(1) Plan for in-person contact with the mentee using agreed upon

communication methods and schedules that provide confidentiality

and sufficient support.

(2) Identify the most immediate issues to address with the mentee

considering technology needs and how to provide effective remote

instruction.

(3) Establish observation protocols for remote environments that

protect confidentiality, respect student privacy, and provide the

mentee with relevant support.

(4) Integrate self-care, for mentor and mentee, into mentoring

scheduling and practices.


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(5) Continue to maintain logs of mentoring contact.

(6) Mentor teachers should consider all health and safety measures

when doing in-person observations.

(7) Plan for in-person contact with the mentee using agreed upon

communication methods and schedules that provide confidentiality

and sufficient support.

(8) Consider alternative methods for classroom observations and

avoiding in-person contact where possible.

d. Administrators - In addition to administrators' non-instructional

responsibilities, to ensure quality of continued learning in-person or

virtually, administrators should:

(1) Consider roles for staff with health concerns, leveraging them to

enhance the virtual learning environment and inform in-person

instruction.

(2) Provide time for staff collaboration and planning (See Scheduling

section). Prioritize practical science and practical CTE areas for on-

site opportunities.

(3) Prioritize vulnerable student groups for face-to-face instruction.

(4) Identify teachers and teacher leaders that may provide support to

staff to continuously improve instruction in a virtual environment.

(5) Work with staff and faculty to ensure that teaching and learning, and

all student services are effectively and efficiently developed,

planned, and delivered.

(6) Hone collaboration, cooperation, and relationship building skills

using alternative methods to remain connected to virtual instruction.

(7) Define and provide examples of high-quality instruction given

context and resources available.

(8) Assess teacher, student, and parent needs regularly.

(9) Ensure students and parents receive necessary supports to ensure

access to instruction.


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(10) Communicate expectations for delivering high-quality instruction,

assessing, and monitoring student progress in the virtual

environment, in accordance with NJDOE's Professional Standards

for Teachers and NJ Professional Standards for Leaders (N.J.A.C.

6A:9).

(11) Plan a process to onboard students and reestablish the classroom

environment through emphasizing relationships with students and

parents and resetting routines.

(12) Collaborate on curriculum planning and assessing student academic

and social emotional well-being when students return to school.

(13) Create feedback loops with parents and families about students'

academic and social emotional health and well-being, through use

of remote learning conferences and/or surveys to parents about their

child's experience and learning while out of school.

(14) Share a comprehensive account of academic interventions and social

emotional and mental health support services available through the

district.

(15) Create and communicate realistic student schedules to increase

student engagement and accountability for both hybrid and remote

learning models.

(16) Collaborate in determining expectations for differentiated

instruction and rigor in hybrid and remote learning models.

(17) Support families in connecting with teachers and other services they

need to be successful in navigating the virtual environment.

(18) Ensure the Pre-school Director/Contact Person is involved in the

planning in order that development activities and supports are in

place for Pre-school and supports transition to Kindergarten.

e. Educational services staff members should:

(1) Lead small group instruction in a virtual environment.

(2) Facilitate the virtual component of synchronous online interactions.

(3) Manage online platforms for small groups of in-person students

while the teacher is remote.


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(4) Assist with the development and implementation of adjusted

schedules.

(5) Plan for the completion of course requests and scheduling

(secondary school).

(6) Assist teachers with providing updates to students and families.

(7) Support embedding of SEL into lessons.

(8) Lead small group instruction to ensure social distancing.

(9) Consider student grouping to maintain single classroom cohorts.

(10) Consider alternative methods for one-on-one interactions avoiding

in-person contact where possible.

f. Support staff/paraprofessionals may:

(1) Lead small group instruction to ensure social distancing.

(2) Consider student grouping to maintain single classroom cohorts.

(3) Consider alternative methods for one-on-one interactions avoiding

in-person contact where possible.

(4) Pre-record read-alouds and videos around SEL activities and

routines (Grades Pre-K through two). Caption pre-recorded

instructional videos from general education teachers.

(5) Provide real-time support during virtual sessions.

(6) Research websites, videos, and links for accessible activities that

teachers can incorporate into lessons.

(7) Support families and students in accessing and participating in

remote learning. Paraprofessionals can be added to online classes

as co-teacher.

(8) Lead small group instruction in a virtual environment.

(9) Facilitate the virtual component of synchronous online interactions.

(10) Family Workers will need to provide support to parents via virtual

platforms (Pre-school).


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g. Substitutes

(1) Develop contingency staffing plans in case of sudden long-term

absences and/or vacancies.

(2) Develop roles and responsibilities for substitute teachers in both

virtual and hybrid settings.

(3) Designate substitutes to a single school building or grade level to

avoid too much movement between schools.

(4) Identify areas where additional staff may be necessary: school

nurses, counselors, school psychologist.


6. Educator Roles Related to School Technology Needs

a. To ensure all staff supporting virtual learning are prepared to provide or

support instruction on day one, the school officials should:

(1) Designate staff members to provide ongoing support with

technology to students, teachers, and families. Consider developing

a schedule and assigning a technology point person to teachers by

grade level or content area.

(2) Survey teachers and families to determine technology needs/access

(consider those that have access, but may be sharing personal

devices with others).

(3) To the extent possible, provide district one-to-one instructional

devices and connectivity.

(4) Prior to the start of the school year, provide district email addresses

and access to online platforms

(usernames/passwords/organizational credentials).

b. To ensure student teachers are prepared to start supporting instruction on

day one, districts should:

(1) Train student teachers to use technology platforms.

(2) Communicate district expectations/guidelines regarding

professional online etiquette/interactions with students.


33

(3) Survey assistant teachers to determine technology needs/access

(Pre-school).

(4) Virtual instruction is ideal for staff who are at greater risk for the

impacts of COVID-19. Accommodations may need to be made for

staff with health issues which are exacerbated by viewing content

on screens for an extended period.

c. Student teachers should:

(1) Obtain a substitute credential to gain the ability to support students

without supervision as needed.

(2) Lead small group instruction (in-person to help with social

distancing).

(3) Co-teach with cooperating teachers and maintain social distancing.

(4) Manage online classrooms for asynchronous hybrid sessions while

the cooperating teacher teaches in-person.

(5) Implement modifications or accommodations for students with

special needs.

(6) Facilitate one-to-one student support.

(7) Lead small group instruction virtually while the classroom teacher

teaches in-person.

(8) Provide technical assistance and guidance to students and parents.

(9) Develop online material or assignments.

(10) Pre-record direct-instruction videos.

(11) Facilitate student-centered group learning connecting remote and in-

person students.

d. Additional Staff Concerns - Districts should also be prepared to navigate

additional staffing concerns and topics and may also consider:

(1) Best practice and guidance from the American Academy of

Pediatrics is to limit screen time for students in grades Pre-K

through two. Developmentally appropriate practices show that

young learners are most successful with hands-on learning, rather


34

than worksheets or computer-based activities. In this grade band,

interactive learning activities are the most effective.

(2) Develop and communicate a plan of accountability that identifies

how teachers will monitor and assess student performance. This

includes how they grade students (Grades Pre-K through twelve).

(3) Districts may also consider developing a plan to leverage

community organizations, community partners, faith-based

communities, or volunteers to support families outside of the school

building. Utilizing community volunteer support that will interact

directly with students may require criminal history background

checks.

(4) Roles and responsibilities of teacher leaders or instructional coaches

in supporting teachers in making necessary curricular adjustments

and continuously improving quality of instruction through remote

and hybrid structures.

(5) Increase the need for all staff to address student trauma, social

emotional learning, and digital citizenship.


7. Athletics

Under Executive Order 149, high school sports under the jurisdiction of the NJSIAA

may resume only in accordance with reopening protocols issued by NJSIAA and

cannot resume earlier than June 30, 2020.

[See Appendix P – Athletics]

C. Policy and Funding

The impact of the COVID-19 pandemic presents many fiscal challenges to the school

district for delivery of instruction and related services to students in addition to other basic

operational needs. Readying facilities, purchasing supplies, transporting, and feeding

students may look drastically different in the 2020-2021 school year. The Policy and

Funding section of the Board’s Plan focuses on existing and pending Federal and State

legislation, regulations, and guidance.

1. School Funding

a. The Board shall explore options to obtain the maximum amount of available

revenue to minimize expenditures and for fiscal planning in the face of


35

considerable uncertainty. The options the Board shall explore include, but

are not limited to, the following:

(1) Elementary and Secondary School Emergency Relief Fund;

(2) Federal Emergency Management Agency – Public Assistance; and

(3) State School Aid.

b. School District Budgets

Districts have finalized their FY20 budget year and have already finalized

their FY21 budgets. Because of the timing of the budget process, many of

the activities listed below have not been, and cannot be, factored into either

budget year without additional revenue outside the amount they anticipated

for FY21 in February, and budget transfers that current statute does not

authorize at the start of the school year.

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 accounts, transfers, and cash flow; and

costs and contracting, including E-Rate funding and cooperative purchasing

contracting.

(1) Purchasing

The 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

The school district shall apply for the approval from the

Commissioner of Education prior to performing certain budget

actions, such as withdrawing from the emergency reserve or making

transfers that cumulatively exceed ten percent of the amount

originally budgeted.


36

(3) Costs and Contracting

The 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.

D. Continuity of Learning

Ensuring the continuity of learning is critically important during this time of great stress

for families, educators, and students. The move to a fully virtual learning environment

happened quickly and created significant challenges for staff and students, particularly

students already considered at-risk prior to the pandemic. School officials should work

closely with their stakeholders to ensure decisions are made collaboratively and

transparently and prioritize safely returning students who are in need of in-person

instruction. This may include, but is not limited to, students with disabilities, English

language learners (ELL), homeless youth, and low-income students.

Curriculum, instruction, assessment, professional learning, and career and technical

education (CTE) are all constructs that can be adjusted to serve as levers for equity.

Except where otherwise indicated, the provisions and elements of this section are

“additional considerations” that may help districts in considering ways to adhere to the

“anticipated minimum standards”.

While only a small introduction to these elements is included in this Plan, school officials

can find a more detailed explanation and considerations in the NJDOE Guidance under the

Continuity of Learning section to reference while developing their Plan for the reopening

of schools.

1. Ensuring the Delivery of Special Education and Related Services to Students

with Disabilities

a. Consistent with guidance from the United States Department of Education,

school districts must continue to meet their obligations under the Federal

Individuals with Disabilities Education Act (IDEA) and the New Jersey

State special education regulations for students with disabilities to the

greatest extent possible.

b. In accordance with the Extended School Year (ESY) Guidance issued by

the NJDOE, student IEPs that currently included ESY services should be

implemented to the greatest extent possible during the COVID-19

pandemic.


37

c. The NJDOE recommends that schools districts consider the following when

addressing the education of students with disabilities for the 2020-2021

school year:

(1) Procedures to address the return to school of medically fragile

students and students with physical or health impairments who may

require accommodations and modifications as part of a 504 Plan.

(2) IEP teams should review student data/student progress to determine

whether critical skills were lost during the period in which remote

instruction was being provided to students and determine the need

for additional services to address learning loss.

(3) IEP teams should consider the impact of missed services on student

progress towards meeting IEP goals and objectives, and determine

if additional or compensatory services are needed to address

regression and recoupment of skills within a reasonable length of

time.

(4) IEP teams should develop procedures to complete overdue and/or

incomplete evaluations to determine eligibility for special education

services.

(5) The use of school guidance department staff and Child Study Team

personnel to identify students whose postsecondary plans may have

been adversely affected by the COVID-19 pandemic and provide

support, resources, and assistance, which may include facilitating

connection to community organizations, scholarship programs,

county, State, and Federal opportunities to access support.

(6) Clear communication to the parents of the procedures for student

referrals and evaluations to determine the eligibility for special

education and related services or a 504 Plan as required by Federal

and State law.

2. Technology and Connectivity

a. School districts should strive to ensure that every student has access to a

device and internet connectivity. School districts should prioritize the

provisions of technology, or alternatively, in-person instruction, to students

that are otherwise without access. Additionally, these school districts

should include in their reopening plan the steps taken to address the

technology deficit and how it will be resolved as soon as possible.


38

b. Districts should:

(1) Conduct a needs assessment.

(2) Consider the attendant needs associated with deployment of needed

technology, including student and parent training and acceptable use

policy implementation.

(3) Prioritize the purchase and roll-out of devices and/or connectivity

that may involve learning based on the results of the needs

assessment.

(4) For students with special needs, accommodations according to their

instructional program must be addressed as appropriate for each

student.

(a) If there is a device or connectivity shortage, the school

district should address technology challenges in their Plan.

This should include the steps the district has already taken to

address the technology divide and how the school district

plans to provide devices and/or connectivity to students that

need them.

3. Curriculum, Instruction, and Assessment

a. In planning curriculum, instruction, and assessment for reopening, school officials

must focus on building staff capacity to deliver highly effective instruction in

hybrid environments as well as preparing them to address any learning gaps that

might prevent students from meeting grade-level New Jersey Student Learning

Standards (NJSLS).

b. School officials should develop a Plan that is innovative, cultivates a clear sense of

shared purpose and goals, encourages collaboration among educators, and fosters

an effective partnership approach with students’ family members and caregivers.

c. Virtual and Hybrid Learning Environment

(1) Curriculum

(a) Educators will be tasked not only with delivering curriculum, but

also structuring the curriculum to account for the loss of learning

that may have resulted from the extended school building closures.


39

(b) To accelerate students’ progress during the upcoming school year,

administrators and educators will be tasked with identifying what

unfinished learning needs to be addressed.

(c) Accelerated learning focuses on providing students with grade-level

materials, tasks, and assignments along with the appropriate support

necessary to fill the most critical gaps in learning. Accelerated

learning seeks to help educators utilize classroom time as efficiently

as possible.

(2) Instruction

(a) As school districts prepare for the upcoming school year,

instructional plans that are flexible, promote innovation, and take

advantage of the strengths of school leaders, teachers, students, and

family and community members will be best suited to adapt to

changing learning environments as may be necessary.

(b) In crafting an instructional plan, the school district should consider

the following:

(i) Develop a shared understanding among staff, students, and

families across grade-levels and schools regarding learning

expectations, and anticipated environments (hybrid

approaches to instruction, virtual platforms, learning

management systems, etc.) and expectations for interactions

to ensure all students have access to high-quality instruction.

(ii) Design for student engagement and foster student ownership

of learning.

(iii) Develop students’ meta-cognition.

(iv) Collaborate with school leaders and educators to determine

what types of supports are needed for effective pedagogical

approaches during remote or hybrid instruction.

(v) Assess the district’s data on how ELLs experienced

instruction during remote or hybrid learning; particularly for

newcomer students and students with lower English

language proficiency levels.

(vi) Assess ELLs’ levels of engagement and access in an in-

person, virtual, or hybrid learning environment.


40

(3) Assessment

(a) For the purpose of this Plan, the different assessment types are as

follows: pre-assessment; formative; interim; and summative.

(b) Educators should focus on locally developed pre-assessments and

formative assessments upon returning to school.

(c) In the absence of Spring 2020 summative assessment data, the

school district should identify alternate sources of prior assessment

data which may complement data driven decision-making regarding

remediation efforts.

(d) Online pre-assessments and formative assessments should be

leveraged in either a fully virtual or hybrid learning environment to

support the evaluation of student strengths and the areas for

improvement, and to inform next steps, including determining

whether remediation is required for an entire group of students or on

an individual student basis.

(e) Pre-assessments administered at the start of instructional units

should be limited to informing instruction plans with respect to gaps

in the mastery of standards while continuing to move students

forward at current grade-level.

(i) Such pre-assessments should be incorporated into regular

classroom activities and to the greatest extent practicable,

should not interfere with student learning opportunities as

schools reopen.

4. Professional Learning

a. It is imperative the school district provides professional learning that will better

equip leaders, staff, substitutes, students, and parents to adapt to altered educational

environments and experiences.

b. The school district must focus on professional development to address the learning

loss for the most vulnerable populations and preparing and supporting educators in

meeting the social, emotional, health, and academic needs of all students.

c. Professional learning opportunities should be:

(1) Presented prior to the beginning of the year;


41

(2) Presented throughout the school year;

(3) Presented in order to grow each educator’s professional capacity to deliver

developmentally appropriate, standards-based instruction remotely;

(4) Presented to include the input and collaboration of stakeholders, including

all staff, parents, and community members; and

(5) Professional development plans (PDPs) for teaching staff and

administrators, as always, should remain flexible and adaptable to the

changing needs of the district, school, and individual educator.

d. Mentoring and Induction

(1) Induction must be provided for all novice provisional teachers and teachers

new to the district.

(2) One-to-one mentoring must be provided by qualified mentors to novice

provisional teachers.

(3) Ensure that mentors can provide sufficient support and guidance to novice

provisional teachers working in a remote environment.

(4) Mentoring must be provided in both a hybrid and fully remote learning

environment.

(5) Use online collaborative tools to remain connected to other mentors, new

teachers, and administrators to maintain a sense of communal support.

e. Evaluation

(1) School districts should modify annual evaluation training to highlight

procedures and processes which would be impacted due to potential hybrid

scheduling.

(2) School districts should develop observation schedules with a hybrid model

in mind.

(3) School districts should consider convening a District Evaluation Advisory

Committee (DEAC) meeting to review evaluation policies and procedures.

(4) School districts should consider the School Improvement Panel’s (ScIP)

role in informing professional learning, mentoring, and other evaluation-

related activities.


42

(5) School districts must consider the requirements and best practices involved

with provisional status teachers, nontenured educators, and those on

Corrective Action Plans.

5. Career and Technical Education (CTE)

a. It is critical to maintain the integrity and safety of approved CTE programs and

ensure that all CTE students are reached Statewide.

b. The Office of Career Readiness has established guiding principles to help

administrators and educators make informed decisions about how, when, and to

what extent career and technical education can be safely offered.

c. Guiding Principles

(1) It is essential that when the school district is considering innovative learning

models for CTE during a time of social distancing, the State Plan

Foundational Elements of Equity of Opportunity and Access as well as

Partnerships must be considered.

(2) The State Plan Goals of Quality Programs, Work-Based Learning (WBL),

Career Advisement and Development, and CTE Teacher Recruitment and

Retention must also be considered as CTE programs are adapting to new

learning environments.

d. Quality CTE Programs

(1) When planning for in-person instruction, examine current curriculum

content and evaluate which content is most critical in meeting the

requirements of NJSLS, CTE Core Content Standards, industry

certifications, college credit agreements, etc.

(2) During a time when some credentials may not be accessible online or

through other virtual means, it is necessary to ensure students have access

to appropriate industry-recognized, high-value credentials.

e. Work-Based Learning

Students must be provided the opportunity to participate in safe work-based

learning, either remotely (simulations, virtual tours, etc.) or in-person. The school

district should consider work-based learning opportunities addressed in the

administrative code.

f. Career Advisement and Development


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Strong career advisement in conjunction with business and community partnerships

are essential components of CTE programs and cannot be compromised in a time

of increased social distancing; therefore, modifications must be developed to

maintain program quality.

g. CTE Recruitment and Retention

CTE teachers require support in transforming their curricula and shifting their

instructional practices to meet the needs of the changing classroom environments

in a time of social distancing.

h. Funding to Support CTE Programs

The school district has the ability to utilize the CARES Act – Elementary and

Secondary School Emergency Relief Fund (ESSER) grants, local district funding,

Perkins funding (if eligible), discretionary grant funding (if participating), and other

Federal entitlement funds.


44

Appendices

Restart and Recovery Plan

to Reopen Schools

City of Burlington Public School District

518 Locust Avenue, Burlington, NJ 08016

“Our Schools Are Priority One”

Board of Education

Fall 2020


45

Appendix A

Critical Area of Operation #1 - General Health and Safety Guidelines

This school district should include in Appendix A the locally developed protocols addressing the

anticipated minimum standards as required by the NJDOE Guidance and referenced in the Board’s

Plan – Section A.1.a., including, but not limited to:

a. Protocol for High Risk Staff Members

● Staff members that the CDC 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

(as listed on page 8) and can provide appropriate medical certification,

every effort will be made to accommodate requests to work remotely.

These will be determined on a case-by-case basis.

b. Protocol for High Risk Students

● Students that the CDC identifies as having a higher risk for severe illness

from COVID-19, including those with disabilities or serious underlying

medical conditions (as listed on page 8) may attend school remotely.

c. Protocol for General Health and Safety

● Establish and maintain communication with local and State authorities to

determine current mitigation levels in the community.

● The District will follow CDC, NJDOE, and NJDOH guidance at all times.

● The District will promote behaviors that reduce the spread of COVID-19

such as, training/awareness measures, encouraging staff and students to

stay home if they are showing symptoms, requiring the use of a face

masks/coverings for everyone in the building, proper hand hygiene, and

signage/visual cues to reinforce social distancing protocols.

● Custodians, nurses, and appropriate staff will be provided additional PPE,

such as face shields, disposable coats, shoes, etc. as needed.

● Staff will receive training on the proper use and disposal of PPE.

Appendix B

Critical Area of Operation #2 - Classrooms, Testing, and Therapy Rooms

This school district should include in Appendix B the locally developed protocols addressing the


Plan – Section A.1.b., including, but not limited to:


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a. Social Distancing in Instructional and Non-Instructional Rooms

● The student population will be divided into two cohorts (Blue and White).

The Blue Cohort will report to in-person school on Monday and Tuesday

each week, while the White Cohort reports in-person on Thursday and

Friday each week.

● All students will participate in remote learning on Wednesday of each week

to allow for the continuous cleaning of all facilities, teacher common

planning/collaboration, and/or teacher professional development.

● Students will be seated (at least 6 ft. apart) when possible.

● All staff, students, and visitors (limited) will be required to wear a face

mask/covering at all times unless it inhibits the individual’s health. This

includes on school grounds and school buses. *Medical exemptions will be

determined on a case-by-case basis.

● Physical barriers will also be utilized on teachers’ desks and

students’/common desks/tables where applicable and when possible.

● All non-instructional rooms will comply with social distancing protocols to

the maximum extent possible.

● Individual supplies and materials will be utilized as much as possible

(shared objects will be sanitized between use).

● Air conditioning will be utilized as appropriate.

● Classroom doors will be left open for additional ventilation when possible.

b. Procedures for Hand Sanitizing/Washing

● Hand sanitizing units will be installed for each classroom, building

entrances and exits, bathrooms, and lunchrooms.

● Students will be required to sanitize before entering and after leaving these

locations.

● Students will sanitize hands before and after using playground equipment.

● Signs will be utilized to reinforce hand washing/sanitizing protocols.

● Students and staff will receive training on proper handwashing techniques.

Appendix C

Critical Area of Operation #3 – Transportation

This school district should include in Appendix C the locally developed protocols addressing the


Plan – Section A.1.c., including, but not limited to:

a. Student Transportation

● The District will attempt to adhere to social distancing protocols on all

buses.


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● Students and staff will be required to wear a face mask/covering at all times

on the bus, unless it inhibits an individual’s health. Accommodations for

students unable to wear a face mask/covering will be addressed on a case-

by-case basis.

● Buses will be sanitized before and after each route by bus drivers, bus aides,

and custodial/maintenance staff.

● Bus drivers will be trained on how to properly clean and sanitize buses by

the Facilities Manager and COVID-19 Coordinator using most current CDC

and NJDOH guidance.

● Student/staff temperatures will be taken before entering the bus.

Students/staff with a temperature will not be allowed to board the bus.

b. Social Distancing on School Buses

● When possible, the District will attempt to transport a maximum number of

22 students on an individual bus run (one per seat) with a face

mask/covering on at all times, unless it inhibits an individual’s health.

Accommodations for students unable to wear a face mask/covering will be

addressed on a case-by-case basis.

● The District will adhere to the most current guidance from the CDC and

NJDOH for maximum bus capacity.

Appendix D

Critical Area of Operation #4 - Student Flow, Entry, Exit, and Common Areas

This school district should include in Appendix D the locally developed protocols addressing the


Plan – Section A.1.d., including, but not limited to:

a. Location of Student and Staff Screening

● There will be two to three entrance areas for staff in each building for

screening purposes.

● Each school building will designate two to three student entrances/exits (to

avoid clustering/in case of inclement weather).

b. Social Distancing in Entrances, Exits, and Common Areas

● Social distancing will be maintained at entry/exit.

● Staff will be located at points of entry to assist with logistics.

● Face masks/coverings will be required for everyone at all times.

● Physical guides, signs, floor tape, etc. will be utilized to remind staff and

students to remain socially distant at all times in common areas.

● One-way routes in hallways and stairwells will be utilized when possible.


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● Staff members will assist in supervising classrooms, hallways, stairwells,

and any additional areas to help maintain a consistent flow of traffic and

spacing.

Appendix E

Critical Area of Operation #5 - Screening, PPE, and Response to Students and

Staff Presenting Symptoms

This school district should include in Appendix E the locally developed protocols addressing the


Plan – Section A.1.e., including, but not limited to:

a. Screening Procedures for Students and Staff

● Students will be pre-screened for COVID-19 symptoms by parent/guardian

before entry into school (a symptoms checklist will be provided by the

District).

● Parents/Guardians must complete daily affirmation that their child(ren)

is/are symptom free (via Frontline app).

● Parents/guardians who escort a student to school, must wear a face

mask/covering unless it inhibits the individual’s health. *Medical


● The parent/guardian must wait for the student to clear the screening process

before leaving. Any student that does not clear the screening process must

leave with the parent/guardian immediately.

● Parents/guardians will sign a COVID-19 Social Compact outlining these

procedures (located at the end of this section).

● Staff will pre-screen for COVID-19 symptoms before entering the school

(a symptoms checklist will be provided by the District).

● Staff must complete daily affirmation that they are symptom free (via

Frontline app).

● Any student or staff member displaying COVID-19 symptoms (based on

the most recent CDC and/or NJDOH symptoms chart) should alert the

school and remain home.

● Parents will be informed to keep children home if they are exhibiting any

signs of COVID-19 (symptoms chart will be located on the District

webpage in the COVID-19 pop-up)

● Upon entry at predetermined locations, staff and students will have their

temperature scanned and monitored.

● Staff and students with a temperature of 100.4 or greater or exhibiting

COVID-19 symptoms will be isolated (using current CDC guidelines) and

assessed by the school nurse/designee.


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● School gymnasiums will be converted to isolation/nursing stations. Gyms

will be divided with one side utilized for symptomatic students and the other

side for minor everyday health-related issues. The symptomatic side will

have a 10ft. x 10ft. tent for students to be assessed.

● Restrooms in close proximity to the gyms will be closed to general student

use and will be for nursing purposes only.

● Students and staff will be randomly checked/screened for symptoms

throughout the course of the school day by the school nurse or designee.

● Staff will be trained by the District COVID-19 Coordinator to visually

check for symptoms as staff, students, and visitors (limited) enter the

building. Staff will also consistently check for symptoms throughout the

day and alert the school nurse if needed.

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

observed by the nurse.

● Screening protocol will take students, staff, and visitors (limited) with

disabilities into account and accommodate as needed.

● Health checks will be conducted safely and responsibly in accordance with

applicable privacy laws and regulations. If the student, staff, or visitor

(limited) is confirmed positive for COVID-19, the nurse will notify the

building principal, and the District COVID-19 Coordinator. The Principal

will also notify the Central Office.

● Staff and visitors who exhibit symptoms will be sent out of the building.

● Students who exhibit symptoms will be placed in an isolation room until a

parent/guardian pulls up and is in sight. Then, the student will be escorted

out to the car and a signature will be obtained from the adult and given

recommendations for student’s return to school.

● In the event of a confirmed positive COVID-19 test, the County and State

Health Departments will be notified by the COVID-19 Coordinator or

designee.

● If there is a positive case, the positive student will be placed on quarantine

along with all siblings, who would be assumed positive. Additionally, any

student/staff member who came within six feet of the positive individual for

more than ten minutes should be quarantined.

● If COVID-19 is confirmed in a child or staff member:

❏ The COVID-19 Questionnaire only needs to be completed one (1)

time.

❏ Close off all areas used by the person that is sick.

❏ Open all doors and windows to increase air circulation (as needed).

❏ Wait 24 hours (or as long as possible) before cleaning/disinfecting

to allow respiratory droplets to settle.

❏ Clean and disinfect all areas used by the person who is sick (offices,

bathrooms, common areas, etc.).


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❏ If more than seven days have passed since the sick individual was

present at the facility, additional cleaning/disinfecting is not

necessary.

❏ Administration will work with local health officials to determine

next steps.

● A quarantined student/staff member may return to school or work with a

doctor’s note indicating that their symptoms were not COVID-19 related.

● If a student or staff member exhibiting symptoms is quarantined and

receives a negative COVID-19 test result, return to school or work will be

evaluated on a case-by-case basis.

● If a student or staff member travels outside of the State of New Jersey to

any of the states listed on the New Jersey Travel Advisory list

(https://covid19.nj.gov/index.html) that individual must be quarantined for

14 days.

● If a student registers in the District from another country or state, they must

participate in remote learning for 14 days before in-person learning can

begin.

● The District will use the most updated CDC/NJDOH guidelines and

protocols to determine who must quarantine and for how long if there is a

suspected or confirmed case of COVID-19.

● The COVID-19 Coordinator will assist school nurses with established

protocols to assist the county in contact-tracing efforts and to notify the

local community of the positive case (respecting all privacy rights).

● School officials will follow current communicable disease service

guidelines for illness reporting.

● After current quarantine guidelines are followed, the COVID-19

Coordinator will engage in a readmittance conference with the student’s

parent/guardian or the staff member.

● A student or staff member may only return to school after the COVID-19

Coordinator clears them to return in writing.

● Students who must quarantine due to COVID-19-related illness/exposure

will move to remote instruction.

● Students who are unable to participate in remote learning due to COVID-

19 illness will have their individual situation evaluated on a case-by-case

basis.

● Staff who must quarantine due to COVID-19-related illness/exposure will

move to remote instruction.

● Staff who are unable to participate in remote learning due to COVID-19

illness will have their individual situation evaluated on a case-by-case basis.

● Staff who voluntarily expose themselves to COVID-19 (travel to a

“hotspot” state or region, etc.) will be required to utilize sick leave.

● Any staff member with an extenuating circumstance (such as attending a

funeral for an immediate relative out of state, etc.) may request a meeting

with the Superintendent for an exemption.

https://covid19.nj.gov/index.html


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● The District will update asthma action plans to reflect no nebulizer usage as

a rescue medication. The COVID-19 Coordinator will create and review

asthma protocols with all school nurses.

● The District will utilize a running Google Doc to continue communication

with the school physician as medical questions arise throughout the year.


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Table 1: Steps to Take in Response to Confirmed or Suspected COVID-19 Cases and Close Contacts

Based on NJDOH Guidance as of 7/22/2020

Scenario Immediate Action Communication

Scenario 1: A student or staff member either exhibits COVID-19 symptoms, answers “yes” to a health screening question, or has a temperature of 100.4 or above

● Student/staff sent to isolation room/home

● Student/staff instructed to get tested

● Class/cohort is evaluated for exposure and possible quarantine

No action is needed

Scenario 2: A family member or someone in close contact with a student or staff member (outside of school community) tests positive for COVID-19

● Student/staff sent to isolation room/home

● Student/staff may be recommended to get tested

● Student/staff instructed to quarantine, even if they test negative, for a full 14 days after (1) date last exposure to COVID-19 positive non-household contact or (2) COVID-19 positive household member completes their isolation

● If student/staff test positive see Scenario 3 (below)

● School administration and COVID-19 Coordinator notified

For the involved student family or staff member: Template letter - Household member or close contact with COVID-19 case

Scenario 3: A student or staff member tests positive for COVID-19

● Student/staff sent home if not already quarantined

● Student/staff instructed to isolate for 10 days after symptom onset and 24 hours after resolution of symptoms (if never symptomatic, isolate for 14 days after test date)

● School-based close contacts identified and quarantine for 14 days

○ In self-contained cohorts: entire cohort

○ In other setting: COVID-19 Coordinator will assess/ contact trace


● Health Department notified

For positive case student family/staff: Template letter - COVID-19 Case For student families and staff members identified as close contacts: Template letter - Household Member or Close Contact with COVID-19 Case For all other student families and staff members: Template letter - COVID-19 Case in Our Community


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Scenario 4: Two or more positive cases in two or more classes of the same grade

● Quarantine entire grade-level and teacher(s) for 10 days




Scenario 5: Multiple positive cases in faculty/staff

● 3 within 14 days where exposed at school

● 6 or more within 14 days regardless of source of exposure

● Quarantine entire school for 14 days




Scenario 6: Multiple clusters of positive cases in multiple grades

● Quarantine entire school for 10 days


Scenario 7: If a student or staff member travels to a state or country listed by the state of New Jersey as a COVID-19 “hotspot”

● The individual should quarantine for 14 days after leaving the state or country

No action is needed

*Chart will be updated with CDC/NJDOH protocols on the District website in the emergency

pop-up box.


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Table 2: Steps to Take in Response to Negative Test Result

Scenario Immediate Actions Communication

A student or staff member tests negative for COVID-19 after Scenario 1 (asymptomatic)

● Student/Staff may return to school 24 hours after resolution of fever and improvement in other symptoms

Student family/staff to bring evidence of negative COVID-19 test or medical note if testing is not performed

A student or staff member tests negative after Scenario 2 (close contact)

● Staff/student must remain in quarantine for a full 14 days after (1) date of last exposure to COVID-19 positive non-household contact or (2) date that COVID-19 positive household member completes their isolation

No action is needed

A student or staff member tests negative after routine surveillance testing (no symptoms and no close contact to a confirmed COVID-19 case)

● Can return to school/work immediately

No action needed

*Chart will be updated with CDC/NJDOH protocols on the District website in the emergency

pop-up box.

b. Protocols for Face Masks/Coverings

● Students, staff, and visitors (limited) must wear face masks/coverings at all

times on/in school grounds and busses unless doing so inhibits the

individuals’ health or if the individual is under two years of age. *Medical


● Accommodations for students, staff, and visitors (limited) who are unable

to wear face masks/coverings for a documented reason will be addressed on

a case-by-case basis.

● If a student, staff member, or visitor (limited) refuses to wear a face

mask/covering for non-medical reasons and if no face mask/covering can

be provided to the individual, they will not be allowed access to the building

- students will be sent home for refusing to wear face masks/ coverings and

receive discipline consequences as outlined in the Code of Conduct. Staff

members will be sent home for refusing to wear face masks/coverings and

meet with the principal and/or Superintendent to determine disciplinary

action.


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COVID-19 Parent/Guardian Social Compact

Please review the following guidelines carefully:

● I will monitor my child for illness and keep them home if they are exhibiting any COVID-19 related

symptoms as determined by the District Symptoms Checklist.

● I will affirm my child’s current health status daily, using the Frontline app.

● If my child is dropped off at school, I (or designee) agree to wait until my child has cleared the

screening process. If they do not clear the screening process, I agree to take my child home

immediately. If I am called to pick up my child, I will arrive within the hour of being notified.

● I will keep my emergency contact numbers up to date.

● I will notify the school immediately if anyone in my family is exposed to or contracts COVID-19.

● I will notify the school if my child travels to a “hotspot” location listed on the New Jersey Travel

Advisory website (https://covid19.nj.gov/index.html)

● I will make sure our family follows quarantine/isolation guidelines as instructed by the District.

I agree to adhere to the following COVID-19 related guidelines for my

child(ren), who will be attending school in-person for the 2020-2021 school

year.

Names of child(ren) that will be attending in-person school for the 2020-2021 school

year (please print first and last name):

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

___________________________________________ ________________

Parent/Guardian Name (please print) Date

____________________________________________ ________________

Parent/Guardian Signature Date

https://covid19.nj.gov/index.html


56

Appendix F

Critical Area of Operation #6 - Contact Tracing

This school district should include in Appendix F the locally developed protocols addressing the


Plan – Section A.1.f.

a. Contact Tracing

● The COVID-19 Coordinator and the School Safety Specialist will attend

three hours of contact tracing professional development provided by Johns

Hopkins University. (http://www.corsera.org/home)

● The COVID-19 Coordinator and School Safety Specialist will turnkey the

contact tracing training information to school nurses, building

administrators, counselors, CST members, and any other staff deemed

appropriate by the Superintendent.

● The COVID-19 Coordinator will facilitate all contact tracing for the

District.

● All staff will assist the COVID-19 Coordinator and Administration in

identifying close contacts of positive COVID-19 cases. This will be

accomplished in conjunction with the LHD.

● The District will cooperate with local, county, and state officials regarding

contact tracing.

Appendix G

Critical Area of Operation #7 - Facilities Cleaning Practices

This school district should include in Appendix G the locally developed protocols addressing the


Plan – Section A.1.g.

a. Facilities Cleaning Practices

● The Assistant Superintendent and the Facilities Manager will create a daily

facilities cleaning check-list (based on the most recent CDC guidelines) and

train all applicable staff on its implementation.

● The Assistant Superintendent and Facilities Manager will establish specific

sanitizing schedules, including bathrooms, drinking fountains/ hydration

stations, classrooms, stairwells, etc. that list methods, materials, and

frequency.

● The Assistant Superintendent and Facilities Manager will establish and post

a schedule for air filter replacement.

http://www.corsera.org/home


57

● The Facilities Manager or designee will train all staff to assist in routine

cleaning and disinfecting in classrooms and common areas. Training will

include instructions for the use of all cleaning products and materials.

● The District will adhere to all existing required facilities cleaning practices

and procedures, and add any new requirements that may arise.

● The District has or is in the process of purchasing the following personal

protective equipment (PPE)

■ Face masks/shields

■ Gloves

■ Gowns

■ Temporal thermometers

■ Stand up temperature checks (70 students/minute)

■ Hand sanitizer and dispensers

■ Disinfectant wipes

■ No-touch door hook (lanyards)

■ Teacher desk plexiglass shields

■ Screens for office staff desks

■ Hydration stations

■ Disinfecting spray

■ Goggles


58


59

Appendix H

Critical Area of Operation #8 – Meals

This school district should include in Appendix H the locally developed protocols addressing the


Plan – Section A.1.h.

a. Meals

● An early dismissal schedule (four hours) will be utilized for in-person learning. As

a result, there will be minimal cafeteria usage by students.

● Daily lunch and breakfast for the following day will be “grab and go” style at

dismissal (bagged meals with pre-packaged items).

● Students will take bagged meals as they exit the building.

● Social distancing will be adhered to during this process.

● All staff involved in food preparation and distribution will follow and be trained on

all established health and safety protocols, including usage of gloves and

washing/sanitizing hands before, during, and at the completion of the process, as

well as maintain social distancing.

● Training will be provided by our food service managing company, Nutri-Serve.

● Simple pre-packaged breakfast items will be available on Monday and Thursday to

account for the gap in consecutive days of school. Social distancing will be fully

enforced if students eat in classrooms. The cafeteria will be monitored for

compliance with all safety/health protocols.

● For students in the daily remote learning cohort(s), “grab and go” lunch/breakfast

will be available for pick-up from 12:30 p.m. to 2:00 p.m. at the high school (BCHS)

and intermediate school (WWIS) daily.

Appendix I

Critical Area of Operation #9 – Recess/Physical Education

This school district should include in Appendix I the locally developed protocols addressing the


Plan – Section A.1.i.

a. Recess

● An early dismissal schedule (four hours) will be utilized for in-person learning.

● When students use playground equipment during the day, social distancing will be

strictly enforced.


60

● All students and staff will be required to sanitize/wash hands before and after

utilizing the equipment.

● Custodians/Staff will disinfect all playground equipment after student usage.

● Staff and students will receive training on proper playground procedures.

b. Physical Education

● Physical education will be conducted outside when possible, maintaining all social

distancing protocols.

● The gymnasiums (when applicable) will be marked accordingly to designate zones,

stations, areas, etc. for activity purposes. Social distancing protocols will be

implemented.

● The Athletic Director will provide physical education (PE) teachers with a list of

approved socially distant activities to utilize in lesson planning.

● PE lessons should limit direct contact with equipment as much as possible.

● Individual equipment will be utilized whenever possible.

● All equipment will be cleaned and disinfected between users and after each class

with EPA approved cleaners and disinfectants against COVID-19.

● The A.D. and custodial staff will train PE teachers on proper cleaning/disinfecting

techniques/safety protocols.

● Locker rooms will not be utilized. There will be no dressing/changing specifically

for PE class.

● Students and staff will sanitize hands before and after PE class.

● Face masks/coverings will be required at all times, unless it inhibits an individual’s

health. *Medical exemptions will be determined on a case-by-case basis.

Appendix J

Critical Area of Operation #10 - Field Trips, Extra-Curricular Activities, and Use of

Facilities Outside of School Hours

This school district should include in Appendix J the locally developed protocols addressing the


Plan – Section A.1.j.

a. Field Trips

● All in-person field trips are cancelled for the duration of the pandemic.

● The District will utilize virtual field trips as a substitute for the in-person experience.

● Professional development on virtual field trip implementation will be provided to all

staff.

b. Extra-Curricular Activities

● The District may operate certain extra-curricular activities.

● Most extra-curricular activities will operate in a remote setting.


61

● Any in-person extra-curricular activities must strictly enforce social distancing

requirements, mandatory mask/face coverings, and hygiene protocols.

c. Use of Facilities Outside of School Hours

● In an effort to maintain hygiene and sanitation protocols, the District reserves the

right to limit/deny facility usage to external community organizations.

● In the event the District allows a community organization to utilize its facilities, that

organization must adhere to District guidance on social distancing, face

mask/covering usage, and all health, safety, and sanitation protocols.

● The BOE reserves the right to charge an increased fee for enhanced cleaning

required after the use of facilities by an outside group.

Appendix K

Academic, Social, and Behavioral Supports

This school district should include in Appendix K supplemental materials, evidence, and further

explanations of the elements listed in the Academic, Social, and Behavioral Supports section in

the Board’s Plan – Section A.2.a. through A.2.e.

a. Social Emotional Learning (SEL) and School Culture and Climate

● The New Jersey Association of School Psychologists (NJASP) has provided

guidance for New Jersey Public Schools, that supports social emotional learning,

mental health, and a trauma informed approach to returning to school. This guidance

was built around a Multi-Tiered System of Support (MTSS).

● The District will utilize NJDOE guidance under CASEL (includes training modules)

https://www.state.nj.us/education/students/safety/sandp/sel/

● School Climate is directly related to the mental health of both students and staff.

According to NJASP, domains related to school climate include: relationships,

parental support and engagement, emotional environment, morale in the school

community, safety, teaching and learning, physical environment, perception of

administration support, and inclusion and diversity. Thus a positive school climate

and culture is the foundation for learning, especially during the COVID-19

pandemic.

● In an effort to provide SEL, counselors, teachers, and case managers will provide

video lessons as well as literature that allows students to discuss and express their

feelings.

● In grades K-2, students will be placed with their previous classmates for continuity

purposes.

● Teachers will be trained on how to identify students in distress and exhibiting

anxiety as well as students exposed to trauma.

https://www.state.nj.us/education/students/safety/sandp/sel/


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● School Psychologists and Social Workers will be trained in Cognitive Behavioral

Approaches to working with students exposed to trauma. This training will be used

to deliver support to students in need during the 2020-2021 school year.

● During these uncertain times, it is more important than ever to create a sense of

stability and a sense of belonging. While class time is limited, it is critical for

teachers to “check-in” with their students daily and see if they need any emotional

assistance.

● SEL will be infused into daily instruction in many ways. Some examples include:

creating a consistent daily class routine, daily “check-ins” with students, promoting

partnered work as much as possible, discussing peaceful ways to manage peer

conflict, holding class meetings, and using reflective writing prompts, such as “a

dream I hope for” or “a small change I’d like to make.”

● Counselors will discuss with their students various strategies for mindfulness, self-

regulation, planning, and organization.

● Mindfulness activities will be infused into Physical Education/Health classes.

● As the school year unfolds, “hot lists” of students who are prone to emotional

difficulties will be created. These students will be contacted by their guidance

counselor (general ed. students) or case manager (special education students) on a

frequent basis to see if assistance is needed.

● If assistance is needed for general education students, a referral will be made to the

appropriate guidance counselor.

● If assistance is needed for special education students, the teacher can make a referral

to the student’s case manager, who will connect them with a social worker or school

psychologist.

b. Multi-Tiered Systems of Support (MTSS)

● Intervention and Referral Services Teams will continue to meet throughout the

school year. At these meetings, referrals will be made for students who are

struggling academically and/or behaviorally. Based on the referral, specific

academic and/or behavioral interventions will be implemented.

● MTSS Tier I interventions are universal and are designed to meet the needs of the

majority of students in the district. Examples include: Teaching social and

emotional learning skills (SEL), self-awareness, mindfulness activities, continuing

to foster a positive learning environment and infuse SEL into daily lessons,

differentiated instruction for all students, establish positive relationships with all

students, survey students and use their personal interests in daily instruction to

maximize student learning, using appropriate humor to help students become more

engaged with instruction, and allowing opportunities for students to develop

social emotional learning practices and wellness activities that affirm their

competence, sense of self-worth, and feelings of safety.

● MTSS Tier II interventions are typically delivered in small group settings for 10-

25% of the students. Academic examples include Read 180/System and targeted

instruction. SEL examples include using restorative discipline practices for students


63

exposed to trauma, creating safe/calming spaces for students, and grief support

resources for students who have experienced a loss.

● MTSS Tier III interventions are delivered to individual students for less than 10%

of the population. Examples include individual behavior plans and contracts, daily

student check-in/check-out plans, daily academic/behavioral check ins, alternative

discipline, Functional Behavioral Assessments (FBA), and individualized therapy

and counseling.

c. Wraparound Supports

● Students in need of wraparound supports typically exhibit a significant level of

maladaptive behavior which occurs both at home and at school.

● At any time during the school year where wraparound services are warranted, a

referral is made to the New Jersey System of Care by calling 1-877-652-7624.

● PerformCare partners with the New Jersey Children's System of Care, and they

provide behavioral and mental health support in the home setting. PerformCare

provides a family-centered, community-focused single point of entry for New

Jersey’s eligible children and families to obtain available behavioral health,

substance use treatment, and developmental disability services.

● Parents, family members, school employees, mental health providers and other

professionals helping children and families can contact PerformCare on behalf of a

youth in need of a referral.

● PerformCare can also refer and authorize substance use treatment services for

eligible youth who meet the clinical criteria for treatment. Please call PerformCare

at 1-877-652-7624 for more information about eligibility.

d. Quality Child Care

● The District has contacted local child care providers and will provide parents with a

resource list of providers.

● Transportation to and from the provider sites will be coordinated by the parents and

providers.

● If possible, and if supported by community survey results, the District will attempt

to provide aftercare on in-person days if possible.


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Appendix L

Restart Committee

This school district should include in Appendix L the locally developed protocols addressing the


Plan – Section B.1.

Name Position/Stakeholder Name Position/Stakeholder

Pam Anderson Central Office

Secretary

Sherry Knight Principal

Sue Andris Teacher/CBEA Pres. Mark McCann Teacher/Parent

Juan Arbelaez Vice Principal Marguerite Phillips COVID-19

Coordinator/Nurse

Tom Carter Facilities Manager Nick Rancani Athletic Director

Dr. Amber Ciccanti BOE Member/Parent Chris Rivell Teacher/CBEA

Ray Coxe Asst. Superintendent/

Business Admin.

John Russell Superintendent

Marilyn Dunham Principal Michael Scapellato CST Supervisor

James Flynn Principal Rob Shappell Principal

Bri Gregory Secretary

State/Federal

Kristy Sugg Master Teacher

William Kamps BOE Member/Parent Ingrid Walsh Assistant BA

Carol Kiedaisch School Psychologist Robert Zavada Technology Director


65

Survey #1: Staff Results

- Requesting to work remotely due to health condition (10.8%)

- Requesting to work remotely to care for an ill family member (2%)

- Requesting a leave of absence due to lack of childcare (1%)


66

Survey #1: Community Results

- Internet on cell phone only (1.5%)

- Hotspot device (1.3%)

- No Internet access (0.4%)

- Other (0.6%)


67


68

- I choose not to answer (4.1%)


69

Survey #2: Staff Follow-up Results

- Will request to work remotely due to health conditions (7.6%)

- Request a leave of absence due to childcare (3.5%)

- Request a leave of absence to care for an ill family member (1.8%)


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Survey #2: Community Follow-up Results

- Slow connection and/or dial up (2.7%)

- Internet on cell phone only, including phone used as hotspot (2%)

- No Internet access (0.5%)


71

- No (6.4%)

- No (1%)

- Maybe (5.4%)


72

- Full-time remote-only (5.9%)

- Homeschooling (1%)


73

- My child will purchase meals from school at the regular price (7.1%)


74

Appendix M

Pandemic Response Teams

This school district should include in Appendix M the locally developed protocols addressing the



BCHS

James Flynn (Principal), Juan Arbelaez (Vice

Principal), Darlene Brown (Vice Principal), Nicholas

Rancani (Athletic Director), Jamel Jones (PE

Teacher), Scott Yeager (Sp. Ed. Teacher),

Persephone Walker (Media Specialist), Jeannine

McGarvey (Teacher), Diane Berroyer (School

Psychologist), Dawn Lambert (Supervisor), Ray

Bonnette (Supervisor), Nora Kitz (Secretary),

Jennifer Moore-Marks (Nurse), Michael Juliana

(Behavior Support), Keith Crump (Security Officer),

Bob Eckman (Head Custodian), TT (Student), JK

(Student), KC (Student), EK (Student), Vera Shaffer

(Parent), Anne Ostner (Parent), Jeff Kinter (Parent)

WWIS

Rob Shappell (Principal), Renee Bond (Nurse),

Kevin Reeves (Custodian), Regina Booker

(Secretary), Amanda Carcanague (Clerk/Typist),

Regina Chew (Tech. Teacher), Jordan Ukrainski

(Teacher), Kryssa Calderone (Guidance

Counselor), Mike McShane (Sp. Ed. Teacher),

Rebecca Butler (Teacher), Victoria Mah-Gallow

(Sp. Ed. Teacher), Stefani Kitz-Willitts (Sp. Ed.

Teacher), Cyndi Luongo (Teacher), Sarah Damiani

(Teacher), Jen DiCostanzo (Teacher), Jackie Gaul

(Teacher), Andrew Lesser (Music Teacher), Diana

LaBrose (Teacher), Kristin Jason (Teacher), Cara

Caruso (ESL Teacher), Adrianne McDonald

(Teacher), John Caijo (Band Teacher), Officer

Perro (BCPD & Parent)

Captain James Lawrence

Sherry Knight (Principal), Julie Panajeotou

(Secretary), Nicola Fischer (Teacher), Kristin Cosmo

(Art Teacher), Donna McClelland (Sp. Ed. Teacher),

Lakeisha Stout (Parent), Diana Erazo (Parent), Darius

Padgett (Parent) Marguerite Phillips (Nurse) Olga

Schmid (Teacher)

Samuel Smith School

Marilyn Dunham (Principal), Gwenn Eskilson

(Nurse), Rebecca Shears (Teacher), Dawn McGee

(Teacher), Traci Bakely (Teacher), Michelle

Janson (Teacher), Erica Marshall (Teacher), Carol

Taylor (Ed. Assistant), Kristy Sugg (Master

Teacher), Wendy Thom (Secretary), Hannah

Conde (Parent), Latia Williams (Parent), Stacy

Snyder (Parent), Valerie Luther (Parent), Dr.

Germain Brown (Community Member)

Child Study Team

Michael Scapellato (CST Supervisor), Carol Kiedaisch (School Psychologist), Herman “Ricky” Reid (School

Psychologist), Sophia Arnao (School Psychologist), Janet Barker (Social Worker), Patricia Kennedy (Learning

Disabilities Teacher Consultant), Dino Juliano (Speech Therapist)


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Appendix N

Scheduling of Students

This school district should include in Appendix N the locally developed protocols addressing the


Plan – Section B.3., including, but not limited to:

a. School Day

● All District students will be divided into two cohorts (a Blue group, and a White

group - School Colors).

● This will limit the number of students in buildings.

● The Blue cohort will report to school for in-person learning on Monday/Tuesday of

each week following an early dismissal schedule - 4 hours total (30 minute periods).

The White cohort will engage in remote learning during this time (with as much

support/supervision from all available staff as possible).

● The White cohort will report to school for in-person learning on Thursday/Friday of

each week following an early dismissal schedule - 4 hours total (30 minute periods).

The Blue cohort will engage in remote learning during this time (with as much

support/supervision from all available staff as possible).

● Both cohorts will engage in synchronous remote learning on Wednesday following

an early dismissal schedule - 4 hours total (30 minute periods).

● Teachers and students will also have 1 to 1.5 hours of Office Hours

Monday/Tuesday/Thursday/Friday for additional academic and social/emotional

support.

● All staff are expected to be present at school for in-person instruction on days

scheduled (unless approved to teach remotely or instructed to stay home for

illness/quarantine reasons).

● All staff, unless specifically instructed otherwise, may choose to conduct office

hours in the building or at home.

● Staff will be required to sign in and out electronically for office hour sessions.

● If a staff member opts to conduct office hours from home, the staff member must

use their lunch time for travel.

● The District will establish a similar All-Remote schedule option for students.

● Parents/Guardians will be required to request the All-Remote option by the assigned

date in mid-August.

● Once a student is enrolled in the All-Remote option, the student must remain on All-

Remote learning until the next marking period.

● Professional development/collaboration time for teachers will occur on Wednesday

afternoons of each week (synchronous and asynchronous instruction, staff and

student SEL, Google Classroom/Meet, special education topics, ELL strategies,

health and safety, COVID-19 signs and symptoms, etc.).


76

b. Educational Program

● The District will attempt to maintain its pre-COVID-19 programs to the fullest

extent possible.

Burlington City High School

Time Monday/Tuesday Wednesday

(Deep Clean Facilities)

Thursday/Friday

7:35 - 7:55 a.m. Transition Into School Planning Transition Into School

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

(30 minute periods)

Blue Cohort In-Person

Instruction

White Cohort

Remote Instruction

Blue and White Cohort

Remote Learning

White Cohort In-Person

Instruction

Blue Cohort

Remote Instruction

12:00 - 12:10 p.m. Transition Out of School Prep Transition Out of School

12:10 - 12:40 p.m. Prep Prep Prep

12:40 - 1:30 p.m. Lunch Lunch Lunch

1:30 - 2:40 p.m. Office Hours Professional Development

and/or Vertical/Horizontal

Articulation Meetings

Office Hours

Monday/Tuesday and Thursday/Friday Grab and Go Lunches as students leave the building

Remote Students will get breakfast/lunch at BCHS and/or WWIS Cafeteria between 12:30 and 2:00 p.m.


77

Wilbur Watts Intermediate School



Thursday/Friday

7:50 - 8:15 a.m. Transition to School Planning Transition to School

8:20 a.m. - 12:20 p.m.

(30 minute periods)


Instruction

White Cohort

Remote Instruction


Remote Learning


Instruction

Blue Cohort

Remote Instruction




1:50 - 2:55 p.m. Office Hours Professional Development

and/or Vertical/Horizontal

Articulation Meetings

Office Hours




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Samuel Smith School and Captain James Lawrence School (PK - 2)



Thursday/Friday

8:15 - 8:30 a.m. Transition to School Planning Transition to School

8:30 a.m. - 12:30 p.m.

(30 minute periods)


Instruction

White Cohort

Remote Instruction


Remote Learning


Instruction

Blue Cohort

Remote Instruction




2:05 - 3:20 p.m. Office Hours Professional Development and/or

Vertical/Horizontal Articulation

Meetings

Office Hours



Appendix O

Staffing

This school district should include in Appendix O the locally developed protocols addressing the


Plan – Sections B.4., B.5., and B.6.

a. Staffing

● When making staffing assignments, the District will comply with all applicable

employment laws.

● "Instructional and non-instructional staff schedules may also include designated

time to support school building logistics required to maintain health and safety

requirements." - The Road Back pg. 11.

● The District will continue to collaborate and consult with the local bargaining unit

and legal counsel as this plan evolves.

● The District will abide by all minimum requirements established by the NJDOE.


79

● Mentoring for non-tenured teachers will continue utilizing reasonable

accommodations and supports such as, virtual meetings, virtual new teacher

orientation, and/or virtual professional development opportunities.

● All staff must be prepared to assist in building logistics required to maintain health

and safety requirements (e.g., hallway traffic, additional sanitizing, monitoring

students, etc.)

● All staff must be familiar with District technology and platforms (Google

Classroom, Google Meet, Genesis, simpleK12, My Learning Plan, etc.)

● All staff will receive professional development on student trauma. SEL, and digital

citizenship.

● Instructional staff will plan standards-based, curriculum-aligned lessons to meet the

needs of all students and cohorts assigned to them.

● Instructional staff will utilize a variety of instructional strategies/modalities to keep

students engaged in the learning process.

● All instructional staff will support District procedures for attendance,

student/parental contact, updating teacher webpage in a timely manner, etc.

● Instructional staff will engage in in-person and remote learning, utilizing

synchronous and asynchronous methods.

● All instructional staff will utilize the District-approved lesson plan template for

designing lessons.

● Instructional staff and administration will set clear expectations with students for

remote and in-person learning.

● Instructional staff will assess student progress frequently, including an initial

baseline assessment (MAP) where applicable.

● Instructional staff and administration will utilize available data to assess priority

curriculum needs and design instruction to meet those needs.

● Administration will work with staff with health-related issues to accommodate their

needs as much as possible on a case-by-case basis.

● Administration will provide staff collaboration and planning time.

● Administration will communicate and model high-quality in-person and remote

instructional examples.

● Administration will ensure teachers, students, and parents receive necessary

supports.

● Administration will provide frequent informational updates to the community.

● Administration will support students and families by connecting them with specific

services to help with their success.

● Administration will monitor daily staff and student attendance to make adjustments

to the schedule as needed.

● The District will provide student teachers with applicable training to navigate a

hybrid model of instruction.

b. Educator Evaluation

● Staff will be evaluated based on guidance from the NJDOE.


80

● Unless forbidden by the NJDOE, the District will allow certificated staff in good

standing (not on a CAP or non-tenured teachers) the option to have their announced

observation conducted in-person or in the virtual setting (unless the District is

required to go to a completely remote model).

● Non-tenured teachers and teachers on a CAP will be evaluated in-person for all

observations (unless the District is required to go to a completely remote model).

● All unannounced observations will be in-person (unless the District is required to go

to a completely remote model).

● All pre/post-conferences will be conducted remotely.

● The District will provide guidance on a standardized grading policy (K5-2 and

Grades 3-12).

● The District Evaluation Advisory Committee (DEAC) will meet in early August to

discuss/collaborate regarding these details.

Appendix P

Athletics

This school district should include in Appendix P the locally developed protocols addressing the



a. Pre-Participation in Athletics

● NJSIAA pre-participation requirements will be followed, including all required

paperwork and screening protocols. Burlington City High School will require all

students to have a current physical on file before participating in athletics.

● Any student-athlete who has tested positive for COVID-19 must provide written

clearance from a physician before participating in practices/games.

● Any student who has pre-existing medical conditions or is immunocompromised

must provide written clearance from a physician before participating in

practices/games.

● All students must complete the COVID-19 Questionnaire seven (7) days prior to

participating in practices/games. There are no exceptions to the seven (7) day wait

period.

■ COVID-19 Questionnaires are approved by the Athletic Trainer and filed

in the Athletic Director’s Office.

■ Any student who provides a “YES” answer is not able to participate in

practices until written clearance is given by a physician.

■ Coaches have been provided the COVID-19 Questionnaire and it is

available on the Athletic Director’s website.

● In the event that a student-athlete chooses to travel to one of the “hot spot” states

during the season, the student-athlete cannot return to practices/games until after a

fourteen (14) day period of quarantine has been observed.


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b. Pre-screening Procedures for Practices/Games

● For the purposes of this section, the designated Screener is the coach, Athletic

Director, or school employee who is responsible for collecting the pre-screening

information. The designated Screener must complete the COVID-19 Daily Pre-

Screening Form, have their temperature checked, and wear a face mask/covering

throughout the pre-screening process.

● The COVID-19 Daily Pre-Screening Form must be completed by student-athletes

prior to arriving on site for the practices/game.

■ Coaches have been provided the COVID-19 Daily Pre-Screening Form and

it is available on the Athletic Director’s website.

● If there is a “YES” answer on the form or a student-athlete has a temperature of

100.4℉ or higher when checked by the Screener, the student-athlete must leave the

campus or report to the isolation area immediately. Written clearance from a

physician is required for the student-athlete to return to practices/games.

■ The Screener will alert the Athletic Director and Athletic Trainer

immediately. If the student-athlete's parents/guardians are not present, the

Screener will notify them of the situation immediately.

■ The Athletic Director will notify the District COVID-19 Coordinator,

building principal, school nurse, and superintendent/central office that a

symptomatic student was sent home from athletics.

● The pre-screening process requires two individuals and one must be a coach who

will supervise student-athletes while the pre-screening process is being completed.

● The designated Screener will meet student-athletes at predetermined locations close

to the practice fields to conduct screening procedures.

■ Parents should not leave the site until the Screener has indicated the student-

athlete is permitted to participate in the practice/game.

■ Students will remain socially distant as best as possible and keep face

masks/coverings on while waiting to be screened.

■ The designated Screener will submit all pre-screening records to the

Athletic Director.

● A student-athlete who arrives after the pre-screening process has ended may not

participate in the practice/game and should leave campus immediately.

■ The pre-screening process should not last more than fifteen (15) minutes

past the scheduled start time of the practice.

■ The pre-screening process will cease 25 minutes prior to a home game.

■ The pre-screening process will cease at the time of departure for an away

game.

● The Athletic Director, Athletic Trainer, and coaching staff will work together to

identify each team’s pre-screening location.

c. Practice Procedures

● All procedures concerning pre-screening will be completed before a student-athlete

is cleared to participate in the practice.

● Student-athletes must come dressed to participate. No access to school locker rooms.


82

● Only student-athletes, coaches, and appropriate school personnel may attend

practices.

● Coaches are responsible for obtaining water for student-athletes. Coaches will

coordinate with the Athletic Trainer to ensure water is supplied for each team.

■ As much as possible, student-athletes should bring their own refillable

water bottle and may refill their bottle from a shared source so long as

proper social distancing and hygiene procedures are followed.

■ Students must sanitize their hands prior to refilling their water bottle from

a shared source or if filling a disposable plastic cup.

● There will be no access to school bathrooms. A portable lavatory will be accessible

on site. Sanitizing hands before use and after use is required. A sanitizing station

will be set up next to each portable lavatory.

d. Game Day Procedures

● The Athletic Directors from each school will confer and exchange all COVID-19

related protocols and precautions.

● All procedures concerning pre-screening will be completed before a student-athlete

is cleared to participate in the contest.

● Student-athletes must come dressed to participate. No access to school locker rooms.

● For home games, if spectators are permitted, the number of spectators will be

determined by the most current NJSIAA, NFHS, NJDOE, and Governor’s Office

guidelines.

● Appropriate social distancing will be implemented on the sidelines/bench areas.

■ Students sitting on the sidelines/bench area must wear a face

mask/covering.

● No pre or post game handshake between opposing teams.

e. Exposure to a Confirmed COVID-19 Case

● If a student-athlete or coach comes in contact with an individual, including a family

member, who has tested positive for COVID-19, that student-athlete or coach will

not be permitted to participate in practices/games effective immediately and will

need written clearance from a physician to return to practice/games.

■ The exposed student-athlete or coach should self-quarantine and contact

their doctor for further instructions.

■ The student-athlete’s team will be permitted to continue their season until

the results of the exposed student-athlete are known. The designated

Screener, Athletic Director, Athletic Trainer, and coach will continue to

monitor the team for signs or symptoms of COVID-19.

■ The Athletic Director will inform the District COVID-19 Coordinator,

building principal, school nurse, and superintendent/central of the exposure

case.


83

f. Response to a Positive Test

● If a student-athlete or coach tests positive for COVID-19, practices/games for that

specific team will cease immediately. For that specific team, all competition,

including games, will be suspended for a minimum of two (2) weeks from the

date of notification of the positive test.

■ The student-athletes of that sport specific team, including the

student-athlete who tested positive, will not be permitted to return

to school for a period of time that is established by the most current

health guidelines.

■ The student-athlete or coach who tested positive will need written

clearance from a physician to return to practice/games.

■ If an additional student-athlete or multiple student-athletes from the

same team test positive for COVID-19, the District COVID-19

Coordinator, building principal, school nurse, Athletic Director, and

superintendent/central will collaborate to determine the appropriate

course of action for the remainder of that specific team’s season.

● The District COVID-19 Coordinator, building principal, school nurse, and

superintendent/central office will be notified immediately of the positive test.

● While maintaining the student-athlete’s confidentiality, written correspondence

will be provided to parents/guardians of student-athletes who have attended

practices/games with the student who tested positive.

● The Athletic Director will notify all opposing schools’ Athletic Directors who have

competed against the student-athlete and sport specific team within the two weeks

prior to the positive test result.

e. Transportation

● All procedures concerning pre-screening will be enacted before a student-athlete is

cleared to participate in the away contest and board the bus.

● As much as possible, social distancing will be enacted on the bus.

● Students will be required to wear face masks/coverings while on the bus to and

from the contest.

● Parents/Guardians will be able to take their student-athlete(s) home from an away

contest as long as the head coach is made aware of the arrangement ahead of time.

f. Face Masks/Coverings

● All coaches and school personnel attending a practice or game must wear a face

mask/covering at all times.

● If spectators are permitted to attend games, they must wear a face mask/covering at

all times.

● Student-athletes must wear their face mask/covering prior to the practice/game,

which includes the duration of the bus ride to and from an away game. Student-

athletes may remove their face mask/covering when the practice/game begins.

■ The practice/game begins when the warm-up commences and is completed

when the cool down has ended.


84

● Student-athletes who are on the sidelines/bench area and who are

not currently playing in the game must wear a face mask/covering.

■ Student-athletes should put their face masks/coverings on at the conclusion

of the practice/game.

g. Inclement Weather/Emergency Situations

● The Athletic Director and/or coach will cancel practices/games if there is the threat

of inclement weather.

● Students-athletes are not permitted to enter the school during practices/games unless

there is a medical emergency such as an injury or immediate student-athlete health

issue.

● In the event of a safety emergency, student-athletes, coaches, school personnel, and

opposing student-athletes and coaches will move indoors to the Burr Gym.

■ The Athletic Director will follow district established safety protocols to

ensure the safety issue is resolved as safely and quickly as possible.

■ Proper social distancing will be implemented as much as possible.

■ Parents/guardians will be contacted immediately, or when deemed a safe

and appropriate time do so by the Athletic Director, to schedule pick-ups.

● In the event of a weather emergency, NJSIAA protocols will be followed.

■ The visiting team will board their bus.

■ Burlington City student-athletes and coaches will move to the Burr

Gymnasium and practice social distancing and mask protocols as much as

possible.

■ The Athletic Director will determine whether the game should resume or be

postponed.

■ If Burlington City is the away team during a weather related emergency,

NJSIAA protocols will be followed.

● The team will board the bus and face masks/coverings will be worn

while the team returns to Burlington City High School.

■ In the event of a safety emergency when Burlington City is the away team,

masks will be worn and social distancing will be implemented as much as

possible while Burlington City student-athletes and coaches adhere to the

policies of the home team regarding safety emergencies.

h. Sanitizing and Disinfecting Equipment

● All sports equipment and touchpoints (e.g., balls, benches, agility cones, ladders,

clipboards, etc.) must be cleaned after each practice/game with EPA approved

cleaners and disinfectants against COVID-19.

● Per NJSIAA recommendation, Wilson ball cleaning recommendations will be

implemented as much as possible.

● Student-athletes must wash their practice clothing and uniforms between each

practice and game.


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i. Athletic Trainer

● The Athletic Trainer will work in conjunction with the COVID-19 Coordinator,

Athletic Director, school nurse, and coaching staff to assist with implementation

of all COVID-19 procedures related to athletics.

● The Athletic Trainer will care for athletes following the Board of Certification for

the Athletic Trainer standards of care while incorporating personal protective

equipment including, but not limited to, face masks/coverings, gloves, and eye

shields.

● The Athletic Trainer will comply with all NJSIAA guidance and updates relating

to the care of student-athletes.


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Appendix Q

COVID-19 Related Board of Education Policies

1. Policy 1648 Restart and Recovery Plan (M)


87


88


89


90


91


92


93


94


95


96


97

2. Policy 1649 Federal Families First Coronavirus (COVID-19) Response Act


98


99


100


101


102


103


104


105


106


107


108


109


110


111


112


113

3. Policy 5310.01 Health Services – Pandemic Response


114


115

4. Policy 8451.01 Illness


116


117


118

5. Policy 8632 Transportation Safety


119


120


121


122


123

6. Policy 9150 School Visitors


124


125

Appendix R


126


127


128


129


130


131


132


133


134

FMLA LEAVE GUIDANCE

► Which employees are eligible to take FMLA leave?

Employees are eligible to take FMLA leave if they work for a covered employer and:

● have worked for their employer for at least 12 months;

● have at least 1,250 hours of service over the previous 12 months; and

● work at a location where at least 50 employees are employed by the employer

within 75 miles.

► Must an employer grant leave to an employee who is sick or who is caring for a family

member that is sick?

An employee who is sick or whose family members are sick may be entitled to leave

under the FMLA under certain circumstances. The FMLA entitles eligible employees of

covered employers to take up to 12 weeks of unpaid, job-protected leave in a designated

12-month leave year for specified family and medical reasons. This may include the flu

where complications arise that create a “serious health condition” as defined by the

FMLA. Employees on FMLA leave are entitled to the continuation of group health

insurance coverage under the same conditions as coverage would have been provided if

the employee had been continuously employed during the leave period.

Workers who are ill with COVID-19 or have a family member with COVID-19 are urged

to stay home to minimize the spread of the pandemic. Employers are encouraged to

support these and other community mitigation strategies and should consider flexible

leave policies for their employees.

► Can an employee stay home under FMLA leave to avoid getting COVID-19?

The FMLA protects eligible employees who are incapacitated by a serious health

condition, as may be the case with COVID-19 where complications arise, or who are

needed to care for covered family members who are incapacitated by a serious health

condition. Leave taken by an employee for the purpose of avoiding exposure to

COVID-19 would not be protected under the FMLA. Employers should encourage

employees who are ill with COVID-19 or are exposed to ill family members to stay home

and should consider flexible leave policies for their employees in these circumstances.

The Families First Coronavirus Response Act (FFCRA or Act) requires certain employers

to provide their employees with paid sick leave and expanded family and medical leave

for specified reasons related to COVID-19.

These provisions will apply from April 1, 2020 through December 31, 2020.

► PAID LEAVE ENTITLEMENTS


135

Generally, employers covered under the Act must provide employees:

Up to two weeks (80 hours, or a part-time employee’s two-week equivalent) of paid sick

leave based on the higher of their regular rate of pay, or the applicable state or Federal

minimum wage, paid at:

• 100% for qualifying reasons #1-3 below, up to $511 daily and $5,110 total;

• 2/3 for qualifying reasons #4 and 6 below, up to $200 daily and $2,000 total; and

• Up to 12 weeks of paid sick leave and expanded family and medical leave paid at 2/3

for qualifying reason #5 below for up to $200 daily and $12,000 total.

A part-time employee is eligible for leave for the number of hours that the employee is

normally scheduled to work over that period.

► ELIGIBLE EMPLOYEES

In general, employees of private sector employers with fewer than 500 employees, and

certain public sector employers, are eligible for up to two weeks of fully or partially paid

sick leave for COVID-19 related reasons (see below).

Employees who have been employed for at least 30 days prior to their leave request

may be eligible for up to an additional 10 weeks of partially paid expanded family and

medical leave for reason #5 below.

► QUALIFYING REASONS FOR LEAVE RELATED TO COVID-19

An employee is entitled to take leave related to COVID-19 if the employee is unable to

work, including unable to telework, because the employee:

1. is subject to a Federal, State, or local quarantine or isolation order related to

COVID-19;

2. has been advised by a health care provider to self-quarantine related to

COVID-19;

3. is experiencing COVID-19 symptoms and is seeking a medical diagnosis;

4. is caring for an individual subject to an order described in (1) or self-quarantine

as described in (2);

5. is caring for his or her child whose school or place of care is closed (or child

care provider is unavailable) due to COVID-19 related reasons; or

6. is experiencing any other substantially-similar condition specified by the U.S.

Department of Health and Human Services.

► Determining Your FFCRA Eligibility

Utilize the web tool located at:

https://www.dol.gov/agencies/whd/ffcra/benefits-eligibility-webtool

https://www.dol.gov/agencies/whd/ffcra/benefits-eligibility-webtool


136


137


138


139


140


141


142


143

Appendix S

In an effort to ensure our staff have as much information as

possible, this question and answer document was developed

based from questions posed during the reopening plan

development process. The Board of Education along with all

District Administrators have placed the health and safety of our

students and staff at the forefront of our plan development. As

preparations continue for a September reopening, we continue to face challenges that

arise from this global pandemic. To meet the mandates of the Governor and the

Department of Education, we have developed a plan which is flexible while ensuring a

safe learning environment. We remain committed to ensuring our students are provided

the highest quality educational experience in a safe, secure and healthy environment.

Below is a list of the most frequently asked questions. We will work to update

this list as new questions are posed and/or new information is made available.

As always, we thank you for your commitment to the City of Burlington and our

students, especially during these unprecedented times.

FAQS

Q. Does an employee qualify for EFMLEA because he or she is worried or anxious to

go to work due to the COVID-19 risk?

A. No. EFMLA is a 12-week leave for childcare. Please click here to read about

COVID-19 and the Family Medical Leave Act.

Q. Can an employee take leave under the EFMLEA intermittently?

A. Yes, but only if the school district and the employee agree.

Q. Does an employee qualify for EFMLEA if they are uncomfortable sending their

child to school?

A. No. Please review the information found on the poster for Employee Rights

under FFCRA.

Q. If an employee needs to take a leave due to a need for childcare, what kind of

documentation needs to be provided?

https://www.dol.gov/agencies/whd/fmla/pandemic

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

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


144

A. Documentation is required.

● The name of your child;

● The name of the school, place of care, or child care provider that has

closed or become unavailable; and

● A statement that no other suitable person is available to care for your

child.

In addition to the above information, you must also provide your employer written

documentation in support of your paid sick leave as specified in applicable IRS

forms, instructions, and information.

Q. What happens to employees’ insurance benefits while on EFMLEA?

A. Employees’ medical benefits will continue while on EFMLEA.

Q. What happens if employees cannot return to work after the 12-weeks allotted leave

under EFMLEA?

A. Employees who cannot return to work after the 12-weeks of leave must write a

letter to the Superintendent requesting an unpaid leave of absence under Policy

#3431 and Regulation 3430. Please note that health insurance will be terminated

once you go on an unpaid status and you will be offered COBRA coverage.

Q. If an employee is on maternity leave and expected to return on 9/1/2020, can they

apply for EFMLEA?

A. No. Leave under the EFMLEA runs concurrently with FMLA leave.

Q. Will students be screened prior to boarding a school bus?

A. Yes. Students will have their temperature taken prior to boarding a bus. If any

student has an elevated temperature, they will not be permitted on the bus and

will be taken home by their parent/guardian.

Q. Will educational assistants report on all in-person instruction days?

A. Yes. All District staff will be reporting on Mondays, Tuesday, Thursdays, and

Fridays. Principals will be developing plans for educational assistants to engage

in the online components of the instructional program.

Q. Is there an option for me to work remotely if we are still “in-person” in September?


145

A. While it is expected that all staff will report on each of the “in-person” days, it is

recognized that certain staff members are requesting to be all remote. Those

situations will be reviewed on a case-by-case basis in conjunction with your

building principals. We will do everything possible to provide accommodations as

necessary. Schedules are being developed to determine our overall staffing

needs. The flexibility to work from an alternate location during the afternoon

sessions is offered.

Q. How will immune compromised staff or students be accommodated? If people have

conditions on the CDC’s list of higher risk factors is the District required to provide

further accommodations?

A. As in any situation, we will always work with staff to make reasonable

accommodations based on the job responsibilities and medical

recommendations.

Q. If we have to quarantine will we be required to use our sick time?

A. If an employee has been advised by a health care provider to self-quarantine due

to concerns related to COVID-19, then the employee is entitled to the Emergency

Paid Sick Leave Act.

Q. What will be done for children in our class who have parents or siblings that are

exposed to COVID-19 daily? Will the teachers be informed to those students?

A. All students will be pre-screened through a daily affirmation to be completed by

parents/guardians and then will be screened for temperature prior to entering the

school building. All staff will be responsible for monitoring students for

symptoms. In the event a student tests positive for COVID-19, they along with

their class will be placed on quarantine. If they have siblings in the district, the

siblings will be assumed positive and placed on quarantine. Although the sibling

is an assumed positive, if there is no definite test results, the sibling’s

classmates may remain in class as long as they remained 6’ away from the

sibling while in class.

Q. What accommodations will be made for staff who may have children in other

districts that may have different models of schooling or schedules? How will that be

handled?

https://www.dol.gov/agencies/whd/pandemic/ffcra-employee-paid-leave

https://www.dol.gov/agencies/whd/pandemic/ffcra-employee-paid-leave


146


accommodations based on the job responsibilities; however, we are unable to

assist with childcare.

Q. Will we have virtual/remote instruction for parents/students who wish to have it?

A. Yes. Parents/students may choose an all remote option.

Q. Is there a cap on sick day usage for staff?

A. Staff will need to apply for FMLA. Staff may use their sick time if it is for their

own medical reason. Please note that FMLA is a 12-week leave during a 12-

month period.

Q. Can staff who have breathing issues use face shields instead of masks?

A. While it is encouraged that masks be used in conjunction with face shields, staff

with a medical condition that prevents them from wearing a mask may wear a

face shield alone. Staff may use their own mask (no valves permitted), shield, or

both. For those who require a face shield, the District will provide one.

Q. Who will be required to wear a mask?

A. All staff and students will be required to wear a mask while in a school building

and on a school bus.

Q. Will the District attendance policies change so staff do not have to come to school

sick? Will the same apply to students?

A. Attendance will be tracked and monitored since it is imperative for everyone to

come to work/school. It is encouraged that if a staff member or student is sick,

he or she stays home and only returns to school/work when healthy.

Q. Will toilets/bathrooms be cleaned throughout the day?

A. There will be additional cleaning of restrooms throughout the course of the

instructional day. Schedules will be developed to close restrooms for certain

periods of time to allow the custodial staff to clean.

Q. What PPE will be provided to staff?

A. While staff will be encouraged to supply their own face mask (solid with no


147

valves), the District is prepared to provide PPE as needed. The District will have:

masks, face shields, gloves, no touch door hooks, and gowns (as needed) to

offer to staff. Each classroom/office will be supplied with disinfectant products.

Plexi-glass partitions will be in place for teacher/office staff desks. Staff ARE

NOT permitted to bring outside disinfectant products into the school and MUST

use the products supplied by the District.

Q. What happens if my child’s school does not reopen?


accommodations based on job responsibilities; however, we are unable to assist

with childcare. It is recommended that you review the leave options previously

discussed.

Q. Is the District providing hand sanitizer and disinfecting wipes for the classrooms?

A. Yes. The District will be providing hand sanitizer and wipes to all classrooms and

offices. These items were previously provided prior to the emergency closure in

March. It is anticipated that many areas would have ample supply left from what

was initially provided. For those rooms that exhausted their supply, items will be

provided.

Q. How is the District going to ensure that students have not been medicated to mask a

fever as parents have done in the past?

A. Parents will be required to complete a daily affirmation regarding their child(ren).

They will be provided a unique log-in for their child to complete the affirmation.

The screening app will immediately flag a student and advise the parent not to

send them to school. The notice will also appear on the District’s “dashboard.” If

a student does not properly complete the questionnaire and the student arrives

at school, they will be screened for an elevated temperature before being

permitted to enter the building. All staff will be responsible for monitoring

students for signs or symptoms of possible illness. In the event a staff member

suspects a student to be ill, they should immediately call the school nurse. The

nurse will screen with a few questions. A staff member will then escort the

student to the nurse’s location.

Q. The beginning of the school year for many of our preschool students means lots of

comforting and contact. How will we be able to observe distancing rules at this level?


148

A. Preschool staff will be provided masks, face shields, gloves, and gowns if

necessary. We will follow the guidance provided by the Division of Early

Childhood Education.

Q. Will staff be working every day?

A. Staff will be expected to work 5-days per week. Scheduling will determine in-

person, hybrid, and remote times.

Q. If a student comes to school without a mask will he/she be given one?

A. Yes. Masks will be available for students at each point of entry as well as prior to

boarding a school bus. If a student is unable to wear a mask as a result of a

documented medical condition, they will be required to work via remote

instruction.

Q. How many children will be on a bus? Who and how will mask wearing be enforced?

A. Students will be permitted on the bus one (1) per seat while wearing a mask. The

District will attempt to assign support staff members to as many bus routes as

possible to screen the students and monitor students for masks while on the

bus. Students who do not follow the protocols will be referred to their respective

building Principal.

Q. What is being done about ventilation and air quality in the classrooms?

A. All District classrooms have ventilation systems that will operate 24 hours a day.

When and where applicable, the systems will also utilize wider openings in the

dampers which will allow for more outside air to mix with the indoor air.

Unfortunately, during the months air conditioning is in use, classroom windows

MUST remain closed. All HVAC filters have been replaced and will be monitored

for cleaning and replacement as we begin the school year. Any air quality

concerns should be reported to the building administrator so that the proper

procedures can be followed. All air-vents in the classroom must remain open at

all times (no books/materials covering them).

Q. What additional cleaning and sterilization will be conducted? How will additional

cleaning/sterilization be provided and monitored?

A. The District will clean high touch areas and restrooms more often during the


149

hybrid schedule. In the evening, air misters will be utilized in every classroom

that will thoroughly sanitize the entire area. The facilities department will utilize

a checklist to monitor and track cleaning/sterilization.

Q. Will every school be conducting temperature checks?

A. Yes. BCHS will be outfitted with two (2) multi-person temperature scanners

which will process up to 70 persons per minute. The elementary and

intermediate schools will be provided temporal thermometers for each point

of entry.

Q. In the high school, will the students be moving through the halls to change class

or will the teachers be moving to the students?

A. Although the high school administration is still finalizing the schedule, at this

time it is anticipated that students in grades 7 through 9 will remain in their

respective classrooms and the teachers will circulate through the halls to go

to the students. Students in grades 10 through 12 would circulate through

the halls to go to their respective classes.

Q. Will there be a policy in place for students who do not follow safety precautions?

A. Staff will follow their school’s Code of Conduct to address those students

who do not follow safety protocols and requirements to wear a face mask.

Q. If a student or teacher tests positive for COVID-19, is there a plan for quarantine?

A. The District will follow CDC and Department of Health Guidelines for

quarantine. A table has been included as part of the District’s reopening

plan.

Q. How will in-person meetings with parents/students be handled?

A. All meetings are encouraged to take place virtually. If a parent is unable to

participate in a virtual meeting, arrangements must be made with the

building principal for the parent/student to schedule a meeting. The

parent/student will be prescreened and have their temperature taken prior to

entering the building. Masks will be required and a safety shield will be

provided for the staff member’s desk or table in order to conduct the

meeting in person.


150

Q. When a homeroom teacher is teaching their class in-person, who will be teaching

the students who are home for virtual instruction?

A. Where scheduling permits, attempts will be made to have a teacher assigned

to remote/virtual instruction for grade/subject levels. In the event this is not

possible, the classroom teacher will be expected to “check-in” on the virtual

students while their in-class students are participating in their special. It is

also expected that the teacher would utilize their afternoon Office Hours to

follow-up with their remote/virtual students.

Q. If a student in one school tests positive for COVID-19, will their siblings in other

schools be expected to quarantine?

A. The District will adhere to all CDC and Department of Health guidelines on who should quarantine and for what amount of time.


151

Appendix T

Preliminary Plan Presentation


152


153


154


155


156


157

Appendix U

All Remote (All Students and Staff) Plan

On August 12, 2020, Governor Murphy provided districts with the flexibility to reopen in an “all

remote” setting under certain conditions. On August 14, 2020, the District Restart Committee

met to assess the need for an “all remote” start to the 2020-2021 school year by examining the

reopening requirements outlined in Executive Order 175, paragraph 2. After careful analysis and

discussion, the District Restart Committee has identified several standards that remain

unsatisfied. Therefore, in the best interest of the students, staff, and community at this moment,

the City of Burlington requests to begin the 2020-2021 school year (all grades) in an “all remote”

setting for the following reasons:

● On August 13, 2020, the New Jersey Department of Health issued guidance placing the

Southwest Region of the State in the moderate risk category.

● Burlington County has a current infection rate of 0.92, placing the County in the moderate

risk band (yellow) on the COVID-19 Regional Risk Matrix. According to the Matrix,

districts in the moderate risk band should “consider hybrid learning approaches, and/or fully

remote learning.”

● The District needs more time to secure all personal protective equipment purchased, as

many materials are back-ordered. (Standards 2a, 2b, 2d)

● The District requires additional time for its custodial staff/maintenance team to install

plexiglass desk shields, hydration stations, signage, and move desks and furniture to address

social distancing requirements. (Standards 2a, 2d)

● District staff needs additional professional development on COVID-19 health-related

guidelines to ensure student and staff “in-person” safety. (Standards 2a, 2b, 2c, 2d, 2e, 2h,

2l, 2m)

● The District needs additional time and guidance from health experts to determine how to

maximize available space, how to appropriately assign staff to isolation rooms, and purchase

appropriate supplemental PPE for staff assigned to isolation rooms. (Standard 2h)

● The District needs additional time and funding to hire more custodians to install hand

sanitizing stations, hydration stations (back-ordered), plexiglass barriers, and conduct

cleaning of classrooms, lunchrooms, gymnasiums, restrooms, and high-trafficked areas.

(Standard 2c)

● Although the District’s HVAC system meets the minimum standards established by the

NJDOE, concerns and questions about adequate ventilation regarding COVID-19 remain

unanswered. The District requires time to contract with an outside agency to assess the

HVAC of all District schools. The District also requires time and funding to purchase air

purifiers for each classroom. (Standard 2k)


158

The District hopes to transition to the hybrid model documented in the Restart and Recovery

Plan on October 13, 2020. However, the District reserves the right to modify this date based on

current data, health and safety guidelines, and local concerns.

Additional information for the All Remote (All Students and Staff) Plan: ● The full remote (all students and staff) schedule will remain aligned to the hybrid

schedule as much as possible to facilitate the transition back to “in-person” learning.

● Under this plan, K-12 students will attend remote, synchronous classes 5 days a week for

4.5 hours per day.

● Students will also have the opportunity to meet with teachers for additional support

during Office Hours (Monday, Tuesday, Thursday, and Friday) for 50 minutes per day.

● Grab and go lunch and breakfast will be available at BCHS and WWIS from 12:30 p.m.

to 2:00 p.m. on Friday (bulk pick-up weekly - five breakfasts and five lunches ordered in

advance via Google Forms).

● Teachers will follow the daily schedule outlined below (by building).

● In lieu of Office Hours on Wednesday, teachers will participate in PD activities,

collaboration sessions, and lesson planning/development.

● Teachers will conduct remote instruction from the school buildings (phase-in plan)

● Teachers may utilize their lunch break for travel time and conduct Office Hours from

home (signing in and out via Google).

● District staff need additional hybrid teaching/learning professional development to

adequately meet the needs of the students.

● Currently, 15% of the staff are requesting leaves/accommodations. The District is on the

verge of being unable to staff its classrooms with the necessary certificated professionals.

● Cost of PPE, laptops, mobile hotspots, staffing, and additional logistical equipment

coupled with a loss of nearly $600,000.00 in state and federal aid has placed a

tremendous financial burden on the District. Delaying the start of in-person instruction

will reduce further unanticipated costs.

● The District utilized CARES funds to address the digital divide, PPE, and infrastructure

needs, but a gap still exists between items ordered and items currently acquired.


159

CITY OF BURLINGTON PUBLIC SCHOOLS School Building Hours

BURLINGTON CITY HIGH SCHOOL

Prep 7:35 a.m. to 8:30 a.m. (55 minutes)

Teaching 8:30 a.m. to 1:00 p.m. (4.5 hours)

Lunch 1:00 p.m. to 1:50 p.m. (50 minutes)

Office Hours 1:50 p.m. to 2:40 p.m. (50 minutes)

WILBUR WATTS INTERMEDIATE SCHOOL





CAPTAIN JAMES LAWRENCE/SAMUEL SMITH SCHOOLS






160

Appendix V

CHART OF USEFUL LINKS

Conditions for Learning

Section Title Link

Critical Area of

Operation #1

CDC Activities and Initiatives

supporting the COVID-19 Response

and the President’s Plan for Opening

American Up Again

https://www.cdc.gov/coronavirus/2019-

ncov/downloads/php/CDC-Activities-

Initiatives-for-COVID-19-

Response.pdf?CDC_AA_refVal=https

%3A%2F%2Fwww.cdc.gov%2Fcorona

virus%2F2019-

ncov%2Fcommunity%2Fschools-day-

camps.html%20-%20page=46

Childcare, Schools, and Youth

Programs


ncov/community/schools-

childcare/index.html

People Who Are at Increased Risk

for Severe Illness


ncov/need-extra-precautions/people-at-

increased-

risk.html?CDC_AA_refVal=https%3A

%2F%2Fwww.cdc.gov%2Fcoronavirus

%2F2019-ncov%2Fneed-extra-

precautions%2Fpeople-at-higher-

risk.html

Considerations for Schools https://www.cdc.gov/coronavirus/2019-


childcare/schools.html

Reopening Schools in the Context of

COVID-19: Health and Safety

Guidelines from Other Countries

https://learningpolicyinstitute.org/produ

ct/reopening-schools-covid-19-brief

Critical Area of

Operation #2

ASHRAE Offers COVID-19

Building Readiness/Reopening

Guidance

https://www.ashrae.org/about/news/202

0/ashrae-offers-covid-19-building-

readiness-reopening-guidance

When and How to Wash Your Hands https://www.cdc.gov/handwashing/whe

n-how-handwashing.html

Critical Area of

Operation #3

Bullock announces phased approach

to reopen Montana

https://nbcmontana.com/news/coronavir

us/bullock-announces-phased-approach-

to-reopen-montana

What Bus Transit Operators Need to

Know About COVID-19


ncov/community/organizations/bus-

transit-operator.html

https://www.cdc.gov/coronavirus/2019-ncov/downloads/php/CDC-Activities-Initiatives-for-COVID-19-Response.pdf?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fcommunity%2Fschools-day-camps.html%20-%20page=46








https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html



https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-increased-risk.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fneed-extra-precautions%2Fpeople-at-higher-risk.html








https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html



https://learningpolicyinstitute.org/product/reopening-schools-covid-19-brief

https://learningpolicyinstitute.org/product/reopening-schools-covid-19-brief

https://www.ashrae.org/about/news/2020/ashrae-offers-covid-19-building-readiness-reopening-guidance



https://www.cdc.gov/handwashing/when-how-handwashing.html

https://www.cdc.gov/handwashing/when-how-handwashing.html

https://nbcmontana.com/news/coronavirus/bullock-announces-phased-approach-to-reopen-montana



https://www.cdc.gov/coronavirus/2019-ncov/community/organizations/bus-transit-operator.html




161

Critical Area of

Operation #4

Stop the Spread of Germs (Printable

Poster)


ncov/downloads/stop-the-spread-of-

germs-11x17-en.pdf

Handwashing (Printable Posters) https://www.cdc.gov/handwashing/post

ers.html

Critical Area of

Operation #5

Communicable Disease Service https://www.nj.gov/health/cd/

Section Title Link

COVID-19: Information for Schools https://www.state.nj.us/health/cd/topics/

covid2019_schools.shtml

Quick Reference: Discontinuation of

Transmission-Based Precautions and

Home Isolation for Persons

Diagnosed with COVID-19

https://www.nj.gov/health/cd/document

s/topics/NCOV/COVID-

QuickRef_Discont_Isolation_and_TBP.

pdf

Guidance for Child Care Programs

that Remain Open



childcare/guidance-for-childcare.html

General Business Frequently Asked

Questions


ncov/community/general-business-

faq.html

Critical Area of

Operation #7

Guidance for Cleaning and

Disinfecting

https://www.epa.gov/sites/production/fil

es/2020-04/documents/316485-

c_reopeningamerica_guidance_4.19_6p

m.pdf

EPA Approved Disinfectants for Use

Against SARS-CoV-2 (COVID-19)

https://www.epa.gov/pesticide-

registration/list-n-disinfectants-use-

against-sars-cov-2-covid-19

Critical Area of

Operation #8

EPA Approved Disinfectants for Use

Against SARS-CoV-2 (COVID-19)

https://www.epa.gov/pesticide-

registration/list-n-disinfectants-use-

against-sars-cov-2-covid-19

Social Emotional

Learning and

School Climate and

Culture

A Trauma-Informed Approach to

Teaching Through Coronavirus

https://www.tolerance.org/magazine/a-

trauma-informed-approach-to-teaching-

through-coronavirus

CASEL – An Initial Guide to

Leveraging the Power of Social and

Emotional Learning as You Prepare

to Reopen and Renew Your School

Community

https://casel.org/wp-

content/uploads/2020/05/CASEL_Lever

aging-SEL-as-You-Prepare-to-Reopen-

and-Renew.pdf

Multi-Tiered

Systems of Support

(MTSS)

New Jersey Tiered System of

Supports (NJTSS) Implementation

Guidelines

https://www.nj.gov/education/njtss/guid

elines.pdf

RTI Action Network http://www.rtinetwork.org/

The Pyramid Model: PBS in Early

Childhood Programs and its Relation

to School-wide PBS

https://challengingbehavior.cbcs.usf.edu

/docs/Pyramid-Model_PBS-early-

childhood-programs_Schoolwide-

PBS.pdf

https://www.cdc.gov/coronavirus/2019-ncov/downloads/stop-the-spread-of-germs-11x17-en.pdf



https://www.cdc.gov/handwashing/posters.html

https://www.cdc.gov/handwashing/posters.html

https://www.nj.gov/health/cd/

https://www.state.nj.us/health/cd/topics/covid2019_schools.shtml

https://www.state.nj.us/health/cd/topics/covid2019_schools.shtml

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




https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/guidance-for-childcare.html



https://www.cdc.gov/coronavirus/2019-ncov/community/general-business-faq.html



https://www.epa.gov/sites/production/files/2020-04/documents/316485-c_reopeningamerica_guidance_4.19_6pm.pdf




https://www.epa.gov/pesticide-registration/list-n-disinfectants-use-against-sars-cov-2-covid-19






https://www.tolerance.org/magazine/a-trauma-informed-approach-to-teaching-through-coronavirus



https://casel.org/wp-content/uploads/2020/05/CASEL_Leveraging-SEL-as-You-Prepare-to-Reopen-and-Renew.pdf




https://www.nj.gov/education/njtss/guidelines.pdf

https://www.nj.gov/education/njtss/guidelines.pdf

http://www.rtinetwork.org/

https://challengingbehavior.cbcs.usf.edu/docs/Pyramid-Model_PBS-early-childhood-programs_Schoolwide-PBS.pdf





162

Wraparound

Supports

SHAPE http://www.schoolmentalhealth.org/SH

APE/

Child Care Resource and Referral

Agencies

https://www.childcarenj.gov/Parents/Ch

ild-Care-Resource-and-Referral-

Agencies.aspx

Coronavirus Resources for

Mentoring

https://nationalmentoringresourcecenter.

org/

Section Title Link

Food Service and

Distribution

Benefits of School Lunch https://frac.org/programs/national-

school-lunch-program/benefits-school-

lunch

Quality Child Care Child Care Resource and Referral

Agencies

https://www.childcarenj.gov/Parents/Ch

ild-Care-Resource-and-Referral-

Agencies.aspx

Division of Early Childhood

Education

https://www.nj.gov/education/ece/hs/ag

encies.htm

Leadership and Planning

Section Title Link

Scheduling New Jersey Specific Guidance for

Schools and Districts

https://www.nj.gov/education/covid19/s

ped/guidance.shtml

Staffing Mentoring Guidance for COVID-19

Closures

https://www.nj.gov/education/covid19/t

eacherresources/mentguidance.shtml

Educator Evaluation During

Extended School Closure as a Result

of COVID-19


eacherresources/edevaluation.shtml

Performance Assessment

Requirement for Certification

COVID-19 Guidance


eacherresources/edtpaguidance.shtml

Educator Preparation Programs and

Certification


eacherresources/eppcert.shtml

Athletics Executive Order No. 149 http://d31hzlhk6di2h5.cloudfront.net/20

200530/7d/e6/d1/5c/09c3dc4d1d17c439

1a7ec1cb/EO-149.pdf

NJSIAA COVID-19 Updates https://www.njsiaa.org/njsiaa-covid-19-

updates

NJSIAA provides return-to-play

guidelines – Phase 1

https://www.njsiaa.org/events-news-

media/news/njsiaa-provides-return-

play-guidelines-phase-1

Guidance for Opening up High

School Athletics and Activities

https://www.nfhs.org/media/3812287/2

020-nfhs-guidance-for-opening-up-

high-school-athletics-and-activities-

nfhs-smac-may-15_2020-final.pdf

Policy and Funding

Section Title Link

http://www.schoolmentalhealth.org/SHAPE/

http://www.schoolmentalhealth.org/SHAPE/

https://www.childcarenj.gov/Parents/Child-Care-Resource-and-Referral-Agencies.aspx



https://nationalmentoringresourcecenter.org/

https://nationalmentoringresourcecenter.org/

https://frac.org/programs/national-school-lunch-program/benefits-school-lunch






https://www.nj.gov/education/ece/hs/agencies.htm

https://www.nj.gov/education/ece/hs/agencies.htm

https://www.nj.gov/education/covid19/sped/guidance.shtml

https://www.nj.gov/education/covid19/sped/guidance.shtml

https://www.nj.gov/education/covid19/teacherresources/mentguidance.shtml

https://www.nj.gov/education/covid19/teacherresources/mentguidance.shtml

https://www.nj.gov/education/covid19/teacherresources/edevaluation.shtml

https://www.nj.gov/education/covid19/teacherresources/edevaluation.shtml

https://www.nj.gov/education/covid19/teacherresources/edtpaguidance.shtml

https://www.nj.gov/education/covid19/teacherresources/edtpaguidance.shtml

https://www.nj.gov/education/covid19/teacherresources/eppcert.shtml

https://www.nj.gov/education/covid19/teacherresources/eppcert.shtml

http://d31hzlhk6di2h5.cloudfront.net/20200530/7d/e6/d1/5c/09c3dc4d1d17c4391a7ec1cb/EO-149.pdf



https://www.njsiaa.org/njsiaa-covid-19-updates

https://www.njsiaa.org/njsiaa-covid-19-updates

https://www.njsiaa.org/events-news-media/news/njsiaa-provides-return-play-guidelines-phase-1



https://www.nfhs.org/media/3812287/2020-nfhs-guidance-for-opening-up-high-school-athletics-and-activities-nfhs-smac-may-15_2020-final.pdf





163

Elementary and

Secondary School

Emergency Relief

Fund

CARES Act Education Stabilization

Fund

https://www.nj.gov/education/covid19/b

oardops/caresact.shtml

NJDOE EWEG https://njdoe.mtwgms.org/NJDOEGMS

Web/logon.aspx

FEMA – Public

Assistance

Request for Public Assistance (RPA)

Process

https://njemgrants.org/site/rpasubmissio

n.cfm

Section Title Link

Purchasing New Jersey School Directory https://homeroom5.doe.state.nj.us/direct

ory/district.php?districtname=education

al+services+commission

NJSTART https://www.njstart.gov/bso/

Division of Local Government

Services

https://www.nj.gov/dca/divisions/dlgs/

Local Finance Notice – Coronavirus

Response: Emergency Procurement

and Use of Storm Recovery Reserves

https://www.nj.gov/dca/divisions/dlgs/lf

ns/20/2020-06.pdf

Local Finance Notice – COVID-19 –

Supplemental Emergency

Procurement Guidance

https://www.nj.gov/dca/divisions/dlgs/lf

ns/20/2020-10.pdf

Costs and

Contracting

E-rate https://www.usac.org/e-rate/

Technology for Education and

Career (NJSBA TEC)

https://www.njsba.org/services/school-

technology/

Continuity of Learning

Section Title Link

Ensuring the

Delivery of Special

Education and

Related Services to

Students with

Disabilities

IDEA https://sites.ed.gov/idea/

Guidance on the Delivery of

Extended School Year (ESY)

Services to Students with Disabilities

– June 2020

https://www.nj.gov/education/covid19/b

oardops/extendedschoolyear.shtml

Technology and

Connectivity

Joint Statement of Education and

Civil Rights Organizations

Concerning Equitable Education

during the COVID-19 Pandemic

School Closures and Beyond

https://www.naacpldf.org/wp-

content/uploads/Joint-Statement-of-

National-Education-and-Civil-Rights-

Leaders-on-COVID-19-School-Closure-

Updated-FINAL-as-of-5.15.2020.pdf

Curriculum,

Instruction, and

Assessment

Learning Acceleration Guide https://tntp.org/assets/set-

resources/TNTP_Learning_Acceleratio

n_Guide_Final.pdf

https://www.nj.gov/education/covid19/boardops/caresact.shtml

https://www.nj.gov/education/covid19/boardops/caresact.shtml

https://njdoe.mtwgms.org/NJDOEGMSWeb/logon.aspx

https://njdoe.mtwgms.org/NJDOEGMSWeb/logon.aspx

https://njemgrants.org/site/rpasubmission.cfm

https://njemgrants.org/site/rpasubmission.cfm

https://homeroom5.doe.state.nj.us/directory/district.php?districtname=educational+services+commission



https://www.njstart.gov/bso/

https://www.nj.gov/dca/divisions/dlgs/

https://www.nj.gov/dca/divisions/dlgs/lfns/20/2020-06.pdf




https://www.usac.org/e-rate/

https://www.njsba.org/services/school-technology/

https://www.njsba.org/services/school-technology/

https://sites.ed.gov/idea/

https://www.nj.gov/education/covid19/boardops/extendedschoolyear.shtml

https://www.nj.gov/education/covid19/boardops/extendedschoolyear.shtml

https://www.naacpldf.org/wp-content/uploads/Joint-Statement-of-National-Education-and-Civil-Rights-Leaders-on-COVID-19-School-Closure-Updated-FINAL-as-of-5.15.2020.pdf





https://tntp.org/assets/set-resources/TNTP_Learning_Acceleration_Guide_Final.pdf




164

Mathematics: Focus by Grade Level https://achievethecore.org/category/774/

mathematics-focus-by-grade-level

Teacher Resources for Remote

Instruction


eacherresources/teacherresources.shtml

NJDOE Virtual Professional

Learning


eacherresources/virtualproflearning.sht

ml

Section Title Link

Professional

Learning

Distance Learning Resource Center https://education-

reimagined.org/distance-learning-

resource-center/

Career and

Technical

Education (CTE)

Communicable Disease Service https://www.nj.gov/health/cd/topics/cov

id2019_schools.shtml

Considerations for Schools https://www.cdc.gov/coronavirus/2019-


childcare/schools.html

https://achievethecore.org/category/774/mathematics-focus-by-grade-level

https://achievethecore.org/category/774/mathematics-focus-by-grade-level

https://www.nj.gov/education/covid19/teacherresources/teacherresources.shtml

https://www.nj.gov/education/covid19/teacherresources/teacherresources.shtml

https://www.nj.gov/education/covid19/teacherresources/virtualproflearning.shtml



https://education-reimagined.org/distance-learning-resource-center/



https://www.nj.gov/health/cd/topics/covid2019_schools.shtml

https://www.nj.gov/health/cd/topics/covid2019_schools.shtml




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