Weehawken Township School District

Planning Our Return 

Hudson County New Jersey

Board of Education

Fall 2020

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                                            10

Classrooms, Testing, and Therapy Rooms

                c.        Critical Area of Operation #3                                            12

Transportation                                                        

                d.        Critical Area of Operation #4                                            13

Student Flow, Entry, Exit, and Common Areas                

e.        Critical Area of Operation #5                                            13

Screening, PPE, and Response to Students                         

and Staff Presenting Symptoms

                f.        Critical Area of Operation #6                                            17

Contact Tracing                                                

                g.        Critical Area of Operation #7                                            17

Facilities Cleaning Practices                                         

                h.        Critical Area of Operation #8                                            19

Meals                                                                

                i.        Critical Area of Operation #9                                            19

Recess/Physical Education                                        

j.        Critical Area of Operation #10                                    21

Field Trips, Extra-Curricular Activities,                        

and Use of Facilities Outside of School Hours

TABLE OF CONTENTS

                                                                                        Page #

        2.        Academic, Social, and Behavioral Supports                                    21

                a.        Social Emotional Learning (SEL) and School                     22

Climate and Culture

                b.        Multi-Tiered Systems of Supports (MTSS)                            22

                c.        Wraparound Supports                                                    23

                d.        Food Service and Distribution                                    23

                e.         Quality Child Care                                                    23

B.        Leadership and Planning                                                            24

        1.        Establishing a Restart Committee                                            24

        2.        Pandemic Response Teams                                                    25

        3.        Scheduling                                                                    27

        4.        Staffing                                                                    25

        5.        In-Person and Hybrid Learning Environments:                            27

                Roles and Responsibilities

        6.        Educator Roles Related to School Technology Needs                    36

        7.        Athletics                                                                    38

C.         Policy and Funding                                                                    38

        1.        School Funding                                                            39

TABLE OF CONTENTS

                                                                                        Page #

D.        Continuity of Learning                                                            40

1.        Ensuring Delivery of Special Education and                                     40

Related Services to Students with Disabilities

2.        Technology and Connectivity                                                    42

3.        Curriculum, Instruction, and Assessments                                    42

4.        Professional Learning                                                            45

5.        Career and Technical Education (CTE)                                     46

E.        Full-Time Remote Learning  Options for Families                                    48        

Appendices                                                                                    49        

Appendices A-Q                                                                             50                                            

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 and adapted to meet the needs of the district.     

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.  

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.  

THE BOARD OF EDUCATION’S RESTART AND RECOVERY PLAN

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

1. Conditions for Learning;

2. Leadership and Planning;

3. Policy and Funding; and

4. 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 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 coverings; and signs and messages in and around school buildings.

(e)        Reasonable accommodations will be provided for individuals with disabilities or serious underlying medical conditions and symptoms, which may include:

(i)        Chronic lung disease or asthma (moderate to severe);

(ii)        Serious heart conditions;

(iii)        Immunocompromised;

(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)        Face coverings will be required for students, and face coverings are always required for visitors and staff unless it will inhibit the individual's health.  

(a)        Enforcing the use of face coverings may be impractical for young children or individuals with disabilities.

(b)     Students and staff should be provided face covering breaks throughout the day. Face cover breaks should only occur when social distancing can be maintained and ideally outside for with windows opened.

(c)    Face covering should be provided by the student’s families/guardians. Schools should strive to provide extra disposable face covering for students that need them, should provide face covering for students that are experiencing financial hardship and are unable to afford them to the greatest extent possible.  

(3)        Exception to the requirements for students to wear face coverings:

1. Doing so inhibits students health

2. Student is in extreme outdoor heat

3. Student is in water

4. A student’s documented medical condition, or disability as reflected in an Individualized Educational Program (IEP), precludes the use of face covering

5. The student is under the age of two (2)

6. During a period a student is eating or drinking

7. Face coverings should not be placed on anyone who has trouble breathing or in unconscious, or anyone incapacitated, or otherwise unable to remove the face covering without assistance (e.g.) face coverings should not be worn by Pre-K students during naptime
8. The student is engaged in high intensity aerobic or anaerobic activities

9. Face coverings may be removed during gym and music classes when individuals are in a well ventilated location and able to maintain a physical distance of 6ft apart; and

10. When wearing a face covering creates an unsafe condition in which to operate equipment or execute a task.

(4)        All instructional and non-instructional rooms in schools and district facilities must comply with social distancing standards to the maximum extent practicable.  

(5)        Use of shared objects should be limited when possible or cleaned between use.

(6)        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.

(7)        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).

(8)        School officials should develop a school-wide plan where students are required to wash hands for at least twenty seconds at regular intervals during the school day and always before eating, after using the bathroom, and after blowing their nose, coughing, and/or sneezing.

(a)        If washing with soap and water is not possible, washing with an alcohol-based hand sanitizer (at least 60% alcohol) should be used.

[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

(1)         If the school district is providing transportation services on a school bus a face 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 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)        Even when physical distancing (six feet apart) cannot be maintained for individuals in line waiting to enter or exit a building, face 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:

(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.

(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 Service's 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 are required to wear face coverings unless doing so would inhibit the individual's health or the individual is under two years of age.  

(5)        Students are required to wear face coverings, unless doing so would inhibit the student's health.  It is also necessary to acknowledge that enforcing the use of face coverings may be impractical for young children or individuals with disabilities.  

(a)        Accommodation for students who are unable to wear a face covering should be addressed according to that student's need and in accordance with all applicable laws and regulations.  

(6)        Exceptions to requirements for face coverings shall be as follows:

(a)        Doing so inhibits students health

(b)        Student is in extreme outdoor heat

(c)         Student is in water

11.  A student’s documented medical condition, or  disability as reflected in an Individualized Educational Program (IEP), precludes the use of face covering

12. The student is under the age of two (2)

13. During a period a student is eating or drinking

14. Face coverings should not be placed on anyone who has trouble breathing or in unconscious, or anyone incapacitated, or otherwise unable to remove the face covering without assistance (e.g.) face coverings should not be worn by Pre-K students during naptime
15. The student is engaged in high intensity aerobic or anaerobic activities

16. Face coverings may be removed during gym and music classes when individuals are in a well ventilated location and able to maintain a physical distance of 6ft apart; and

17. When wearing a face covering creates an unsafe condition in which to operate equipment or execute a task.

(7)        If a visitor refuses to wear a face covering for             non-medical reasons and if such covering cannot be provided to the individual at the point of entry, the visitor’s 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.

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

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;

(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

(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 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.

(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

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]

1. 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

_X__ Being Developed by School Officials

___ Currently Being Utilized

We are working to provide Professional Development with teachers, support  staff and administrators to identify at risk students and develop treatments for ongoing issues with Social Emotional issues.  Additionally, we are looking to infuse programs to help children and staff with this pandemic.

                   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.

___ Not Being Utilized

___ Being Developed by School Officials

_X__ Currently Being Utilized

We will be using the existing process for Intervention and Referral Services, and Response to Intervention process.  We will be screening all students for Academic, Social and Behavioral issues.  Plans will be created by the response teams at each school to assist each student improve.

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.

___ Not Being Utilized

___ Being Developed by School Officials

_X__ Currently Being Utilized

We will be continuing our current after school and Academic Support Instruction programs.

        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.

___ Not Being Utilized

___ Being Developed by School Officials

_X__ Currently Being Utilized  

We will be distributing food to all students either in school or on virtual instruction.

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__ Not Being Utilized

___ Being Developed by School Officials

___ Currently Being Utilized

We do not offer child care services.

[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

1. A Restart Committee should be established as collaboration is critical to the development of the Board’s Plan.

2. The Restart Committee should include school district and      school-level administrators, members of the local Board of Education or Charter School 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.

3. 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.

4. 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

1. School-based Pandemic Response Teams should be established in each school in the district to centralize, expedite, and implement COVID-19 related decision-making.

2. Each school team will have a liaison that reports to district-level administrators to ensure coordinated actions across the district.

3. Members of the school teams should include a cross section of administrators, teachers, staff, and parents.

4. 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.

5. If a school has an existing Crisis Response Team, that Team may serve as the Pandemic Response Team.

6. Pandemic Response Team should be comprised of, at a minimum, the following members, if applicable:

(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.

(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.

(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]

4.        Staffing

1. 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.

2. 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.

3. 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.

4. As schedules are adjusted, educators must maintain quality instruction for students and abide by the minimum requirements set forth in NJDOE regulations.

5. 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).

(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.

(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 pre-school 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.

(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.

(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 platform for small groups of in-person students while the teacher is remote.

(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).

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.

[See Appendix O – Staffing]

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.

(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 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.

[See Appendix O – Staffing]

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 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.  

                        (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.

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.

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.

(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 supports 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.

(3)        Assessment

(a)        For the purposes 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;

        (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.

(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

Strong career advice 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.

E.        Full-Time Remote Learning Options    

In addition to the methods and considerations explicitly reference in the New Jersey Department of education’s “The Road Back - Restart and Recovery Plan for Education” (June 26, 2020) for scheduling students for in-person, remote, or hybrid learning, families/guardian may submit, the school district shall accommodate requests for full-time remote learning, Remote learning options shall be pursuant to Appendix Q - Remote Learning Options for Families.

Appendices

Restart and Recovery Plan

to Reopen Schools

  Weehawken Township School District

Board of Education

Fall 2020

Appendix A

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

1. Protocol for Staff Members With Disabilities or Serious Underlying Medical Conditions and Symptoms:

• Staff members must have minimum PPE prior to opening and the district will maintain ongoing supplies in case of damage or forgotten material. PPE used should be in accordance with the specific requirements of their position/duties and may exceed minimum requirements if the staff member chooses for his or her safety.
• Additional disinfecting of areas for the employee will be implemented as a reasonable accommodation.
• Provide accommodations for specific duties outside of the classroom.

Factors that would lead to reasonable accommodations:

Reasonable accommodations will be provided for individuals with disabilities or serious underlying medical conditions and symptoms, which may include:

• Chronic lung disease or asthma (moderate to severe)
• Serious heart conditions
• Immunocompromised
• Severe obesity (body mass index, or BMI, of 40 or higher)
• Diabetes
• Chronic kidney disease undergoing dialysis
• Liver disease

Accommodations will be made on an individual basis in conjunction with consultation from health care professionals. Depending upon individual circumstances and particular diagnosis, a staff member may or may not have the ability to continue duties remotely if the staff member’s duties and responsibility do not allow the functions to be completed remotely.  

2. Protocol for High Risk Students:

• Students must have minimum PPE prior to opening and the district will maintain ongoing supplies in case of damage or forgotten material. PPE used should be in accordance with the specific requirements of a student’s specific disability or compromised immune system. The PPE needed may exceed minimum requirements for his or her safety.
• Additional disinfecting of areas for the student will be implemented.
• Provide accommodations that may include full virtual learning, hybrid, or personalized instructional accommodations decided by the district and family.  

 Factors that would lead to reasonable accommodations:

The Center for Disease Control identifies the following individuals as having a higher risk for severe illness;

• Chronic lung disease or asthma (moderate to severe)
• Serious heart conditions
• Immunocompromised
• Severe obesity (body mass index, or BMI, of 40 or higher)
• Diabetes
• Chronic kidney disease undergoing dialysis
• Liver disease
• Medically fragile students with Individualized Education Programs (IEPs)
• Students with complex disabilities with Individualized Education Programs (IEPs)
• Students who require accommodations in accordance with the Section 504 of the Rehabilitation Act of 1973 (504 Plan).

Communications between the district and parents or guardians of all students identified as medically fragile and/or students with complex disabilities will be conducted to determine the course of action. Accommodations will be made on a personalized basis in conjunction with consultation/ orders from health care professionals,which will include the student’s primary physician. Depending upon the individual circumstances and particular diagnosis, a student may have the option to attend remote learning for a length of time specified by their primary physician and /or a length of time requested by parent or guardian.

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 anticipated minimum standards as required by the NJDOE Guidance and referenced in the Board’s Plan – Section A.1.b., including, but not limited to:

1. Social Distancing in Instructional and Non-Instructional Rooms

Social distancing allows a safe distance between people to slow or stop the spread of the virus. The following action will be taken to adhere to social distancing guidelines in instructional and non-instructional settings:

• Reduced daily capacity in the building
• Students distanced 6ft apart in classroom
• Students distanced 6ft apart in common areas such as cafeteria, gymnasium, and auditorium
• Cohort students when applicable
• Open windows and provide HEPA filters or the equivalent
• Staggered start and end times
• Virtual options for assemblies and field trips
• Signage

2. Procedures for Hand Sanitizing/Washing

• Full district training on proper hand-washing techniques
• Sanitizing stations in every classroom, exit, and entrance
• Scheduled hand sanitizing/washing such as:

• Before and after class
• Before and after lunch
• Before and after specials
• When entering or exiting the building
• When entering or exiting the classroom
• When using community areas

Washing hands with soap and water is the best way to get rid of germs in most situations. If soap and water are not readily available, you can use an alcohol-based hand sanitizer that contains at least 60% alcohol. You can tell if the sanitizer contains at least 60% alcohol by looking at the product label. Swallowing alcohol-based hand sanitizers can cause alcohol poisoning if more than a couple of mouthfuls are swallowed. Children must be supervised when hand sanitizing.

Appendix C

Critical Area of Operation #3 – Transportation

1. Student Transportation

• Face coverings must be worn at all times while being transported on the bus

• Accommodations for students who are unable to wear a face covering should be addressed according to that student's particular need and in accordance with all applicable laws and regulations

• The school district shall use best practices for cleaning and disinfecting district-owned school buses and other transportation vehicles

• School bus drivers and aides will attend training on the new policies before transporting students again

• Hand sanitizing when entering and exiting the bus

• Bus drivers and aides must wear personal protective equipment

• Bus drivers and aides must adhere to daily screening procedures

• Bus drivers and aides will have cleaning checklist and daily procedures

• Families will be encouraged to drop students off, carpool, or walk with their students to reduce possible exposure on buses

• Arrival and drop-off locations and/or times will also be staggered and adjusted

• Health screening students prior to boarding the school bus,including temperature checks before boarding

• Parents must remain present during boarding to ensure students cleared temperature checks

• Program “RightStop” digital technology for cohort scheduling

• Social distancing will be considered on the school bus, and the CDC recommended seating one child per seat, every other row, where possible. If not possible every student must wear a mask

Appendix D

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

1. Screening Procedures, Location of Student, and Staff Screening

Thermal Imaging Scanners will be located at specific locations within each building (as noted below) to monitor the temperatures of all students and staff entering the buildings. Anyone who is identified as having an elevated temperature will be held for a second temperature reading with a thermometer or relocated to the isolation room. Once evaluated by the nurse the student or staff member will be sent home if deemed necessary.

School Specific Entrance and Exit

• Weehawken High School

• Cohort A-F will enter through Liberty Place and proceed through screening protocols
• Cohort G-M will enter through Eldorado Street and proceed through screening protocols
• Cohort N-S will enter through Liberty Place and proceed through screening protocols
• Cohort N-S will enter through Liberty Place and proceed through screening protocols

• Theodore Roosevelt School

• Grade 3 and 4 students enter on Cooper Place and proceed through screening protocols 
• Grade 5 and 6 students enter on 46th Street and proceed through screening protocols

•        Daniel Webster School

• All bus students will enter the school yard entrance and proceed through screening protocols
• All walkers and drop off use the Angelique Street entrance and proceed through screening protocols

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

• Staircases will be marked to encourage social distance, including identifying specific stairwells for up and down travel.
• Students will be monitored in places such as the gymnasium, library, and playground to ensure social distancing is practiced.

• Cohort Model when able
• Arrival and drop off will be staggered
• Movement within the building will be staggered
• Instructions for bus stops, drop offs, walkers
• Classroom and large area lunch times

Appendix E

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

Staff Presenting Symptoms, Exposure procedures and Readmittance 

1. Screening Procedures for Students, Staff, Visitors

Screening Procedures 

The school district shall screen students, employees, and visitors upon arrival to the school district or work location for COVID-19 symptoms and a history of exposure. The following procedures will be conducted daily for students:

A. Students

1. Temperature check (prior to entering a bus or building)
2. Visual checks by all employees
3. If COVID-19 symptoms are present the student must be directed to the isolation room
4. A parent or guardian must receive the student personally in order for the student to be released

B. Teachers

1. Temperature check (prior to entering a bus or building)
2. Optional COVID-19 testing
3. If COVID-19 symptoms are present the staff member must be directed to isolation room and if  deemed safe can depart from the building on his/her own

C. Visitors

• Approved appointment only
• Temperature checks
• Sign Self-screening form
• Visual checks
• Access can be denied if screening process results in symptoms

Physical markings will be on display to ensure staff and students remain 6ft apart and are reminded of face coverings. Appropriate accommodations are to be made for student or staff members with disabilities.  

II. Vacation and Travel Procedures

Effective June 25th 2020 the State of New Jersey issued a travel advisory that recommends any New Jersey resident traveling out of state to a state with a significant spread of COVID-19 self quarantine for fourteen days. This is in the best interest of health, safety, and welfare of your co-workers, families, and the community.

Travel advisory states are determined by a test rate higher than 10 per 100,000 residents over a 7 day rolling average or a state with 10% or higher positivity rate over a 7 day rolling average.  All employees have the responsibility of reviewing the states listed on the travel advisory list for the most current information (https://covid19.nj.gov).

As of Tuesday, July 28, there are currently 36 states and U.S. jurisdictions that meet the criteria stated above:

• Alabama (added 6/24/20)
• Alaska (added 7/21/20)
• Arkansas (added 6/24/20)
• Arizona (added 6/24/20)
• California (added 6/30/20)
• Delaware (re-added 7/21/20)
• District of Columbia (added 7/28/20)
• Florida (added 6/24/20)
• Georgia (added 6/30/20)
• Iowa (added 6/30/20)
• Idaho (added 6/30/20)
• Illinois (added 7/28/20)
• Indiana (added 7/21/20)
• Kansas (added 7/7/20)
• Kentucky (added 7/28/20)
• Louisiana (added 6/30/20)
• Maryland (added 7/21/20)
• Minnesota (re-added 7/28/20)
• Mississippi (added 6/30/20)
• Missouri (added 7/21/20)
• Montana (added 7/21/20)
• Nebraska (added 7/21/20)
• Nevada (added 6/30/20)
• New Mexico (added 7/14/20)
• North Carolina (added 6/24/20)
• North Dakota (added 7/21/20)
• Ohio (added 7/14/20)
• Oklahoma (added 7/7/20)
• Puerto Rico (added 7/28/20)
• South Carolina (added 6/24/20)
• Tennessee (added 6/30/20)
• Texas (added 6/24/20)
• Utah (added 6/24/20)
• Virginia (added 7/21/20)
• Washington (added 7/21/20)
• Wisconsin (added 7/14/20)

All employees seeking vacation time must provide the destination in writing and receive written pre-approval from their supervisor. The district reserves the right to deny the request due to the travel advisory unless prohibited by the collective bargaining agreement. If an employee prior to June 25th 2020 made prepaid arrangements, plans, or reservations to travel to a travel advisory state must quarantine for 14 days if the travel advisory is still in effect at the time of the trip. During the quarantine period an employee may work from home if the nature and duties of the employee can be performed remotely. Employees eligible to perform their duties from home will have to complete work logs and submit them to their supervisor for review and approval. If an employee’s duty cannot be completed remotely, the employee will be eligible for paid leave pursuant to the FFCRA, which grants two (2) weeks (up to 80 hours) of paid leave at the employee’s regular rate of pay (up to $511 per day) in conjunction with District Policy 1649. If a returning employee has already used his/her FFCRA benefits, the employee will be required to utilize accrued sick time, vacation time, or leave. In addition, all employees must be Covid-19 tested prior to returning to the building.

Students must self quarantine for 14 days after returning from an identified state and follow readmittance procedures.

III. Exposure Procedures

Measures for protecting students, families and staff who have been exposed or for preventing exposure of COVID-19 will be essential to the day to day operations of the school district. The following procedures outline the steps initiated once exposure has occurred:  

• When COVID-19 exposure has occurred, prompt identification and isolation of potentially infectious individuals.

• Reduce infectious respiratory secretions, including ensuring the face mask is worn when capable of doing so.  

• Isolated individuals should leave the building safely and as soon as possible.

• Depending on the severity of the isolated individual's illness, these individuals may need emergency medical services who will be called.

• Restrict the number of personnel entering isolation areas, including the room of a patient with suspected or confirmed COVID-19.

• The CDC has defined close contact as being within about 6 feet of an infected person while not wearing recommended PPE. Close contact is defined as direct contact with infectious secretions while not wearing recommended PPE. Brief interaction does not include walking by a person or momentary interaction.

• The district will identify and close the area the infected person visited that day. During the closure, cleaning and disinfection will begin and remain closed for the remainder of the day.

• Health department and the district community will be notified of the exposure.

• District Contact tracing protocols will begin.

• Once the exposed individual has been cleared to return, the Readmittance procedures will initiate.

• Instructional: If teachers are self-isolating but not experiencing symptoms and wish to work, they may continue to do so virtually. If teachers are experiencing symptoms of illness, they should use a sick day. If students are self-isolating but not experiencing symptoms and can keep up with their studies, they should do so virtually. If not, they can resume their studies with necessary extension when they are feeling better.

IV. Readmittance Procedures

Upon recovery of COVID-19 and following contact tracing and communication protocols, the district will institute the following regulations:

1. School will communicate with staff and students on a designated return date as per doctor’s recommendation.

2. Staff and students must provide a doctor’s note prior to return.

3. Students and Staff must be symptom free for 14 days after a positive test.

4. Staff or students must have a negative test presented to the district prior to readmittance to the district.

5. District questionnaires must be reviewed and signed.

6. Follow district screening  procedures.

7. Individual screening by district nurse upon return.

8. Advise the district of any accommodations required following Covid-19 recovery.

9. Contact the local health department regarding readmittance to the facility.

V.  Protocols for Symptomatic Students and Staff

Measures for protecting students, families and staff who are symptomatic or for preventing the spread of the virus will be essential to day to day operations of the school district. The following procedures outline the steps initiated once exposure has occurred:  

• Ensure PPE is being worn

• Relocation of individual to the isolation room

• Prompt identification of symptoms

• Notify families and have them received by family or guardian

• Assess if a staff member is able to leave on their own or are in need of assistance  

• Isolated individuals should leave the building safely and as soon as possible.

• Depending on the severity of the isolated individual's illness, these individuals may need emergency medical services who will be called

• Restrict the number of personnel entering isolation areas, including the room of a patient with symptoms

• Direct individual to Covid-19 testing

• Collect information of positive or negative result

• Health department and the district community will be notified if positive

• District Contact tracing protocols will begin

• Once the exposed individual has been cleared to return, the Readmittance procedures will initiate

VI.        Protocols for Face Coverings

• All staff members must wear face coverings unless medically prohibited

• Teach and reinforce the use of face covering

• Signage promoting face coverings

• Staff members may exceed minimal standards of face covering if choose to

• All Students must wear face coverings in school unless doing so inhibits student’s health, student is in extreme outdoor heat, student is in water, at student’s documented medical condition, or disability as reflected in an IEP, precludes the use of face covering, during a period a student is eating or drinking, the student has trouble breathing or is unconscious, or is incapacitated, or otherwise unable to remove the face covering without assistance (e.g.) face coverings should not be worn by Pre-K students during naptime, student is engaged in high intensity aerobic or anaerobic activities or when waring a face covering creates an unsafe condition in which to operate equipment or execute a task.  Face coverings may  be removed during gym and music classes when students are in a well ventilated location and able to maintain a physical distance of six (6) feet apart.

• Face coverings must be plain in nature with no specific symbols, writing, or messages

• Cloth face covering should not be used with children under two and washed and dried properly

Appendix F

Critical Area of Operation #6 - Contact Tracing

1. Contact Tracing

A district staff member will be identified to fulfill the contact tracing role and responsibilities. Upon notification that a student, staff member, or resident that has ties with the school has tested positive for COVID-19, the local health department will be alerted and provided with close contacts to whom they may have spread the virus, where close contact is defined as being within six feet for a period of at least ten minutes. The The district will initiate the following action steps following the notification of a positive COVID-19 test:

1. District will have a dedicated hotline for self-reporting of symptoms and suspected exposure
2. Input information into a contact tracing database
3. Notification will be made to all persons who have potentially been exposed by cross checking the following:

1. Schedule
2. Sibling
3. Relationship
4. Restroom Log
5. Recess and Lunch
6. Sports and Clubs
7. Transportation and Carpooling
8. Related Services
9. Locker identification
10. Outside employment or internship
11. Entrance or Exit

4. Refer contacts to testing
5. Provide health department with all contact tracing information
6. Monitor contacts for COVID-19 signs and symptoms
7. Connecting contacts with services they might need during the self-quarantine period
8. 14 day quarantine period
9. Complete release form prior to return to the district
10. Follow readmittance procedures if a positive test occurs

Appendix G

Critical Area of Operation #7 - Facilities Cleaning Practices

1. Facilities Cleaning Practices

• Personnel training on specific on cleaning practices and procedures

• Specific cleaning times aligned with areas

• Cleaning/Sanitizing checklist to be completed by personnel

• Checklist will provide a roadmap for proper cleaning, and certify process has been completed

• EPA registered products

• 90 day disinfectant solutions applied every 75 days

• Daily cleaning of all areas but special consideration to high touch areas such as:

• Tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, sinks, etc.

• You should never eat, drink, breathe or inject these products into your body or apply directly to your skin as they can cause serious harm.

Appendix H

Critical Area of Operation #8 – Meals

District distribution of meals will occur daily for all and be offered to students qualifying for free and reduced lunch regardless of their instructional status of mWo, hybrid or any other personalized program.

• Cashless options, preordering or meals, grab and go capabilities

• Students in grades Pre-K-6 will have lunch in the classroom and specific designated areas available

• Students grades 7-12 will have designated area such as outdoor dining, cafeteria, gymnasium, auditorium, balcony and music room limiting daily capacity

• Staggered use of dining areas

• Cleaning between use of dining areas

• No buffet or self service dining

• All individuals handling food must wash hands after removing gloves

Students qualifying for free and reduced lunch will have the following designated areas and time for grab and go if they are on virtual schooling:  

• Daily 11:00am to 12:00pm

• Weehawken High School

• Outside of the gymnasium doors

• Theodore Roosevelt School

• Outside of the gymnasium doors

•        Daniel Webster School

• Parking lot of Kitchen entrance and exit

    Appendix I

Critical Area of Operation #9 – Recess/Physical Education

Recess will be implemented in a fashion that will limit contact of multiple cohorts at one time. Physical Education will be conducted by selecting associated activities that require little or no use of shared equipment by students.

Recess:

• Cohort model
• Stagger recess and other activities
• Designated areas using cones, flags, tape, and other signs to maintain 6ft of space between groups or outdoor activities
• Designate specific areas for each class
• If equipment is used it is immediately sanitized
• Hand Washing or sanitizing before and after

Physical Education:

• Locker rooms are closed
• Students are encouraged to wear comfortable clothing
• If equipment is used it is immediately sanitized following use
• Physical activities will be adapted to ensure social distancing
• Hand Washing or sanitizing before and after

Appendix J

Critical Area of Operation #10 - Field Trips, Extra-Curricular Activities, and       Use of Facilities Outside of School Hours

Field Trips:

All field trips will be suspended until further notice.

Extra Curricular Activities:

The following clubs have been designated for virtual or partial hybrid participation:

• Black Student Union
• Climate Club                
• Dungeons and Dragons Club        
• Future Business Leaders of America
• Gay Straight Alliance
• Harry Potter Book Club
• Newspaper
• KidWitness News
• Model UN        
• National Honor Society
• Junior National Honor Society
• 7th & 8th Grade Peer Leadership
• Peer Leadership
• Science Club
• Student Council
• Weehawken Sequence Literary Magazine
• Yearbook
• Bee Club
• Marching Band
• WHS Strings Enrichment
• Color Guard

If clubs are held in person, hand washing before and after participation is mandatory.

Facility Outside of School Hours:

Only those that can guarantee social distancing and mask wearing will be looked at. Approvals from building administration and superintendent must be passed before activity is run.

External organizations must adhere to district procedures and health protocols.

Appendix K

Academic, Social, and Behavioral Supports

1. Social Emotional Learning:

In addition to the programs and activities already in place, training will be provided to all school instructional staff and administration in areas of SEL, trauma training and mindfulness through Zensational Mindfulness.

Harassment, Intimidation, and Bullying

In addition the district will be investing in a digital platform that is implementing a resolve, remediate and restore program. This program utilizes cognitive behavior therapy techniques, to teach students the skills they need to prevent future occurrences of the problematic behavior. Post incident and investigation remediation will be a focus of the program.

Reporting possible incidents of Harassment, Intimidation or Bullying (HIB) continues. If any student is being bullied, intimidated or harassed, our Principal and ABS will immediately initiate a virtual investigation. We will notify the parents immediately and speak to all parties involved. Remediation and restorative practices will follow. Acts of harassment, intimidation or bullying will NOT be tolerated in a normal school setting or a remote school environment. All students should be tolerant and kind to each other at all times and especially during this health crisis.

We contract with Sage Thrive to provide counseling support for students in grades 3-12 and with Effective School Solutions to provide targeted counseling support for special needs students in grades 7-12.

II. Response to Intervention (RTI)

Each school building has its own Response to Intervention Team that assists staff in coordinating interventions for students and their families in the areas of academic, behavioral, and social emotions support.

To provide the most effective education for ALL students, we believe we must provide an effective education for EACH student. In the Weehawken Public Schools, we utilize a three-tiered approach with varying levels of support beyond the general education, or core curriculum. In the first tier (Tier 1), the classroom teacher will use different strategies and may use additional or different materials so that your child’s progress is successful. In Tier 2, we employ a grade-level team approach where school staff meet to review your child’s progress and to tailor an individual academic support plan that provides supplemental instruction to your child in the area of need. The Tier 2 interventions are applied for a minimum of 6-8 weeks. During this period, we give your child additional instruction using scientifically-based materials and strategies to allow your child to achieve the educational standards that are necessary for educational success in the District.

In the event that your child needs additional help to meet the standards, we will utilize a third tier (Tier 3), which provides additional and more frequent help. A problem-solving team meets to address your child’s needs and to review the progress of your child during the intervention period. We will keep you informed of your child’s progress with the interventions. At this tier, it may be necessary to alter your child’s schedule and make some choices regarding subjects and provision of courses so that educational interventions may occur.

The district will universally screen all students periodically. The district utilizes LinkIt! platform that acts as our data warehouse. This platform monitors student progress and identifies areas of need. Staff regularly engage in collaborative sessions in order to determine the focus of instruction. RTI is and will continue to be provided in all instructional models.

The district Child Study Teams continues to reach out to students who may be at risk, and will provide in-person contact upon school reopening. Procedures are in place to ensure any student who may be in danger is contacted as soon as possible within 24 hours. Additionally, All students have access to counselors and at the high school Effective school solutions.

To assist with improvement of Readers and Writers Workshop models, additional coaching and training will be provided to ELA and Spec Education Teachers for these ELA models. Additionally, Music, Art, Media and PE teachers will receive training

III.Wraparound Supports

Wraparound programs such as Academic Support Instruction serve to differentiate instruction to struggling/at-risk students as a preventative measure which supports the general education program. We have a school counselor in each building as well as counseling support services.

A Board Certified Behavior Analyst (BCBA) will be training staff in ABA principles and behavior support strategies to ensure a well-managed classroom environment (in-person and virtual). Students diagnosed with Autism Spectrum Disorder, ADHD, and/or other related disorders that have not come into contact with a structured learning environment within the past few months will likely exhibit non-compliant behavior, tantrums, elopement, property destruction, aggression, and/or self-injurious behavior. To best control for these behaviors, staff will require training in antecedent strategies as well as consequential strategies. These include but are not limited to shaping/reinforcement procedures and crisis management/de-escalation procedures.

Appendix L

Restart Committee

Adjusting the school environment to ensure the health and safety of students and staff will require a great deal of planning. This type of planning has led to restart committees. The Restart committees should include district- and school-level administrators, school board members, local education association representatives, educators, and parents.

1. The Restart Committee will focus on the following:

• Leadership and Planning
• Policy and funding
• Continuity of learning
• Health and Wellness

District level participated in both or one of the three committees.

Appendix M

Pandemic Response Teams

School districts must establish school-based Pandemic Response Teams to centralize,expedite, and implement COVID-19-related decision-making. Each school team should have a liaison that reports to district-level administrators to ensure coordinated actions across the district.

1. Pandemic Response Teams focus on:

• Oversee implementation of Restart- Plan
• Adjust, amend, and providing training in regards to the plan
• Implement procedures for safe school climate
• Provide pathways from stakeholder communication

Communicate with health departments

Appendix N

Scheduling of Students

Virtual Start to the School Year

 After much consideration and thought, we have decided to temporarily postpone the face-to-face hybrid opening of our district. We have listened to concerns and feedback from all of you, our staff, and the community,  and we have made the difficult decision to remotely open the Weehawken Public Schools and postpone in-person learning for a few weeks.

This additional time will allow our faculty and staff to proceed in this new world with confidence before we open our doors to our students. While teaching from inside our school buildings and classrooms, teachers will be able to acclimate to the new environment, simulate and practice new protocols and ensure that all procedures will be refined, and allow PPE ro arrive by the time students arrive. Schools will open in a staggered manner which will allow us to mobilize staff and resources to each building during the openings, ensuring that all students return to school in the safest manner possible.

We will begin this school year learning from home beginning September 10, 2020.

At this time, we plan to open our buildings in a hybrid half-day setting following the schedule below but we will continue to reassess and monitor the situation and keep you updated accordingly.

• DWS students enrolled in the hybrid schedule A will begin in-person September 28.
• DWS students enrolled in the hybrid schedule Z will begin in-person September 30.
• TRS students enrolled in hybrid schedule A will begin in-person October 5.
• TRS students enrolled in hybrid schedule Z will begin in-person October 7.
• WHS students enrolled in hybrid schedule A will begin in-person October 13.
• WHS students enrolled in hybrid schedule Z will begin in-person October 14.
• Students registered for the full-remote option will continue remote instruction.

1. School Day

Hours of instructional time are not defined as a student’s time spent in front of a teacher or in front of a screen, but time engaged in standards-based learning under the guidance and direction of a teacher. The district will consist of two different types of models:

1. The school day for all students in grades Pre-K-12 will operate using a hybrid

            program of in-person and virtual learning within an A/B rotation, whereby

            two cohorts of students will be divided alphabetically by last name, with a

            focus on keeping families and siblings on the same rotation. This setup will

            establish social distancing of students in alignment with established CDC and

            New State guidelines

• Cohort A will be for students whose last names begin with A, B, C...

                        (approximately depending on breakdown)

• Students in Cohort A will attend in-person classes in school on

Mondays & Tuesdays

• Students in Cohort A will engage in online activities when not in person

• Cohort B will be for students whose last names begin with ...X, Y, Z

(approximately depending on breakdown)

•  Students in Cohort B will engage in online activities when not in person

•  Students in Cohort B will attend in-person classes in school on

 Wednesday and Thursday

• Friday cohorts will alternate to allow for in-person 3 days a week for each cohort
• Cohorts will not always be specifically alphabetically as this could be altered based on building capacity.

2. My Weehawken Online (mWo)

• This model is designed for families that have elected a full virtual educational experience during the pandemic
• Students are online and follow a specific identified schedule
• Assignments are given daily with use of some purchased softwares and/or google classroom
• Students can return to school two weeks after request
• Tutoring and one to one instruction capabilities
• Mental health services provided virtually or in person
• Universal Screening can occur in person or virtually

Cohorts:

The 2020-2021 school year will begin with three cohorts.

• Cohort R is a fully online learning-from-home option called My Weehawken Online.
• Cohort A and Z are our hybrid partially face-to-face and partially online options.

• Cohort A will come to school on Mondays and Tuesdays and every other Friday.
• Cohort Z will come to school on Wednesdays and Thursdays and every other Friday.

See important dates and sample schedules below.

Details:

• All classes will still meet each day but for shorter periods.

• When Cohort A students are home on Wednesdays and Thursdays and alternating Fridays, they will still be able to log into a Google Meet to learn from their teacher in a live stream.
• When Cohort Z students are home on Mondays and Tuesdays and alternating Fridays, they too will be able to log into a Google Meet to learn from their teacher in a live stream on those days.
• My Weehawken Online students will log in each day to learn from their teacher in a live Google Meet.

• Teachers will be available to all students in the afternoons to provide additional support, small group instruction, office hours and to answer questions, comments or concerns.
• Counseling will also be available in each school every day in person or virtually.
• The students will be able to build relationships through interactions with other students and their facilitator.
• The daily schedule will be similar and in some cases identical to the structure of  a typical classroom setting.
• The day will incorporate independent time for snacks, lunch and recess in order to reduce screen time throughout the day. Teachers will provide daily support and progress monitoring for differentiation.
• This year, ALL WTSD PreK -12 students will be provided with an iPad (PreK) or Chromebook (K-12) to assist with distance learning! Information on distribution for PreK -3 coming soon!
• We will be focusing on Social Emotional Learning this year with a new school counselor at Webster School; a part time LCSW at Roosevelt School to work with our school counselor; and two LCSWs to work with our counseling department at Weehawken High School. Additionally, we have contracted with a wellness organization that will be providing our teaching staff with trauma and mindfulness training throughout the year.
• Dismissal will be at 12:36pm each day.

Tips for Special Education students and parents

• Will students with IEPs continue to receive their services?

• Students who qualify for special education will continue to receive in-person services. For students attending classes in person, they will continue to receive in person services, as specified by their IEP.
• Students participating in mWo will receive their therapy and related services online and in person. Individual  arrangements will be made. Families will work with the related service provider to determine how the delivery of services will be provided for each student.

• What will happen if my student has a 504 Plan with accommodations and we choose in person classes?

• Students who have 504 Plans will continue to receive their accommodations and related services in the school setting.

• What will happen if my student has a 504 Plan with accommodations and we choose mWo?

• Environmental accommodations such as frequent breaks, preferential seating and a quiet place to work will need to be addressed at home. Accommodations regarding projects, assignments and activities can be provided by the teacher.

• One-on-one teacher Aides will help their students by:

• Assisting teachers
• Assisting with small group instruction
• Consulting and working with students in the class or in mWo

Parent responsibilities during mWo or home-hybrid days will include:

• Helping your children log into Google Meets
• Understand that teachers are also teaching live students while they are live streaming. Questions and concerns may be answered during the live stream but will most likely be answered during the afternoon office hour sessions.
• Understand that teachers may be displaying the white board or slides during a lesson. Understand that teachers will be constricted to a teacher space and will not be able to move throughout the room freely. Keeping students and teachers as far apart as possible keeps everyone as safe as possible.
• While we are encouraging the students to join each live stream, when possible use pen and paper, draw, create art, eat snacks/lunch without the chromebook open. Try to find a balance between on and off screen time.
• Keep the chromebook in a safe place and report any damages to the Tech Department immediately.
• Need tech assistance? Email BCalligy@weehawken.k12.nj.us
• Need a wifi device? Complete this form at https://tinyurl.com/WeeTech2021 or call 201-422-6126.

Tips for Students!

Success will be dependent on:

• Communication between student and teacher
• Communication between parents and teachers
• High percentage of participation online
• Completion of online assignments

Below are some sample schedules.

Weehawken High School Sample Schedule ~ Grades 7-12

Roosevelt School Sample My Weehawken Online Schedules ~ Grades 3-6

Webster School Sample My Weehawken Online Schedules ~ Grades PreK -2

 PreK Remote Schedule

***Schedule subject to change***

Kindergarten Remote Schedule

***Schedule subject to change***

 Grade 1 Remote Schedule

***Schedule subject to change***

 Grade 2 Remote Schedule

***Schedule subject to change***

*Weekly special area classes include:

• Media/Library Technology
• Spanish
• Art
• Physical Education
• Music

3. Emergency Closure

• Students and staff must be ready and prepared to quickly move to a “Virtual-Only” instruction model

• An interruption to a phase will be based on current health conditions and guidelines and may be made on an emergency basis through an                executive order from the Governor
• Parents of students who are interested in the full time remote virtual option, must inform their building principal in writing

Technology

Students in grades 3-12 were issued 11.6” HP Chromebooks they were currently used in their classrooms. Students Pre-k-2 were also offered the same Chromebooks if a device was not available at home. Access points were provided to families in need. Every Wednesday by appointment, student devices in need of repair are replaced through our chrome depot program. The weekly location of the device exchange is Weehawken High School main entrance. The district will survey families semiannually regarding technology access and connection. In addition, families can communicate directly with our technology department all year around.

School Day Duration

School days are full days, however can pivot to half days in case of emergency or the need for adjustment. Hours of instructional time are not defined as a student’s time spent in front of a teacher or in front of a screen, but time engaged in standards-based learning under the guidance and direction of a teacher.

ELL and Bilingual Needs

Our plan meets the needs of ELL and Bilingual students as instruction and support is continuing in person and virtually with teachers. Each school has an ESL teacher who knows the needs of each student. Students who are not engaging in virtual instruction are contacted via phone, email or other avenues. ESL teachers meet with ELLs in person and small online groups for targeted assistance. All materials have been translated into Spanish and the Google Translate function is available for all students and families who need translations in other languages. ESL teachers make sure to use the Google Translate function when communicating with parents. Our plan addresses alternate methods of instruction, differentiation and assessment for our ELLs by communicating with them through various modes and means. Students will have the opportunity for additional in person instruction throughout the process.

Special Education

In-person and Virtual instruction will be made available to the district students to ensure that students with disabilities are able to access multimodal methods of instruction. This will include instruction in person and virtual. Furthermore, students will have the ability to have services specific to their needs in person or virtually regardless of instructional choice.  Chromebooks will be provided to all students who do not have access to a device at home. Wifi will be provided to students if it was not available in their home

with distribution of Hotspots.

Out of district placements are being contacted to provide verification that instructional services are being provided. Email and telephone contact is ongoing in reporting and verifying that instruction is occuring.

Through email communication with teachers checking on student progress, as well as checking on students attendance, student engagement is able to be determined. Regularly checking RealTime student grades and assignment completions, indicates student services and progress. Students are regularly sent messages through Google Hangouts to check on progress as well as scheduling a Google Meet with students to determine satisfactory  progress. Parent and student contact is being logged in Case Notes on RealTime. Every case manager has created a timeline of their students to determine necessary steps in the IEP process.

IEP meetings will continue to be scheduled and  held as required, including Initial IEP meetings, Eligibility/Reevaluation IEPs, Annual Review and Planning meetings. A Review of Records and other data are utilized in making determinations of continued eligibility and scheduling of person to person evaluations are being planned when allowance is made to do this. Meeting invitations are being sent by email, follow up meeting attendance is made by phone call or sending certified letters, in the case of not being able to make contact by email or telephone. Meeting attendance is verified by a confirmation email. Follow up emails are sent reviewing meeting results as it relates to teacher and parent input and parental agreement.

II. Additional Considerations

• Staggered Times/Entries for Students Arriving at School
• Staggered Times for Students to Switch Classes
• Virtual Back to School Night events (and potentially virtual parent-teacher

conferences).

• Attendance and Tardy Policies may be modified based on the schedule change

outlined above. Changes will be communicated by each school.

Appendix O

Staffing

1. General Staffing

• Identify Teachers/Staff Who Are Medically Vulnerable
• Provide accommodations for those in need
• Identify Any Teachers/Staff Who Will Not Return to School as this will

            impact Scheduling

• Explore Use of Instructional Aides, Academic Support Teachers, specialist, co-teachers
• Provide additional support for mentors and mentees in the District Mentoring

            Program.

• Communicate requirements for educator evaluation and adjust based models of instruction

Appendix P

Athletics

The Athletic Department has developed return to play protocols for our fall

sports programs, based upon the detailed guidelines released by the NJSIAA.  These guidelines govern the Summer Recess Period, which lasts from July 13 - August 28.  As the summer recess period is optional, we have opted to delay Phase 1 until mid-August.  We will only be participating in Phase 1 during the Summer Recess Period, forgoing Phase 2 and Phase 3.  Our restart will include all of our fall programs, including football, boys’ and girls’ soccer, girls’ volleyball, girls’ tennis, and cross country.  Regular season practices will commence on September 14.

1. Procedures for Organized Activities

1) Through the use of school messenger, we emailed all parents/guardians a

detailed plan of Phase 1. Four forms were sent via email (Health History

Update, Preparticipation Physical Evaluation, initial Covid-19 Questionnaire, and Daily Pre-Screening Questions).  These items were due back by July 20.  If students have a pre-existing condition or failed last year’s physical evaluation for any reason, they must also submit clearance from a physician.

2) The Athletic Director will be the lead person on responding to and

addressing COVID issues that come up throughout Phase One.

3) The Athletic Trainer will check athletes prior to them competing in

sports:

• The Athletic Trainer converted a Daily Pre-Screening form into a Google form:

             https://docs.google.com/forms/d/e/1FAIpQLScRuNSocwhqOc-OQEYcpi1CNE3y6Fokey5sevOwqEnSmW1zGA/viewform

• The Athletic Trainer will create QR codes for each form.

• Upon arrival, coaching staff and student-athletes will scan QR code with their

            phone

• The Athletic Trainer will review athlete daily screening responses form and

            based on their responses either send respondent home or take their

            temperature and add it to their daily screening answers.

The Athletic Director will notify parents of all athletes, regardless of sport, of

a positive test. Procedure for student-athletes/coaches that are symptomatic or have tested positive for COVID-19 will follow district procedures in exposure, contact tracing, and readmittance.  The Athletic Department will also follow all procedures set forth by the NJSIAA regarding COVID-19 contact.

Student-athlete must self-quarantine and contact their doctor for further

instructions. An athlete must not only present a negative COVID-19 test prior to returning but must also:

• Student-athlete must self-quarantine for 14 days from the date of the positive

            test and follow their doctors’ orders

• A return-to-play note from a DO or MD must be completed before the

            student-athlete may return to workouts

• The related team will be informed but possibly permitted to continue based on exposure threat and guidance from the health department
• All members of the related team must be extremely vigilant in checking for

            signs or symptoms multiple times a day

A Coach has symptoms or has tested positive for COVID-19:

• follow district procedures in exposure, contact tracing, and readmittance.  
• If the coach was not directly engaged in a particular pod, and just supervised

            workouts while maintaining proper social distances and wearing a mask, then

            the team may continue if other coaches are available.

All positive tests will initiate the following:

• The Athletic Trainer will notify all coaches of the positive test.
• The School Nurse will notify health authorities of the positive test.
• Prior to returning to activity, all athletes and coaches involved must resubmit

            the initial COVID-19 Questionnaire.

• The Athletic Trainer and Athletic Director will review EAPs and adjust as

             needed.

2.  Pre-screening

• The Athletic Trainer or sub Athletic Trainer will conduct athletics pre-

            screening. This individual cannot be involved in coaching student-athletes on

            that day.

• Athletes will be assigned staggered arrival times and departure times by the

            head coach.

• Any individual who answers “yes” to any question on the questionnaire, or

            who has a temperature greater than 100.4°F, shall not be permitted to

            participate in the workout, be required to return home and provide clearance

            from a physician before they will be permitted to resume participation in the

            workouts.

3. Face coverings

• No face coverings will be used during high-intensity aerobic activity.
• Anyone not engaged in high-intensity aerobic activity will wear a face

            covering.

• Coaches and district personnel will be required to wear face coverings at all

            times.

4. Sports equipment

• There will be no sharing of equipment when possible.
• Each athlete will have their own individual water bottles
• All equipment and touch points will be cleaned and disinfected after each

            workout

• No will have access to the locker rooms
• Restroom visits are permitted one at a time
• Hand washing should take place frequently- before and after workout
• No spitting, chewing gum or seeds will be allowed during workout.

The official regular season competition start dates are:

September 28 - Girls’ Tennis

October 1 - All other fall sports, except for football

October 2 - Football

Appendix Q

Remote Learning Options for Families

Unconditional Eligibility for Full-time Remote Learning

1.    All students are eligible for full-time remote learning.

a.    Eligibility for full-time remote learning cannot be conditioned on a parent demonstrating a risk of illness or other selective criteria.

b.   Unconditional eligibility for full-time remote learning includes students with disabilities who attend in-district schools or receiving schools (county special services school districts, educational services commissions, jointure commissions, Katzenbach School for the Deaf, regional day schools, college operated programs, and approved private schools for students with disabilities).

Procedures for Submitting Full-time Remote Learning Requests

1.   A parent may request a student receive full-time remote learning from the school district by submitting the answers to the questions on the Realtime parent portal or, if you do not have access to the parent portal, a written request to the Principal of the school building their child would attend.  The written request shall be provided to the Principal at least one calendar day before the student is eligible to commence full-time remote learning in accordance with B.2. below.  The Principal or designee will respond no later than the beginning of the school year or, thereafter, within one school day after receiving the parent’s request, approving the request or asking for more information.

2.   The student may begin full-time remote learning  at any time during the school year.  Only one request is allowed per month, unless there are extenuating circumstances.

3.   The written request (only needed if the parent portal is not accessible) for the student to receive full-time remote learning shall include:

a. The student’s name, school, and grade, your telephone number and email;

Student’s connectivity capabilities (the district will be providing the device);

c.    A request for any service or combination of services that would otherwise be delivered to the student on an in-person or hybrid schedule, such as instruction, behavioral and support services, special education, and related services;

d.    For students with disabilities, the school district staff will determine if an Individualized Education Plan (IEP) meeting or an amendment to a student’s IEP is needed for full-time remote learning; and

e.    Any additional information the Principal or designee requests to ensure the student, when receiving remote learning, will receive the same quality and scope of instruction and other educational services as any other student otherwise participating in school district programs.

(1)   The documentation required by the school district to be provided in the parent’s request for full-time remote learning shall not exclude any students from the school district’s full-time remote learning option, but rather be limited to the minimum information needed to ensure proper recordkeeping and implementation of successful remote learning.

4.    Upon receiving the written request, the Principal or designee may request additional information from the parent to assist the Principal or designee in providing the student the same quality and scope of instruction and other educational services as any other student otherwise participating in school district programs.

5.   The Principal or designee will review the written request and upon satisfaction of the procedures outlined in this Policy, the Principal or designee will provide written approval of the parent’s request for full-time remote learning.

    In the event the request does not satisfy the procedures outlined in this Policy, the Principal or designee will notify the parent in writing of the issues that need to be addressed by the parent to satisfy the procedures outlined in this Policy.

6.   The Principal’s written response shall be provided no later than the beginning of the school year or, thereafter, within one school day after  receiving the parent’s written request.

a.    The written approval will include the date the remote learning program will commence for the student in accordance with B.2. above.

C.                 Scope and Expectations of Full-Time Remote Learning

1.   The scope and expectations of the school district’s full-time remote learning program will include, but not be limited to, the following:

a.  Your child will log on to Google and meet daily and follow their schedule;

b.   Check appropriate Google Classrooms, teacher webpages, and emails for information on courses, assignments, and resources on a daily basis;

c.    Complete the lessons scheduled during remote learning;

d.    Identify a comfortable and quiet space to study/learn;

e.    Engage in the virtual platform with academic honesty;

f.     Submit all assignments in accordance with academic honesty;

g.    Email the teacher if you have any questions regarding assignments;

h.    Compliance with the length of the school day pursuant to N.J.A.C. 6A:32-8.3 and compliance with the Board’s Attendance Policy and Regulation 5200; the provisions of the district’s remote learning program outlined in the school district’s Plan; and any other Board policies and regulations that govern the delivery of services to, and district expectations of, students participating in the remote learning program and their families;

Options for Families

i.    Compliance with the technology and the connectivity options to be used and/or provided to the student during remote learning; and

j.    Any additional information the Principal or designee determines is needed to ensure the student, when receiving remote learning, will receive the same quality and scope of instruction and other educational services as any other student otherwise participating in school district programs (i.e. students participating in a hybrid model).

(1)   This includes, for example, access to standards-based instruction of the same quality and rigor as afforded all other students of the district, the district making its best effort to ensure that every student participating in remote learning has access to the requisite educational technology, and the provision of special education and related services to the greatest extent possible.

d.    The school district will endeavor to provide supports and resources to assist parents, particularly those of younger students, with meeting the expectations of the school district’s remote learning option.

D.                Procedures to Transition from Full-Time Remote Learning to In-Person Services

1.    A parent may request their student transition from full-time remote learning to in-person services, if in-person services are being provided, by submitting the request on the Realtime parent portal or, if you do not have access to the parent portal, a written request to the Principal of the building the student will attend.  This request must be submitted at least fourteen (14) calendar days before the student is eligible for in-person services.

The student may transition from full-time at any time during the school year, if in-person services are being provided. Only one request is allowed per month, unless there are extenuating circumstances.

 The written request (only needed if parent portal is not accessible) from the parent for the student to transition from full-time remote learning to in-person services shall include:

a.    The student’s name, school, and grade;

b.   The in-person program may only commence for a student transitioning from full-time remote learning to in-person services in accordance with D.2. above; and

c.   Any additional information the Principal or designee determines would be important on the student’s transition from full-time remote learning to in-person services.

3.   A student previously approved for remote learning wanting to transition into the school district’s in-person program must spend at least one month in remote learning unless there are extenuating circumstances. before being eligible to transition into the school district’s in-person program.  

a.   This will allow parents to make the arrangements needed to effectively serve students’ home learning needs and will support educators in ensuring continuity of instruction for the student.

4.    The Principal or designee will review the request for compliance with this Policy, and upon satisfaction of the procedures in this Policy, will provide the parent of the student a written approval of the student entering the school district’s in-person program.

a.  In the event the request does not satisfy the procedures outlined in this Policy, the Principal or designee will notify the parent in writing of the issues that need to be addressed by the parent to satisfy the procedures outlined in this Policy.

5.  Upon approval of the student’s transition from full-time remote learning to in-person services, the school district will provide specific student and academic services to better assist parents.

 6. Anticipate their student’s learning needs and help educators maintain   continuity of services.

7.  School districts that offer Pre-K will consult their Pre-K curriculum providers regarding appropriate measures to assess a Pre-K student’s learning progress during the transition from full-time remote learning to in-person learning.

COVID-19 Disinfecting Facility Procedures

Facilities Checklist and Ventilation

Background: In December 2019, a new respiratory disease called Corona virus Disease 2019 (COVID-19) was detected in China. COVID-19 is caused by a virus (SARS-CoV-2) that is part of a large family of viruses called corona viruses. To help prevent spread of COVID-19, maintenance officials should ensure staff continue to perform routine cleaning and may consider high-risk areas where additional cleaning and disinfection is warranted on a regular schedule.

Visibly soiled and frequently touched surfaces can be reservoirs for pathogens, resulting in a continued transmission to people. Therefore, pathogenic microorganisms can transmit disease through indirect contact (transmission through contaminated surfaces). Extra attention should be paid to surfaces that are touched most often by different individuals.  As part of standard infection control practices in the facility settings, routine cleaning should be continued.

The WBOE Operations department will adopt all local, state, and CDC guidelines to maintain the cleanliness of our facility.

1. Every custodial staff member has been instructed to thoroughly wash their hands frequently throughout their shift.
2. All Personal Protective Equipment (PPE) and cleaning equipment such as: gloves, mask, brooms, disposable towels, mops, buckets, and EPA approved disinfecting solutions will be distributed upon request.
3. Custodial staff have been instructed upon removal of his/her gloves, he/she is to rewash their hands and replace their gloves with a new pair.

Cleaning & Disinfecting Procedures:

Please follow this workflow to ensure proper disinfecting.

Disinfecting Classroom

1. Check and empty every garbage can in the classroom.
2. Replace trash with new bags.

3. Clean all frequently touched surfaces with disinfection products epa approved
4. Spray EPA approved disinfectant solution from corner to corner and proceed to wipe down every window. Once you have completed the windows, move to the furniture on each aisle:

• Spray table, chairs including top to bottom of each seat / back of seat, computers including keyboards and mouse.

5. Repeat Step 4 until you reach the front of the classroom.
6. Spray each white board/smart board with EPA approved disinfecting solutions and wipe down with precaution.
7. Spray and wipe down: any phone, light switch, door knobs located inside and outside of the classroom.
8. Floors dust spot clean/mop.
9. Dust vents
10. All shields

Restrooms:

10. Spray the interior of each stall including:

·      metal rails, sink, mirror, toilet bowl, door handle, and metal fixtures

·      walls and hand dryer with precaution.

11. Spray and wipe down area from top to bottom including:

·      flush button, back wall, top and underneath seat, underneath toilet bowl. Spray and wipe down hand dryer including underneath wall (clean, spray down with precautions), wipe down sink, faucet and mirror.

·      Remove any trash including sanitary liners. Replace it with a new one.

·      After completing the above, proceed to sweep the floor.

Standard operating procedure on cleaning and disinfecting

This document is to ensure that the operations department will adopt and utilize appropriate cleaning protocols at all times. Our cleaning and disinfecting practices at WBOE will continue to meet local, state, and CDC guidelines. WBOE will also develop a schedule for increased routine cleaning and disinfecting, especially of frequently touched surfaces and objects. Restrooms will be sanitized daily and once during single session day and twice on full days. These procedures will include two stages: (1) Cleaning, which removes dirt and germs from surfaces, and (2) disinfecting, which kills germs on surfaces that remain after cleaning. The cleaning process will require EPA approved disinfectant products. If such products are not available, 1/3 cup of bleach added to 1 gallon of water is allowed as an alternative cleaning/disinfecting solution. Cleaning of visibly dirty surfaces followed by disinfection is a best practice measure for prevention of COVID-19 and other viral respiratory illnesses.

Frequently touched surfaces and objects

All frequently touched surfaces and objects should be cleaned and disinfected with EPA approved disinfectant products. Examples of frequently touched surfaces and objects that will need a routine cleaning and disinfecting are the following:

COVID-10 Disinfecting Bus Procedures

Summary

Background: In December 2019, a new respiratory disease called Corona virus Disease 2019 (COVID-19) was detected in China. COVID-19 is caused by a virus (SARS-CoV-2) that is part of a large family of viruses called corona viruses. To help prevent spread of COVID-19, maintenance officials should ensure staff continue to perform routine cleaning and may consider high-risk areas where additional cleaning and disinfection is warranted on a regular schedule.

Visibly soiled and frequently touched surfaces can be reservoirs for pathogens, resulting in a continued transmission to people. Therefore, pathogenic microorganisms can transmit disease through indirect contact (transmission through contaminated surfaces). Extra attention should be paid to surfaces that are touched most often by different individuals. As part of standard infection control practices in the facility settings, routine cleaning should be continued.

The WBOE Operations department will adopt all local, state, and CDC guidelines to maintain the cleanliness of the buses.

1.         Every custodial staff member has been instructed to thoroughly wash their hands frequently throughout their shift.

2.         All Personal Protective Equipment (PPE) and cleaning equipment such as: gloves, mask, brooms, disposable towels, mops, buckets, and EPA approved disinfecting solutions will be distributed upon request.

3.         Custodial staff have been instructed upon removal of his/her gloves, he/she is to rewash their hands and replace their gloves with a new pair.

4.         All buses will be disinfected when the students are dropped off to school in the morning hours.

5.         All buses will be disinfected when the students are taken home at the end of the route.

Cleaning & Disinfecting Procedure for School Buses:

Please follow this workflow to ensure proper disinfecting.

1. Empty every trash can located in front of each bus and replace it with new bags.

Back of the bus

2. Direct yourself to the back of the bus with your EPA approved disinfectant and spray all frequently touched surfaces from top to bottom including emergency exit door/ handle.

Example:

3. Spray disinfecting agent from corner to corner and proceed to wipe down every area that was sprayed. Do not spray directly into the filter.
4. Once you have completed the area of the interior, move to the next aisle:

1. spray window, below window,
2. top to bottom of each seat / back of seat,
3. seat belts including buckle.

5. Repeat Step 4 until you reach the front of the bus.
6. Spray top of the ceiling / emergency exit and wipe down from front to rear of the bus.

Front of Bus:

7. Spray the interior of the driver’s door including:

1. door handle,
2. window handle, and
3. window.

8. Spray and wipe down the driver’s area from top to bottom including:

1. every button, dashboard, and front interior windshield, door handle to open the bus door, metal rails, sun visor and folding door/windows. Spray and wipe down the first aid kit and wipe down the fire extinguisher (clean, spray down with precautions).

9. Spray and mist/Wipe EPA approved disinfectant solution in the bus from front to rear.
10. Continue to clean the floor and exit the bus.
11. Close the door.
12. All must be completed between routes

Continue each step of the process for each bus assigned to your shift. All Cleaning and disinfecting procedures adhere to local, state, and CDC guidelines.

Thank you for your work in securing our students and staff’s health safety.

Weehawken Board of Education

Weehawken Board of Education Ventilation Procedures

The Weehawken Board of Education School has HVAC Systems that are designed to Heat, Ventilate, Air Condition, and Filter the Air.    Whitman was the engineer of record for the mechanical system upgrades to Daniel Webster School, Theodore Roosevelt School, and Weehawken High School. The design included the required outside air ventilation for each classroom according to the International Mechanical Code which is developed in conjunction withASHRAE ventilation recommendations. The outside air ventilation is provided through the EnergyRecovery Units (ERVs) located throughout the building. Each classroom receives approximately two airchanges of outside air ventilation. The temperature conditioning of the classrooms is accomplished via specific small air handlers serving each space. The ERVs also have an air purification technology system that uses bi-polar ionization. The manufacturer if this system is AtmosAir (refer to atmosair.com for additional information). The bi-polar ionization technology charges foreign particles (dust, viruses, bacteria, odor-causing) in the supply airstream of the ERVs positive and negatively causing them to latch on to each other resulting in them falling out of the air stream rendering them inert. This system is very effective in eliminating foreign particles such as viruses from the air and is more effective than air filters alone. The ERVs and air handlers for each space also contain standard filtration.

Cleaning Indoor Air using Bi-Polar Ionization Technology

Dr. Philip M. Tierno Jr., Professor of Microbiology and Pathology, New York University School of Medicine (April 2017)

 Clean air, both outdoors and indoors, is an essential determinant of a healthy life and a person’s well being.

Outdoor Air Quality (OAQ): The federal government has made great progress towards cleaning outdoor air since 1970 via the Clean Air Act (CAA) and its additional amendments signed into law in 1990. This Act resulted in a significant 70% reduction of aggregate emissions of six representative indicators of common pollutants between the years of 1970 to 2014! Thusly, the CAA laws define the EPA’s responsibilities for protecting and improving the nation’s outdoor air quality utilizing the advances in science and technology to accomplish this task (1). These outdoor air quality improvements have enabled many areas of the country to meet national air quality standards set to protect public health and the environment. To simply summarize: for more than 40 years the CAA has significantly cut outside air pollution even as the U.S. economy has grown. Because of the act, Americans breathe less outdoor air pollution and face lower premature death and other adverse health effects (1).

Indoor Air Quality (IAQ): Despite public health awareness and progress on outdoor air pollution, progress on indoor air pollution has significantly lagged behind. The quality of air inside homes, offices, schools, day care centers, hospitals and other health care facilities (where multi-drug resistant bacteria reside), as well as other private and public buildings where people spend a large part of their life, is also an essential determinant of health and well being. Interestingly, indoor air quality is profoundly important for two main reasons. First, most Americans spend about 90% of their time indoors! Second, the EPA has reported that indoor air pollution is 25 to 100 times worse than the outdoor air. However there are some standards for indoor air. For example, if you work with certain chemicals, sprayed substances, powders or known carcinogens or allergens, the Occupational Health and Safety Administration (OSHA), the EPA of the workplace, requires employers to reduce risk for workers (2). The EPA has also developed some additional IAQ tools for schools (3). Certainly also the WHO (World Health Organization) has a long tradition in synthesizing the evidence on the health aspects of air quality and in providing air quality guidelines defining conditions for healthy air (4). IAQ is a term, which refers to air quality within as well as around buildings and structures, especially as it relates to the health and comfort of the occupants (5). IAQ is affected by gases (such as carbon monoxide and carbon dioxide), volatile organic compounds (VOCs), particulates, microbes (including bacteria, viruses and mold fungi), allergens, odors of a variety of types, and anything else that might affect the quality of the air.

How We Make Each Other Sick: There are available techniques for cleaning indoor air, but in order to better understand these options it is imperative to first discuss the dynamics of how we make each other sick. The great majority of human infections, about 80%, are transmitted by direct and indirect contact, and the remaining 20% of infections are transmitted by 3 other modalities, namely, common source (contaminated food or drink), arthropod vectors (such as 1 mosquitoes and ticks), and true airborne droplets (particles 5 micrometers or less, which is 5 millionths of a meter in size, and which do not readily drop to the affect of gravity. Infections such as tuberculosis, SARS and influenza can be spread in this way) (6).

Contact Spread: For contact spread the perspective host must have actual contact with the source of germs. Such contact can be direct, indirect or via aerosol droplets. An easy to understand example of direct contact is shaking hands or kissing someone who has a cold, which can easily spread that cold virus to you. Coughing, sneezing or talking (are aerosols which usually spread within a few feet from the source and the victim) in the face of another person in close proximity can also spread their germs directly to that person. On the other hand, indirect contact spread is distinguished from direct contact transmission by an intermediate object, usually an inanimate object (fomite) like a doorknob or other surface that a contagious person has touched or contaminated very recently, then afterwards, you touch it and then touch your eyes, nose or mouth or an opening in the skin which are the conduits of entry into your body.

Airborne Spread: Airborne spread implies the spread of germs over a distance of more than several feet between the source and the victim. The infectious organisms are usually contained in droplet nuclei, which are 5 micrometers in diameter (5 millionths of a meter) or smaller in size. These particles can remain suspended in air for hours or days and do not easily fall to the forces of gravity. The classic example of airborne spread is the transmission of the tuberculosis bacillus by means of droplet nuclei. Another organism spread via airborne is influenza, and yet another virus called SARS. We also learned in the post-911 anthrax attacks on NYC and elsewhere that the spores of anthrax also travel well in the air and can be kicked-up, so to speak, in particles and dust (6).

Allergens: Recently there was a report of a leaky dust filled vacuum cleaner, contaminated with Salmonella, which got re-suspended in the air each time the vacuum cleaner was turned on thereby infecting and re-infecting the household members. What is important to understand is that dust particles can carry germs but they can also carry allergens. According to the CDC allergies are the 6th leading cause of chronic disease in the U.S. at a cost of about $18 Billion all told. An interesting statistic often quoted is that the average 1500 sq. ft. house accumulates about 40 pounds of dust over a year. And there are approximately 40,000 dust mites and debris that are contained in every ounce of dust. Breathing in such air can exacerbate existing allergies including asthma. Some ill health effects may show up shortly after a single exposure to pollutants in indoor air while some people can become sensitized to biological or chemical pollutants after repeated exposure. Other ill health effects may show up either years after exposure has occurred, or after repeated periods of exposure to poor indoor air quality (6).

Greatest Risks: Anywhere there is a building or facility that houses numerous people over an extended period of time, there is an unquestionable need to provide and/or maintain the quality of the indoor air. This is especially so for hospitals, medical centers, and other medical facilities, because this is where most of the antibiotic resistant bacteria reside and where many sick people are housed. As previously mentioned 80% of all infectious diseases are transmitted by direct and indirect contact. This issue is especially important in hospitals where caregivers can contribute to unnecessary illness and even deaths. According to the CDC there are almost a million nosocomial (hospital acquired) infections that occur every year as well as about 75,000 deaths from these infections at a cost to society of about $4 billion annually (7). Nosocomial infections, especially those caused by highly antibiotic resistant germs, kill more people every year than pancreatic cancer, leukemia, multiple sclerosis, Parkinson’s disease, and Alzheimer’s combined. These diseases are the subjects of large public-relations campaigns to raise 2 awareness and solicit funds to combat them. Yet nothing as robust exists for nosocomial infections. Certainly antibiotics have saved millions of lives over the past 65 years or so, and will save countless others in the decades to come but in one sense the world’s antibiotic use has been a 65 year experiment in self-sabotage. The selective ability to develop antibiotic drug resistance has allowed us to create more and more dangerous germs. Misuse of wonder drugs has created superbugs. Nowhere are superbugs more prevalent than in hospitals and medical facilities (6). It is of the utmost importance to prevent infection in anyway and everyway we can (including use of advanced technology that can maintain indoor air quality)., so as not to be faced with a treatment dilemma.

Available Techniques for Purifying and/or Positively Affecting Indoor Air Quality: There are currently several technologies on the market that are useful to varying degrees for the purification of air and the maintenance of IAQ, allowing for reduction of infectious agents such as bacteria, viruses and fungi, as well as reduction in allergens and other particulates, especially useful in hospitals and other medical facilities. If we can greatly reduce or prevent an infection from occurring, we do not have to worry about antibiotic resistance or other problematic aspects of treating them. In a similar way reducing or eliminating allergens may more positively affect the 6th leading cause of chronic disease in the U.S. –allergies and asthma. These IAQ purification techniques are listed as follows in order of decreasing efficacy: Bi-Polar Ionization, PCO/PCI (photo-catalytic oxidation) technology, Needle-point Ionization, HEPA Air Filters, UV Light, Electrostatic precipitation. Of the aforementioned, there is only one technology that satisfies all of the tenants for providing clean indoor air quality for an entire building, which uses low energy, is effective against bacteria, viruses, and mold fungi (whether in air or on surfaces), neutralizes particulates, breaks down VOCs (Volatile Organic Compounds) eliminates unpleasant odors, eliminates static electricity, and produces no chemical or harmful by-products (including NO ozone production) and this is accomplished by the production of positive and negative ions (bipolar ionization). That system is AtmosAir Bipolar Ionization.

Bipolar Ionization: Bipolar ionization is created when an alternating voltage source (AC) is applied to a special tube with two electrodes. When voltage is applied to the tubes electrodes (like electricity is applied to a light bulb’s filament) an ionization field is produced around the tube (just as light is produced from the light bulb). However the ionization cannot be seen but its presence will result in “mountain air” freshness. Such ions occur naturally especially on mountain tops and waterfalls, where the production of both positive and negative ions purify the air. Such a system has significant commercial and industrial applications. The airflow distributes the energized ions into all spaces served by the duct system in an in-duct installation or into the application space if a standalone is used. The beauty of the AtmosAir system is just how easily it integrates into existing commercial and residential HVAC systems. Unlike most air purification systems AtmosAir seeks out particulates and contaminants, including germs and does not wait for pollutants to find their way into the filter within the air handler. Instead charged ions go to the contaminants in the space where you breathe, just as in nature, and do so in a continuous fashion and with continuous disinfection.

These positively and negatively charged ions have an effect on dust particles, allergen VOC’s, odors, and bacteria, viruses, molds and mold spores. For example, regarding particles--- oppositely charged ions cause particles to attract to other particles and become bigger and heavier, by a process called “agglomeration”. These bigger heavier particles can now be better trapped by HVAC system filters so the filters operate more efficiently. Also 3 many small particles that are generated within a space by people and their activities may never get to system filters and ordinarily stay suspended in air for long periods and can be breathed in, increasing the chance of illness and respiratory distress. The bi-polar ion process will drop these to the floor quickly taking them away from where we breathe. VOC’s or gaseous chemical off gasses typically cause odors and irritations. These are also a major source of “Sick Building Syndrome” complaints, where people feel ill at work but feel better when they leave the building. Bi-Polar ions break down hydrocarbon chains that make up these complex compounds into immeasurable levels of carbon dioxide and water vapor. On micro-organisms like bacteria, virus and molds, bi-polar ions will interrupt the reproductive ability of these organisms so rather than colony forming units (cfu) increasing and spreading and expanding, they shrink away and lessen the chance of infection.

The Effect of Bipolar Ionization generators on microorganisms:

The negative and positive ions that are generated by BPI are designed to treat and allow energy imparted by the ions to transform ordinary oxygen into Reactive Oxygen Species (ROS), Superoxides, Peroxides, and Hydroxyls. These ions have the property of clustering around micro-particles, and thus, they surround harmful substances such as airborne mold, viruses, bacteria and allergens. At that point, a chemical reaction occurs on the cell membrane surface, and they are transformed into OH radicals, which are powerfully active (Standard Oxidation Potential [V] = 2.81 for OH vs H2O2 = 1.78 and OO2 = 1.23) and because they are unstable they rob the harmful substance of a hydrogen atom (H). The result is that they are inactivated by severing the protein on cell membrane, which causes the opening of holes, thusly destroying the entity. The OH radicals instantly bond with the removed hydrogen(H), forming water vapor (H2O) which returns to the air. It is most important to note that bipolar ionization kills microbes without damaging DNA (therefore it does not cause cancer) in the interior of cells and unlike other physical and chemical agents, such as UV light, radioactivity and use of caustic chemicals, BPI is totally GREEN and it does NOT adversely affect the environment in any way.

See the figures below, which pictorially help explain this process: 

The Bi-Polar Ion technology accomplishes these benefits by sizing systems that consist of one of more bi-polar ion tubes, to the airflow rate of the HVAC system and the particulars of the space. The system then saturates the spaces with adequate quantities of bi-polar ions to ensure these reactions can occur. See below some pictures of installed systems:

One advantage to the way the bi-polar ion technology is applied is that it requires no reengineering of the HVAC system, requires no continual adjustment or maintenance except a replacement of the bi-polar ion tube every 2 years.

In laboratory testing bi-polar ion systems have shown significant contaminant reduction capabilities. The active process of the ions saturating the space to get to the source of contamination shows great efficiency when compared to passive technologies that must bring the contaminant to the device to be affected. See the below chart of comparison testing of CADR rate (Clean Air Delivery Rate):

Bi-polar ion systems have show good performance on dust particles, VOC’s and microorganisms both in air and on surfaces, see below some testing charts from this technology:

Combined with the ability to provide cleaner and healthier air is also the ability for bi-polar ions systems to enable a building to save energy. When air quality and the typical contaminants are considered and a proven strategy is used to control those contaminants (per ASHARE 62.1 IAQ Procedure) ventilation code required outside air introduction can be reduced and greater volumes of already conditioned air can be re-circulated. This allows a building’s air handlers to cycle less and run for shorter durations and well as chillers and / or condensing units. This can enable significant HVAC energy savings sometimes up to 20% which, in turn, will impact the overall electrical and gas, oil or generated steam cost.

This strategy has been proven in several studies. The US Army in a project cosponsored by DOE conducted a study with bi-polar ionization and reducing outside air need in a test building. The study concluded that a reduction of outside air from 40 cfm (cubic feet per minute) per person occupancy down to 5 cfm per person combined with bipolar ionization resulted in overall improved air quality in particles, spores and VOC levels while showing a reduction in HVAC power demand of 23%. This resulted in over 50 fullscale building integrations and growing. In a similar case study, Staples Center in Los Angeles, CA studied bi-polar ionization along with a strategy that included reduction of outside air by 50% and downsizing media filters from MERV 14 to 11. The study showed overall better air quality with particle and VOC reductions and HVAC power demand decrease of 21%. This study led to a full-scale integration of bi-polar ionization and reduced outside air and downsized filters throughout the entire arena. Because Bi-polar ionization will go to the source of contamination, a larger percentage of particles are affected than with filter systems. It has the effective filtering capacity of MERV 13 filtration without the static load on the air system.

Comparative Cost Savings and Simple Installation: 

The bi-polar ion technology can enable significant cost reductions when compared to the cost of HVAC equipment. Typically HVAC equipment costs approx $1,500 per ton with a ton being equal to 400 supply cfm capacity or approx 400 square feet capacity so cost would be $3.75 per cfm or square foot. A bi-polar ion system installed costs approx .80 per cfm or per square foot, so bi-polar ionization with its ability to reduce outside air and the tonnage needed to condition that air, provides a cost effective solution to providing good IAQ in buildings. Overall energy use in a typical building is 50% HVAC related and of that HVAC energy use is over 50% from having to condition outside air so the energy savings impact is substantial. Also bi-polar ion systems are very easy to integrate into new or existing HVAC systems. Systems can be easily installed into the main supply duct of the HVAC system so the bi-polar ion tubes can be inserted into the supply airflow and saturate the interior with bi-polar ions. A typical system that can serve up to 15,000 square feet can be installed in under an hour. Also the same system uses less than 50 watts of power to operate and imparts a negligible static pressure on the airflow, so these systems do not impose an energy penalty by their use as adsorbent technologies such as carbon filters or other types of air scrubber systems will by their operation. When compared to a high efficiency filter for cost of operation, AtmosAir systems will cost 90% less to operate due to the low airflow restriction and operating cost.

Some Additional Supportive Research 

As previously mentioned nosocomial infections in hospitals, especially with highly antibiotic resistant germs, infect about a million patients annually, killing about 75,000 of them at a cost of about $2 billion. Several published studies have shown the usefulness of bipolar ionization controlling airborne bacterial populations. For example, there is ample evidence that airborne route of transmission is important in the epidemiology of several nosocomial bacteria including Acinetobacter spp infections (8). Multiple antibiotic resistant Acinetobacter spp have emerged as a significant health-care associated infection (nosocomial) and these microbes usually become endemic throughout the hospital (9). The above cited study reported that Acinetobacter spp cases were reduced from 11 to 2 (p= 0.007) using bipolar ionization. Further, this study reported that it is clear that ionization has a likely role in prevention of Acinetobacrter infections (8).

There is growing evidence that bioaerosols can be generated in an indoor setting by ventilation or air conditioning systems, dust or shed skin disturbance, coughs, and sneezes among others (10, 11). Several other studies have demonstrated that hospital activities, such as bed making, caused significant aerosolization of methicillin-resistant Staphylococcus aureus (12, 13). Even nurses polypropylene aprons, along with other plastic materials used in a healthcare setting generated static electric fields and collected high numbers of microbes (14). Another study reported that when surgeons perform endoscopic surgery they frequently point to a video monitor during the procedure and they found that bacteria grew when a gloved hand passed within 4 cm of the monitor but not beyond 8 cm distance (15). In another study, a 40-50 % reduction in microbial air pollution was found after employing a 13.5 kV corona-type ion generator every second week in a dental clinic (16). Similar types of studies have been conducted for non-biological particles in the semiconductor industry. Another major study evaluated the effect of surface charge and air ionization on deposits of airborne bacteria (17). They found that implementation of bipolar ionization resulted reduction of bacterial deposition. This is important because static charges on fomite surfaces may attract resulting deposition in excess of that expected by gravitational sedimentation or simple diffusion (17). Their findings suggest that highly charged bioaerosols and materials used in patient setting may represent an important new avenue for exploration and research into reduction of hospital-acquired infections.

Airborne movement of dust, and other particulates has frequently been implicated as a potential mechanism for transmitting Salmonella enteritidis infection in poultry houses (18). In order to determine whether air ionization would affect airborne transmission of S. enteritidis, baby chicks were housed in four controlled–environment isolation cabinets in which airflow was directed across an unoccupied central area from one (“upstream”) group of birds to another (“downstream”) group (18). Ionizers were installed in two of the caninets. In three replicate trails, groups of chicks were placed in the upstream end of the transmission cabinets and orally inoculated with S. enteritidis at one week of age. On the following day, 1-day-old chicks were placed in the downstream end of the cabinets. When chicks were sampled at 3 and 8 days post-inoculation, S. enteritidis was found on the surface of 89.6% of the downstream chicks from cabinets without negative air ionizers, but on only 39.6% of the downstream chicks in the presence of the ionizers. Most importantly, S.enteritidis was recovered from the ceca of 53.1% of sampled downstream chicks in cabinets without ionizers, but only 1 % of the ceca of chicks in cabinets with ionizers installed (18).

Studies of the effects of ionization on bacterial aerosols in a burns and plastic surgery unit were studied (19). It is known that the microbial contamination of the air in burn units is high (20). A classic study demonstrated in single rooms where isolated patients were nursed, the ionization experiments of 24 h periods with -5kV showed lower sedimentation bacterial counts during ionization on two repeated occasions (19). The total colony counts represent contamination due to staff and patients. Phage typed finger-printing of Staphylococcus aureus strains in the air indicate shedding by individual patients. Although the sheath bacteria-carrying epithelial cells is large, the number of S. aureus bearing particles was significantly decreased by ionization. Clearly the number of S. aureus shed by patients in presented cases was also lower during the ionization (19). In a similar study, researchers performing experiments with animal respiratory diseases caused by Newcastle disease virus suggested that contamination of the air by droplets that carry other bacteria like Mycobacterium tuberculosis, Mycoplasma pneumonia, and other microbes (like Legionella pneumophila), may also be prevented by ionization of the air (21). They suggest that ionization of air may prove to be an alternative to increased air ventilation and filtration (21).

Air ionization has a long history of varied applications. In one published review article on the ionization of air for removal of “noxious effluvia”, a presentation of recent developments in the application of controllable air ionization processes that apply dielectric-barrier discharge devices to generate non-thermal plasmas have led to applications for chemical and biological decontamination in indoor environments (22). These include significant reductions in airborne microbes, neutralization of odors, and reduction of VOCs. Also removal of very fine particulates (PMx) is also enhanced by air ionization. The physics and chemistry of air ionization, and its utility for contributing to significant improvements in indoor air are discussed in detail (22).

 The efficacy of bipolar ionization technology against a wide variety of pathogens was confirmed through collaborative research (23). Efficacy in inhibiting of airborne target substances noted below was verified by exposing those organisms to an ion concentration of at least 3000 ions/cm3. Effective kill was achieved in seconds to minutes dependent upon the microbe, the exposure time, and the concentration of ions. Studies have shown that a more rapid kill-time can be achieved by increasing concentration of ions. For example, Sharp Corporation studies in collaboration with Retroscreen Virology Ltd demonstrated that the highly pathogenic H5N1 avian influenza virus could be inactivated by 99.9% in ten minutes using a high bipolar ion concentration of 50,000 ions/cm3 (24). Sharp has also shown that reduction by 99% could be achieved in ten minutes at a concentration of 7000 ions/cm3 (24). It is very important to understand that during actual real-time in-use conditions, bipolar ionization systems perform in a continuous steady fashion with continuous disinfection so that large bolus concentrations are unnecessary for effectiveness.

The results of a series of studies are summarized in the chart below (23, 24):

Air ionization, although historically well documented and technologically well advanced, is just now entering the field of treatment of specific targets in indoor environments, which directly affect the IAQ and bring with it the potential for associated health benefits!

References:

1) US-EPA – Indoor Air Quality, www.epa.gov/IAQ, 2016.

2) NIOSH – Indoor Environmental Quality.cdc.gov.retrieved 2012-03-02

3) US-EPA - Improve Indoor Air Quality in Schools | Improving Air Quality in 2016-02-21      

https://archive.epa.gov/airquality/community/web/html/i-schools.html

Information on Improving Air Quality in Your Community

4) Indoor air pollution - World Health Organization

www.who.int/indoorair/publications/en/17 March 2016; Indoor air quality guidelines:      

household fuel combustion 24 November 2014; Selected pollutants: WHO guideline for

indoor air quality.

5) IAQ - Introduction to Indoor Air Quality - US EPA https://www.epa.gov/indoor-air-quality-iaq/introduction-indoor-air-quality

6) Tierno, PM. Protect Yourself Against Bioterrorism. Pocket Books Division of Simon & Schuster, New York, 2002.

7) Tierno, PM. The Secret Life of Germs. Atria Book Division of Simon and Schuster, New York,

2001.

8) Kerr, KG, Beggs CB, et al. Air Ionization and Colonization/Infection with Methicillin-resistant S. aureus and Acinetobacter species in an Intensive Care Unit. Intensive Care Med 134:315-31, 2006.

9) Marais E, de Jong G, et al. Interhospital Transfer of Pan-resistant Acinetobacter strains in Johannesburg, South Africa. Am J Infect control. 32:278- 28, 2004.

10) Schaal, KP. Medical and Microbiological Problems Arising from Airborne Infections in Hospital. J Hosp Infect 18:451-459, 1991.

11) Beggs CB. The Airborne Transmission of Infection in Hospital Buildings: Fact or Fiction? Indoor Built Envioron 12: 9-18, 2003.

12) Overton E. Bedmaking and Bacteria. Nurs Times 84:69-71, 1988.

13) Shiomori T, et al. Evaluation of Bedmaking-related Airborne and Surface Methicillin-resistant S. aureus Contamination. J Hosp Inf 50:30-55, 2002. 11

14) Allen J, et al. Static Electric Fields as a Mediator of Hospital Infection. Indoor Built Environ 15:49-52, 2006.

15) Becker, R, et al. Static Electricity as a Mechanism of Bacterial Transfer During Endoscopic Surgery. Surg Endosc 10:397-399, 1996.

16) Gabbay J et al. Effect of Ionization on Microbial Air Pollution in the Dental Clinic. Environ Res 52:99-106, 1990.

17) Meschke S, et al. The Effect of Surface Charge, Negative and Bipolar Ionization on the Deposition of Airborne Bacteria. J Appl Microbiol 106:1133- 1139, 2009.

18) Gast RK, et al. Application of Negative Ionization for Reducing Experimental Airborne Transmission of Salmonella enteritidis to Chicks. Poultry Science 78:57- 61, 1999.

19) Makela P, et al. Studies on the Effects of Ionization on Bacterial Aerosols in a Burns and Plastic Surgery Unit. J Hyg (London) 83:199-208, 1978.

20) Hambraeus A. Studies on the Transmission of Staphylococcus aureus in an Isolation Ward for Burned Patients. J Hyg 71:171-175, 1973.

21) Estola T, et al. The Effect of Air Ionization on the Air-borne Transmission of Experimental Newcastle Disease Virus Infections in Chickens. J Hyg 83:59-66, 1979.

22) Daniels SL. On the Ionization of Air for Removal of Noxious Effluvia. IEEE transaction on Plasma Science, 30:1471-1481, 2002.

23) Oxford JS. Efficacy of Cluster Ions on Various Pathogens Confirmed Through Collaborative Research. Retroscreen Virology, Ltd, London UK, PC: 2017.

24) Sharp-world.com/corporate/news/080827.html, 2009.

About the author

Dr. Tierno is Professor of Microbiology and Pathology at NYU School of Medicine and NYU Langone Medical Center. Dr. Tierno also serves on the Global Hygiene Council. Dr. Tierno is the author of the book, The Secret Life of Germs, and has authored or coauthored several other publications. Dr. Tierno has served on the New York City Mayor’s Task Force on Bio Terrorism.

Board Approval: July 28th

Weehawken Board of Education accepts the recommendation of the Superintendent for the approval/adoption of the Weehawken Board of Education Restart and

Recovery Plan to reopen schools for the 2020-2021 school year and Policy

1648, entitled “Restart and Recovery Plan”, to become effective upon the

review and approval by the New Jersey Department of Education; BE IT FURTHER RESOLVED, that the Weehawken Board of Education expressly authorizes the Superintendent to make any changes to the Plan necessary to secure NJDOE approval.

District Contacts:

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