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Booker T. Washington Academy Re-Opening Plan 2020-2021
Date of Submission: July 24, 2020 LEA Name: Booker T. Washington
Academy Reopening Plan Point of Contact: John Taylor Contact Email:
[email protected] Contact Phone: (475) 202-2814 LEA COVID 19
Health and Safety Compliance Liaison:
Emily Jackson
Liaison Email: [email protected]
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Dear Parents, Guardians, Students, and Staff: Thank you for
choosing to be a part of Booker T. Washington Academy Community.
Going into this school year, we in the midst of unprecedented
events that require us to be flexible and to adopt an adaptive
mindset. Towards that end, in response to the directives from the
Governor and the Commissioner of Education, the Booker T.
Washington Academy has developed this reopening plan using the
guidance provided by the Connecticut State Department of Education
to keep our students and staff safe while continuing to provide our
scholars with the tools and opportunities necessary to succeed.
Your support and participation is vital to the successful
implementation of the plan and the fulfillment of our mission.
Guiding 1principles for the reopening plan include:
1. Safeguarding the health and safety of students and staff; 2.
Allowing all students the opportunity to return to school full-time
starting in the fall; 3. Monitoring the school, students, and staff
and, when necessary, potentially canceling
classes in the future to appropriately contain COVID 19 spread;
4. Emphasizing equity, access, and support to the students and
communities that are
emerging from this historic disruption; 5. Fostering strong
two-way communication with partners such as families, educators,
and
staff; and 6. Factoring into decisions about reopening the
challenges to the physical safety, social
emotional well-being, in the mental health needs of our students
when they are not in school.
As we navigate through this pandemic, we must plan for the need
to transition between in person, hybrid and distance learning. Our
goal is to make that transition as seamless as possible. To that
end, the plan is designed to be location neutral so that all
scholars, no matter their physical location, will be provided with
a consistent, coherent, rigorous academic program for the 2020-2021
school year. Should you have questions that are not answered within
these pages, please feel free to contact me, your school principal,
or any member of the schools’ leadership team. As always, we will
strive to find answers the questions in a timely manner. Regardless
of the circumstances, together we will continue to discover the
many joys of learning as we strive continually for excellence.
Respectfully, John A. Taylor Jr. Executive Director Booker T.
Washington Academy
1 Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grown
Together; Connecticut State Department of Education June 29,
2020
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Acknowledgements The Booker T. Washington Academy would like to
express our sincere gratitude to everyone who contributed to the
development of this document. This work reflects the input of
classroom teachers, social worker, Principals, Executive Director,
Chief Academic Officer, Director of Operations, Health
professionals (nurse), and parents. We also took into consideration
input from the larger BTWA community through participation in Town
Hall meetings and community wide surveys. We would also like to
thank the Connecticut State Department of Education for its
guidance throughout the COVID-19 pandemic experience, and for
providing us with the Adapt, Advance, Achieve: Connecticut’s Plan
to Learn and Grow Together document, as it was incredibly helpful
in guiding our work. We would also like to thank the New Haven
Public Schools for the timeliness in producing and willingness to
share its Reopening Plan with the entire New Haven Community,
allowing us the opportunity to align our plan, which is important
due to the overlap of children attending various local school
choice options. We would like to acknowledge the following people
for their direct involvement in the development of this plan: Name
Role Pastor Kelcy Steele Sherri Thompson Kate Kelly Dave Martin
Jeffrey Cirillo Sydney Perry Pastor Eldren Morrison Jesse
Phillips
Board Members
Emily Jackson Andrea Daniels Chantel Cave Charlene Antoine Dino
Morbidelli Erin Conley Gail Campbell John Taylor Laura Main Pkanita
Jones Tavares Bussey Tomeka Howard Shaeless Bell Chris Marina
Intisar Khan Somaya Haspil Rosalyn Biggins Monica Bien Aime Ashlea
Vainqueur
Director of Operations Middle School PE Teacher Elementary Pupil
Personnel Coordinator 4th Grade Teacher Elementary Dean of Student
Culture Elementary Principal Elementary Nurse Executive Director
Chief Academic Officer Elementary Parent Middle School Principal
Middle School Dean of Student Culture Middle School Parent
Elementary and Middle School Parent Elementary Science Teacher
Middle School ELA Teacher Middle School Parent Social Worker
Elementary School Parent
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Table of Contents
Priorities 5
• Fall Reopening Model • Temporarily Choosing Not to Participate
• School Liaison, Communication Plans, and Data Collection
Operations Plan 10 • Facilities • Daily Operations • Child
Nutrition • Transportation
Health Practices and Protocols • Reporting Illnesses and
Addressing Vulnerable Populations 15 • Social Distancing • Use of
Face Coverings, Masks, and Face Shields
Health Monitoring Plan 19 • Planning and Distribution of
Information
Containment Plan 19 Cancellation of Classes, Remote Learning,
and Reopening Plans 20
• Future Planning for Remote Blended Learning Academics 23
• Special Education • English Learnings (Els)
Family and Student Engagement 30 • Family Support and
Communication • Social Emotional Learning (SEL) and Mental Health •
After-school Programming
Career and Technical Education 35 Staffing and Personnel 35
• Certification and Personnel Planning • Professional
Development
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1. Priorities
Fall Reopening Model At Booker T. Washington Academy, we are
committed to preparing our scholars for college and beyond through
a mission inspired by Booker T. Washington’s credo: Excellence is
doing common things in uncommon ways. We are committed to providing
a safe, nurturing and challenging learning environment with the aim
of producing responsible and productive citizens prepared to
successfully compete in the global marketplace. We are committed to
providing a learning environment which promotes inclusion, equity
and access for all scholars. To that end, we will implement the
following strategies:
Operational Models for Instruction Three operational models for
instruction will be utilized on an as needed basis for the
2020-2021 school year based on changing conditions related to
COVID-19. Shifting between plans will be guided by CDC, state and
local guidance.
1. All scholars, every day with parent choice.
The full BTWA instructional program will be offered to scholars
who elect to attend in person. All scholars will be offered the
opportunity to attend school on a daily basis. Access to the full
instructional program will be provided, including specials. Social
distancing protocols will be used and material usage protocols will
be implemented. The use of ChromeBooks and Google Classroom will be
maximized for independent practice. There will be limited sharing
of paper and pencil materials between scholars and the teacher.
Individual materials will be provided to scholars when possible
(e.g. pencil boxes/bags).
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To the greatest extent possible, scholars will be grouped by
cohort so each team functions independently as much as possible.
All scholars in grades K-5 will be in a self-contained classroom.
Scholars in grades 6 and 7, will be considered a cohort by grade
with approximately 45 scholars in gr 6 and 25 scholars in gr 7. For
scholars in grades K-2, Reading Mastery will be taught in the
classroom. There will be no switching for reading groups between
classes within a grade. Specials will push in if at all possible.
The number of specials per grade will be reduced if possible to
limit the number of teachers interacting with scholars.
2. Hybrid Scholars will participate in both synchronous and
asynchronous learning activities based on their specific schedule.
A schedule of the hybrid plan will be communicated to families in
the event that this model is implemented. An example would be
having one half of the scholars attend two days a week and the
other half attend three days a week and then reversing that the
following week. In this model, asynchronous learning will take
place at home and synchronous learning will take place in person.
Priorities for instruction for asynchronous learning will include:
independent practice, games, independent work, read aloud, reading
online resources, Google Classroom, interim assessments,
independent reading, and select mini lessons. Priorities for
instruction for synchronous learning will include: feedback,
scholar discourse, group work, remediation, formative assessment,
guided reading, Reading Mastery, writing conferences, close
reading, and select mini lessons. Scholars will have access to
specials on days they are in school and will have the opportunity
to participate in enrichment activities on days when they are
participating in distance learning.
3. Distance Learning The goal of the Distance Learning Plan is
to promote flexible learning opportunities in lieu of learning that
would typically take place in the classroom. Under the Distance
Learning Plan, teachers will provide scholars engaging
instructional resources and tools through a combination of print
and digital resources, and synchronous and asynchronous learning
opportunities. In planning the instruction, careful consideration
will be given to developmental appropriateness of expectations and
differing access to online resources. Guiding principles for
distance learning are:
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Scholars will be provided with lessons in the area of reading,
writing and math and work will be posted on Google Classroom.
Parents will have the option on an as needed basis to request
individual work packets for their scholar for the independent
practice in addition to participation
in asynchronous instruction.
Specials teachers, science, and World Language teachers will
post weekly enrichment activities in their classrooms related to
their subject area as well.
The general expectation will be that scholars will participate
in approximately 4 hours of instructional activities each day for a
total of 20 hours over the course of a week. The 4 hours should be
divided into the following blocks: 1 hour of reading, 45 minutes of
writing, one hour of mathematics, 45 minutes of enrichment, 30
minutes of practice (e.g. Raz-Kids, MyOn, IXL), and breaks, as
appropriate. Due to developmental and individual differences, the
amount of time scholars actually spend on instruction may vary.
Teachers will make recommendations for online resources that can be
used to complement assignments.
Scholars may receive instruction through posted readings and
PowerPoints, recorded video,
electronic messaging through the Google Classroom, and scheduled
meetings (individual, small group or whole class) with their
teacher as part of this 4 hour time commitment. Scholars can expect
teachers to be available online to answer questions and to provide
feedback on submitted work periodically. Email correspondence with
scholars and parents will occur in a reasonable manner, within 2-3
hours between the hours of 8-4 Monday through Friday.
Assignments will be developmentally appropriate and will reflect
realistic expectations that can be achieved through distance
learning for scholars.
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It has been well-documented that parent involvement in
children’s education correlates with higher academic achievement.
Similarly, successful implementation of the Distance Learning Plan
will depend greatly upon parent support and engagement, regardless
of the age of the scholars. While parents will not be expected to
take the place of the teacher, it is critical that
parents consistently remind scholars that the learning which
takes place via a digital, online or print experience is as
important as the
learning that takes place in the classroom. It is understood
that each family’s situation will be unique; however, it is
strongly recommended that uninterrupted learning time be provided
for each subject even if it occurs at different times throughout
the day.
Temporary Choosing Not to Participate
Plan
Parents may temporarily choose not to participate in the return
to school voluntarily and instead have their scholar engage in
learning from home. Staff will work to provide equitable access to
the instructional program for scholars who choose this option. This
will include: synchronous, online learning opportunities with
opportunities for independent practice.
Scholars will also be offered the option to participate
asynchronously in small group work simultaneously with live
scholars or in groups with other scholars virtually as indicated.
ELA and math content will be prioritized for these scholars for
work completion. Scholars will also be offered the option to have
materials provided to them for home use (ChromeBooks, math
materials, novel, science, etc). Parents will also be encouraged to
access and utilize the CT Learning Hub for supplemental
materials.
School Liaison, Communications Plans, and Data Collection School
Liaison The Booker T. Washington Academy has designated an employee
to serve as the COVID-19 Health and Safety Compliance Liaison. The
school liaison is responsible for engage with students, parents,
faculty, staff, and administrators to answer questions or concerns
of health and safety requirements regarding COVID 19 concerns. The
BTWA school Liaison is:
• Emily Jackson, Director of Operations o Email-
[email protected] o Phone- (203) 691-6535
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Communications Plan: As part of the communications plan, BTWA
will implement the following:
• Put systems in place to communicate the most up-to-date
policies and protocols to staff, students, and families. BTWA will
use a variety of platforms (email, phone calls, text messaging,
social media, and the school website) to communicate, including all
the latest COVID information.
• BTWA will make communications plans available in relevant
languages of families in the school and community, through software
translation platforms.
• BTWA will schedule regular opportunities for feedback,
including virtual parent, students and staff meetings. We will do
frequent surveys and focus groups to solicit feedback.
• BTWA will utilize the Cancellation of Classes, Remote
Learning, and Reopening Plan if there are any class
cancellations.
• BTWA will maintain a COVID-19 reopening page on the website
with all relevant information and communications.
Data Collection: BTWA will prioritize gathering information from
families and staff prior to reopening. We will gather information
using a variety of tactics, including:
• Focus Groups • Parent Surveys • Staff Surveys • Virtual Town
Hall Meeting • Parent Participation on the school Reopening
Planning Team
Parents will be surveyed regarding their plans to send this
child to school or opt into distance learning in September, in
addition to determining whether or not they plan to use district
transportation. We will leverage the information gathered to
effectively plan for staffing, and resuming classes in the
fall.
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2. Operations Plan
Facilities Classroom Layout BTWA will maximize social distancing
between student workstations call achieving 6 feet when feasible,
when determining the classroom layout. We will remove all
unnecessary furniture– leaving only teacher desk and chair, student
table/desk and chair, and trash can. We will explore removing
copies from the classrooms in the elementary school. We will also
research seating and/or desk options in kindergarten and first
grade classrooms as replacements for the tables currently in use.
We will leverage alternative spaces to reduce class size and
maximize social distancing. If possible, plexiglass barriers will
be installed on all tables and desks. Floor markings will be
utilized throughout the classroom to mark social distances and desk
locations. All hallways will be marked to maintain social distance
(6ft) with one-way arrows. Signs and Messages
BTWA will ensure all signs and messages related to stopping the
spread of COVID-19 are accessible for students with disabilities
and in languages appropriate for the school population. Signs and
messaging will include:
• Stop the Spread signs will be placed in prominent locations
throughout the schools to create a constant visual reminder of
prevention strategies. • Signs on hand washing will be placed on
mirrors in every bathroom as visual reminders. • Developmentally
appropriate instructional videos will be developed and presented to
students on handwashing, properly wearing face coverings and
prevention strategies. • Daily announcements will highlight
prevention and hygiene strategies. • Visual cues (arrows and/or
circles) will be positioned on the hallway floors at 6ft increments
to indicate appropriate social distance. Directional arrows will
also be placed in hallways/stairways to indicate traffic flow.
Ventilation
BTWA will inspect the building systems regularly to ensure they
are operating properly prior to school opening. We will schedule
preventive maintenance, remediation (including necessary filter
replacements), and repairs before opening of schools and promptly
when needed. We will open windows when possible and feasible.
Ventilation rates will be increased along with the
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percentage of outdoor air that circulates in. Air conditioning
units will be adjusted to maximize fresh air intake. Blower fans
should be set on low speed and pointed away from room occupants to
the extent possible.
No-Touch Usage Where possible, no touch items will be used, and
when not available, doors will be propped open and trash can lid
will be removed in accordance with fire and safety codes. Training
Related to Facilities BTWA will identify the training needs of
staff related to health and safety protocols, and will provide
facilities specific training for all staff during the week of
August 24th, and will ensure everyone is provided appropriate
opportunities to demonstrate their understanding of the new
protocols prior to the reopening of school. Participation in
training will be mandatory for all staff and made available to
interested families prior to the start of school, and will be
repeated during the first months of school as needed. Bathroom
Protocols BTWA will implement the following bathroom protocols for
all students and staff:
• Assign students to bathrooms by cohort where feasible. •
Restrict use of bathrooms during transitions to emergency use only
to limit congregation. • Restrict the use of adjacent stalls and
sinks to allow for appropriate physical (social)
distancing in bathrooms. • Ensure that isolation spaces each
have a designated bathroom. • Increase cleaning and disinfection of
bathrooms consistent with CDC disinfecting and
cleaning guidance. • Optimize ventilation and fresh air intakes
in bathrooms. • Turn off and block from use all electric hand
dryers due to ventilation considerations.
Daily Operations
Flexibility and Compartmentalization of Protective Measures BTWA
will develop policies and protocols for facilities and operations
with the understanding that situation is fluid and we may need to
adjust quickly, increasing or relaxing restrictions in a timely
manner to respond to public health changes. Class Groups and Teams
(Cohorts) BTWA will implement the key strategy of establishing
stable cohorts within the school population and will develop
consistent policies to address the use of common spaces within the
school facilities. The following strategies will be utilized in
support of the school(s)’ cohort plans:
• Have students remain in their homeroom classes for the entire
day. • Have content and specials teachers switch classes, versus
the students. • Intervention, special education, and English
Learner services will be provided via push-in
or small group pull-out by cohort.
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• Breakfast and lunch will be eaten in the classroom. • Classes
will have limited travel during the day. • Classes will break for
recess with their class in specific pre-scheduled areas. • When
possible, assigned cohort’s a specific entry and/or exit that
remains consistent day
to day. Also, make efforts to implement a similar strategy for
assignment of restrooms, classrooms, and outside space where it is
possible to restrict primary use to a single cohort or consistent
group of cohorts.
• Visitor log for each classroom to conduct contact tracing. •
Create and distribute communications for families specifying the
importance of
cohorting, to increase understanding of health and safety
guidelines to minimize the risk of infection.
• Restrict the mixing of cohorts. • Maximize other safety
precautions where cohorts made contact, such as more closely
monitored use of facial coverings, handwashing, and sanitizing
between cohorts. • Outdoor instruction will be encouraged (weather
permitting).
Foot Traffic, Hallways, and Shared Areas BTWA will implement the
following to ensure safe transitions between spaces throughout the
building:
• Limit face-to-face encounters by designating foot traffic
patterns–such as one way hallways and staircases- and by
designating entrance only and exit only doors when possible.
• Install markings on floors to illustrate foot traffic
expectations. • Stagger passing in hall by changing schedules
around to ensure students change
rooms, if necessary, at different times. • Keep traffic moving
in stairways and halls.
Outside Time and Playgrounds BTWA will schedule outdoor recess
by cohort. All students will be required to wash and sanitize hands
after playing outdoors. Playground equipment will be cleaned in
alignment with CDC cleaning protocols. Recess will be staggered by
cohort throughout the day. Other Individuals Entering the School
Building BTWA will enact the following restrictions for entering
the building:
• All visitors will be prohibited, unless legally mandated. •
Parent meetings, including PTO and parent groups, will be scheduled
virtually, unless
required. • Speakers and outside assemblies will only be
scheduled virtually. • Deliveries will be accepted at the main
entrances. • Protocols will be developed for early dismissals and
late arrivals.
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Child Nutrition BTWA will continue to partner with the New Haven
Public Schools (NHPS) for the food service. We will work with NHPS
to determine student eligibility for participating in the National
School Lunch Program and School Breakfast Program and will make
available free and reduced-priced meals and snacks and free milk to
all eligible students. On-Site Meal Service (for students while in
school): Meals will be individually packaged and served in the
classroom. Proper PPEs will be provided for distribution of meals
in the classroom. Off-Site Meal Service (for days students who are
remote learning or for unanticipated school closures: Meals for
students engaged in remote learning or during unanticipated school
closures will be provided through NHPS pre-identified meal sites.
The list of meal sites will be made available to parents via school
communications and will also be posted on the school website.
Simultaneous Operation of Congregate and Non-Congregate Meal
Service: Not applicable. Financial Considerations: NHPS is the Food
Service Provider for BTWA. As a result, BTWA is not impacted
financially by its participation in the National School Lunch or
School Breakfast Programs. Cleaning and Sanitation:
BTWA will ensure to provide classroom teachers with adequate
supplies to wipe down, clean and disinfect classrooms after each
meal, including soap, hand sanitizer with at least 60% ethyl
alcohol or 70% isopropyl alcohol (for staff and older students who
can safely use hand sanitizer), paper towels, tissues, disinfectant
wipes, cloth face coverings (as feasible), and no-touch/foot-pedal
trash cans. Communication with Families: BTWA will inform parents
and the school community about school meal service and options
using a variety of communication methods, including social media,
newsletters, and the school website. Personal Protective Equipment
(PPE): BTWA will ensure that all necessary PPE is provided for food
service operations, such as masks, gloves and physical barriers
when appropriate.
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Transportation
Transportation to and from BTWA is provided by NHPS. All forms
of transportation will follow established protocols and procedures
including the process for loading and unloading, wearing of face
masks/covering, and assigned seating to maximize physical (social)
distancing. Preparation BTWA surveyed parents to determine the
percentage of students expected to attend school in fall, and
whether students would be transported by bus or dropped off by
parents. The results of the survey will be shared with NHPS as data
to support bus route planning. Parents will be allowed to opt into
bus transportation at any time during the school year. Pick Up/Drop
Off
Staggered arrival and drop off will occur naturally as buses
arrive in no set order. Students will disembark from the bus and
will be lined up for health monitoring using physical (social)
distancing prior to entering the building. The flow of traffic has
been established so that buses pickup and drop-off take place in a
separate location from parent drop-off and
pickup. All pickup and drop-off will be supervised and closely
managed by school personnel, as parents and guardians are
restricted from entering the building. Family or Guardian Transport
BTWA will encourage parents and guardians to transport their
child(ren) to school whenever possible as a means of reducing the
number of students on the bus. Dropoff and pickup procedures will
be communicated prior to the start of school. Reminders will be
sent regularly regarding keeping students’ home if sick or
exhibiting any symptoms of COVID-19. Buses, Vans and Student
Transportation Vehicles BTWA will provide temporary monitors on
buses at the beginning of the school year to facilitate successful
compliance with social distancing and the required wearing of
masks/face covering. Bus routes with large numbers of students or
significant numbers of younger students will receive permanent bus
monitors to support the following of school health policies.
Students will be expected to load into the bus from the back row to
the front and then will disembark from the bus in a controlled
manner upon arrival at school from the front to the back by
seat.
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3. Health Practices and Protocols
BTWA will ensure that students are educated and engaged in the
new expectations related to all public health policies and
protocols at the start of school. Student training will be
age-appropriate and will take place immediately upon returning to
school. Follow up training will take place throughout the school
year as a frequent reminder and to review the new policies and
protocols.
Standard Public Health Practices and Adequate Supplies
BTWA will ensure that all students and staff are familiar with
the standard public health practices used to prevent the spread of
diseases. These practices include, but are not limited to:
• social distancing, • frequent hand washing and use of hand
sanitizer, • use of face coverings that completely cover the nose
and mouth, • respiratory and cough etiquette, and • enhanced
cleaning/disinfection of surfaces.
Students and staff will be instructed to inform the school if
they are sick with COVID-19 related symptoms, particularly if they
had a known contact with someone diagnosed with COVID-19 and have
also had contact with the school population.
Consistent protocols for information reporting will be
developed, and a point person will be identified to appropriately
receive and safeguard this information, such as the school nurse,
district nursing supervisor, or principal.
Staff and families will be educated about when to stay home.
They will be instructed (or their parents and guardians) to perform
a self-assessment prior to leaving for school to identify fever and
other possible COVID-19 symptoms. This expectation will be
communicated and parents will be provided with reminders about the
symptoms consistent with COVID-19 that require keeping their
students at home. School-wide sick protocols will be established
and communicated, including signs and symptoms of COVID-19, and
temperature thresholds requiring students or staff to stay
home.
BTWA will ensure to provide classroom teachers with adequate
supplies to wipe down, clean and disinfect classrooms after each
meal, including soap, hand sanitizer with at least 60% ethyl
alcohol or 70% isopropyl alcohol (for staff and older students who
can safely use hand sanitizer), paper towels, tissues, disinfectant
wipes, cloth face coverings (as feasible), and no-touch/foot-pedal
trash cans. Immunizations and Health Assessments BTWA to reinforce
the guidance with respect to health assessments and immunizations.
We will implement the fall requirements for state-mandated
physicals and immunizations for new enrollees in kindergarten and
all students in grade seven:
• Communicate to parents and/or guardians the importance of
physicals and immunizations in ensuring a healthy and safe learning
environment.
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• Continue to contact parents via email, phone calls, and letter
regarding requirements for those currently noncompliant.
• Require up to date immunizations prior to start of school and
allow for a catch-up schedule for overdue vaccines.
Reporting Illnesses and Addressing Vulnerable Populations
Staying at Home BTWA will review policies and procedures related
to student and employee absence to ensure that polices do not
incentivize coming into school even if sick. We will work with
legal counsel to properly apply and communicate any applicable
leaves available for employees should they become sick, or have to
quarantine due to exposure to COVID-19. For the health and safety
of all, families and staff are expected to comply with BTWA
guidelines and prohibited from coming to school if exhibiting
symptoms indicative of a potential infectious disease or symptoms
specifically related to COVID-19, such as:
• Fever of 100.4 or greater, chills • GI (gastro intestinal)
symptoms • persistent cough • shortness of breath, chest tightness,
(not related to asthma) • significant rash, malaise, headache, body
aches
Returning to School Prior to returning to school, students
and/or staff must follow the relevant public health guidelines in
place at that time and communicate with the local public health
officials related to the return. At present, CDC’s criteria to help
inform when employees should return to work/school includes:
• If the individual tests negative and the physician determines
it is not COVID-19 the student remains out of school until
well.
• If an individual has symptoms and the physician determines it
can be COVID-19 the individual will be treated as a COVID-19 case
and must remain out until 10 days, 3 fever free, with no use of
medication with improving symptoms meeting the CDC
criteria.https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/isolation.html
• If the individual tests positive for COVID-19 they are to
remain out (isolate) for 10 days (from onset of symptoms) and 3
days which are fever free based on current CDC protocol
https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/isolation.html
• If an individual is determined “a direct contact” or a person
who has been directly exposed to an individual whose COVID positive
(
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symptoms) and 3 days of which are forever free without use of
fever reducing meds and improving symptoms to meet CDC criteria.
https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/isolation.html
Vulnerable Population Students
• Students who are immunocompromised or have risk factors
associated with COVID should consult with their physician to
determine risk levels in any return to in-person school and opt for
distance learning.
• Parent/guardian will supply the health office with medical
documentation from primary health care provider stating diagnosis
of risk to in-person learning.
Absence Reporting
BTWA will continue with current practices for reporting
illnesses, including:
• Office secretary will share attendance logs with nurse • Nurse
will document illness after medical documentation is verified •
COVID positive students will be reported to the principal and
school nurse. The local
health department will be notified by the school nurse. • School
nurse will also inform ED • Staff should report illness to Human
Resources • COVID positive staff will report to Human Resources to
inform the local health
department
Social Distancing BTWA will expect all students and staff to
maintain the recommended social distancing to the maximum extent
possible. We will make the necessary adjustments to the approach to
social distancing if guidance from the CDC or DPH changes due to
shifting public health data or evolving understanding of COVID-19
disease, including transmission. We will also prepare in advance
for situations when social distancing may be particularly
difficult, including but not limited to:
• Accommodating student with special health care needs or
disabilities whose learning (e.g. direct instruction) or other
needs may require closer proximity and/or direct contact.
• Conduct health assessments or screenings when there is a
suspicion that symptoms exist or there was exposure (e.g. the
school nurse listening to lungs).
Material Sharing BTWA will minimize the need for multiple
student sharing high touch materials to the greatest extent
possible. These materials include, but are not limited to, books,
computers, calculators, writing utensils, computer keyboard or
headphones, and art supplies. We will ensure appropriate cleaning
and/or disinfecting at the end of the school day and/or class
period. Is consistent with CDC guidelines. When appropriate,
students may be asked to assist in cleaning materials and/or
personal space.
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Use of Face Coverings, Masks and Face Shields
BTWA Will teach and reinforce the use of face coverings,
including masks, face shields, and if possible clear plastic
barriers. We will frequently remind individuals not to touch the
face covering and to wash their hands frequently. We will provide
the staff, students, and students families information on proper
use, removal, and washing of cloth face coverings. We will set
clear guidelines regarding limited exceptions to use of face
coverings when other mitigating practices are in place, such as: •
For students- while eating, drinking, during PE, when students are
outside, and effectively
practicing social distancing. Exceptions may also be necessary
for certain special education students and other special
populations.
• For teachers and staff, while teaching so long as they’re
properly socially distancing or remain static behind a physical
barrier, while eating, drinking, or outside and effectively
practicing social distancing.
We will develop a consistent plan and policies to address mask
breaks throughout the day. This will only be done at times when
students and staff can maintain social distance. We will also
assess when face shields are appropriate, however, face shields
alone are not a sufficient alternative to the wearing of face
masks, but rather both should be worn for additional
protection.
If medically required or where services provided pursuant to an
Individualized Education Program (IEP) would require it, including
but not limited to for speech and language services, evaluations,
language acquisition activities, etc., students and/or staff may
wear face shields and clear masks, or remove masks when face
coverings/ masks are not appropriate for the activity. Any other
possible mitigating strategy should be implemented in these cases,
including but not limited to maximum social distancing.
Staff working with students who are not wearing face coverings
due to one of the exceptions and also cannot maintain social
distancing should be provided increased protective equipment,
including but not limited to medical-grade masks and disposable
gowns.
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4. Health Monitoring Plan
Planning and Distribution of Information
BTWA will review the most updated guidance on monitoring for
COVID-19 and develop protocols consistent with the applicable
recommendations. As of the date of this document, CDC guidance
provides that schools and childcare programs are not expected to
daily screen students, or staff to identify cases of COVID-19. If a
community (or more specifically, a school) has cases of COVID-19,
local health officials will help identify those individuals and
follow up on next steps.
While daily screenings by school staff are not required, we will
be prepared if, at the recommendation of state and local
departments of public health, screenings are initiated based on
local factors such as a confirmed case or known exposures, or if a
staff member or student presents with obvious symptoms.
Attendance Monitoring BTWA will actively monitor staff and
student absenteeism and track the reasons for their absences to
identify any trends that would suggest spread of illness such as
COVID-19. We will create a communication system for staff and
families for self-reporting of symptoms, and for families to notify
the school of known or presumed cases consistent with applicable
privacy and confidentiality laws.
If, due to a containment plan, the schools or district must
cancel classes, we will be prepared to engage students and address
attendance during periods of blended learning.
BTWA will follow all Department of Health protocols to assist
with contact tracing.
5. Containment Plan
BTWA will educate the school community about the signs and
symptoms of COVID-19: see more information on the CDC website. This
will allow the community to best participate in observing,
monitoring and when necessary, reporting symptoms. People with
COVID-19 have had a wide range of symptoms reported – ranging from
mild symptoms to severe illness. Symptoms may appear 2-14 days
after exposure to the virus. People with these symptoms may have
COVID-19:
• Fever or chills • Cough • Shortness of breath or difficulty
breathing • Fatigue • Muscle or body aches • Headache • New loss of
taste or smell • Sore throat • Congestion or runny nose • GI
(gastro-intestional) symptoms i.e. Nausea or vomiting
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• Diarrhea • Provide resources to staff and families regarding
local community testing, such as the
contact information for testing : United Way 211 and ContaCT:
Connecticut's Contact Tracing Platform
• It’s important to note that testing only represents a moment
in time and symptoms can develop for up to 14 days from exposure.
Local testing centers include:
o Yale New Haven Hospital Saint Raphael Campus o Yale New Haven
Hospital Diagnostic Radiology o CVS Health COVID 19 Drive Thru
Team- 60 Sargent Drive
6. Cancellation of Classes, Remote Learning, and Reopening Plans
BTWA will be prepared to adjust plans based on health indicators
and guidance from health officials. Partial reopen plans must
prioritize vulnerable populations, including but not limited to
special education, those with barriers to remote learning, and
English Learners. Any decision about school closure, reopening, or
cancellation of school events will be made in
coordination/collaboration with local health officials, and with
the advice of the school medical advisor and school nurse. BTWA
will follow the guidelines provided by CSDE’s Adapt, Advance,
Achieve: Connecticut’s Plan to Learn and Grow Together document in
defining the appropriate decision in response to a change in
infection rates.
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Future Planning for Remote Blended Learning
BTWA will provide remote blended learning opportunities
immediately upon cancellation of in school classes. Blended
learning involves a mix of teacher-directed and self-directed
learning. Expanded technology resources will enable scholars to
access supplemental learning tools beyond what their teachers
provide on a daily basis. In a single classroom, or in a remote
setting.
Remote learning, where students are not physically present in a
traditional classroom environment will take place through Google
Classroom. Additional digital resources will be used to enhance the
learning experience (synchronous and asynchronous). We will
leverage resources for teaching in a blended learning environment
that are both synchronous and asynchronous based on a specific
schedule.
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Reopening Plan
If class cancellations are initiated and a determination must be
made about the approach to reopening, we will consult the most
up-to-date decision tree related to schools from the CDC. We will
also review DPH guidance (illustrated below).
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7. Academics As described earlier in this document, three
operational models for instruction will be utilized on an as needed
basis for the 2020-2021 school year based on changing conditions
related to COVID-19. Shifting between plans will be guided by CDC,
state and local guidance.
1. All scholars, every day with parent choice.
The full BTWA instructional program will be offered to scholars
who elect to attend in person. All scholars will be offered the
opportunity to attend school on a daily basis. Access to the full
instructional program will be provided, including specials. Social
distancing protocols will be used and material usage protocols will
be implemented. The use of ChromeBooks and GoogleClassroom will be
maximized for independent practice. There will be limited sharing
of paper and pencil materials between scholars and the teacher.
Individual materials will be provided to scholars when possible
(e.g. pencil boxes/bags).
Parents may temporarily choose not to participate in the return
to school voluntarily and instead have their scholar engage in
learning from home. Staff will work to provide equitable access to
the instructional program for scholars who choose this option. This
will include: synchronous, online learning opportunities with
opportunities for independent practice. Scholars will also be
offered the option to participate asynchronously in small group
work simultaneously with live scholars or in groups with other
scholars virtually as indicated. ELA and math content will be
prioritized for these scholars for work completion. Scholars will
also be offered the option to have materials provided to them for
home use (ChromeBooks, math materials, novel, science, etc).
Parents will also be encouraged to access and utilize the CT
Learning Hub for supplemental materials.
2. Hybrid Scholars will participate in both synchronous and
asynchronous learning activities based on their specific schedule.
A schedule of the hybrid plan will be communicated to families in
the event that this model is implemented. An example would be
having one half of the scholars attend two days a week and the
other half attend three days a week and then reversing that the
following week. In this model, asynchronous learning will take
place at home and synchronous learning will take place in person.
Priorities for instruction for asynchronous learning will include:
independent practice, games, independent work, read aloud, reading
online resources, GoogleClassroom, interim assessments, independent
reading, and select mini lessons. Priorities for instruction for
synchronous learning will include: feedback, scholar discourse,
group work, remediation, formative assessment, guided reading,
Reading Mastery, writing conferences, close reading, and select
mini lessons. Scholars will have access to specials on days they
are in school and will have the opportunity to participate in
enrichment activities on days when they are participating in
distance learning.
3. Distance Learning The goal of the Distance Learning Plan is
to promote flexible learning opportunities in lieu of learning that
would typically take place in the classroom. Under the Distance
Learning Plan, teachers will provide scholars engaging
instructional resources and tools through a combination of print
and digital resources, and synchronous and asynchronous learning
opportunities. In
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planning the instruction, careful consideration will be given to
developmental appropriateness of expectations and differing access
to online resources.
Scholars will be provided with lessons in the area of reading,
writing and math and work will be posted on GoogleClassroom.
Parents will have the option on an as needed basis to request
individual work packets for their scholar for the independent
practice in addition to participation in asynchronous
instruction.
Specials teachers, science, and World Language teachers will
post weekly enrichment activities in their classrooms related to
their subject area as well.
The general expectation will be that scholars will participate
in approximately 4 hours of instructional activities each day for a
total of 20 hours over the course of a week. The 4 hours should be
divided into the following blocks: 1 hour of reading, 45 minutes of
writing, one hour of mathematics, 45 minutes of enrichment, 30
minutes of practice (e.g. Raz-Kids, MyOn, IXL), and breaks, as
appropriate. Due to developmental and individual differences, the
amount of time scholars actually spend on instruction may vary.
Teachers will make recommendations for online resources that can be
used to complement assignments.
Scholars may receive instruction through posted readings and
PowerPoints, recorded video, electronic messaging through the
Google Classroom, and scheduled meetings (individual, small group
or whole class) with their teacher as part of this 4 hour time
commitment. Scholars can expect teachers to be available online to
answer questions and to provide feedback on submitted work
periodically. Email correspondence with scholars and parents will
occur in a reasonable manner, within 2-3 hours between the hours of
8-4 Monday through Friday.
Assignments will be developmentally appropriate and will reflect
realistic expectations that can be achieved through distance
learning for scholars.
Technology Resources for Blended Learning
Whether learning takes place primarily in an online environment
or face-to-face, expanded digital resources will ensure scholars
have consistent access to high quality learning tools. Staff will
continue to receive training and support in applying blended
learning strategies, which involve a mix of teacher-directed and
self-directed learning. Expanded technology resources will enable
scholars to access supplemental learning tools beyond what their
teachers provide on a daily basis.
The following technology resources will be shared with all staff
so that they may implement with their scholars as needed:
Resource Description
Pear Deck
Pear Deck offers teachers another way to present lesson content.
Presentations using Pear Deck automatically enable videos,
animations, and GIFs. Another advantage offered through Pear Deck
is the instructor’s ability to quickly see what each individual
thinks on the Teacher Dashboard provided. scholars can answer
questions in real time allowing the teacher to modify lessons to
meet scholar needs, reteaching when necessary. scholars access Pear
Deck on any device with a web browser.
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Voki Voki is a fun tool that scholars can use for homework,
classwork or projects. Scholars can customize their appearance and
what they say, and share with others!
Infographic Infographics (a clipped compound of "information"
and "graphics") are graphic visual representations of information,
data or knowledge intended to present information quickly and
clearly.
Socrative Socrative allows teachers to give formative and
summative assessments digitally rather than the typical paper-pen
method. They can type their open-ended responses and were excited
to send me the results of their quiz.
Thinglink
ThingLink’s image interaction technology helps scholars become
fluent in using digital media to express themselves and demonstrate
their learning. With ThingLink, teachers and scholars can easily
create interactive infographics, maps, drawings, and engaging 360
documentaries in a classroom setting, at home, or on field
trips.
TedEd TedEd is a digital resource that allows users to create
lessons based on previously created videos. Participants and create
thought questions, discussion questions, enrichment activities, and
takeaways.
Quizlet Scholars enjoy using Quizlet as a vocabulary and
spelling refresher when there were gaps in between connected
lessons. They are proud to be able to get instant results and to
share them with me.
Kahoot Kahoot! for schools helps teachers collaborate, save time
and create even more engaging games. Put your creative minds
together with other teachers and make learning awesome as a
team!
Assessment Practices Summer 2020- Prior to the Start of School
BTWA will follow the guidance of the Connecticut State Department
of Education to ease students bask into learning, fill any gaps,
advance equity, minimize testing time, increase instructional time,
and empower teachers. We will apply these practices to all
learners, including students with disabilities and English
learners.
1. Prior to the start of the school year, teachers will have the
opportunity to review all available data for their incoming
scholars. This includes: longitudinal data such as annual state
tests, universal screening, reading assessments, interim
assessments from fall and winter, English language proficiency
assessment results for ELs, IEP progress reports, scholar
attendance patterns, and disciplinary records. Teachers will also
have the opportunity to participate in vertical meetings with
teachers from the prior year to share data with the goal of
learning as much as possible about their incoming scholars.
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2. The first unit of instruction for all content areas is
designed to not only engage scholars but also to ensure that they
will have a high probability of success. This is done by
establishing,
teaching, and practicing instructional routines which will be
utilized throughout the year, setting expectations, and building
relationships both between teacher and scholar and among scholars.
Each first unit of instruction at BTWA is designed with this goal
in mind. The result is scholars are eased back into learning and
anxiety is
reduced because the expectations are explicitly taught and
practiced in the context of grade level content. In some instances,
it may be necessary for this unit to review standards from the
prior grade. When this is necessary, teachers should differentiate
instruction and utilize formative assessment practices to gauge the
impact of their teaching and adjust instruction as necessary.
Teachers will be provided with professional learning opportunities
on assessment/data literacy; formative assessment practices,
differentiating instruction, and establishing routines, rigor, and
relationships. 3. For the remainder of the school year, teachers
will shift fully to on-grade instruction with scaffolds and
supports as needed. Focused Interim Assessment Blocks or Regular
IABs, or
other high-quality fine-grained assessments will be utilized to
serve as quick, short, diagnostic tools to ensure readiness and/or
mastery of grade level content. Teachers will deliver
differentiated instruction that covers the grade-level content and
is personalized to the needs and interests of scholars. Formative
assessment practices will be implemented so teachers can gauge the
impact of their teaching by eliciting evidence of scholar learning,
providing feedback, and adjusting their teaching. Tiered supports
will be offered to scholars based on the information derived from
the formative assessment practices. The support will be offered
both in the classroom as well as either through push in or pull out
services from a content area specialist.
4. At the end of the school year, all scholars will be
administered on grade level
summative assessments. Scholars in grades 3 and up will
participate in state summative testing to evaluate achievement on
the state standards.
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Special Education Scholars with disabilities will be given
special consideration to ensure appropriate instruction while
complying with federal and state requirements. BTWA recognizes that
scholars with disabilities may experience challenges to a greater
extent than their peers upon returning to school and may take
longer to remediate lost skills. They also may face challenges,
including health concerns, and may be disproportionately affected
by changes in their education, which will require increased
flexibility.
Scholars with disabilities are general education scholars first.
Because of this, guidance and policies relating to school reopening
apply to all scholars, including scholars with special needs who
qualify for individual education programs under IDEA and
accommodation plans for eligible scholars under Section 504 of the
Rehabilitation Act.
Reentry Plans
If scholars with disabilities are unable to access the reopening
plan as designed, individualized and alternative reentry plans
based on the scholar’s need will be developed which will include
present levels of functioning, developmental levels, and parent
input. For scholars with a high level of need, communication with
the family will be initiated by the parent or principal to develop
a transition plan to assist the special education scholar for
reentry into school. The use of social stories, visual cues, and
other appropriate developmental strategies should be used to
reinforce these new concepts and protocols. Certain scholars who
receive special education services may require extra practice with
learning new protocols, and this will be considered in their
reentry plan. Transition plans will also include transportation to
and from school.
Instructional Considerations
Some scholars who receive special education services may need
extra cueing to follow health and safety protocols and this will be
built into their plans as needed. For example, some scholars may
need extra cueing, direct instruction, and/or practice to use hand
washing protocols or to follow social distancing guidelines.
Hybrid or Distance Learning
If the hybrid or distance learning plan is implemented at any
time, special education services for scholars with disabilities
will include increased time for synchronous instruction and
explicit expectations for greater consistency. Instructional
delivery will be designed to ensure the least restrictive
environment (LRE) as required by their IEP. As needed based on IEP
goals, this will include in-person specialized instruction.
Scholars will continue to receive access to instructional materials
for use at home, as needed, including assistive technology tools.
The scholar support model will be complemented by enhanced
professional development for staff and training for caregivers.
When necessary, virtual meetings will be used to convene special
education procedural meetings, such as local screening committee,
reevaluation, eligibility, IEP teams, etc. Parent Choice of
Distance Learning
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There may be certain high-risk scholars and/or families who may
require continuing remote instruction full time due to underlying
health conditions, undergoing disease treatment, or those with
family members who are at-risk. Scholars receiving special
education services will be provided appropriate learning activities
under the direction of the special education teacher. Delivery of
special education modifications and assignments will take place
through a combination of GoogleClassroom and Zoom/GoogleHangout, as
appropriate for each scholar. When appropriate, related services
activities will be provided. Parents will receive assignments
either through GoogleClassroom or if elected via mail.
Cohort Considerations
An effort will be made to reduce the intermingling of cohorts of
scholars. As appropriate, consideration will be given as to whether
pull out or push in services are appropriate. Communication with
the parent will occur regarding preferences and concerns regarding
the location of the delivery of services related to changing
conditions related to COVID-19. Staff will be responsive to the
concerns of parents and will adjust service delivery as appropriate
either by convening a Planning and Placement Team meeting or by
communicating with the parent directly if appropriate.
English Learners (Els) While returning to school will present
challenges for all, BTWA recognizes that English Learners (ELs) may
experience these challenges to a greater extent than their peers,
as they transition back to a school setting from remote learning
and continue to develop their English language proficiency
concurrently while learning grade-level academic content. To that
end, we are committed to providing support to EL learners that
allows them to access academic content as well as provide them with
their supplemental language instruction program. As a mandated
bilingual district, this includes offering a bilingual program to
eligible scholars who have opted into the program.
Instruction
EL scholars will be provided with access to academic content as
well as their supplemental language instruction program. Grade
level content will be provided with adequate scaffolds and supports
so that EL scholars may access grade level content in their
classroom while simultaneously developing language proficiency.
Services Language instruction education programming will consist
of a range of services, including bilingual education and English
as a Second Language. EL services will include a defined minimum
time allocation for English language development instruction within
the scholar’s schedule, with opportunities for extended
instructional time provided to recently arrived ELs and ELs
identified for interventions. Formative assessments will be
utilized to assist monitoring of scholar progress in development of
reading, writing, listening, and speaking skills. Family outreach
and education will be provided to support families’ understanding
of the current learning models and how to support their scholar’s
learning.
Parent Communication
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Communications regarding school closures or changes in the
school instructional model due to COVID-19 with parents and
guardians who have limited proficiency in English will be provided
through translation and/or interpretation. Ongoing communication
with families of EL scholars regarding remote learning and
returning to the school building will be developed and maintained
by the English Language Learner Coordinator.
Special Education
EL scholars who are also identified as a scholar with a
disability will receive their special education supports as well as
their EL language instruction programming. Dually identified
scholars should have their language needs represented in their
annual meetings about their IEP.
Teacher Collaboration Collaboration between the English Language
Learner Coordinator, Bilingual and TESOL service providers and
grade level and content area teachers will be established and
maintained. Grade level and content area teachers will utilize
embedded accessibility tools such as scaffolds, explicit vocabulary
instruction, and differentiated supports into their
instruction.
Professional Development
Web-based, on-demand professional learning on how to serve ELs
effectively will be offered to teachers through the Pathways to
Success for English Learners professional development series.
Differentiated, embedded professional development for grade level
and content area teachers will be offered by the English Language
Learner Coordinator.
Identification of English Learners
BTWA will continue to adhere to all statewide identification
procedures including administration of the Home Language Survey as
well as administration of the English language proficiency
screener. Parent notification will continue to be provided
including EL identification letters, EL continuation of services
letter, and EL exit letters. All English language proficiency
assessment requirements will be adhered to as well.
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8. Family and Student Engagement
Family Support and Communication BTWA will comply with all state
and federal family engagement requirements (e.g. School Governance
Council and Title I requirements) during the COVID-19 pandemic.
Additionally, we will commit to the following:
BTWA will accomplish these requirements by doing the
following:
• Providing training opportunities for families on the use of
devices and access to school platforms as well as other supports
for learning that they can use from home.
• Offer virtual Open houses and conference days for teachers to
share curriculum and programming, student progress, answer
questions, and receive feedback from parents.
• Implement high impact family engagement strategies by applying
the guiding principles in Connecticut’s Framework for Family
Engagement.
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Social Emotional Learning (SEL) and Mental Health BTWA has
leveraged 2research based practices to develop the following
transition plan to reengage all students, staff and families. The
plan was created in collaboration with the school nurse, social
worker, mental health professionals, parents, leadership and
instructional staff. The plan specifically focuses on adult and
student populations, but specifically students who have not been
engaged since the closing of school. It also addresses strategies
to prepare staff to identify issues related to abuse neglect in the
context of the pandemic and comply with all mandated reporting
requirements. The transition plan is guided by 4 Critical Actions,
as described in Leveraging the Power of Social and Emotional
Learning by Casel.org:
1. Take time to build partnerships, deepen your understanding,
and plan for SEL.
BTWA will simultaneously tend to the social and emotional needs
of both children and adults. We will prioritize SEL and the needs
and concerns of all students and families in order to cultivate the
healing, empathy, resiliency, and collective resolve needed to
navigate the transition ahead and more effectively continue the
work of teaching and learning. We will accomplish this by:
• Communicating widely and consistently that SEL is foundational
to the success of our school community.
• Elevate the voices and perspective of students, families,
educators, and other adults to develop responsive transition
plans.
• Examine where SEL efforts have been impactful and where more
support is needed. • Build a broad coalition to integrate SEL and
academic support into transition plans, and
create and maintain a caring, safe, and supportive environment
for all students and adults.
2 Casel SEL 3 Signature Practices Playbook
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2. Design opportunities for adults to connect, heal, and
cultivate their own SEL competencies and capacities.
BTWA will develop transition plans bearing in mind the impact
that COVID-19 has the added to educators’ anxiety, worry, and
stress. We will leverage the following strategies to support the
social and emotional needs of all adults in the buildings:
• Allow space for connection, listening, in healing among all
leaders and staff in the school buildings.
• Provide a professional learning to build educators’ capacity
to support students social emotional learning needs.
• Maximize staff members’ ability to connect with students,
families, and community partners.
• Ensure access to mental health and trauma support for
adults.
3. Create emotionally and physically safe, supportive, and
engaging learning environments that promote all student social
emotional development.
BTWA will use evidence based SEL programs and practices to
support students’ academic and long-term success. We will address
students’ developmental needs by focusing on the following:
• Intentionally building structures that promote supportive
adult student relationships in a sense of belonging.
• Weave in opportunity for students to practice and reflect upon
social and emotional competencies throughout the day.
• Engage students and developmentally appropriate conversations
or lessons to discuss past, current and future impacts of the
pandemic on themselves, their families, their communities, in the
broader world.
• Collaborate with families and community partners to align on
strategies for supporting students’ SEL at home and during extended
learning.
• Identify support for students who are struggling.
4. Use data as an opportunity to deepen relationships and
continuously improve support for students, families, and staff.
BTWA will utilize an ongoing continuous improvement process to
ensure that efforts meet the needs of all students including those
from historically marginalized groups. This will include collecting
and reflecting on data that elevates the perspectives of students
and families, identifying and addressing inequities and challenges,
and building upon successes to continuously improve the support to
students, families, and staff. In order to do so, we will focus on
the following:
• Engaging staff, students, and families in sharing ongoing
feedback and partnering on continuous improvement.
• Supporting educators and reflecting on data around their own
instructional practices and classroom climate, especially when
trying out new strategies and modes of teaching.
• Collect and act on data around students who are disengaged or
chronically absent.
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Upon reopening, we will provide time for students to acclimate
back to school. We will focus on the following strategies to insure
we are meeting the needs of the whole child while reestablishing
routines and relationships.
Each school building and classroom teacher will create
environments that provide opportunities for building relationships
that are positive, supportive, and restorative for all students.
BTWA will incorporate school community building into their
reopening plans. In order to support building relationships that
are positive, supportive and restorative communication is key. BTWA
will create and/or update signage and matrixes to include language
and concrete examples of new norms and expectations. All educators
will be expected to implement the following Social Emotional
Learning & Wellness strategies and approaches and these
approaches should considered and addressed in school’s reopening
plans:
Classroom Agreements
Each teacher develops Classroom Agreements with students. This
process is also known as Classroom Norms. Classroom teachers and
students together should create and decide on the norms that will
guide their interactions for the school year. In order to develop
Classroom Agreements, questions like ‘what do we need from each
other in order to feel comfortable with each other in this space?’
can be used. Educators will work with each set of students they see
to create a common language to express how they feel and what they
want to set forth as goals for their classroom community.
Explicitly and Consistently Teaching Expectations, Routines and
Procedures Explicitly and consistently teaching expectations,
routines and procedures across all classes is critical. Students
will need to know, understand and be able to follow expectations,
routines and procedures and will need time to learn and/or relearn
routines and procedures. In order to explicitly and consistently
teach expectations, routines and procedures modeling, guiding and
practicing will be needed. When putting norms and routines in
place, educators need to discuss and reflect with students on why
they are important to individuals as well as group members. In
addition to the routines, students will need to be explicitly
taught when and how to ask for help in addition to identifying at
least one trusted adult in the building they can work with. To
support teaching expectations, routines and procedures the
following will be used by all educators:
• Affective Language to support students with reminders for
protocols like wearing a face mask
• Use Restorative Circles • Build, deepen and extend student
relationships by spending time building a
meaningful relationship and connecting with each student. Here
are considerations and suggestions for ways to focus on students
depending how a school is structured:
o Middle School: focus particularly on their homeroom or
advisory students o Elementary: focus on their classroom or cohort
of students
• Develop a structure and process within each classroom that
provides a relatively quiet but supervised area in which students
can calm down or take time to reflect and regroup (i.e. “Cool Down
Corner” from Responsive Classroom, “Comer Corner” from 6
Developmental Pathways) Other Considerations:
• Allow each student a special check-in time once a week if they
need it
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• For anyone who was absent for extended time - acknowledge the
absence with a welcome back and ask if there is anything that the
student wants to share or needs from the group upon their
return.
Each classroom teacher will intentionally plan to integrate and
align Social Emotional Learning skills into their academic
standards and curricula. This includes opportunities for students
to build intrapersonal and interpersonal skills to support their
own academic success. The Three Signature Practices will be used
across all schools and classrooms to support the integration and
alignment of Social Emotional Learning Skills: Welcoming, Brain
Breaks and Optimistic Closure. Welcoming Welcoming Inclusion
Activities are brief, interactive experiences that bring the voice
of every participant into the room, making a connection to one
another and/or to the work ahead, with each perspective-laden,
culturally-rich voice being heard, respected and learned from. The
more we fully share ourselves and are fully received and understood
by others, the stronger and safer our learning environments become.
Growing knowledge of and appreciation for our groups help ensure
that we will provide opportunities to welcome people in the ways
they need and want to be included. Welcoming Routines include a
well-taught system of actions or series of tasks that contribute to
an expected rhythm that starts an event. This might be a list of
pictures and/or written directions near the door of an elementary
classroom, or a “Do Now” on the board for secondary students that
spells out expectations upon arrival. Students and adults who enter
can see at a glance exactly how to get engaged. Practicing these
steps, as you do with other classroom routines, is an investment in
creating a calm, orderly space in which learners move with
confidence and agency. Brain Breaks Brain Breaks are important to
integrate throughout the lesson and the student’s day. Engaging
practices are brain-compatible strategies that can foster:
relationships, cultural humility and responsiveness, empowerment,
and collaboration. They intentionally build student SEL skills.
Brain Breaks use self-awareness and self-management as common
language. Using a variety of teaching strategies to engage all
students is also a way to incorporate Brain Breaks in lessons and
throughout the day. Optimistic Closure An Optimistic Closure allows
students to end the class or their day by reflecting on, and then
name something that helps them leave on an optimistic note. This
provides positive closure, reinforces learning, can connect school
to home and create a moment of looking forward to returning
tomorrow. It will also allow students to be reminded to be as
flexible as possible if things are to change quickly. Explicit
Instruction Educators will build in time to teach explicit social
skills on topics related to pandemic concerns such as: coping,
dealing with disappointment, topics that arise from morning
circles, restorative practices, celebrating success, how and when
to ask for help, setting goals, self-care and more.
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Each BTWA school will develop as part of their plan time for
explicit instruction based on using a multi-tiered system
approach.
After-school Programming BTWA will not be providing after-school
programming during school year 2020-2021 due to the need to clean
and sanitize all spaces within the building at the conclusion of
each school day. We will consider partnering with a community-based
organization, such as the YMCA, to identify space outside of the
school to provide parents with access to an after-school program
and/or childcare on days in students are engaged in remote learning
and not scheduled to be in class.
9. Career and Technical Education BTWA does not provide Career
any Technical Education Programs.
10. Staffing and Personnel
Certification and Personnel Planning BTWA will comply with legal
and regulatory requirements related to personnel, including but not
limited to the EEOC guidance related to the ADA and the COVID-19
pandemic. We will engage a full roster of staff, including if
necessary potential substitutes, to support the needs of the
school. Additionally, we will engage our current staff to better
understand their experience from the Spring of 2020 during the
period of school disruption, and will use that feedback to inform
planning for fall reopening. We will also utilize the Edsight
Active Endorsement Search Tool to access Connecticut educator
certification data for strategic recruitment and hiring information
to maximize student access to qualified educators. Finally, we will
implement flexible sick leave policies and practices that enable
staff to stay home when sick, if they have exposure or caring for a
sick relative or loved one.
Professional Development BTWA will prioritize mandatory training
for all staff, before the beginning of the school year, deck covers
the following:
• Signs and symptoms of COVID-19 • Standard public health
protocols • Hygiene practices • PPE • Reporting illnesses •
Supporting SEL
Additionally, we will sure that teachers and staff receive
professional in the use of technology platforms, supporting and
giving feedback to students, meeting the accessibility needs of
students with disabilities, and increasing student engagement
within online/ hybrid Learning environments.