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: John.taylor@btwacs.org Contact Phone: (475) 202-2814 LEA COVID 19 Health and Safety Compliance Liaison:

Emily Jackson

Liaison Email: Emily.jackson@btwanewhaven.org

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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- Emily.jackson@btwanewhaven.org 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.