The New Brunswick Public Schools Re-entry Plan is an addendum to the District’s Emergency Operations Plan. The Plan is a follow-up to the District’s Pandemic Crisis Preparedness Plan (Public Health-Related School Closure Plan) and includes specific steps and standards provided in The Road Back: Restart and Recovery Plan For Education to reopen schools.
The Plan presents guidance related to four key subject areas:
1. Conditions for Learning (Operations/Facilities)
2. Leadership and Planning (Operations/Governance/Health and Wellness)
3. Policy and Funding (Governance)
4. Continuity of Learning (Instruction/Technology)
Planning, Coordination & Evaluation
- The District’s School Re-entry Plan is an addendum to the Emergency Operations Plan and follows the District’s implementation of the District's Pandemic Crisis Preparedness Plan (Public Health-Related School Closure Plan).
- Coordinated school re-entry planning must occur across the entire school system and in conjunction with community partners, including:
- Local county public health agencies;
- Local emergency management agencies;
- Community hospitals;
- Community healthcare providers;
- Local & county government officials;
- Local faith-based institutions;
- Union representatives;
- Health insurance companies; and
- Local charities and other civic organizations.
Communications and Planning
Infection Control Policies and Procedures
The District follows a Pandemic Early Prevention Detection Plan inclusive of Infection Control Procedures (ICP). The Infection Control Procedures (ICP) provide six levels: planning, taking advanced precautions, keeping alert, preparing for possible school closures, implementing full activation of Pandemic Plan for school closure, and recovery.
EMERGENCY RESPONSE TASK FORCE
Dr. Aubrey Johnson, Superintendent
Assistant Superintendent of Pupil Personnel Services
Dr. Marnie McKoy, Assistant Superintendent of Human Resources
Keira Scussa, Assistant Superintendent of Curriculum & Instruction
Richard Jannarone, Business Administrator/Board Secretary
Frank LoDolce, Director of Facility Design & Construction
Harold Goodlow, Manager of Capital Projects
John Soulias, Interim Director of Security
Marilyn Crawford, Head Nurse
Andrew Levine, Director of Innovation and Technology
Lee Tiru, Transportation Coordinator
Sarah Bridges, General Manager of Food Services
- The District’s Re-entry Steering Committee is responsible for leading the work of the Re-entry sub-committees whose focus is to examine the possibilities of what schooling may look like following the pandemic and develop and implement solutions to issues related to:
- The Re-entry subcommittees are made of district administrators from different areas of expertise and content including members of the District’s Pandemic Response Plan. The sub-committees are responsible for developing the District’s Re-entry Plan. The Re-entry Committees are listed below; committee chairs are in bold.
NBPS RE-ENTRY COMMITTEES
- Dr. Aubrey Johnson, Superintendent
- Nicholas Bozza, Vice Principal, New Brunswick Middle School
- Dr. Andrea Fontenez, Director of Bilingual & ESL
- Lee Neamand, Director of Basic Skills & Compensatory Education
- Juan Perez, Vice Principal, Redshaw Elementary School
- Dr. Aubrey Johnson, Superintendent
- Keira Scussa, Assistant Superintendent of Curriculum & Instruction
- Iris Castillo, Principal, A.C. Redshaw School
- Norma Jackson, Vice Principal, Roosevelt School
- Andrew Levine, Director of Technology
- Jessica Pierre Louis, Data Center Manager
- Carla Segarra, Supervisor of Instructional Technology
- Keira Scussa, Assistant Superintendent for Curriculum & Instruction
- Meegan Adames, Vice Principal, New Brunswick Middle School
- Dr. Cesar Cabrera, Director of Special Education & Support Services
- Erica Campbell, Vice Principal, Roosevelt School
- Dr. Andrea Fontenez, Director of Bilingual & ESL
- Virginia Hill, Supervisor of Assessments
- Kawanna Jenkins, Head School Counselor, New Brunswick High School
- Danielle Mastrogiavanni, Supervisor of Humanities
- Lee Neemand, Director of Basic Skills & Compensatory Education
- Carla Segarra, Supervisor of Instructional Technology
- Nadine Sanchez, Principal, Livingston School
- Dr. Lennox Small, Supervisor of Humanities
- Steven Suznovich, Vice Principal, New Brunswick High School
- Dr. Marnie G. McKoy, Assistant Superintendent for Human Resources
- Richard Jannarone, School Business Administrator
- Meegan Adames, Vice Principal, New Brunswick Middle School
- JoAnn Kocis, Principal, Lincoln School and President, New Brunswick Leadership Association
- Jamie Gulotta, Supervisor of Mathematics
- Thomas Stead, Director of Athletics
- LeShaun Arrington, President, New Brunswick Education Association
- Frank LoDolce, Director of Facility Design & Construction
- Richard Jannarone, School Business Administrator
- Dr. Carl Bampo-Parry, Vice Principal, New Brunswick High School
- Michael Chiodo, Principal, Lincoln Annex School
- Mike Gluck, Manager of Operations
- Melissa Parisi, Director of Early Childhood
- Michael Fanelli, Principal, New Brunswick P-TECH
- Dr. Vanessa Pellington, Director of Assessments, Planning & Program Evaluation
- Harold Goodlow, Manager of Capital Projects
- Javier Gómez Blanco, Assistant School Business Administrator
- Dr. Marnie G. McKoy, Assistant Superintendent for Human Resources
- Alba Lugo, Vice Principal, New Brunswick High School
- Christine Damasceno, Vice Principal, New Brunswick High School
- Zuleima Perez, Supervisor of Professional Development
- Dr. Shawn Stokes, Supervisor of Special Education
- Ellen Treadway, Principal, Lord Stirling Community School
- Marilyn B. Crawford, Head Nurse, District
School level “Return to School Committees” have also been developed. These committees consist of School Administrators, teachers, support staff, and parents. The committee's primary role is to develop, communicate and assist in implementing procedures and processes related to school operations, instruction, wellness, facilities, and technology. Specific responsibilities include the following:
- Local Operations/Communication
- Decide a plan/methods to communicate on an ongoing basis with parents/guardians and school stakeholders
- Determine imperative transportation needs and examine solutions
- Determine school schedule as more information is provided regarding school format
- Review chain of command for complaints/refusal to participate in school
- Establish accountability and expectations for distance learning/virtual instruction
- Local Instruction/Remediation
- Determine students affected academically by the pandemic
- Determine remediation methods suitable for distance learning/in person, consider currently available supports
- Identify targeted areas and skills for teachers to focus on
- Track failure rates
- Determine best practices for distance learning/virtual instruction
- Local Wellness - Physical & Emotional
- Identify support staff and their roles
- Identify and create a digitally accessible resource base of mental health resources and partners
- Review and reinforce any protocols to enter the building
- Review protocols for school staff to evaluate physical and mental health status of staff and students.
- Determine well-being of students by grade/classes
- Review plans for use and sanitization of student and faculty restrooms
- PPE plans for staff members and students
- Local Building Facility Functioning
- Entry/exit points - review and clarify procedures to enter and exit the building
- Examine building room usage - How can your building accommodate the most current restrictions
- Plan for events that usually require larger gatherings, ie: lunch, gym classes, entry into the building
- Consider any staff currently working in confined spaces
- Review location of nursing office to ensure guidelines can be followed in the space
- Technology/Distance Learning
- Device Dissemination
- Tracking of student technology needs/repairs
- Review and refine procedures based on the success of current distance learning schedule and practice
New Brunswick Public Schools enrolls more than 10,200 students from preschool through grade 12. Reflecting the multicultural nature of the community, approximately two-thirds of the students speak one of 29 languages other than English at home.
District Demographic Profile
Number of Students
State Funded Preschool
Low Socioeconomic (LSE)
Students with Disabilities
English Language Learners (ELLs)
New Brunswick Public Schools re-entry committees have been working diligently to construct a learning plan that includes both in-person and virtual instruction (hybrid model) for all students and staff for this upcoming school year. This plan ensures the health and safety of our students and staff as well as provides for a conducive teaching and learning environment for all teachers and students.
Our preliminary decisions are grounded in the guidance provided by the New Jersey Department of Education, Road Back: Restart and Recovery Plan For Education, survey results from our parents and teachers, and school configurations. Our re-entry plan is flexible and subject to change pending the current health pandemic, state and city guidelines, and individual school decisions based on school-level surveys and needs.
The Road Back: New Jersey’s Restart and Recovery Plan for the NJ Department of Education requires districts to “focus on building staff capacity to deliver highly effective instruction in hybrid environments as well as preparing them to address any learning gaps that might prevent students from meeting grade-level New Jersey Student Learning Standards (NJSLS).” As a result, high levels of academic rigor and implementation will continue when we reopen our school buildings and prepare for face-to-face instruction.
In the New Brunswick Public Schools, we will continue to implement best practices in remote learning and refine pedagogy and instruction by implementing as follows:
- Evaluate the effectiveness of remote learning
- Determine needs for technology resources and professional development
- Recommend changes to testing, grading, report cards, and promotion policies
- Implement intentional curriculum planning and documentation
- Assess options for teaching and learning outside of the school day
- Collect resources and plan restorative supports and professional development
Additionally, measures have been put in place in our schools to provide continuity of teaching and learning for ALL learners by taking the following steps:
- Identifying vulnerable students
- Assessing students’ learning loss and progress
- Identifying intervention programs and services
- Creating and implement individualized plans
Identifying Vulnerable Students
- Using elearning data and notes from 19-20 to identify focus students for additional supports and interventions using the district identification and tracking spreadsheet
- Use the district identification and tracking spreadsheet to assess and plan according to students’ learning progress and loss while considering the following:
- Encourage effective use of formative assessments by teachers
- Promote short, quick teacher generated or teacher personalized assessments
- Utilize parent feedback through conferences, phone calls, back to school night and other communication opportunities to develop and monitor plans with parents
- Resources for data collection include: BSI progress monitoring, TS Gold filters, Google Classroom rubrics, Feedback through Google Classroom, Report Addendums, Weekly kindergarten surveys, District progress reports (SPED/BILINGUAL), Mid-year Data to Entry GAPs, Math pre-assessments, IXL data
Creation and Implementation of Individualized Learning Plans
- Conduct student surveys and interviews to determine strengths and needs of students to develop and refine instructional models
- Individualized students plans will be uploaded into a designated folder in the portfolio tab of OnCourse (SIS)
- Provide students with student-facing plans that help the student track what they need to do to be successful in their coursework
Develop and Identify Intervention Programs and Services
- Programs for students in K-8 include remedial instruction offered remotely through a direct teaching model utilizing digitized resources from Leveled Literacy Intervention, American Reading Company, SOAR, Learning Ally and Raz Kids.
- An interdisciplinary enrichment program, which includes STEM education for middle grade students 6-8, is being offered to address student interests and provide social and emotional support remotely.
- The High School Counseling department analyzed data to assess credit loss and shortages. Students who required courses to graduate were immediately placed in an appropriate credit recovery program. Students in grades 9-12 are participating in credit recovery opportunities provided by virtual instruction through the APEX online learning platform, our CARES High School and through Individualized Learning Opportunities.
- Implement Extended School Day opportunities for students beginning September 2020. Instruction will be tailored to meet the needs of specific groups of students, in small cycles that can be continued or updated as needed.
- Leverage paraprofessionals and other underutilized staff to provide individualized support.
- Paraprofessionals will be paired with identified students to meet together each week to support based on needs with getting started on work, understanding assignments, turning things in, and other identified learning supports.
- Development of Social Emotional Learning Units to to re-engage students, rebuild relationships, and create a foundation for academic learning
- This work will support the social and emotional well-being and learning needs of our students, acknowledge trauma students may have faced during school closure,prepare for the potential trauma of returning, and recognize and fortify educators’ and staff’s strengths.
Recommend Changes to Testing, Grading, Report Cards, and Promotion Policies
- Continue the development of competency-based report card addendums to provide teachers, students, and families better information about their students progress.
Implement Intentional Curriculum Planning and Documentation
- Intentionally select tasks and/or activities based on what students are ready to learn by planning purposefully with goals in mind for each student based on their specific needs.
- Developing Project-based learning opportunities will allow students to explore interdisciplinary units and topics across the various content areas.
- Teachers also have the ability to assess students in multiple forms and to provide opportunities for student choice. This approach will also address the diverse learning styles of all students.
- Revise and implement updated testing procedures in accordance to remote learning guidelines for the following:
- Child Study Team Evaluations
- Bilingual Testing and Placement
- State Testing
- District Assessments
Ensuring Equitable Practices in Instruction
- Use cultural relevance rubric to evaluate our resources and guidance with respect to equity considerations
- C&I and building administrators will evaluate the district instructional practices to ensure the work put in place is an equitable process for the New Brunswick Public Schools.
- The District has launched several E-Rate projects for increased bandwidth:
- increased district bandwidth to 10GB (Altice Router Lease)
- Palo Alto firewall
- Meraki Wireless Access Points for designated locations
- UPS Battery Backup
- Optimum WIFI Coverage Map for NBPS - Maps detail areas where NBPS students are unable to access Optimum WIFI throughout the City.
Grades Pre-K-12 1:1 Chromebook Dissemination
- Pre-K, Kindergarten, and Grade 1 Student Devices
- All Pre-K, Kindergarten and Grade 1 students will receive district issued Chromebooks for the 2020-2021 school year. Devices will be capable of connecting to WIFI including home networks, Optimum WIFI, and hotspots.
- Students in grades Pre-K through Grade 2 will keep their devices at home throughout the school year. Classrooms will be provided a designated number of devices for in class instruction.
- This will minimize the transferring of devices to and from the classroom which will minimize possible device damage and loss.
- Devices will be prepped by the Technology Department, organized and separated by school/homeroom, and delivered to schools for distribution at schools.
- Students in grades 3-12 will be expected to bring devices to school fully charged while in session.
- Grades 1 and 5 Newly Purchased Chromebooks - completed during the 2019-2020 school year
- The building principal designated a room/location for device delivery.
- Chromebooks contained labels that were preprinted with student information.
- The building principal designated a room/location for device dissemination.
- The technician organized the Chromebooks by homeroom to expedite the dissemination process.
- Once the device was provided to the student, their names were confirmed on the spreadsheet, provided by the Technology Department, by checking the box next to the students’ names.
- Spare Chromebooks were reissued to new students and the spreadsheet was updated.
- Ensured each student had a working Chromebook and charger as they were dismissed.
- Grades 2-4/High Schools/Adult Learning Center - completed during the 2019-2020 school year
- Teachers assigned Chromebooks in classroom carts to students using their class roster and recorded the information.
- Cleaning of devices was supported by custodians, administrators, and technicians using district-approved cleaning supplies. These were provided by the custodial staff in each building.
- ALL Chromebooks were powered on to receive updates and configuration profiles by having the students log in.
- The assigned technician unlocked each Chromebook cart and began the process of removing all Chromebook chargers from the carts to distribute to each student.
- Students were given a Chromebook and charger to take home.
- The staff member ensured each student had a working device and charger prior to leaving the premises. Any concerns were brought to the attention of the technician assigned to the school.
- Grades 6-8 1:1 Devices - completed during the 2019-2020 school year
- Teachers powered on ALL Chromebooks to receive updates by having the students log in.
- The teacher ensured each student had a working device and charger prior to dismissal.
- Building principal verified this task was completed by the end of the day.
- Student Device Breakage, Repair, and Replacement
- Every school will have a repository of loaner devices that will be housed in the media center (or other location based on school).
- Building Media Specialists will assist IT Support Specialists in the tracking and swapping of broken/damaged devices and providing loaner devices.
- The Technology Department will track devices and send out for repair, if possible, and manage device inventory.
- In an effort to communicate policies associated with student and staff device usage, signature confirmation will be requested on the District Acceptable Use Agreement.
AUA Staff Devices
Student AUA English / Student AUA Spanish
- Devices have been identified using a unique barcode tied to the device serial number. Barcodes have been affixed to the back of each device for tracking and inventory purposes.
- Newly received devices, 1:1 Chromebooks, and the High School Chromebooks that were previously in carts are scanned by barcodes or by district asset tag to track which students are assigned devices. This information is recorded in a shared spreadsheet and all student and device information is updated in Google Admin Console (completed during the 2019-2020 school year).
- All remaining grades are assigned devices by homeroom carts that have been assigned by the number assigned by the homeroom teacher (completed during the 2019-2020 school year).
- Upon the issuing of a Chromebook, all students and staff are required to sign in to the device with their district username and passcode. The login records the user signed in to the device in Google Admin Console and allows for accurate tracking of both the user and Chromebook issued.
- The district purchased GopherIT, which allows for enhanced reporting capabilities of all Chromebooks that are active and managed by the Google Admin Console.
Instructional Technology & Professional Development
- A technology resource page is available for parents and staff on the District’s website with core guidance and information on the following:
- Menu with subscription information guided by videos, newsletters, how-to guides, etc.
- Parent Resource Page
- Parent Resource Page (Spanish)
- Staff Resources Page
- Creating Professional Development opportunities for best practices using technology
- Google Meets Norming Guidelines: Guidelines for staff on how to use Google Meets during instruction with students
- Professional development needs will be informed using the NBPS Staff Technology Survey July 2020
- Technology Committee created with members from each school to support technology initiatives and subscriptions
- Technology Ideas: Ideas curated to support remote or hybrid instruction
- IT Support training on district apps and subscriptions will also be available
- Given the likelihood of returning to school in a hybrid environment, the School Operations Committee has begun reviewing attendance policies to ensure that they are appropriate. Recommendations to revise the policy will be made to the Board, if necessary. Should there be any policy changes, they will be communicated to school leaders and families.
- To continue its recruitment efforts, the District participated in several online career fairs to build its applicant pool. District administrators utilized the Virtual Interview Process to interview candidates. Additionally, the Human Resources Department developed and implemented a remote onboarding process, which the Board approved through this Virtual Onboarding Policy.
- As District staff continue to work virtually, staff will continue to utilize video conferencing technology to host meetings.
- The District recognizes that in this environment, there are some staff who may not be utilized to the extent they typically are. As a result of this, the Business and Human Resources Departments will revisit the roles of non-instructional staff and re-allocate staff where needed and appropriate.
- The Committee developed schedule models for PK-5, PK-8, Middle School and High School. Below is an overview of the models:
- Multi-tiered instructional model that provides in-person and virtual instruction for all students. Models vary between grade levels and are based on student needs, school needs and configurations.
- The phased-in model allows for continuity of instruction as we increase the percentage of children in school each day. This model also provides flexibility to toggle back to full virtual instruction, if needed.
- Students will be separated into 4 groups (Group 1, Group 2, Group 3, Group 4) in order to create cohorts of students that will attend school at the same time. Cohorts will be created to provide continuity across the district. Parents will be notified which Group their children fall into and which day(s) that group will have in person instruction, depending on the phase. Parents and students will also receive advanced notification of dates and times of online classes throughGoogle Meets.
- Every day is a hybrid learning day. Depending on the phase, a certain percentage of students will be in the building for in-person instruction (Phase 1: 25%, Phase 2: 50%, Phase 3: 75%, Phase 4: 100%).
- The in-person portion of the school day will be a shortened day, with students resuming their instruction virtually once they return home. Lunches will be distributed to students as they leave the building. Students who remain in the building after dismissal for extra support will receive transportation; therefore, we are able to keep our current busing contracts.
Extra Curricular Activities/Athletics
- CDC social distancing policies will continue for athletic spectators for sporting events. The NJSIAA will publish specific guidelines and recommendations in Mid- August. The number of spectators allowed in attendance will be determined by bleacher/stadium capacity at each school.
- The High School athletic season has been reduced to half as many events/games. The timeline starts on September 14th for team practices, and the regular season will take place from September 28th -November 2nd.
- The number of bus trips will be reduced and the distance traveled/time on busses will be adjusted. No schools will travel more than 10-15 minutes each way. Additional busses will be required for away games for varsity teams.
- Currently, the Greater Middlesex Conference is deciding if sub-varsity and middle school athletics will take place. Reductions in travel/schedule are anticipated. There is a chance Middle School sports may move to intramural status.
- There are currently many health updates to policies in place for athletes/coaches. This includes COVID- 19 questionnaires, health history updates, waivers, and daily temperature checks. Additional sanitizing/PPE guidelines have been developed and will be carried out by athletic trainers/nurses for athletic practices and games.
- Close contact sports such as football,wrestling, basketball, and soccer are being reviewed weekly for changes at this time. There is a chance these sports may be canceled.
- The District continues to follow Student Attendance Policy 5200 and Regulation 5200. As per Regulation 5200, teachers will determine the credit to be awarded to the student. Daily attendance is based on student work completion during virtual instruction and participation in in-person instruction.
- The District will continue the current plan of Grab and Go distribution of all meals for students. Each school will prepare the meals for its students daily and distribute to the students. Students who are in school will pick up the meals as they depart for home. Each student will receive 3-5 days’ worth of meals each time. Schools will also distribute meals outside, from the gym or any other determined safe location to the students who are not in session that day as needed.
- Providing transportation for students will certainly be a challenge, and extensive planning to serve all the students’ needs and adhering to CDC guidelines is a priority. Under the current Phase 1 Plan of the Hybrid Model, the District will transport 25% of the children at a time. This will allow for social distancing on the busses. The schedules of the busses must either be the regular school day or half day schedule in order to maintain the current bus schedules. When dividing the children to decide which day they will have in person instruction, the District must take into consideration the bus schedules for all children who ride the bus.
- All information will be communicated with families through the school website, social media, and the School Messenger System. The District website has been updated with a designated advisory page that will house all information for the community.
- An audit has been completed and change of custody established for all materials and cleaning/disinfectant supplies. Monitoring of supply usage is in place to facilitate the District’s goal of maintaining a 6 month inventory of cleaning and disinfecting supplies.
- Written multilevel cleaning and disinfecting procedures have been revised for cleaning and disinfecting all occupied spaces (offices, classrooms, halls, bathrooms, playgrounds, etc.)and are also available in Spanish. These procedures are aligned with the CDC guidelines and best practices.
- Written cleaning and disinfecting procedures for re-entry have been put in place to notify school-based janitorial, and administrators of any changes in cleaning guidelines issued by the District or in response to OSHA and CDC revised guidance. It is expected that this guidance will be updated in real-time based on circulating levels of the virus in local areas. In anticipation of this, we have established a “sign off” process for documenting that the new information has been read and understood by all custodial staff.
- Clear Acrylic Guards
- Guards have been installed at Security Desks in all district facilities.
- Guards have been installed at Main Office counters in all district facilities.
- Additional portable desk guards have been distributed to school administrators for use as needed.
- Installation of Temperature Taking Kiosks at key high volume locations throughout the District.
- Isolation Rooms
- At least two Isolation rooms or areas have been identified or modified/constructed at all district schools. Where possible, these rooms have direct access to outside entrances.
Personal Protective Equipment (PPE)
- Face Masks
- Two, reusable washable face masks will be provided to all district staff. A sufficient supply of disposable masks are also available.
- All students and staff will be required to wear face coverings/masks while in any District facilities.
- Clear Face Shields & Gloves
- Sufficient inventory of clear face shields and gloves are in the District's warehouse and are available for staff, as needed. A supply of disposable masks are also available.
- Wall mounted hand sanitizers will be available in every classroom. Additionally touchless sanitizer stations will be at entrances and central locations.
- Hand held spray bottles containing District approved disinfectant cleaner will be provided to every classroom as well as other District Departments such as Main Offices, Payroll, Human Resources & Superintendent’s Office. This is not to replace the need for daily cleaning and sanitizing by the custodial staff, but to provide district staff with a way to spot clean items if they wish.
- Working with a team composed of the District and School Administration, Security and the Facilities Department, a Signage plan was developed based on the individual requirements of every school. Taken into consideration was limiting access points and standard school safety procedures. After the overall plan was developed, the installation of Social Distancing and Safety Requirements signage was implemented. Anticipating the need to adapt with changing conditions, the District has outfitted itself with inhouse printing capabilities and associated consumables. Prior to re-entry, a facility walkthrough with the same team will be scheduled to ensure that the classrooms, common spaces, and the exterior are ready for staff and students.
- Signage Templates
- Ecolor Poster Printer
- Regular HVAC filter changes will continue.
- There will be heightened monitoring of Heating, Ventilation and Air Conditioning systems for proper operation.
- Prioritization of repairs will be given to requests related to hand washing locations.
- In addition to this list of resiliency strategies, the Wellness Committee compiled a list of mental health resources for staff, including articles, applications and videos.
- In anticipation of the increased need for mental health support, the District has added a Social Worker to the Middle School and is partnering with local organizations to provide additional support to students, families and staff.
- The District has also created a list of Staff Mental Health Resources to encourage mental health. Finally, to support its work around mental health, the District is also hosting virtual fitness and health cooking classes through the utilization of Staff Health and Wellness grants provided by Aetna and Cigna.
- At the onset of the pandemic, the District circulated a survey to gather information about staff’s current state. As the opening of school approaches, the District will send another survey to see if staff’s needs have changed.
- The District is reviewing the current list of staff who have ADAs and the list of staff who have underlying health conditions. This will assist with scheduling and staffing.
Pandemic Early Prevention Detection Plan
- Upon re-entry, the District will continue to follow the Pandemic Early Prevention Detection Plan inclusive of Infection Control Procedures (ICP). The Infection Control Procedures (ICP) provide six levels: planning, taking advanced precautions, keeping alert, preparing for possible school closures, implementing full activation of Pandemic Plan for school closure, and recovery.
Infection Control Procedures (ICP)
Specific Action Items by School Pandemic Response Level
Level 1 - Plan
L1-1. Review district emergency response and infectious disease policies and procedures for necessary
L1-2. Develop a plan for moving students from one area of the school to another (isolation of sick
students until picked up) and moving well students from one school to another, if necessary.
Level 2 - Take advanced precautions
L2-1. Follow identified precautionary measures.
L2-2. Identify an isolation room in each school.
Level 3 - Keep alert (initiate surveillance & heightened awareness)
L3-1. Implement prevention strategies to make the school environment conducive to good hygiene.
Level 4 - Prepare for possible school(s) closure
L4-1. Institute procedures to identify staff and students showing influenza or COVID 19 symptoms.
Level 5 - Implement full activation of Pandemic Plan - School Closure
L5.1. Close school(s) as directed by the Health Department or other authorized agencies.
Level 6 - Recovery
L6-1. Be prepared for another wave of virus in a few weeks.
L6-2. Evaluate the success of The Pandemic Plan and adjust, as needed.
Guiding principles for organizations working in coordination with local public health officials: “Recognize, Respond, and Report”
- School nurses will immediately report via telephone increased influenza/COVID-19 cases to public health authorities as required.
- Communicate, collaborate, and coordinate surveillance, epidemiology, and containment activities with public health authorities.
Surveillance and Epidemiology
- Schools will track the number of absentees using the Daily Pandemic Virus Census Log to specifically monitor students and staff reporting signs and symptoms of influenza or COVID-19. The timing, specifics and scope of surveillance activities will be conducted under the supervision and close coordination of the local health department.
- During school closure, the number of reported positive cases (by school) will be tracked closely by the school nurse.
- Measures to be undertaken to limit the spread of germs amongst students and staff. These include “social distancing” or “non-pharmaceutical interventions” and the following:
- Increase separation between students;
- Utilize hand, cough and sneeze hygiene;
- Make daily announcements to remind students of the importance of hand washing and coughing/sneezing etiquette;
- Display virus prevention signage throughout each building;
- Disinfect containment surfaces;
- Provide parental, employee and student communication about prevention, detection and management as needed;
- Identify unvaccinated students, medically fragile students and staff; and
- Utilize isolation areas as needed for suspected communicable illness/diseases.
- Procedures developed for handling students and staff who have the signs and symptoms of influenza/COVID-19. These include:
- Provide masks for the infected to wear;
- School nurse will wear PPE;
- Place potentially compromised students and staff in an isolated area with adequate ventilation;
- Discharge sick students and staff as soon as possible; and
- Refer to their medical provider for evaluation and clearance to return to school/work;
- Activate contact tracing procedure in consultation with Middlesex County Health Department.
- If there is a positive case, the School Nurse must notify the Superintendent of Schools, building administrator(s), Department of Health, Head Nurse, Health Benefits Coordinator, Director of Facilities.
- The School Nurse completes Contact Tracing Form with the individual.
- The results of the Form are shared with the Department of Health.
- The Head Nurse sends the “potential exposure” letter to close contact people on the Contact Tracing Form.
- A “positive COVID case” letter is sent to all individuals using the school or district facility.
- The Department of Health will advise the District of building closure.
- Director of Facilities notifies Head Custodian of the building, who initiates sanitizing.
- Post building closure signs on authorized and predetermined entry and exit doors in English and Spanish.
- People who have been exposed to coronavirus (COVID-19) are at risk for contracting and becoming sick themselves. Since people can be contagious up to 2 - 14 days before showing any signs and symptoms, it may be necessary to quarantine (separate them from other people) these individuals until they show symptoms or are proven to be germ free.
- Employees testing positive will remain home as recommended by the NJDOH.
- Typically, health department officials draft and enforce orders of quarantine. Because a pandemic outbreak is expected to be fairly widespread, official quarantine is unlikely. However, informal self-quarantine to prevent the widespread infection of contacts is likely to be encouraged. See risk exposure chart.
- Some people, by virtue of their home or work situation, are unable to stay home for an extended quarantine. They may provide essential services. It is also possible that so many people will be exposed that home quarantine will be entirely impractical. These individuals can continue to work provided certain precautions are taken.
- Social distancing (see below);
- Respiratory protection (face covering/mask);
- Gloves (optional);
- Strict hand washing enforced;
- Facility disinfection procedures;
- Temperature monitoring of employees and visitors prior to entering buildings; and
- Maintain infection control procedures while on school property;
- Maintain infection control procedure at food distribution sites.
Mitigation Measures, Including Social Distancing
- Implement prevention strategies to make the school environment conducive to good hygiene:
- Remind students and staff to clean their hands and make sure they have the supplies to do so by making soap, alcohol based hand sanitizer, paper towels, and sinks accessible;
- Remind students and staff to cover noses and mouths with a tissue or sleeve when coughing or sneezing and have tissues readily available. Make sure tissues are available in all classrooms and common areas such as libraries and cafeterias and remind students and staff to dispose of used tissues in waste receptacles;
- Conduct frequent sanitary, health & safety inspections of the schools. Encourage staff and the custodial team to wipe down any surfaces that may have been contaminated by saliva or other respiratory secretions.
- Place hand sanitizer dispensers and stations throughout schools;
- Have students and employees use hand sanitizer upon entry into schools and classrooms.
- Reduce the spread of the virus by identifying the schools’ responsibilities to the students and community:
- Upon notification that a pandemic is occurring, set up prominent notices at all entry points to facilities, advising staff, students, and visitors not to enter if they have symptoms of influenza.
- Educate employees, students, and visitors on how to stop the spread of the virus. Signage containing information regarding hand hygiene, covering coughs and sneezes, and student spacing is placed around schools. Fact sheets with this information are also distributed.
- Enforce policies and procedures for implementing containment measures as per the most recent guidance (canceling sports events and other mass gatherings).
- Ensure adequate supplies of tissues, hand sanitizer, soap and water and cleaning supplies are available to students and staff.
- Student spacing (social distancing) is a non-medical measure intended to reduce the spread of disease from person-to-person by discouraging or preventing people from coming in close contact with each other. Education on student spacing shall be distributed to all staff, students and parents.
- Student spacing strategies may include:
- Spacing students’ desks the recommended distance apart;
- Discouraging prolonged congregation in hallways, lunch rooms, etc.;
- Limiting group activities and interaction between classes;
- Cancelling gym classes, or other school activities that place individuals in close proximity; and
- Keeping students in classrooms, while teachers rotate.
- Disinfecting shared work areas, counters, railings, door knobs, hard surfaces and stairwells shall be performed more frequently during the pandemic phase.
- All custodians are assigned to the day shift on a rotating schedule. Priority is the disinfecting of high-touch areas following the Heightened Cleaning Procedures:
- All staff must report to an onsite nurse for temperature check and screening before entering the building.
- Custodians have written instructions in both Spanish and English detailing where to show careful attention such as to doors and door handles, stair handrails, locker doors/handles, phones and phone handles, water fountains, sink faucet handles, door push bars, paper towel dispenser handles, hand soap dispensers and other high touch items. All custodians have signed off that they have read and understand the process.
- Custodians are to focus on keeping restrooms clean and stocked with soap and paper towels.
- All hand sanitizers are to be checked and filled throughout the day.
- Rooms that are not being used have been sanitized and jambs are sealed with an adhesive label detailing date of cleaning(s) and follow up inspections.
- Prioritization has been given to replacement of air filters and maintenance of HVAC equipment and ongoing preventive maintenance/repair of essential life support systems such as power, heat, sewer and water.
- Construction/installation of plexiglass screens to address identified needs.
- Maintenance staff has been instructed to travel individually to schools (one person per district vehicle)
- Exterior grounds keeping continues as usual with adherence to social distancing.
- Bi weekly Building & Grounds online meetings to review progress, maintenance issues and work orders.
- Vigorous cleaning policies and practices which include (but are not limited to) on a daily basis:
- Filling of soap and hand sanitizer dispensers;
- Ensuring all paper towel holders are filled and functioning at all times;
- Sweeping and wet mopping all floors;
- Vacuuming rugs;
- Cleaning and sanitizing hard surfaces including fountains, door knobs, work areas, computer keyboards, counter tops, railings, stairwells, and writing tools;
- Cleaning and sanitizing bathrooms -toilets, sinks, walls, floors;
- Cleaning and sanitizing cafeterias - tables, chairs, food lines; and
- Cleaning vents.
Managing Illness in Staff, Students or Visitors
- In collaboration with the local Health Department, the school nurse educates staff and students regarding symptoms of illness.
- If a person becomes ill, or if someone observes that another person is exhibiting symptoms of influenza/COVID 19 at work/school, refer immediately to the school nurse.
- Encourage sick students and staff to stay home until they have been without fever (100.0 F or >) for 72 hours or as recommended by the Department of Health.
- Invoke Policy 8451 - Control of Communicable Disease about staying home and returning to school/work
- Assist with community isolation and quarantine efforts as needed;
- Arrange for meals to be delivered to families who have been affected by the virus;
- Provide virtual access to school nurses during school closure via the “Virtual Nurses Office;”
- Assist with community mass prophylaxis and vaccination efforts as needed; and
- Maintain student learning. Place students on medical home instruction, as needed, and follow Home Instruction procedures.
- Basic first aid supplies( bandaids, gauze, tissue, antiseptic wipes) and algorithms will be available for each classroom to treat minor scrapes.
- The nurse shall go to the classroom or meet students in a designated first aid area for triaging before a student travels to the health office.
- Student annual screenings will be done by classroom cohorts. Universal precautions will be practiced at all times.
- Nebulizer treatments must be conducted in a private area of the health office with outside/good ventilation; nurses must wear full PPE with gown, gloves, mask, goggles or face shield. That room utilized for nebulizer treatment must be sealed and not used for 24 hours before the disinfection process is done.
School Dismissal and School Closure
- Selective dismissal shall be used when all or most students in the school are at higher risk for complications once exposed/infected with a highly contagious virus. This would include but not be limited to medically fragile students/staff, unvaccinated students, and pregnant students/staff.
- Reactive dismissal shall be used when many students and staff are sick and are not attending school, or many students and staff are arriving at school sick and are being sent home. In addition, if the building has been exposed to a highly contagious virus (COVID-19) or similar.
- Presumptive dismissal shall be used based on information about the spread of a virus in the region. This dismissal is most effective at decreasing the spread of highly contagious viruses. According to this protocol, the Office of the County Superintendent will notify the school district of NJDOE’s decision to close one or all schools. In the event that the State and/or NJDOE has not made a decision on school closures,the chief school administration has the authority to close their prospective schools. It is expected, however, that the decision will be made in consultation with the County Superintendent of Schools, the local health department, and the Office of Emergency Management.
- Parental and employee notification of why school dismissal and/or when school closure will occur.
- Generally, an outbreak is considered to be over when two incubation periods have passed without a new case being identified. An incubation period is defined as the time between exposure to an organism and when symptoms and signs are first apparent. Waiting two incubation periods allows for recognition of potential secondary cases - individuals that are still asymptomatic but in whom the disease may be incubating. All staff, students, and visitors shall continue to adhere to infection control precautions. School nurses will continue to closely monitor students and staff for signs and symptoms of illness.
- A disruption in one's daily routine due to effects of coronavirus, can cause post traumatic stress disorder. Counseling services will be made available to staff and students as needed. Families will be connected to community agencies to help address mental health challenges that resulted from the effects of coronavirus exposure.
- Communicate with the local health department to review recommended control measures, surveillance procedures and new strategies for prevention of communicable disease outbreaks within schools.
FEDERAL, STATE AND LOCAL RESOURCES AND GUIDANCE
Centers for Disease Control and Prevention
New Jersey Department of Health
New Jersey Department of Education
New Brunswick Public Schools
Reference articles used to develop instructional plan: