Restart Plan Franklin Township Public Schools History and Purpose - PowerPoint PPT Presentation

September 2020 Restart Plan Franklin Township Public Schools

History and Purpose • Franklin Township Public Schools began to envision what our return in the 2020-2021 school year would look like before the conclusion of the 2019-2020 school year. • Using guidance from the CDC and other health organizations, district nurses investigated options for screening and best practices to prevent the spread of COVID-19. • The Supervisor of Buildings and Grounds set out to ensure that the district was well stocked with PPE and cleaning supplies. • The Superintendent and senior staff read the re-opening plans of schools in the US and abroad to learn more about their procedures. • The Superintendent formed a committee of district supervisors, senior leadership and key staff members including the leadership of the three district staff associations and tasked the group to come up with research questions in key areas. These areas would ultimately mimic the Areas of Concern which were included in the Restart and Recovery Plan from the NJ Department of Education.

History and Purpose • The members of Franklin Township Public Schools Restart Committee spoke to their peers and the groups that they represented to gain insight on concerns from all stakeholders. Student families were asked to complete a survey on their thoughts about the 2020-2021 school year as well and those responses were also considered during the creation of the district’s restart plan. • Sub-groups were created to focus on the key areas of the plan and to develop actionable objectives that spoke to the questions raised under each area of the plan. • Following the release of the NJDOE guidance, other members joined the team, specifically the Board of Education President; a parent teacher organization representative and several secondary students. These members of the team were able to add different perspectives to the discussion and helped to enrich the plan.

Developed ▪ Reviewed ? ? ? questions in key Guidance areas which Surveyed ▪ 01 coincided with Stakeholders Critical Areas of ▪ Formed Restart Operation (COA). Committee 02 04 Created sub- ▪ committees and Create Restart ▪ formulated actionable Plan objectives which fit 03 ▪ Approve & within the CAO. Communicate Determined ▪ ▪ Revise as responsible persons Necessary and needed resources. Creation of the Restart Plan. What was our process.

Key Area – Scheduling In-school & Remote Learning Distancing requirements and building capacity mandates class size. ▪ In each classroom, the student population will be split into a Blue Team and a Gold Team, ▪ and each team will attend in-person classes on alternate weeks. In consideration of family scheduling, students in the same household will be placed on the ▪ same team.* In consideration of teacher planning, most students learn virtually on Fridays. ▪ Students with more unique learning needs may attend school more frequently. ▪ Parents/Guardians may also request that their child learn exclusively in a remote setting. ▪ Key Advantage - The schedule allows the district to pivot to a full remote learning environment if it becomes necessary and if possible a full in-person schedule. *Every effort will be made at the beginning of the process, to place all students living in the same household on the same team, parents/guardians will be encouraged to reach out to their principals if adjustments need to be made.

Scheduling: In-school & Remote Learning High School Schedule In order to provide continuity for our high school students: ▪ During in school and remote learning, students in FHS will maintain a typical ▪ schedule. Students in Grades 9-12 while in school will operate under the rotating drop ▪ schedule. During remote learning weeks, FHS students will maintain that same ▪ schedule with a combination of asynchronous activities and synchronous check-ins. Seniors at FHS will be advised about the opportunity to utilize “Option II” ▪ activities.* *Option Two is an alternative route to earning credits toward graduation. It allows FHS Grade 12 students to obtain credit for learning experiences outside of the traditional classroom environment.

Scheduling: In-school & Remote Learning Middle School Schedule In order to provide continuity for our middle school students: ▪ ▪ During in school and remote learning, students at both FMS campuses will receive science, social studies, elective classes in a rotating semester format. During in-person learning, students will follow their schedule meeting with ▪ teachers for all subjects. During remote learning weeks, students will maintain that same schedule with a ▪ combination of asynchronous activities and synchronous check-ins.

Scheduling: In-school & Remote Learning Elementary Schedules (K-5) During in-person learning: ▪ Students in grades K-5 will have classes in Language Arts Literacy; Mathematics; Science ▪ or Social Studies each day. ▪ Special Area subjects will be offered daily on a rotating basis. There will also be an intervention/enrichment period built into the daily schedule. ▪ During remote learning: ▪ Students will focus on their electives and extend their core subject learning through ▪ asynchronous lessons, activities, projects, and supplemental platforms, such as iReady, Achieve3000 and others. There will be required daily check-ins for students to support their social emotional ▪ needs. ▪ A developmentally appropriate learning management tool, Seesaw, will be used in conjunction with Google to maximize K-5 student learning in the remote environment.

Scheduling: In-school & Remote Learning Elementary Schedules (Pre-K) During in-person learning: ▪ Students in Pre-K will continue to follow the High Scope curriculum. ▪ Special Area subjects will be offered daily on a rotating basis. ▪ ▪ Pre-K teachers will continue to track student progress utilizing the GOLD Platform. During remote learning: ▪ Students will focus on extension activities utilizing Pre-K learning kits sent home ▪ regularly. There will be regular check-ins for students to support their social emotional needs. ▪ A developmentally appropriate curricular support and family engagement tool, ▪ ReadyRosie, will be used in conjunction with the High Scope Curriculum to maximize student learning in the remote environment.

Scheduling: In-school & Remote Learning What does a typical week look like for BLUE TEAM students? Sample Two-Week Student Schedule - BLUE TEAM – Without Holidays Blue Team FHS Middle School Elementary Blue Team FHS Middle School Elementary Week #1 Week #2 Monday In School In School In School Monday Remote Day Remote Day Students will Follow Rotating Follow their Focus on core Following Following focus on their Tuesday Tuesday Drop Block assigned subjects with a Schedule to Schedule to electives and Schedule Schedule special and/or whatever extent whatever extend their Wednesday Wednesday intervention/ possible - work extent possible core subject enrichment period can be - work can be learning Thursday Thursday accomplished accomplished through asynchronous asynchronous asynchronous Friday Remote Day Remote Day Students will focus on Friday lessons, Following Following their electives and activities, Schedule to Schedule to extend their core projects, and whatever extent whatever extent subject learning supplemental possible - work can possible - work through asynchronous platforms . be accomplished can be lessons, activities, asynchronous accomplished projects, and asynchronou supplemental platforms .

Scheduling: In-school & Remote Learning What does a typical week look like for GOLD TEAM students? Sample Two-Week Student Schedule - GOLD TEAM – No Holidays Gold Team FHS Middle School Elementary Gold Team FHS Middle School Elementary Week #1 Week #2 Monday Remote Day Remote Day Students will Monday In School In School In School Focus on Following Following focus on their Follow Rotating Follow their core subjects with a Schedule to Schedule to electives and Drop Block assigned special Tuesday Tuesday whatever extent whatever extent extend their Schedule Schedule and/or possible - possible - core subject intervention/enrichme Wednesday Wednesday work can be work can be learning nt period accomplished accomplished through Thursday asynchronous asynchronous asynchronous Thursday lessons, Friday Friday Remote Day Remote Day Students will activities, Following Following focus on their electives projects, and Schedule to Schedule to and extend their core supplemental whatever extent whatever extent subject learning through platforms . possible - work possible - work asynchronous lessons, can be can be activities, projects, and accomplished accomplished supplemental platforms . asynchronous asynchronou