Lakeland Regional High School District

Lakeland Regional High School Health-Related Closure Preparedness Plan

On May 4, 2020, Governor Murphy announced that all New Jersey school buildings would remain closed for in- person instruction for the remainder of the school year 2019-2020. To ensure that our students continue to receive high quality, standards-based instruction through the end of the school year the Lakeland Regional High School District continues to monitor and evaluate our as it relates to the mandated emergency health closing.

• In order to ensure that the district is compliant with the March 5, 2020 Broadcast Memo, subsequent Broadcast Memos, and N.J.A.C. 6A:16-10.1, the following provisions were put into place.  The below plan includes equitable access to instruction for all students. 
• Overall Demographic Information.  Lakeland Regional High School is a comprehensive 9-12 high school that serves students from the communities of Ringwood, Wanaque, and Haskell.

 

Student Group	Counts or %
Female	48.8%
Male	51.2%
Economically Disadvantaged	13.9%
Students with Disabilities	16.5%
English Learners	0.4%
Homeless Students	1.3%
Students in Foster Care	0.0%
Military-Connected Students	0.1%
Migrant Students	0.0%
White	77.1%
Hispanic	14.0%
Black or African American	2.7%
Asian	3.4%
Native American or Pacific Islander	0.3%
American Indian or Alaskan Native	1.0%
Two or More Races	1.5%

• Essential personnel:
  • All Administrators and Assistants/Secretaries – Telework Status with restricted access to schools (Superintendent, Business Administrator, Assistant Superintendent, 5 Director/Supervisors, 15 Administrative Assistants)
  • Maintenance & Custodians (10 full-time; 2 part-time)
  • Food Service – one director on site
  • Transportation – (1 Transportation Direction, 13 Drivers)
  • Certificated Faculty/Staff (101)
  • Paraprofessionals (17) & Applied Behavior Analysts (12)
• Expectations:
  • All Administrators – Full-time Telework Status
  • Food Service – Distribution of Free & Reduced Lunch, digital learning
  • Maintenance & Custodians – Modified hours, on-site, digital learning
  • Transportation – on as needed & digital training
  • Certificated Faculty/Staff – Full-time telework, digital instruction/support (see below for schedule)
  • Paraprofessionals & Applied Behavior Analysts – Digital support,  On-line Professional Development Academy and as-assigned telework
• The Lakeland Regional High School District is utilizing online instruction programs for all 9-12 students in order for the “delivery of instruction to continue the student’s academic progress and to maintain a record of delivery of instructional services and student progress.” NJAC 6A:16-10.c.1
• The teacher providing instruction shall be a certified teacher. NJAC 6A:16-10.c.2
• These plans are developed and reviewed to provide instruction for the number of days and length of time sufficient to continue the student's academic progress. The online instruction programs shall meet the New Jersey Student Learning Standards, and the requirements of the district Board of Education. NJAC 6A:16-10.1

 

 

 

 

• All appropriate faculty members have posted their Classroom/Program Closure Preparedness Plans to their online platforms:
  • GoogleClassroom
  • TeacherPages (through Apptegy)
• The Classroom/Program Closure Preparedness Plans include both course progression curriculum work and work that is supplementary in nature.  The supplemental work includes review, reinforcement, re-teaching, and extension activities.
• The district virtual or remote learning plan designed to maximize student growth and learning to the greatest extent possible.
• Closure plans are submitted bi-weekly to the area supervisor and then to the Assistant Superintendent of Curriculum and Instruction for review and approval.
• All Closure Plans align to the NJSLS and the benchmarks set for grade bands and design learning for individual learners. 
• All plans are posted to the Teacher’s GoogleClassroom page for student access.  For our limited students who do not have access to internet, paper copies of all subsequent work has been supplied.  Students are not penalized for submitting late work. 
• Students are expected to work on their online instruction programs during the time frame in which they would normally have the course:

 

 

 

 

 

 

TIME FRAME	A-DAY	B-DAY
7:30-8:50	Block 1	Block 1
9:00-10:20	Block 2	Block 2
10:25-11:05	Block 3A	Block 3A
11:05-11:45	Block 3B	Block 3B
11:50-12:30	Block 4A	Block 4A
12:30-1:10	Block 4B	Block 4B
1:15-2:35	Block 5	Block 5

• Faculty members will follow their normal schedule for and be available for instruction, clarification, explanation, assessment, etc during the time frame that would correspond with their schedules:
  • Student attendance is taken on a daily basis. Students are marked with the code of "virtual learning" if there is evidence that they are logging in to our system through email, GoogleClassroom or individual teacher pages. This attendance data will be used to determine eligibility for graduation and promotion in accordance with the policies of the Lakeland Regional High School District. This attendance data is also used to establish a need for additional outreach, extra help or intervention/support.
• The Lakeland Regional High School District Plan description of how the district is following up with the family when a student is not participating in online instruction and/or submitting assignments.
  • Through a GoogleForm survey, teachers have had the ability to identify students who are not participating in online instruction and/or submitting assignments. 
  • The information is accessible to school counselors, members of our Child Study Team, and Administrative Team. 
  • Members of the above groups follow up with phone calls and other means of communication to identify reasons why students have not participated in virtual learning and provide resources when necessary to help support. 
• Due to the fact that we are committed to ensuring equitable access to instruction for all students, the following steps have been implemented:
  • On March 10, 2020, the district sent a letter home to parents/guardians inquiring about accessibility to devices, internet connectivity, or any other socio-economic barriers to virtual learning. 
  • Subsequent letters have been sent every two weeks.
  • Based on returned responses, the district provided every student who needs and/or requested a device with a district owned ChromeBook.
  • If a student did not have internet access, the teacher prepared alternative, hard copy plans for that student. 
  • The district distributed devices to those students who did not have access or requested a device.  Overall, 153 devices were initially distributed to students.
  • The district continues to disseminate devices to those students who need them on a weekly basis.
• What is the district's plan for measuring and addressing any ongoing digital divide that exists, whether it be network access or lack of sufficient access to devices?
  • The district continues to send out correspondences to parents and stakeholders regarding their technological needs and inquiring about access to networks and devices.
  • Teachers have been sent a survey via GoogleForms to identify students who have been non-responsive to emails and phone calls.  Those students have administrative follow-up. 
  • Any student who requested a device received one.  Any student who did not have internet access were provided with paper copies of work.  The district set up a system in which to disseminate and collect the work.  Those students were not penalized for late work.
• Communication
  • The Superintendent or Assistant Superintendent send out a weekly notice to staff and parents about updates on the situation.  The notice will be sent by phone message and
  • We will continue to utilize all social media platforms through Apptegy to have a cohesive message.
  • Communication methods have been as follows:

TIME FRAME	A-DAY	B-DAY
7:30-8:50	Block 1	Block 1
9:00-10:20	Block 2	Block 2
10:25-11:05	Block 3A	Block 3A
11:05-11:45	Block 3B	Block 3B
11:50-12:30	Block 4A	Block 4A
12:30-1:10	Block 4B	Block 4B
1:15-2:35	Block 5	Block 5

 The Lakeland Regional High School District Plan relating to attendance aligned to the district policy on including how the district determines whether a student is present or absent, and how a student’s attendance will factor into promotion, retention, graduation, discipline, and any other decisions that will affect the student.

 

 

 

 

 

 

 

 

 

Cohort	Means	Frequency
Students, Parents, Community	YouTube Address	Daily
Students, Parents, Community	Social Media (Twitter, Facebook, Instagram)	Daily (multiple)
Students	Email	Daily
Teachers	Email	Daily
Parents, Community	Email	3x/week
Parents, Community	Phone Blast	1-2/week

 English Language Learners

• English Language Learners currently make up 0.4% of our student population enrolled in district.  Currently, all of our enrolled ESL students have been given district issued ChromeBooks with translation apps downloaded.  Our classroom teachers work in concert with our ESL teacher to provide modifications and accommodations consistent with our Board of Education approved ESL policy.  This includes, but is not is not limited to extended time, language modifications, word banks, reducing problems or steps because of linguistic complexity, drawing pictures, and/or completing graphic organizers.  If language modifications are required, the classroom teacher would work virtually with our ESL teacher to provide those modifications through one of our downloaded application systems.
• All communications to ELL families, including materials and directions have been translated into the Native Language.
• Our ESL teacher checks in with our ELL families weekly and implements alternate methods of instruction, differentiation, access to technology and strategies to troubleshoot ELL access challenges when necessary.

 School Counseling Department

• Students can reach school counselors at work via email or phone.  If staff are home-based, then staff will communicate via email.  If absolutely necessary, the school counselors would use Zoom video chat with parental consent.
• School counselors will be asked under the health plan to “periodically check-in with their caseload to ensure that students have an additional point of contact”.  
  • Email to all students with times school counselors are available and/or use distribution lists as a point to check-in.  
  • School counselors will post on the Teacher Page their “School Counseling Program Closure Plan”:
    • School counselors will be available from 7:30 a.m. - 2:30 p.m., Monday - Friday, for students and parents to contact them via email with any requests or questions.  
    • In the event of an emergency at home (physical or mental health), parents will be advised to call 911. 
• Transcripts
  • Email is still a method of communication in the event transcripts or other correspondences need to be sent out via Naviance (all electronic).  
  • Alumni/Verification service transcript requests
  • At LRHS, all electronic via Parchment.  
    • Verified with Laserfiche, the director of school counseling can access his laptop at home through the school districts VPN to access archived records and send secure, digital transcripts. 

 

Child Study Team and Related Services

• Letters were  sent via Naviance to parents/guardians regarding the following:
  • Specific information on how case management will occur remotely during the closure.
  • How related services will be managed during and after the closure.
  • Plans for Shared-Time instruction.
  • Course of action for out of district placements.
• Case Managers will be monitoring their emails for contact from their students/parents during the course of the hours of the regular school day. 
• Case Managers and the Director of Special Services will be available to assist with Out of District concerns via email or the Director of Special Services’ work cell phone (973) 800-3188.
• Student Assistance Counselor services will be conveyed via email.
• School Psychology Services (SPS counseling) will be made up upon return.  Parents/Guardians and students will be reminded of the importance of contacting 911 services or utilizing Passaic County Mobile Response in any emergency situations.

 School to Work Students

• School to Work students will consult their placement sites about whether to attend due to the school closure. 
• Dual Enrollment students will continue to attend their classes unless the college or university closes.
• Senior Internship and Senior Service students should consult with their placement sites about whether to attend due to the school closure.
• The district currently has 13.9% of student eligible for Free/Reduced Lunch.
• We have contracted with Mascios to provide food services for those students who need meals. 
• Meals are delivered to the school and are picked up at a prescribed time that has been communicated via phone blast and email to all Free/Reduced Lunch families. 

 

Dual Enrollment Students

 

 

 Senior Internship & Senior Service Students

 CORE/LEARN/STEP Students

• Parents/guardians will be provided a letter documenting how missed sessions will be made up.
• By Friday, March 13th, closing packets will be sent home with students to be utilized during a health-related closure.
• Teachers will also provide strategies, if needed, via email directly to their parents/guardians.

Out of District Students       

• Letters will go out directly to principals/directors of these programs notifying them if students will continue to attend during the closure (i.e., if an outside agency transports the students - the students will continue to attend).
• Parents/guardians will also be notified regarding the impact of any health-related closure.

 Shared-Time

• LRHS will provide up two 10 school days of extended hours (until 4pm) during the finals week in June to assist students at Empire if the students need additional hours (contact Ms. Poggioli, Director of Special Services)
• Eastwick and HoHoKus Paterson will need to provide lessons/activities which students may do remotely in the case of a health-related closure (contact Ms. Poggioli, Director of Special Services)
• MCVT will need to provide lessons/activities which students may do remotely in the case of a health-related closure (contact:  Mr. Conway, School Counseling Department)

Provision of school nutrition benefits or services for eligible students

 

 Any Preliminary Plans for Class of 2020 Graduation Ceremonies 

• Pursuant to social distancing and Governor Murphy’s Executive Orders, the Lakeland Regional High School District plans to hold its commencement ceremony virtually.

 

 

 

 

 

Special Education

 COMMUNICATION

All case managers, speech therapists, and special education administrators will be available via email.  We are asking that email be the primary communication mode, and phone calls be limited at this time.

Revision:  All related service providers, including our contracted providers, will be available through email or other Google services (i.e., Google Classroom, Google Meet, Google Email, Google Hangout).

Native Language:  All notices will be translated to the native language to the extent required by the District’s current practices.

Contracted Providers: We have contacted all providers, transportation, and nursing staff and notified them of our school closure and need for their availability, as necessary, for remote meetings.

Out of District Schools: Meetings will be held remotely and scheduled in cooperation with OOD staff, as needed and outlined elsewhere in this plan.

Parents: All parents have been made aware of the school closure and transportation suspension.

PROVISION OF APPROPRIATE SPECIAL EDUCATION AND RELATED SERVICES FOR STUDENTS WITH DISABILITIES

It is our expectation that students with IEPs participate in the district’s online instruction programs (virtual learning) as outlined by each of department.

• Each teacher and related service provider has already, and continues, to develop individualized lessons that target each student’s IEP goals.
• The activities have been or will be sent home to the families and will be monitored by the teacher, CST members and related service providers.
• The duration of the activities aligns with the provision of general education services.
• Each teacher and related service provider’s plans include adapted materials and assignments to meet individual student needs, as outlined in the student’s IEP and/or 504 Plan. They are also inclusive of the accommodations and modifications that are part of each student's IEP.

Revision 4/24/2020:  General Education and Special Education Teachers have been afforded district support and guidance to apply additional accommodations and modifications to support learners that are struggling with virtual learning (i.e., timeline extensions, reducing opportunities to demonstrate mastery, modifying grading expectations, providing alternate assignments, providing print copies, etc.).

 

 

 

RELATED SERVICES

Speech/Language:  Speech/Language services will be available for students via virtual platforms. In addition, where appropriate or necessary, home therapy packets will be sent via email to help review skills students have been working on in session.  

Revision 4/24/2020:  The district’s speech therapist has been providing classroom-based and individual speech session opportunities using a variety of Google platforms.  New Jersey signed legislation A3904 confirms that in the event of a school closure, the district may provide related services remotely, including speech language services, counseling services, physical therapy, occupational therapy, and behavioral services. Speech services outlined in a student’s IEP will be delivered virtually for the remainder of the health-related closure.  The speech therapist will designate session dates, procedures, and times directly with the parents/students.

Occupational Therapy/Physical Therapy: The Teams will meet to determine what if any regression has occurred.  Based on this information, they will determine how many sessions are necessary to catch the student up in addition to their regularly scheduled sessions.  However, we are working on developing home exercise plans designed to meet specific IEP goals and will release those as they become available and/or necessary.

Revision 4/24/2020:  The contracted providers for occupational and physical therapies have been providing classroom-based and individual activities prior to the approval for virtual services through email and print copies to parents/students.  New Jersey signed legislation A3904 confirms that in the event of a school closure, the district may provide related services remotely, including speech language services, counseling services, physical therapy, occupational therapy, and behavioral services.  OT/PT services outlined in a student’s IEP will be delivered virtually for the remainder of the health-related closure.  Service providers will designate session dates, procedures, and times directly with the parents/students.

Counseling: Counseling and School Psychology Services (SPS) will be provided through a virtual platform.  Parents will be contacted via email to arrange days and times to provide this service, as well as the specific components of the virtual delivery.

Revision 4/24/2020:  The school social worker and school psychologists will arrange for the best virtual platform to meet the needs of the individual student and coordinate the sessions to meet the required sessions in a student’s IEP.

COMPENSATORY SERVICES

Compensatory education and/or services will be determined on a case by case basis by the IEP Team within 60 school days of the District’s reopening.  Current progress and present levels have been recorded and will be used to determine what, if any, compensatory education is necessary when schools reopen.  This determination will involve an analysis of the regression of the student’s IEP goals and the level of services needed to recoup that regression.  An analysis of the student’s projected progress will also be undertaken.  Services are not going to be provided on a generic 1:1 calculation.

MEETINGS

Evaluations:  Due to Executive Order 104, all scheduled evaluations have been put on hold and will resume when school is back in session, aside from social histories that are able to be conducted via the phone.  Parents will be contacted via email to advise them of the evaluations scheduled, the postponement of those evaluations, and advised that scheduling will resume when schools reopen.

Annual Review Meetings: Case managers are attempting to have these meetings via tele-conferencing and/or Google Meet with staff members and parents.  Parents will be contacted via email and asked if they consent to hold the meetings remotely.  If the parent declines, the meeting will be postponed until schools reopen.

Eligibility Meetings: Eligibility meetings will take place as long as the evaluations have been completed, via the same procedure implemented for Annual Review Meetings.

Initial Planning Meetings and Revaluation Planning Meetings:  We will offer to conduct revaluation meetings remotely and advise parents/guardians that evaluations cannot be scheduled to begin until school is back in session.  For initial referrals, as we cannot complete evaluations or conduct observations of the students, we will be keeping a log and documenting all initials referrals and schedule meetings once schools re-open.

Any meetings that have been canceled or unable to take place will be rescheduled as soon as school is back in session.

MEDICALLY FRAGILE STUDENTS 

As medical services are provided by the District to the extent necessary to allow the student to access the educational program, those provisions of the students’ IEP that can be met remotely will be met.  Otherwise, we will advise parents that nursing staff and other medical related services cannot be provided at home and that alternative services need to be arranged by the parents.  All health care plans will be sent to each parent, so that they have the most up to date information on the student’s plan to share with private providers, as necessary.

CONFIDENTIALITY

All information shared electronically will include the following statement:

“CONFIDENTIALITY NOTICE: The information contained in this communication from the Lakeland Regional High School is confidential and may be considered a student record.   This email and all information contained or attached hereto is intended for the sole use of the persons or entities who are the addressees.  If you are not an intended recipient of this email, the dissemination, distribution, copying or use of the information it contains is strictly prohibited.  If you have received this communication in error, please immediately contact the sender to arrange for the return or destruction of this information.”

Revision 4/24/2020:  The district has completed multiple security measures to ensure that its Google Drive is HIPAA compliant.  

SECTION 504

Where appropriate given the remote instruction platform, all students with Section 504 plans will continue to receive the modifications and accommodations in their plan.

Facilities

• We currently have our custodial staff coming into the building on a modified schedule to continually clean and sanitize all areas as well as maintain the building.
• Our Facility Supervisor is ensuring that building checks and security checks are being completed daily.
• HVAC needs can be monitored virtually. Daily boiler checks were completed in person when heating was necessary. Weekly physical checks of the entire HVAC system are still done in spite of the daily remote monitoring. Three uninvent leaks were discovered in this process and so we are vigilant about maintaining that level of scrutiny.
• Our School Resource Officers are also completing routine patrol.
• The Facilities Supervisor drives around the building several times each day looking for open windows or anything out of the ordinary.
• Emergency generator tests (2 generators) are conducted twice each month as required and they are scheduled for their routing maintenance/inspection on May 12th.
• Our Board of Education Office employees are coming in on a limited basis as well to check messages, complete administrative tasks, payroll, business matters, etc.
• Grass is being maintained and fields are being mowed weekly. As the weather warms, that schedule will be increased to two times per week.
• Our Transportation Dispatcher has been starting the buses and vans once each week per our Maintenance Mechanic’s recommendation.
• Our Athletic Fields and Track are closed to the public pursuant the Executive Order.
• We still have Horizon Pest Control come for their monthly inspection of the buildings to keep them pest free.

 

Summer Programming Plan Component 8 - Summer School

 

Virtual Summer School for Credit Recovery	In-Person Summer School for Credit Recovery
Departments: (list each course title) District Virtual Learning ELA  Math Science Social Studies   EDUCERE All Electives World Languages Physical Education  Drivers Education Health  Consumer Science  Personal Science	Departments:  (list each course title) District Virtual Learning ELA  Math Science Social Studies   EDUCERE All Electives World Languages Physical Education  Drivers Education Health  Consumer Science  Personal Science
Program Dates: Summer School -  20 Days 7/6/2020 - 7/31/2020	Program Dates: Summer School -  20 Days 7/6/2020 - 7/31/2020
Program Hours: Session #1 7:15am - 10:15am Session #2 10:20am - 1:20pm	Program Hours: Session #1 7:15am - 10:15am Session #2 10:20am - 1:20pm

 

VIrtual Summer School Educational Components

The components below will be fulfilled across all content areas.  The virtual platform will follow the district’s  previous health-related closure protocols as well as Educere courses.

• Focus of all summer school programs will be on recoupment of credit(s) noted in each student’s LRHS transcript.
  • Based on the individual student’s performance during the virtual instructional period, a student may be eligible for courses with no assigned fees.
  • Students in need of summer school will be notified in June, prior to the dismissal of the 2019 - 2020 school year.
• Instructional sessions will be delivered in two 180 minute sessions.
• Related Services will occur at a duration of 30 minute for each IEP session( if a student is eligible).
  • Counseling Services will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Occupational Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Physical Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Speech Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
• Student to teacher ratios will continue as outlined in NJ Special Education Code for secondary in-class replacement (ICR) and out of class resource (OCR) programs.
• Any student with a 1:1 ABA Therapist indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• At the conclusion of the summer school programs, teachers will assess a student’s performance as it pertains to the recoupment of credit(s).

 

In-Person Summer School Educational Components

The components below will be fulfilled across all content areas at LRHS as well as Educere courses.

• Focus of all summer school programs will be on recoupment of credit(s) noted in each student’s LRHS transcript.
  • Based on the individual student’s performance during the virtual instructional period, a student may be eligible for courses with no assigned fees.
  • Students in need of summer school will be notified in June, prior to the dismissal of the 2019 - 2020 school year.
• Instructional sessions will be delivered in two 180 minute sessions.
  • Counseling Services will be delivered in person as outlined in the body of the Special Education plan.
  • Occupational Therapy will be delivered in person as outlined in the body of the Special Education plan.
  • Physical Therapy will be delivered in person as outlined in the body of the Special Education plan.
  • Speech Therapy will be delivered in person as outlined in the body of the Special Education plan.
• Student to teacher ratios will continue as outlined in NJ Special Education Code for secondary in-class replacement (ICR) and out of class resource (OCR) programs.
  • ICR Teachers will be provided to classes with students who require the support of a second teacher/special education teacher.
  • OCR courses will have a certified special education teacher as the instructor of record.
• Any student with a 1:1 ABA Therapist (ABAT) indicated in the current IEP will receive this service in the assigned summer school classroom.  Each ABAT will carry out the directives and guidance from the content area specialist and/or certified special education teacher of record to best meet the needs of the assigned student.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service in the assigned summer school  classroom.   Each special education aide/paraprofessional will carry out the directives and guidance from the content area specialist and/or certified special education teacher of record to best meet the needs of the assigned student.
• At the conclusion of the summer school programs, teachers will assess a student’s performance as it pertains to the recoupment of credit(s).
• Transportation (if assigned) will incorporate best practices in social distancing and health -related directives by increasing the number of transportation vehicles (with guidance from the NJDOE and state/local health agencies).
• Each summer school class will be provided larger instructional spaces to meet the needs of social distancing parameters (with guidance from the NJDOE and state/local health agencies).
• Individual Student Health Plans and School Nursing requirements will be met in accordance with NJDOE and state/local guidance.

 

Summer Programming Plan Component 8

 

Virtual Extended School Year (ESY) Program	In-Person Extended School Year (ESY) Program
CORE (MD) Program STEP (MD) Program LEARN (Autism) Program	CORE (MD) Program STEP (MD) Program LEARN (Autism) Program
Program Dates: CORE -  20 Days 7/6/2020 - 7/31/2020 STEP -   20 Days 7/6/2020 - 7/31/2020 LEARN - 20 Days 7/6/2020 - 7/31/2020	Program Dates: CORE -  20 Days 7/6/2020 - 7/31/2020 STEP -   20 Days 7/6/2020 - 7/31/2020 LEARN - 20 Days 7/6/2020 - 7/31/2020
Program Hours: CORE Staff Hours -        4.5 hours 8:00am - 12:00pm CORE Student Hours -   4.5 hours 8:00am - 12:00pm STEP Staff Hours -         4.5 hours 8:00am - 12:00pm STEP Student Hours -    4.5 hours 8:00am - 12:00pm LEARN Staff Hours -      4.5 hours 8:00am - 12:00pm LEARN Student Hours - 4.5 hours 8:00am - 12:00pm	Program Hours: CORE Staff Hours -        4.5 hours 8:00am - 12:00pm CORE Student Hours -   4.5 hours 8:00am - 12:00pm STEP Staff Hours -         4.5 hours 8:00am - 12:00pm STEP Student Hours -    4.5 hours 8:00am - 12:00pm LEARN Staff Hours -      7.0 hours 7:45am - 2:45pm* LEARN Student Hours - 6.5 hours 8:00am - 2:30pm* *includes 30 minute lunch period

VIrtual ESY Educational Components

The components below will be fulfilled in both the MD and Autism programs.  The virtual platform will follow the district’s  previous health-related closure protocols.

• Focus of all ESY programs will be on recoupment of noted regressed skills and maintenance of acquired skills outlined in baseline data and observational data prior to the start of the program.
  • Related Service Providers and Teachers will provide a Present Level of Academic Achievement and Functional Performance (PLAAFP) for each student prior to the end of the 2019 - 2020 school year (June 2020).
  • Related Service Providers and Teachers will incorporate multiple measures to evaluate the recoupment and possible regression needs of the students who have been found eligible for ESY.
    • Student grades, informal classroom assessments, and student progress data will be used to determine the targeted skills and objectives for the recommended ESY program.
    • Data will be reviewed by the student’s IEP team to determine services.
• Instructional sessions will be delivered in 30 minute increments.
  • Community-Based Instruction will be delivered virtually by visiting a comprehensive list of sites (i.e., museums, national parks, shopping sites, etc.) and focus on a student’s IEP goals and objectives in this content area.
  • Vocational Instruction will be delivered virtually by utilizing ONEDER Academy and other virtual software platforms.  The focus will be on a student’s IEP pre-vocational and career goals and objectives.
• Related Services will occur at a duration of 30 minute for each IEP session.
  • Counseling Services will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Occupational Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Physical Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Speech Therapy will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
• Student to teacher ratios will continue as outlined in NJ Special Education Code for both secondary MD programs and Autism programs.
• Any student with a 1:1 ABA Therapist indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified special education teacher of record.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified special education teacher of record.
• Parents will be provided with daily communication on a student’s performance in the instructional platforms and virtual learning activities.
• At the conclusion of the ESY program, teachers will assess a student’s performance as it pertains to the recoupment of skills and the status of skill maintenance.

 

In-Person ESY Educational Components

The components below will be fulfilled in both the MD and Autism programs.

• Focus of all ESY programs will be on recoupment of noted regressed skills and maintenance of acquired skills outlined in baseline data and observational data prior to the start of the program.
  • Related Service Providers and Teachers will provide a Present Level of Academic Achievement and Functional Performance (PLAAFP) for each student prior to the end of the 2019 - 2020 school year (June 2020).
  • Related Service Providers and Teachers will incorporate multiple measures to evaluate the recoupment and possible regression needs of the students who have been found eligible for ESY.
    • Student grades, informal classroom assessments, and student progress data will be used to determine the targeted skills and objectives for the recommended ESY program.
    • Data will be reviewed by the student’s IEP team to determine services.
• Instructional sessions will be delivered in 30 minute increments.
  • Community-Based Instruction (CBI) will be suspended for the duration of all in-person programs.   CBI will be delivered virtually by visiting a comprehensive list of sites (i.e., museums, national parks, shopping sites, etc.) and focus on and address a student’s IEP goals and objectives in this content area.
  • Vocational Instruction will be suspended for the duration of all ESY programs.  will be delivered virtually by utilizing ONEDER Academy and other virtual software platforms.  The focus will be on and address a student’s IEP pre-vocational and career goals and objectives.
• Related Services will occur at a duration of 30 minute for each IEP session.
  • Counseling Services will be delivered in person as outlined in the body of the Special Education plan.
  • Occupational Therapy will be delivered in person as outlined in the body of the Special Education plan.
  • Physical Therapy will be delivered in person as outlined in the body of the Special Education plan.
  • Speech Therapy will be delivered in person as outlined in the body of the Special Education plan.
• Student to teacher ratios will continue as outlined in NJ Special Education Code for both secondary MD programs and Autism programs.
• Any student with a 1:1 ABA Therapist (ABAT) indicated in the current IEP will receive this service in the assigned ESY classroom.  Each ABAT will carry out the directives and guidance from the certified special education teacher of record to best meet the needs of the assigned student.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service in the assigned ESY classroom.   Each special education aide/paraprofessional will carry out the directives and guidance from the certified special education teacher of record to best meet the needs of the assigned student.
• Parents will be provided with weekly communication on a student’s performance in the instructional platforms and ESY learning activities.
• At the conclusion of the ESY program, teachers will assess a student’s performance as it pertains to the recoupment of skills and the status of skill maintenance.
• Special Education Transportation will incorporate best practices in social distancing and health -related directives by increasing the number of transportation vehicles (with guidance from the NJDOE and state/local health agencies).
• Each program will be provided larger instructional spaces to meet the needs of social distancing parameters (with guidance from the NJDOE and state/local health agencies).
• Individual Student Health Plans and School Nursing requirements will be met in accordance with NJDOE and state/local guidance.
• In-person LEARN ESY (which would be extended to 6.5 student hours) will need access to food services for free/reduced lunch students or vouchers for lunch options.  *This service will be based on student enrollment.

 

Summer Programming Plan Component 8 - Plan to Address Learning Loss

 

Virtual Summer Program for Basic Skills and Learning Loss	In-Person Summer Program for Basic Skills and Learning Loss
Departments: (list each course title) ELA  Math	Departments:  (list each course title) ELA  Math
Program Dates: Summer School -  10 Days 8/10/2020 - 8/21/2020	Program Dates: Summer School -  10 Days 8/10/2020 - 8/21/2020
Program Hours: Session #1 8:30 am - 10:30am Session #2 10:45am - 12:45pm	Program Hours: Session #1 8:30 am - 10:30am Session #2 10:45am - 12:45pm

 

Virtual Summer Program for Basic Skills and Learning Loss

The components below will be fulfilled across the content areas for ELA and Math.  The virtual platform will follow the district’s previous health-related closure protocols.

• Focus of this summer school program will be on a review of basic skills and serve as a transition for upcoming freshmen.
  • Based on the individual student’s performance during the March - June virtual instructional period, a student may be eligible for these basic skills courses with no assigned fees.
  • Upcoming freshmen will be eligible to assist in their transition from the middle school’s virtual instructional period to the learning and pacing expectations of LRHS.
• Instructional sessions will be delivered in two 120 minute sessions.
• Social Emotional Learning activities will be integrated into the 9th grade sessions to support the students in their transition to LRHS learning expectations.
  • Counseling Services will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Parents will also be provided with training opportunities on LRHS expectations.
• Any student with a 1:1 ABA Therapist indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• 9th grade students will have the opportunity to attend the virtual 9th grade orientation to further assist in the transition to LRHS.
• At the conclusion of this summer school program, teachers will assess a student’s performance as it pertains to the identified learning loss and/or the student’s overall understanding of the LRHS learning expectations.

 

In-Person Summer School Educational Components

The components below will be fulfilled across all content areas at LRHS.

• Focus of this summer school program will be on a review of basic skills and serve as a transition for upcoming freshmen.
  • Based on the individual student’s performance during the March - June virtual instructional period, a student may be eligible for these basic skills courses with no assigned fees.
  • Upcoming freshmen will be eligible to assist in their transition from the middle school’s virtual instructional period to the learning and pacing expectations of LRHS.
• Instructional sessions will be delivered in two 120 minute sessions.
• Social Emotional Learning activities will be integrated into the 9th grade sessions to support the students in their transition to LRHS learning expectations.
  • Counseling Services will be delivered in a variety of virtual platforms as outlined in the body of the Special Education plan.
  • Parents will also be provided with training opportunities on LRHS expectations.
• Any student with a 1:1 ABA Therapist indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• Any student with a 1:1 special education aide/paraprofessional indicated in the current IEP will receive this service virtually - in concert with directives and guidance from the certified content area specialist or special education teacher of record.
• 9th grade students will have the opportunity to attend the in-person  9th grade orientation to further assist in the transition to LRHS.
• At the conclusion of this summer school program, teachers will assess a student’s performance as it pertains to the identified learning loss and/or the student’s overall understanding of the LRHS learning expectations.
• Transportation (if assigned) will incorporate best practices in social distancing and health -related directives by increasing the number of transportation vehicles (with guidance from the NJDOE and state/local health agencies).
• Each summer school class will be provided larger instructional spaces to meet the needs of social distancing parameters (with guidance from the NJDOE and state/local health agencies).
• Individual Student Health Plans and School Nursing requirements will be met in accordance with NJDOE and state/local guidance.