Emergency Remote Learning Plan

  • Remote learning, also referred to as distance learning, is learning that happens outside of the traditional classroom.  It gives students, inclusive of English Language Learners, Special Education and Pre-School students, who are not in school for in-person education, access to online learning materials and instruction.  All students were provided a Chromebook, inclusive of a hotspot if wifi was needed, with touch screen devices being provided for our Pre-K General Education & Special Education students.  Pre-School students will also be provided with a bag of materials that include manipulatives to assist with their learning at home while on remote instruction.

    NJ Governor Murphy signed A-3904 into law in April of 2020, which requires each school district to submit a proposed program for emergency remote instruction to the New Jersey Department of Education.  This law provides for the continuity of instruction in the event of a public health-related district closure by permitting the District to utilize remote instruction to satisfy the 180-day requirement.

    If public health and/ or safety conditions warrant changes to in-person learning, we are prepared to ensure that students and families will have what they need, as we did during the 2021-2022 school year. We will return to remote learning in the event that applicable governing bodies deem this necessary.

    It is the goal of the District that all new students and staff in PreK-12 will be issued a Chromebook with internet access at the beginning of the school year.   The Chromebooks will be utilized for blended learning and continuity of usage with district digital programs.  Students and staff will be transporting their devices to school on a daily basis. All students will have the opportunity to access online lessons and complete assignments, projects, and assessments either during in-person or remote learning. 

    Should a student or a parent have an issue with their Chromebook or internet connectivity, they are to notify their Building Principal to make the necessary accommodations. The Principal will address the concern and either replace the chromebook or provide a hotspot to the family.

    During remote learning, it is imperative that all staff maintain communication with students (via phone calls, emails and Google Meets) to ensure they are completing assignments, are actively engaged in learning and maintaining their social and emotional wellness.

    Parent Notification: 

    Parents have been notified of this plan in official communication in multiple languages.  Should we need to switch to remote learning district-wide parents will be notified via the following avenues:

    • District/School website
    • District robocalls
    • Parent portal (e-mails)

    Schedules:

    School Staff and students will follow a Monday-Friday instructional week utilizing the full remote instructional day schedules below:

    School Staff Schedule

    Period

    Times

    Homeroom

    8:20 - 8:35

    1

    8:35 - 9:05

    2

    9:05 - 9:35

    3

    9:35 - 10:05

    4

    10:05 - 10:45

    5

    10:45 - 11:25

     

     

    6

    11:25 - 12:05

    7

    12:05 - 12:45

    8

    12:45 - 1:15

    9

    1:15 - 1:45

    Building/District Activities

    1:45 - 2:45

    Duty Free

    2:45 - 3:00

    *Teachers will end their day at 3:00 pm vs 3:10 pm during remote instruction.

    From 1:45 pm – 2:45 pm, school staff, inclusive of teachers, support staff and administrators, will participate in one or more of the following activities in a five-day window:

    Monday

    Common Planning Time/Parent Outreach

    Tuesday

    PLC/Parent Outreach

    Wednesday

    Intervention with Students

    Thursday

    VAM/GLM /Parent Outreach

    Friday*

    PD (School-based or District) or Parent Outreach

    These activities are recommendations for Principals; Principals can alter the activities in the afternoon, except for Fridays. Fridays will be utilized for PD or parent outreach.  Professional development topics may include, but are not limited to, responsive teaching and learning, trauma informed teaching, strategies to address Social Emotional Learning, sheltered instruction, blended learning, equity, and student engagement strategies.

    Student Schedules:  PreK

    Daily Component

     

    Prep for the day

    8:15 – 8:45

    Staff read and respond to emails.  Teachers and IAs will review the daily lesson plan to discuss responsibilities and address home language needs, i.e., discuss the ITC options, Read Aloud, & STREAM extensions to determine how they will implement the instruction for the day.  Staff are ultimately setting the stage for their instructional day, i.e., recording videos of reading books, posting activities & assignments to Google Classroom, conducting & recording science experiments, or collecting materials/visuals/online links needed for the day.

    Morning Group Meeting

    8:45 – 9:00

    ALL STUDENTS are present.

    Read Aloud

    9:00 – 9:15

    ALL STUDENTS are present in either a large group or small group setting.  Staff will guide families on extension activities for the day.

    Transition

    9:15 – 9:25

    Staff will use Mighty Minutes and Music and Movement activities to give children an opportunity to move their bodies.

    Small Group

    9:25 – 9:45

    Staff will assign students based on student needs.  Staff will use the BREAKOUT rooms to split the class between teacher and Instructional assistant

    SNACK

    9:45 – 9:55

    Have children take a break, have a snack and a drink – they do not need to log off!

    Music and Movement

    9:55 – 10:05

    Transition back to whole group

    STREAM EXTENSIONS

    10:05 – 10:20

    ALL STUDENTS are present.

    ROUND UP

    10:20 – 10:30

    ALL STUDENTS are present – review of the day.

    Family Conferences

    10:30 – 11:30

    Getting to know your students and their families.  Staff are online & available to meet with families to discuss child’s needs and progress.

    Lunch

    11:30 – 12:15

     

    Family Conferences

    12:15  – 1:45

    Getting to know your students and their families.  Staff are online & available to meet with families to discuss child’s needs and progress.   

    Building Activities

    1:45 - 2:45

    Getting to know your students and their families.  Staff are online & available to meet with families to discuss child’s needs and progress.


    Student Schedules:  K-5

    Period

    Times

    Homeroom

    8:20 - 8:35

    1

    8:35 - 9:05

    2

    9:05 - 9:35

    3

    9:35 - 10:05

    4

    10:05 - 10:45

    5

    10:45 - 11:25

    6

    11:25 - 12:05

    7

    12:05 - 12:45

    8

    12:45 - 1:15

    9

    1:15 - 1:45

    Work on Assignments/Interventions

    1:45- 2:30

    Recess (Pre-K- Free Play)

    2:30- 3:00


    Student Schedule - Grades 6 -12

    Period

    Times

    Homeroom

    8:20 - 8:35

    1

    8:35 - 9:05

    2

    9:05 - 9:35

    3

    9:35 - 10:05

    4

    10:05 - 10:45

    5

    10:45 - 11:25

    6

    11:25 - 12:05

    7

    12:05 - 12:45

    8

    12:45 - 1:15

    9

    1:15 - 1:45

    1:45 pm - 3:00 pm:  Students will work on their assignments and intervention


    Schedules for early dismissal days: school-based early dismissal schedule will be followed on the following dates as they are designated as 1:00 PM dismissal dates:

    • October 21, 2022 (Student only)
    • November 23, 2022(Staff and Students)
    • December 9, 2022(Students only)
    • December 23, 2022(Staff and Students)
    • January 13, 2023 (Students only)
    • March 3, 2023 (Students only)
    • March 17, 2023 (Staff and Students)
    • May 12, 2023 (Students only)
    • May 26, 2023 (Staff and students)

    Staff Attendance:

    • Daily logs must be completed by all Paterson Public School Staff and submitted to their Principal/Vice Principal or Direct Supervisor at the end of each remote learning day. 
    • If a log is not submitted, it will be documented as an absence.
    • Frontline shall be used to account for daily attendance when KRONOS is unavailable for use.

    Teacher/Staff Expectations:

    Inclusive of Reading Specialists, Intervention Teachers, Math/ELA Coaches, Special Education Resource Teachers, Bilingual/ESL Teachers, Social & Emotional Learning Team, Related Services, Child Study Teams,  and School Counselors

    Google Classroom:

    All teachers, prior to the 1st day of school for students, will have created a Google Classroom. Students will be provided the links to the Google Classroom on the first day of school, September 7th. This would provide students with access to the Google Classroom at all times. Teachers will be actively using the platform to support daily instruction.

     Classrooms should be named using the following convention:

    • Class name - teacher, school (ie. Mrs. Brown, School 18)   
    • Section - subject/grade/time (ie. ELA Gr. 4  8:20-8:50)

    If you are a self-contained teacher, teaching all content areas:

    • Class name - teacher, school, grade level (ie. Mrs. Brown, School 18   Kindergarten)

    Homeroom will be dedicated to attendance and for students to participate in mindfulness and Social & Emotional Learning (SEL) activities provided by the teachers. 

    SEL teams will continue to work with schools during remote learning.  As such, the SEL team members should be invited to the Google Classrooms for the teacher’s classrooms in which they are working. This will allow them to address Social and Emotional health of staff and students by continuing their schedule with the schools, to both students and staff, via the virtual Google platform.  Additionally, the Supervisor of Student Support Services and the SEL Data Strategist will create monthly calendars (i.e. At-Home Self-Care Calendars) to be shared as support tools for staff and students.

    Principals/VPs/Supervisors must be invited to the Google Classroom. Teachers should designate the Administrators, as “Google Classroom Instructors” for courses.  This will allow Administrators to view submissions and monitor the instruction for students.

    Teachers who work with small groups (ie. Reading Specialists, Intervention, Coaches, Coordinators, Resource, Related Services, English as a Second Language (ESL), Bilingual) must have their own Google Classroom and schedule Google Meets daily for the students they provide services to.   Instruction provided will be in accordance with the program type for identified students utilizing their English Proficiency Levels and/or Individual Education Plans (IEPs). Building Administrators will monitor the Google Classroom/Meets.

    New material will be taught via the Google platform utilizing Google Meet, with live streaming for synchronous (real-time; live) learning, focusing on the curriculum for the course. Teachers are expected to set up Google Meets to engage students in synchronous learning for each subject daily for the duration of the scheduled period.

      • To make instruction accessible, teachers must record the session, or provide an alternate recording of the instruction, and post it in Google Classroom for students to access if additional support is needed. Participants should be notified that the session is being recorded.
      • Resources utilized should be those outlined in the curriculum to ensure that materials are provided in the student’s language of instruction maintaining access for all scholars.

    Any educational videos posted to a teacher’s Google Classroom or Google Meet must be viewed in its entirety by the teacher prior to posting to ensure that the material is grade-appropriate and educationally sound.

    It is recommended/encouraged that teachers add different media, such as short videos or audio, to lecture slides or documents rather than just having text, using the district provided resource, Nearpod.

    All students must have assigned Intervention(s) to address learning loss in the content areas. Students must work on intervention(s) daily from 1:45 pm - 3:00 pm. District digital platforms (ie. Achieve 3000, ALEKS, Imagine Math, iStation, etc.) must be utilized by students. Principals and teachers must monitor student progress and usage data.  During the intervention periods, teachers should utilize student data to meet with small groups of students to provide instruction specific to student needs to remediate and accelerate learning.

    Google Meets should be enabled within the Google Classroom for student access at the start of each school day.

    Notifications that are created in Google Classroom should be timed to occur during the school day for students.

    Ensure that the guardian email summary report is set up to send parents/guardians informing them of missing student assignments, upcoming work and class information.

    Objectives and DOL’s must be posted daily in Google Classroom. 

    Post work/assignments for students each day by 8:20 am in the Google Classroom (unless there’s an ongoing assignment).  Independent assignments should not be due the same day as assigned.

    Lesson plans will be submitted as per their school building’s schedule to their direct administrator.

    All teachers must have substitute lesson plans developed for 10 instructional days that afford students the ability to learn through a synchronous lesson delivered by a substitute.  These plans should be labeled by day (i.e. Sub plans - Day 1, Sub plans - Day 2, etc.) and posted in the Google Classroom by September 16th for students to access should there be an absence.

    Respond to all student/parent emails/outreach within 24 hours for assignments.  All other inquiries may take up to 48 hours for a response.  Inquiries sent on the weekend will be answered on the next workday. Principals will monitor parent outreach to ensure all students are engaged.

    Reach out to students/parents consistently to answer any questions or concerns they have (via email, phone call, or Google Meet).  Staff can use *67 to block their number or obtain a free phone number through Google Voice if uncomfortable using a personal phone number.

    Maintain contact with all students and complete a daily log, provided by the building principal. Keep record of students who have not participated in the Google Meet for at least two days (See Appendix ).  When necessary, work with additional staff members to communicate in the home language.

    If a student does something inappropriate during a Google Meet/Hangout or through a post in Google Classroom, please complete a student incident report and forward it to the Principal.

    Teacher Etiquette:

      • Prepare for technical difficulties; Always check that your technology is working prior to starting the session.  Call or email the Help Desk (973)321-0905 or helpdesk@paterson.k12.nj.us) for assistance if needed.
      • You camera should be turned on during the entire period
      • When working remotely, utilize a quiet space that has minimal distractions and be mindful of the background viewed on your screen
      • Dress professionally
      • Communicate effectively
      • Avoid eating during the session
      • Set norms at the beginning of the session (ie. ask participants to mute themselves, speak one at a time, post questions in the chat); Ask students to refrain from using their cellphones unless it is part of the lesson
      • Active engagement should be displayed
      • Provide time for students to ask questions, pause periodically to encourage participation

    Student Attendance:

    It is critical that we maintain regular contact with students and their families in order to support their social-emotional well-being and academic needs.  The goal is to maintain regular contact with students to ensure participation and engagement.

    Reporting Daily Attendance:

    • A student will be expected to engage in synchronous lessons to receive credit for a full day of attendance. 
    • Attendance will be taken by the homeroom teacher and all absences will be recorded in Infinite Campus.  To ensure consistency, it is suggested that the homeroom teacher enable Meet Attendance in Google Classroom as a second form of record for verification.  The school secretary will certify the attendance by 10:00 am.

    Reporting Course Attendance:

    • In order to be considered “in attendance,” students must be present for synchronous instruction. 

    Additional Information Regarding Attendance:

    • A student experiencing technical difficulties and/or internet interruption should notify their teacher(s) of the difficulty.  Students experiencing technical difficulties and/or internet interruption will be considered present upon completing all class assignments due on that day.
    • The Student Attendance Department will provide a Google sheet to school principals to document students if no contact has been made with either the student or the family for two or more consecutive days.
    • Schools will be expected to submit daily attendance data.
    • Home Visits will be conducted by the Department of Student Attendance based on requests from the School Principal when students have not participated in online instruction for an extensive period of time (more than 3 days).
    • The district will follow Policy 2360.01 (Appendix 2)

    Student Expectations:

    • Follow the schedule for your school.  This will be posted on the school website.
    • When working remotely, ensure that you are logged into the Google Meet for each class on time for synchronous instruction, as attendance will be recorded. 
    • Participate in Google Meets established by your teachers and log off the Meet at the close of the lesson.  The teacher should be the last person to log off the Meet.
    • Complete and submit assignments as per the assignment’s due date.
    • Respond to all teacher emails within 24 hours.
    • Contact your teacher if you experience technological difficulties, internet interruption, when having trouble completing an assignment or if extra support is needed.
    • Continue to participate in the extended learning opportunities in which you are enrolled (ie., clubs, Saturday STEAM, SEL Labs, Credit Recovery, Summer School) via the remote platform

    Student Etiquette:

      • Prepare for technical difficulties; check that your technology is working prior to starting the session; email your teacher with any issues.
      • Behave in a respectful manner during all virtual learning activities
      • Dress appropriately
      • Actively engage in the sessions; refrain from using your cell phone unless directed by the teacher to utilize as part of the session
      • When working remotely, utilize a quiet space in your home that has minimal distractions
      • Avoid eating during the session
      • Communicate effectively and respectfully at all times
      • Keep your microphone on mute unless told otherwise by your teacher
      • During Google Meets your video camera must be on for the entirety of the class period.   You cannot use an Avatar in place of your initials. Only your initials or a photo of yourself can be utilized.  If you are using a photo it must be age appropriate.
      •  Do not video record, audio record, photograph, live stream, or transmit in any other way any part of a Google Meet, including not posting on any social media platform.
      • Any confidential or personally identifiable information related to students participating in a Google Meet should not be collected, discussed or shared.

    Parent/Guardian Google Meet Expectations:

    Parents/guardians are encouraged to assist their child through remote learning providing encouragement and supporting their children during asynchronous learning opportunities.

    To maintain a positive, productive learning environment and assure confidentiality for students and teachers during remote learning, all parents/guardians are asked to observe the following privacy guidelines:

    • Google Meets are designed for students to seamlessly transition to remote learning. To prevent disruptions to the learning environment, parents/guardians should not actively participate in these sessions, although parents/guardians may assist their child with technology. Especially with synchronous learning, any support needed should be coming from the teacher in the moment.
    • Do not video record, audio record, photograph, live stream, or transmit in any other way any part of a Google Meeting, including not posting on any social media platform.
    • Do not share Google Meet code with friends.  All students should have access to their appropriate Google Meets by their teacher.
    • Any confidential or personally identifiable information related to students participating in a Google Meet should not be collected, discussed or shared.
    • Parents/guardians should not engage with students during Google Meets.
    • If a parent/guardian has a question, please email your child’s teacher.

    Thank you for your support and cooperation in ensuring that remote learning is a positive, productive and enjoyable experience for all participants

    Nurses Expectations:

    • Direction will be provided by the Supervisor and/or Building Principal
    • Conduct wellness checks via Google Meet
    • Attend professional development opportunities that promote professional growth, use of technology and student support services
    • Communicate with students and parents
    • Active role with the School-based Crisis Intervention Team
    • Attend departmental meetings
    • Update nursing procedures and practices
    • Continue to add student Immunization Records into Infinite Campus
    • Review student files for missing immunizations and physicals, follow up with families
    • Obtain treatment plans for students that require medication
    • Create student Individual Health Care Plans as applicable
    • Collaborate with School Counseling Department as it relates to Student Support Services
    • Provide mandatory/required health training to school community
    • Active role in district I&RS and Section 504 Teams
    • Produce Communicable Diseases reminders and updates as needed
    • Maintain daily and monthly reports

    School Counselors Expectations:

    • Manage all aspects of your student caseload
    • Maintain a departmental log consisting of daily activities and communication with students, parents and staff
    • Maintain a Google Classroom with pertinent and relevant resources for students and staff
    • Attend departmental meetings
    • Identify at-risk students and contact them regularly
    • Director and Supervisors will provide direction on additional tasks and responsibilities
    • Respond and follow-up on emails within a timely manner (24-48 hrs.)
    • Regular maintenance of all responsibilities including but not limited to:
      • Graduation Tracker
      • Student Worksheets
      • Accurate Course Schedules
      • I&RS and 504 Accommodations
      • Post-Secondary Plans
      • New Registrations
      • College and Career Readiness
      • Financial Aid
      • Crisis Intervention
      • Remote Grief Counseling if needed
      • Credit Recovery, SAT and ACT registration
      • Transcript Review Conferences
    • Facilitate individual counseling, small group and classroom-based guidance activities via Google Meets
    • Orient all grade levels to Naviance; execute the scope and sequence for all grade levels
    • Attend professional development opportunities that promote professional growth, use of technology and student support services
    • Serve on the Pandemic Response Team
    • Communicate to Seniors opportunities for scholarships
    • Meet with Principals to review graduation rates
    • Complete Recommendation Letters for High School Seniors
    • Provide assistance to students with completing financial aid and college applications
    • Active role with School-based and District Crisis Intervention Teams

    Athletic Counselors Expectations:

    • Communicate with all Guidance Supervisors and School Counselors regarding student-athletes
    • Maintain a Google Classroom with pertinent and relevant resources
    • Conduct transcript review conferences for all athletes in the 11th grade
    • Manage and maintain college prospects for student-athletes
    • Attend professional development opportunities that promote professional growth, use of technology and student support services
    • Participate in I&RS and 504 meetings for student-athletes
    • Attend departmental meetings
    • Identify at-risk students and contact them regularly
    • Directors and Supervisors will provide direction on additional tasks and responsibilities
    • Respond and follow-up on emails within a timely manner (24-48 hrs.)
    • Active role with School-based and District Crisis Intervention Teams
    • Monitor, track and support all student-athletes
    • Complete and ensure all NCAA requirements are met
    • Complete all athletic eligibility lists
    • Monitor student grades in and out of season
    • Serve as primary lead on college athletic scholarships along with athletic supervisors, coach and building principal
    • Complete all athletic accountability tasks as assigned by district administrators
    • Maintain communication log for athletes and parents
    • Serve on the Pandemic Response Team
    • Provide counseling support to athletes and students assigned to Silk City Student Center
    • Assist EHS and JFK operations unit with restorative practices and other social-emotional services as assigned by Principal of Operations

    Student Assistance Counselors Expectations:

    • Active role in district I&RS and Section 504 Teams
    • Caseload management
    • Maintain a Google Classroom with pertinent and relevant resources
    • Coordinate preventative, individual counseling, small group and classroom-based activities via Google Meets
    • Coordinate virtual lessons with Health Teachers and School Counselors
    • Create age-appropriate PowerPoints relating to mental wellness and substance use
    • Share Google Classroom with Supervisor
    • Assist staff and administrators with substance related inquiries as needed
    • Assist Building Administrators with respective school-wide activities
    • Maintain monthly reports and daily log
    • Active role with School-based Crisis Intervention Team
    • Active role with district-wide Mental Health Initiatives
    • Participate in Professional Development opportunities that promote professional growth, use of technology and student support services
    • Respond and follow-up on emails within a timely manner (24-48 hrs)
    • Attend department meetings
    • Director will also provide direction and guidance

    Social Emotional Learning (SEL) Team Expectations:

    • Continued use of SEL Panorama platform for notetaking and student survey information 
    • Create and maintain a Google Classroom with pertinent and relevant resources
    • Coordinate preventative, SEL driven, small group and classroom-based activities via Google Meets
    • Coordinate virtual classroom lessons with staff for students at assigned school locations
    • Coordinate virtual staff meetings (PLCs, PDs, GLMs) with principals for staff at assigned school locations
    • Create age-appropriate PowerPoints relating to mental wellness, SEL and character education
    • Create adult-appropriate activities relating to mental wellness, SEL and character education
    • Identify at-risk students and share with Building Administrator and/or School Counselor for further assistance
    • Share Google Classroom with Director of Guidance and SEL Supervisor
    • Assist staff and administrators with SEL inquiries as needed
    • Assist Building Administrators with respective SEL school-wide activities
    • Maintain daily log consisting of daily activities and communication with students, parents and staff
    • Maintain, organize and/or create feedback forms for services completed
    • Active role in participating with district-wide Mental Health and SEL Initiatives
    • Participate in Professional Development opportunities that promote professional growth, use of technology and student support services
    • Respond and follow-up on emails within a timely manner (24-48 hrs)
    • Attend department meetings
    • Director of Guidance and SEL Supervisor will also provide direction and guidance for additional tasks

    Teacher Coordinators Expectations:

    • Direction will be provided by the Principal or Supervisor/Director
    • Coach, provide feedback, model exemplary best practices, remotely, and maintain regular communication with classroom teachers to support learning experience
    • Participate in Professional Development opportunities
    • Assist with parent outreach (specific to school positions)

    Master Teachers/PIRT Expectations:

    • Coach, provide feedback, model exemplary early childhood best practices and maintain regular communication with classroom teachers to support on-going developmentally appropriate learning experiences
    • Discuss and provide resources to support classroom teachers with blended learning experiences
    • Facilitate virtual grade level meetings or PLC meetings (where applicable)
    • Collaborate to support teachers with social-emotional development
    • Collaborate with the Community Parent Involvement Specialist (CPIS) for supports for parents and families with developmentally appropriate learning experiences 
    • Plan and facilitate teachers’ learning by organizing peer groups where teachers can share and discuss
    • Reflect and participate in own professional development needs
    • Provide continuous professional development to teachers based on The Fidelity Tool, Early Childhood Environment Rating Scale (ECERS) and Teaching Pyramid Observation Tool (TPOT)
    • Attend virtual meetings with the Division of Early Childhood Education (DECE)
    • Director/Supervisor will provide direction

    Child Study Team Members and Related Service Providers Expectations:

    • Check in with the students/families on their caseload via email, phone calls, Google Meet and log communications in EDPlan
    • Establish student schedules for all supports; IEP meetings and related services and distribute to students, parents, principal, and special education supervisor as deemed appropriate
    • Provide related services and log all students attendance and summary of goals achieved during sessions
    • Maintain compliance of evaluations, meetings, and IEP development as required by mandated timelines
    • Child study team members and related service providers in collaboration with teachers must maintain progress monitoring of students goals and objectives for quarterly development and submission of progress reports using EDPlan
    • Supervisors will also be providing direct supervision in the event there is a need for administrative support
    • Shall participate in Professional Development opportunities as aligned to their approved individual Professional Development Plan
    • Refer to responsibilities provided by the Assistant Superintendent of Special Education and Services
    • Provide related services; Speech, Occupational Therapy, Physical Therapy, Nursing, and Audiological consultation, and services remote 
    • Will follow the district protocols regarding Google Meet procedures and protocols

    Instructional Assistants Expectations:

    • Work with the teacher who will provide direction
    • Participate in Professional Development opportunities
    • Participate in Teacher’s Google Classroom and Google Meets daily
    • Provide support with outreach to students
    • Assist teacher with communications to parents
    • Create Google Meets to work with small groups of students daily

    Personal Assistants Expectations:

    • Work with the teacher who will provide direction
    • Work with the student you support via Google Meets
    • Participate in Teacher’s Google Classroom and Google Meets daily
    • Participate in Professional Development opportunities
    • Collaborate with the teacher you work with so that you are aware of the work assigned to the student you assist
    • Assist Principal with parent outreach
    • Refer to responsibilities provided by the Assistant Superintendent of Special Education and Services and Director of Guidance

    Secretaries Expectations:

    • Principal will provide directions
    • Submit reports as needed
    • Participate in Professional Development opportunities
    • Provide support with outreach to students
    • Certify daily attendance by 10:00 am
    • Complete transfers
    • Assist with home surveys
    • Update emergency contact forms
    • Ensure information in Infinite Campus is accurate and updated
    • Respond to parent inquiries
    • Ensure student folders are updated in the office
    • Identify students who have security flags in Infinite Campus
    • Assist parents with registering for parent portals

    Student Growth

    During periods of public health related closures, students will continue to be provided assessments of their learning in a digital format, adhering to the language of instruction and IEP goals, as needed.  Testing accommodations will remain in effect for all subgroups. When taking assessments, parents should refrain from assisting to ensure that the results are indicative of student understanding. Assessments will be used not only as grades for student progress toward mastery, but also as a tool to support teachers with planning for instruction.  Forms of assessment will include, but are not limited to, teacher created, district provided mid-year and end-of-year, intervention platform benchmark, and state required assessments. 

    Extended Learning Program Opportunities:

    Over the course of the school year, Paterson Public Schools offers multiple opportunities for students to participate in extended learning opportunities and extracurricular activities using district and federal funds.  In the event of a public health related closure, students will continue to be provided such offerings in the form of clubs, Saturday programs, Credit Recovery, and Summer programs, which will be delivered via a remote setting.  The continuation of the learning opportunities during a public health related closure will ensure that students have continuity of instruction, allowing for student growth. For those in Credit Recovery, the ability to obtain credit for a course in which credits were previously not earned, will continue to be possible.

    Food Distribution*:

    • Breakfast and lunch distribution will resume at the eight existing distribution sites, on Mondays and Thursdays from 10:00 AM -1:00 PM.

    If the student goes to…

     Then pick up student meals at…

    Schools:

    2, 3, 8 or International High School

    School 3

    448 Main Street

    Schools:

    9 or Dr. Hani Awadallah

    School 9

    6 Timothy Street

     Schools:

    4, 12 or 28

    School 28

    200 Presidential Boulevard

    Schools:

    6, Young Men’s Academy, Edward Kilpatrick,

    Dale Avenue, Alexander Hamilton Academy,

    Norman S. Weir or Paterson P-TECH

    Edward Kilpatrick School

    295 Ellison Street

    Schools:

    13, 16, 20, 24, 25, Dr. Martin Luther King Jr. School, or Anna Iandoli Early Learning Center

    Dr. Martin Luther King Jr. School

    851 E 28th Street

    Schools:

    1, 10, 18, 21, 26, Paterson STEAM or Rosa Parks High School

    School 21

    322 10th Avenue

    Schools:

    5, 7, 19, 27, Joseph A. Taub or

    JFK Educational Complex

    John F. Kennedy Educational Complex

    61-127 Preakness Avenue

    Schools:

    15, Roberto Clemente, New Roberto Clemente, Eastside High School Educational Campus, Alonzo Tambua Moody Academy, Adult High School or  Newcomers High School

    New Roberto Clemente School

    482-506 Market Street

    *Parents may go to their neighborhood school

    Full Service Community Schools/21st Century Community Learning Center Programs

    Full Service Community Schools and 21st Century Community Learning Center Programs will continue to be offered to students and families in a remote setting.  Students will continue to participate in after school programs and extended learning programs, which provide opportunities for academic intervention, homework help and tutoring, academic enrichment, and recreation.  Adult education and parent workshops will continue to be provided in a remote setting for the school community.  Paterson’ school-based health clinic will continue to operate remotely and provide access to TeleHealth services along with behavioral health counseling for students and families.  Full Service Community Schools and 21st Century Community Learning Programs will continue to work with Paterson’s community partners to provide services such as food and toiletry distributions, access to social services, and remote health care.

    Special Education

    Paterson Public Schools will continue to meet all requirements set forth by the Individuals with Disabilities Act (IDEA). All classified students will be placed within the appropriate classroom setting based upon their Individualized Education Programs (IEPs). All components and related services outlined within the student's IEP will be provided. Documentation of IEP mandated services will be noted by each individual service provider on a weekly basis. Student progress will be noted in Infinite Campus in the form of participation grades, assignment/project completion, and test/quiz grades. Progress on the attainment of IEP goals and objectives will be noted within each IEP. All accommodations and modifications will be implemented by the classroom teacher and are noted in the curriculum as well as in teacher lesson plans. IEP meetings will be conducted via phone, on virtual platforms, or in-person with parental consent.

     English Language Learners

    Paterson Public Schools will continue to provide services for English Language Learners based on the student’s composite proficiency level (CPL) and identified program type within the school of attendance.  All instructional resources will be in alignment with the program type to ensure continuity of services while remote.  Teachers will continue to follow the grade level curriculum in the language of instruction and differentiate by the student’s language proficiency level in English, using the WIDA standards, 2020, which are delineated in the curriculum.  Progress monitoring and grading procedures utilized will be aligned to the Bilingual/ESL/World Language Department guidance shared for the 2022-2023 school year to ensure the successful learning outcomes for English Language Learners.

    Facilities

    In the event that the district moves to Remote learning all essential Facilities, Maintenance and custodial personnel will report to work daily. Ongoing preventive maintenance and work orders activities will continue. Chief custodians will monitor all building systems. Facilities will support food distribution services at designated School locations. Capital project activities will continue as scheduled.

    Athletics/ Extra Curricular Programs

    All student-athletes who express an interest in participating in the Paterson Public Schools’ athletic program must meet the requirements outlined in the District’s athletic competition policy (Appendix 3 – 2431). Student-athletes must receive medical clearance and meet all established rules and regulations set forth by the NJSIAA.

    Child Care

    Various community partners throughout the city of Paterson provide childcare options for families during remote instruction.  The Boys and Girls Club of Paterson and Passaic and Oasis:  A Haven for Women and Children are two locations.

    Community Programing

    The Parent University is one of the major strategies of the district’s Family and Community Engagement Department’s efforts to provide parents and community stakeholders with the information they need to nurture their childrens’ success in school. In the event that the district moves to remote learning, workshops will be provided regarding the 5 categories: health and nutrition, parental development, job skills development, and advocacy. Additionally, workshops will be made available in multiple languages.

    Transportation

    If Paterson Public Schools is receiving remote instruction, transportation will be provided for out-of-district, vo-tech and charter school students. 

    Essential Employees

    A list of essential employees can be under Appendix 4.

    Appendix 1

    *This is a working document that will be revised periodically based on what is working and what needs to be enhanced.  Therefore, assignments shall be added, deleted and revised.

    Appendix 2- 2360.01 Distance Learning Policy

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    B. Student Attendance. Students are expected to review and complete assignments and to participate in live online lessons and learning activities when required. When using web-based video conferencing tools including Google Meets and Zoom to participate in synchronous instruction, students must enable their webcams and appear live on screen for no fewer than the first five minutes of each class. Teachers will utilize Infinite Campus to record daily student attendance. To be recorded as present for the day, students must log into their online homeroom class using their District-issued credentials and complete the daily Social-Emotional Learning question. To be recorded as present for each class, students must log into the online class and complete the daily assignments posted there. If a student fails to log into any particular class, the school will call the student’s parents within 48 hours to inform them of the absence.

     Grading of distance learning assignments and assessments of end-of-course knowledge and understanding of the subject matter shall be consistent with grading of equivalent courses in classroom settings.

    Appendix 3 – 2431 Athletic Competition

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    The purpose of this Policy, programs of athletic competition include all activities relating to competitive sports contests, games, events, or sports exhibitions involving individual students or teams of students when such events occur within or between schools within this district or with any schools outside this district. The programs of athletic competition shall include, but are not limited to, high school interscholastic athletic programs, middle school interscholastic athletic programs where school teams or squads play teams or squads from other school districts, intramural athletic programs within a school or among schools in the district, and any cheerleading program or activity in the school district.