Read our Return to Learn Manual: Re-opening Plan for SY 2020-21

Read our Return to Learn Manual: Re-opening Plan for SY 2020-21

Wednesday, September 9th was the First Day of School Year 2020-21.  Read our Hartford Public Schools Return to Learn & Accelerate Manual below that details our re-opening plans.  The contents of this plan may change based on future guidance from the State of Connecticut, local health agencies, and the CDC.

The Return to Learn Manual

Updated March 23, 2021 | Click here for printed copy.

TABLE OF CONTENTS

 

02 | Letter from the Superintendent
03 | The Context and Our Work to-Date
04 | Developing the Plan
04 | Guiding Principles
05 | Approach and Organization
06 | Operational Decision Meter
07 | A Continuum of Learning Models/Options
08 | Learning Options for Families
09 | The Plan: Standard Operating Procedures
10 | Health & Safety
11 | Communications
12 | Learning Models

12 – Fully In-Person

13 – Fully In-Person Special Education

15 – Distance Learning 

16 – Hybrid

17 | Athletics and Extracurricular Activities
18 | Before/After-School Programs s
19 | Facilities
20 | Classroom Design
21 | In-School Transitions
23 | PreK-8th Food Services
25 | 9th-12th Food Services
27 | Transportation
28 | Technology
29  | Visitors
31 | Welcome Center
32 | Recess
33 | Staff Safety
34 | Face Masks
37  | PreK

 

*The contents of this plan may change based on future guidance from the State of Connecticut, local health agencies, and the CDC.

 

T A Letter from the Superintendent  PAGE | 02

Dear Hartford Public Schools Community,

 

Together, we approach a new school year that will sound, look, and feel much different than any other. We know that the conditions related to COVID-19 will continue to evolve, and that the information and guidance from local, state, and federal health authorities will also continue to change. These challenging circumstances have required that we reimagine teaching and learning, and how we engage with and support our students and families.

 

As we plan for a safe and successful 2020-2021 school year, we do so with an enormous sense of responsibility for the health and well-being of our students, families, and staff. The Hartford Public Schools Return to Learn and Accelerate Plan will allow us to adjust quickly as public health conditions change and as we receive feedback from our community. We remain committed to resuming teaching and learning with safety, equity, science, and the needs of our stakeholders informing our thinking and decisions. 

 

The first day of school for students will be September 8, 2020. All of our students are expected to participate in learning five days a week. To help meet the needs of our community, we will offer various learning models ranging from in-person to fully remote learning, depending on external health conditions and guidance from public health officials. We will also implement the following safety measures for any in-person instruction:

 

  • All students and staff will wear face coverings in school. HPS will provide masks and face shields for any students or staff who do not have their own.
  • In classrooms, physical distancing will be practiced to the maximum extent possible.
  • Regular hand-washing and sanitizing will be required for all students and staff.
  • School buildings will be cleaned and sanitized daily.
  • School buses will serve all students eligible for transportation, and buses will be cleaned after each trip.
  • Grades PreK-1 will start the year receiving their meals in the classroom.
  • Grades 2-12 will receive meals in cafeterias, with overflow spaces as needed to allow for physical distancing. 

We will prioritize physically distanced, in-person learning whenever possible, especially for students with exceptionalities, our English learners, and our youngest learners, who research suggests benefit the most from face-to-face instruction. This past spring, we learned a lot about what worked for students, staff, and families, and what needs improvement as it relates to remote learning. Those lessons have helped us develop and strengthen our learning models. 

 

In addition to the Return to Learn and Accelerate Plan, in 2020-2021 we will continue to learn about and address systemic racism, and inequitable practices in our schools that have been exacerbated due to the pandemic. Given that students, families, and staff alike have experienced loss and bereavement, challenging circumstances at home, inequities, uncertainty about the future, and transitions, we will also address the social-emotional and mental health needs of the entire HPS community. 

 

The year ahead will undoubtedly be challenging for us all. COVID-19 conditions may require schools, or perhaps the entire district, to close. We must all plan with those realities in mind. We are committed to continuing to collaborate with you to provide the best practices for teaching and learning in a safe and healthy environment to all of our beautiful and capable students.
Sincerely,  Leslie Torres-Rodriguez, Ed.D

 

TTThe Context and Our Work To Date  PAGE | 03

On March 13, 2020, Hartford Public Schools closed due to the COVID-19 pandemic. We are proud of the hard work, commitment, and dedication of students, teachers, staff, families, and community partners. We are grateful for the partnership and support of families during the transition to distance learning and for every family’s efforts to keep students engaged. Continuing to provide education to our students during this challenging time has only been possible with the ongoing commitment and collaboration of our families and community partners.

Since we started distance learning on March 30, together, we have accomplished a great deal in a short period of time:

  • We have provided more than 1 million meals to students
  • We have distributed 11,000 devices
  • We have mailed over 10,000 learning packets to tech-free families
  • Our staff connected with 99% of families
  • Over 80% of students were active in distance learning each week
  • We delivered nearly 700 communications to families, staff, and partners relating to COVID-19 since late January including website posts, social media, newsletters, press conferences, interviews, emails, phone calls, videos, and live streamed town halls.

 

Developing the Return to Learn & Accelerate Plan for HPS PAGE | 04

As the COVID-19 pandemic, guidance from health experts, and related policies continue to evolve, we must be flexible and adapt to the evolving circumstances as quickly as possible so that we are able to support our students and offer uninterrupted learning. We know this plan may change before and after we begin the school year. We will maintain our partnerships with health experts and will continuously monitor and analyze data and feedback to make informed decisions and provide updates to our community.

 

Guiding Principles for Planning 

People first: School design models for reentry must organize resources to address the needs and challenges of the people who are directly affected—students, families and educators—with input and guidance directly from members of these groups. In developing, refining and implementing reentry school design models, leaders should:
  • Start with students. Organize people, time and technology to include the increased support related to COVID in the areas of learning recovery, relationships and social, emotional support.
  • Design for equity. Address the learning needs of those students most disadvantaged by the COVID crisis including students with disabilities, English learners and students who have experienced economic, social, physical or psychological stressors.
  • Solve for the needs of educators. Think through how new school designs meet the expanded set of logistical, collaborative, technology, professional learning, and social-emotional needs of educators.
  • Assess employment, logistical and educational needs of families.  Keep in mind that the childcare function of school enables return to work, and design predictable routines for all students that fit with family work schedules, making it easier for families to manage and support their children. 
Design for “do-ability” and coherence: Reentry and recovery are massive challenges without trying to “reinvent the wheel” or add unnecessary complexity. Therefore, in developing reentry school design models, leaders should:
5.   Start with students. Organize people, time and technology to include the increased support related to 

      COVID in the areas of learning recovery, relationships, and social-emotional support.

6.   Design for equity. Address the learning needs of those students most disadvantaged by the COVID crisis 

       including students with disabilities, English learners and students who have experienced economic,

       social, physical or psychological stressors.

7.   Solve for the needs of educators. Think through how new school designs meet the expanded set of 

       logistical, collaborative, technology, professional learning, and social-emotional needs of educators.

8.   Assess employment, logistical and educational needs of families.  Keep in mind that the childcare 

       function of school enables return to work, and design predictable routines for all students that fit with 

       family work schedules, making it easier for families to manage and support their children.

Plan for change and system learning: If we have learned anything in the first few months of the pandemic, it’s that healthcare guidance and community needs change. We also know that the economic impact of the pandemic will include reduced K-12 budgets. Therefore, leaders should:
9.    Be budget-aware. Ensure that models work with limited and likely declining resources by testing ideas  

       against realistic school budgets and specifying the resources it takes to implement each model.

10.  Assume customization and evolution. Set up models as foundations that will require tailoring based on 

        local context, feedback from students, staff and families, and an evolving understanding of what works.

11.  Design for adaptability. Expect that all or some students will need to move between remote, hybrid and

        in-person models fluidly based on individual needs or community circumstances. Design models to  

        enable continuity for students, families and teachers.

12.  Embed an innovation and learning agenda. Ensure that models and the work to implement them 

        explore innovative approaches that enable cycles of rapid iteration and improvement.

Source: Education Resource Strategies designed for HPS. Thank you to our partners at TNTP for your review and feedback.

 

Approach and Organization PAGE | 05

 

Our planning efforts are being led by our Return to Learn & Accelerate (RTLA) Task Force, which includes a Steering Committee, and four working groups comprised of district and school leaders, instructional coaches, teachers, representatives from the Hartford Federation of Teachers, paraeducators, parents, family support staff, health experts, and community partners. 

 

Return to Learn & Accelerate Steering Committee
Develops the overall vision for re-entry while supporting and organizing cross-functional work planning.
School Design & Academics Working Group School Logistics &

Operations Working Group

Family & Community Engagement Working Group Health &

Safety Working Group

Utilizes research-based best practices to develop a strategy for accelerated core academics and social-emotional supports, utilizing school staffing and scheduling models that meet social distancing constraints. Plans for addressing constraints related to operations, budget reallocation, talent, and technology access.

 

 

Maintains ongoing communication with families and community members about re-entry decisions as they develop, evolve, and are implemented.  Ensures the health, safety, and well-being of all students, families, and staff are protected through careful monitoring and implementation of all necessary health and safety precautions.

Source: National Labor Management Partnership

 

Operational Decision Meter PAGE | 06

 

We developed the Operational Decision Meter to help us determine when to make adjustments in our learning environments. This Operational Decision Meter is critical because we are not planning for just one scenario. We are working hard to understand the range of possible situations and ensure we can do what is best for all of our students in any scenario.

 

Operational Decision Meter GREEN YELLOW ORANGE RED
External Health Conditions A minimal and controlled level of COVID-19 in our community as determined by local health officials, meaning new chains of transmission are limited. Authorities are advising residents to resume normal contact with others unless they’ve been exposed to the virus or are sick with the virus. A moderate, but controlled level of COVID-19 in our community as determined by local health officials, meaning there is demonstrated reduction in transmission and local healthcare systems are within capacity. Authorities are advising residents to remain vigilant, but to resume activities using recommended social distancing where possible. A significant and uncontrolled level of COVID-19 in our community as determined by local health officials, meaning that there is ongoing transmission of the virus. Authorities are advising residents to minimize contact with others and avoid medium or large gatherings. Evidence of high levels of in-school transmission and/or consistent, statistically significant increases to secondary indicators

OR

As required by state mandate to control community spread, all schools will operate remotely.

Leading Indicators 

(in Hartford County)

0  to < 10  new case per 100,000 population (14-day average) 10 to < 25 new cases per 100,000 population (14-day average) 25+ new cases per 100,000 population (14-day average)
Secondary Indicators 

(in Hartford City)

< 1 new case per 100,000 population (14-day average)

Percent Positivity Rate

1 to < 10 new cases per 100,000 population (14-day average) Percent Positivity Rate  10 to < 25 new cases per 100,000 population (14-day average)

Percent Positivity Rate

Learning Model by Grade*
  • Grades PreK – 9: Fully in-person
  • Grades 10 – 12: Fully in-person
  • Return of Remote-only learners to in-person
  • Grades PreK – 9: Fully in-person; half day on Wed.
  • Grades 10 – 12: Fully in-person; half day on Wed (effective 3/15/21)
  • Fully-Remote Learners remain remote
  • PreK: In-person four days per week; remote on Wed
  • Grades K – 9: Hybrid
    (Group A on Mon/Tue, Group B on Thur/Fri, Remote for All on Wed) Classes with 14 or fewer students will remain together as  Group C and attend school in-person on Mon/Tues or Thur/Fri
  • Grades 10 – 12: Hybrid
    (Group A on Mon/Tue, Group B on Thur/Fri, Remote for All on Wed). 
  • Less in-person learning
  • All Grades PreK – 12: Fully remote
*Families may opt-in for online learning. To support continuity of learning and relationship building, we strongly encourage a commitment to one learning option during the entire marking period. There will be opportunity to reassess the need to change at the end of the marking period, October 30, 2020. 
Learning Model Description We will use a fully in-person daily schedule for all students. This will mean in many classrooms students will be less than 6 feet apart. Large group and/or “high risk” activities will continue to be restricted as needed. Some grade levels will shift to a Hybrid model. Wednesdays will be fully remote for grade levels operating in the Hybrid model. Physical distancing protocols will continue to be monitored and large group and/or “high risk” activities may be restricted.

 

Most grade levels will shift to or continue in a Hybrid. Physical distancing protocols will be closely monitored and “high risk” activities may be restricted or prohibited.

 

All grade levels shift to fully remote learning until the COVID-19 situation improves. Some small-group instruction may be allowed with strict physical distancing protocols in place.

 

In October, the state issued revised guidance that municipalities considered to be in the “Red” should consider “less in-person learning” when there are 25 or more new cases per 100,000 (reducing density in school buildings).

https://data.ct.gov/stories/s/CT-School-Reopening/ddy2-ijgu/ 

 

T Continuum of Learning Models and Options  PAGE | 08

Continuum of Learning Models
Given the uncertainty around the COVID-19 pandemic, we will be required to quickly and safely shift across various learning models: fully in-person learning, hybrid learning, and online learning. HPS will provide the necessary training, tools, and support to ensure that uninterrupted teaching and learning are maintained as we shift across the continuum of learning models. 

 

 

 

T Learning Options for Families  PAGE | 09

HPS is planning to offer several options for families with different instructional models. In a survey, we asked parents and guardians to indicate their preference, noting that families have the option to change their minds and make a different choice if needed. Please note that these plans may change depending on family responses, state guidance, and public health conditions.

Options for SY20-21  Option A:
In-person learning (hybrid model if health conditions worsen)
Option B:
Online learning to start, option to change to in-person later (entire district may be online only if health conditions worsen)
Description of Options In-person Learning: Students safely learn in school Hybrid: Students learn safely in school and away from school 100% Online Learning:
Students safely learn away from school 
More Details 
  • In-person instruction: Traditional, at- school learning experience with additional safety measures implemented based on guidelines from health authorities.
  • Students attend each day of the week.
  • Option for Distance Learning as needed for individual families who opt in
  • Hybrid Instruction: In the event that strict physical distancing guidelines are put in place for schools, instruction will be broken up into A/B groupings that use the following pattern:
    • Monday/Tuesday Group A: 
    • Wednesday: All Distance Learning
    • Thursday/Friday: Group B
    • Classes with 14 or fewer students will remain together as  Group C and attend school in-person on Mon/Tues or Thur/Fri
  • Option for Distance Learning as needed for individual families who opt in
  • Online Learning: Students attend classes from home on a regular school schedule, allowing for easier transition to in-person instruction when conditions are deemed safe by individual families.
  • Instruction delivered by certified staff but potentially not certified in the specific content area.
External Health Conditions
  • A minimal and controlled level of COVID-19 in our community as determined by local health officials. Authorities are advising residents to resume normal contact with others unless they’ve been exposed to the virus or are sick with the virus.
  • A moderate, but controlled level of COVID-19 in our community as determined by local health officials, meaning there is demonstrated reduction in transmission and local healthcare systems are within capacity. Authorities are advising residents to remain vigilant, but to resume activities using recommended physical distancing where possible.
Not applicable
Physical Distancing
  • 6 feet of distance will be maintained where possible. In classrooms, however, students will likely be less than 6 feet apart.
  • 6 feet of distance will be strictly maintained.
Not applicable 
Transportation
  • Buses will serve all eligible students needing transportation, likely meaning buses will be close to full capacity.
  • Buses will serve all eligible students needing transportation. Given the reduced number of students going to school on any given day, buses will likely be at less than 50% capacity.
Not applicable 

 

T RTLA Standard Operating Procedures for Health & Safety  PAGE | 10

 

This HPSSOP is based on the guidelines from guidelines from the Centers for Disease Control (CDC), as well as local health authorities, and indicates how best to maintain health and safety in the school environment to help prevent the spread of COVID-19.
Questions? Contact Staff Attorney Edward Wilson, Jr. at 860-695-8461 or Health Service Coordinator Deb Chameides at 860-695-8760.

 

Key Dates Changes Depending on Virus Scenario
Central Office 

  • Monitor DPH and CDC updates pertaining to Health and Safety and update the School community. 
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students in the district will participate in fully remote learning until COVID-19 threat level improves.
ORANGE Hybrid model for grades PK-9. Hybrid for grades 10-12.
YELLOW Fully in-person model for grades PK-9.

Hybrid model for grades 10-12.

GREEN Opt-in option for fully distance learning available to any family.

 

  • Provide training/educational materials on district COVID-19 health and safety protocols (District).
  • Educate staff, students and their families about when they should stay home if they have COVID-19 symptoms, have been diagnosed with COVID-19, are waiting for test results, or have been exposed to someone with symptoms or a confirmed or suspected case, and when they can return to school.  
  • Communicate face mask policy with families (District).
  • Communicate face mask policy with staff (District).
  • Communicate accountability/discipline for staff and students who refuse to wear a mask.
  • Maintain your building-level response team and continue to work closely with the District Health and Safety team in responding to COVID-19 concerns.  
  • Communicate and continue to ensure compliance with Kokomo  health screening tool prior to their daily report to in person instruction/work for all staff.  
  • Identify the isolation/containment room for sick students.
  • Limit access to the health room.  Teachers should call ahead to the school nurse if seeking to send a child to determine when child can be sent.  There cannot be an accumulation of “sick” children in the nurse’s office.  
  • Limit health room exposure to appointment.
  • Determine the hall pass system for health room visits and communicate the system to all staff.
  • Perform scheduled check-ins with the health team.
  • Teachers should demonstrate proper hand washing daily.
  • Review infection control guidelines for health office visits with the custodial staff.
  • Ensure that your building has the necessary PPE in coordination with the District operations team.
  • No in person meetings.
  • School Level Response Teams to conduct walkthroughs of buildings to ensure all health &  safety precautions are being followed. 
  • School administration to review visitor policy with school staff.
  • School administration to review importance of staying home when ill, completing daily Kokomo health tracker.

 

TStandard Operating Procedure for Communications  PAGE | 11

 

This SOP describes how best to communicate with our community
 Contact: John Fergus at FERGJ001@hartfordschools.org or communications@hartfordschools.org

 

Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Communication to families about return to distance learning for all families, and cancellation of activities (e.g. sports, field trips) as required.
ORANGE Communication to families about switch to Hybrid model, including expectations and schedules for student groups.
YELLOW Communication to families about switch to Hybrid model, including expectations and schedules for student groups.
GREEN Communication to families about daily schedule and plans for deep cleaning of affected school buildings.


(D)= responsibility of the district; (S)= responsibility of the school

    • Policies and Procedures: In consultation with district leadership, the Communications Director will lead communications about changes to district policies and procedures as they relate to COVID-19. New policies and procedures will be shared with our primary audiences (students, parents/guardians, and staff) in advance of reopening and updated upon re-entry as soon as they are confirmed. HPS Communications will employ all appropriate methods (email, robocalls, text messaging, website posts, social media, newsletter, town halls, local media) to inform students, parents/guardians, and staff of policy changes in a timely manner. (D)
    • Frequency: Communications will develop the cadence and protocols. The frequency of district communications will be driven by guidance and health data. Weekly updates might be appropriate, especially at the beginning of the school term. School leaders will be prepared to amplify or support district updates. (D/S)
    • Partnership: The district Communications team will notify Principals and staff of relevant emails to families about COVID-19 updates. Principals will ensure that all families have updated contact information in Powerschool, including at least one email address per student. (D/S)
  • Preventive Health Guidance: Communications will work with Health Services to provide schools with universal preventive health guidance information (ex. hand washing, face coverings). This includes flyers, posters, decals, digital signage and more (in multiple languages)  that can be posted prominently in school buildings and distributed from main offices. (D/S)
  • Announcements: Schools leaders will use broadcast systems and regularly scheduled announcements to describe and reinforce district policies and procedures, preventive health guidance, such as washing hands, wearing face coverings, and maintaining physical distance. (S)
  • School Websites: The district will continue to provide updates about reopening and COVID-19 on the district website. School leaders will add a COVID-19 page to their websites or link to the district page. Schools that don’t have an existing website should contact Communications for support. (S)
  • Language Accessibility: School leaders will communicate in relevant languages of families in their school community and make all communications accessible to those with visual and/or hearing impairments. (S)
  • Quarantines: Based on guidance from health authorities and district leaders, the Communications Director will partner with school leaders to notify families and staff of the need to quarantine a class cohort if a student or staff member becomes ill with COVID-19. (D/S)
  • Protocol for Loss: Working with school leaders, the Communications Director will establish a protocol for informing families at a school should a student or staff member pass from COVID-19, including the details and plans for providing social-emotional support. (D/S)
  • Media:  Per established protocol outlined in Communications 101, school leaders and staff will notify the Communications Director if they are contacted by the media for interviews regarding a COVID-related topic. Schools must not reach out to reporters on their own. (D)

 

TLEARNING MODELS:
Standard Operating Procedure for Learning Model:
FULLY IN-PERSON INSTRUCTION
PAGE | 12

 

This HPSSOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning.

Questions? Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
Administrators:

March 1st

  • All PreK – 9  hybrid students return to fully in-person
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Fully remote learning  until COVID-19 threat level improves.
ORANGE Hybrid model for grades PK-9.   Hybrid for grades 10-12.
YELLOW Fully in-person model for grades PK-9. Hybrid model for grades 10-12. 
GREEN Fully in person model for all grade levels with additional safety measures implemented based on guidelines from governing entities; opt-in option for distance learning available.

(D)= responsibility of the district; (S)= responsibility of the school 

Schedule: 

  • Regular day schedule: Mon, Tue, Thurs, Fri
  • Early dismissal schedule on Wednesdays
  • SEL component, and a school-identified unified arts area (4 week cycle) 

Student Cohorts (PK-8 only): 

  • (S) Determine cohorts while balancing gender. 
  • (S) Student homeroom groups are to remain intact all days at the elementary and middle school levels to limit transitions.
  • (S) Small group cohorts for pull out services are to remain intact. 
  • *Parental commitment to one learning option for at least an entire marking period is strongly encouraged.  Parental requests for changes in the instructional model need to be processed by the Office of School Choice.

Staffing:

  • (S) Identify the staffing assignments through which the school can support both students who have opted-in to distance learning and in-person instruction.
  • (S) Leverage all staff in building to increase capacity.  
  • Staff assignments to be informed by results of surveys where possible.
  • Support area staff will travel to “homeroom” classrooms to provide their respective content instruction. 
  • (S) If possible, make changes to increase physical distancing in the cafeteria such as having more staggered lunch sections with additional coverage provided by support staff or teachers (with coverage during other period).

Student Supports:

  • (S) Implement IEP and language acquisition support plans as written.
  • (S) Cluster ELs and SWDs by grade level for strategic staffing to maximize push-in support services (i.e. 1 to 2 classrooms vs 4).
  • (S) Organize for weekly collaboration of support staff and classroom teachers to differentiate Tier I content lessons and provide accommodations. 
  • (S) Organize for use of weekly accountability charts and Distance Learning Plans to document service delivery, communication logs (SWDs) and language acquisition plans (ELs).

Professional Learning: 

  • 8/26, 8/27, 8/31, 9/1, 9/2, 9/3, 10/12, 11/3, 12/9 (ER), 1/4, 1/5, 2/10 (ER), 3/10 (ER), 3/31 (ER), 5/12 
  • (S) Coordinate time for professional learning and coordination/collaboration of scope and sequence of instruction on early release Wednesdays

PAGE | 13

Standard Operating Procedure for Learning Model:
FULLY IN-PERSON INSTRUCTION – SPECIAL EDUCATION 

This HPSSOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning.Questions?  Jennifer Hoffman, Senior Executive Director for Special Education  at hoffj001@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Switch from fully in-person to fully remote learning until COVID-19 threat level improves.
ORANGE Switch from fully in-person to Hybrid model with remote learning for all grade levels on Wednesdays.
YELLOW Switch from fully in-person to Hybrid model with distance learning for all grade levels on Wednesdays with possibility of  some in-person small groups instruction on Wednesdays.
GREEN Fully in person model with additional safety measures implemented based on guidelines from governing entities; opt-in option for distance learning available.

 

Schedule: 

  • Regular day schedule: Mon, Tue, Thurs, Fri
  • Early dismissal schedule on Wednesdays
  • SEL component, and a school-identified unified arts area (4 week cycle) 

 

Student Cohorts (PK-8 only): 

  • Determine cohorts while balancing gender. 
  • Student homeroom groups are to remain intact all days at the elementary and middle school levels to limit transitions.
  • *Parental commitment to one learning option for at least an entire marking period is strongly encouraged.  Parental requests for changes in the instructional model need to be processed by the Office of School Choice.

 

Staffing:

  • (S) Identify the staffing assignments through which the school can support both students who have opted-in to distance learning and in-person instruction.
  • (S) Leverage all staff in building to increase capacity.  
  • Staff assignments to be informed by results of surveys.
  • Support area staff will travel to “homeroom” classrooms to provide their respective content instruction. 
  • (S) Determine lunch coverage options: support staff, staggered lunch times, teacher coverage (with coverage during other period)

 

Student Supports:

  • (S) Implement IEP and language acquisition support plans as written.
  • (S) Cluster ELs and SWDs by grade level for strategic staffing to maximize push-in support services (i.e. 1 to 2 classrooms vs 4).
  • (S) Organize for weekly collaboration of support staff and classroom teachers to differentiate Tier I content lessons and provide accommodations. 
  • (S) Organize for use of weekly accountability charts and Distance Learning Plans to document service delivery, communication logs (SWDs) and language acquisition plans (ELs).

 

Professional Learning: 

  • 8/26, 8/27, 8/31, 9/1, 9/2, 9/3, 10/12, 11/3, 12/9 (ER), 1/4, 1/5, 2/10 (ER), 3/10 (ER), 3/31 (ER), 5/12 
  • (S) Coordinate time for professional learning and coordination/collaboration of scope and sequence of instruction on early release Wednesdays

 

TStandard Operating Procedure for Distance Learning PAGE | 15

 

This HPSSOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning.

Questions? Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Switch from Hybrid model to fully remote learning until COVID-19 threat level improves.
ORANGE Hybrid model with remote learning for all grade levels on Wednesdays.
YELLOW Hybrid model with remote learning for all grade levels on Wednesdays. 
GREEN Switch from Hybrid model to fully in person model with additional safety measures implemented based on guidelines from governing entities; opt-in option for distance learning available.

(D)= responsibility of the district; (S)= responsibility of the school 

Schedule: 

  • Regular day schedule (4 hours minimum)
  • “Live” synchronous instruction for portion of each academic block daily  
  • Student attendance/participation determined by evidence of access and completion of daily synchronous and asynchronous learning activities
  • SEL component, and a school-identified unified arts area (4 week cycle) 
  • Opportunities for students to check-in with certified staff on their independent learning 

Student Groups:   

    • (S) As much as possible, ensure opt-in distance learning students have peer connections and teacher connections that will enable smooth transitions if they choose to return in person. 
  • *Parental commitment to one learning option for at least an entire marking period is strongly encouraged.  Parental requests for changes in the instructional model need to be processed by the Office of School Choice.  

Staffing:

  • (S) Identify the staffing assignments through which the school can support both students who have opted-in to distance learning and in-person instruction.
  • (S) Leverage all staff in building to increase capacity.  
  • (S) Pair up teachers (including support staff) to plan and align in-person and distance learning scope & sequence. 
  • Staff assignments to be informed by results of surveys.

Student Support:

  • (D) Office of Family & Community Partnerships will offer trainings for families around how to support students effectively with distance learning
  • (S) Cluster ELs and SWDs by grade level for Remote Learning to be provided by case manager/EL staff utilizing Google Classroom.
  • (S) Implement IEP and language acquisition support plans.  A Learning Model IEP Implementation Plan is required in accordance with CSDE if not possible to deliver specific services as originally written in current IEP.
  • (S) Organize for weekly collaboration of support staff and classroom teachers to differentiate/modify Tier I content lessons.
  • (S) Organize for use of weekly accountability charts and Distance Learning Plans to document service delivery, communication logs (SWDs) and language acquisition plans (ELs).

Professional Learning: 

  • 8/26, 8/27, 8/31, 9/1, 9/2, 9/3, 10/12, 11/3, 12/9 (ER), 1/4, 1/5, 2/10 (ER), 3/10 (ER), 3/31 (ER), 5/12
  • (S) Coordinate additional time for professional learning and coordination/collaboration of scope and sequence of instruction on Wednesdays
  • (D) Determine set of supports to provide support to teachers providing distance learning

 

TStandard Operating Procedure for Hybrid Learning PAGE | 16

 

This HPSSOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning.

Questions? Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
Administrators:

March 1st

  • All Prek- 9 hybrid students return to fully in-person
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Fully remote learning until COVID-19 threat level improves.
ORANGE Hybrid model for grades PK-9.  Hybrid for grades 10-12.
YELLOW Fully in-person model for grades PK-9. Hybrid model for grades 10-12. 
GREEN Fully in-person model for all grade levels with additional safety measures implemented based on guidelines from governing entities; opt-in option for distance learning available.

(D)= responsibility of the district; (S)= responsibility of the school

Schedule:

  • Half of students attend school in-person Mon/Tues and half attend Thurs/Fri. Students participate in remote learning on days when they are not in-person
  • Regular day schedule for Mon, Tue, Thurs, Fri. On Wednesdays, all students learn remotely to enable time for teacher professional learning and deep cleaning of facilities.

Student Cohorts:

  • (S) For PreK-8, determine A day and B day cohorts starting alphabetically and then seek to balance group size & gender. Cohorts are to remain intact all days at the elementary and middle school levels to limit transitions.
  • (D) For HS, district will provide additional guidance on ways to solve for scheduling in hybrid model and cohorting for grade 9, when possible. 
  • (S) Small group cohorts for pull out services are to remain intact. 
  • (D) Ensure families with siblings are scheduled all on an A day or B day schedule across classrooms and schools.

High School:

  • (S) With the submission of staffing and scheduling plans, submit courses where low enrollment makes scheduling challenging and where district support to offer courses district-wide would be helpful. 

Staffing:

  • (S) Identify the staffing assignments through which the school can support both students who have opted-in to distance learning and in-person instruction.

Student Support:

  • (S) Implement IEP and language acquisition support plans. A Learning Model IEP Implementation Plan is required in accordance with CSDE if not possible to deliver specific services as originally written in current IEP.
  • (S) Cluster ELs and SWDs by grade level for strategic staffing to maximize push-in support services (i.e. 1 to 2 classrooms vs 4).
  • (S) Organize for weekly collaboration of support staff and classroom teachers to differentiate Tier I content lessons and provide accommodations. 
  • (S) Organize for use of weekly accountability charts and Distance Learning Plans to document service delivery, communication logs (SWDs) and language acquisition plans (ELs).

Professional Learning:

  • 8/26, 8/27, 8/31, 9/1, 9/2, 9/3, 10/12, 11/3, 12/9 (ER), 1/4, 1/5, 2/10 (ER), 3/10 (ER), 3/31 (ER), 5/12 
  • (S) Coordinate additional time for professional learning and coordination/collaboration of scope and sequence of instruction on Wednesdays
  • (D) Provide guidance on whether Wednesday professional learning time will be in-person or remote for staff members.
TStandard Operating Procedure for Athletics PAGE | 17

 

This SOP is based on guidelines from Centers for Disease Control (CDC) and Connecticut Interscholastic Athletic Conference (CIAC) Guidelines. This will be updated as guidance is provided.
Contact: Evette Avila, Chief of Schools, evette.avila@hartfordschools.org.

 

This HPSSOP is based on the guidelines from The Connecticut Interscholastic Conference 2020-2021 Winter Sports Plan

Questions? Contact Acting Assistant  Director of Athletics at 860-695-8000.

In alignment with DPH guidance for sports, the CIAC winter season may begin no sooner than January 19, 2020, unless determined otherwise. The risk level of sports (low, moderate, high) that will be able to play will be based on DPH guidance. The CIAC’s low risk winter sport is swimming. CIAC’s moderate risk winter sports are basketball, ice hockey, gymnastics, and indoor track. CIAC’s high risk winter sports are wrestling, competitive cheer, and competitive dance. CIAC’s risk classifications align with DPH’s and the NFHS. Per DPH (1-8-21), “For moderate and lower risk sports (basketball, ice hockey, gymnastics, indoor track), practices should begin no earlier than January 19, 2021. This includes any team activities that involve group aerobic conditioning, sport specific non-contact skill development drills, team practices, and/or intra-squad scrimmages.” Per CIAC, assuming community metrics continue an appropriate downward trend and athletic activities are not impacting in-person learning, interscholastic in-state competitions may begin no earlier than February 8, 2021. “For higher risk sports (competitive cheer, competitive dance, wrestling), DPH does not recommend any activities beyond small group conditioning and non-contact skill building for the duration of the winter season.” (DPH, 1-8-21) 

 

(D)= responsibility of the district; (S)= responsibility of the school

Sanitation and Safety Procedures – Athletic Environment/Equipment

  • Hand sanitizer, masks must be readily available at the entry to the facility and at all workout stations
  • Staff and students must use hand sanitizer upon arrival at the facility
  • At the end of each day, all indoor facilities will be cleaned
  • All students must provide their own/personal labeled water bottles/containers.  No water will be provided on site or shared between students
  • Students will need to be monitored in their designated areas when not participating in the activity and continue to practice physical distancing
  • Locker rooms will not be utilized. Students must come to conditioning, training, practices fully clothed and prepared for workouts when possible if not a changing area will be provided following all covid contact tracing procedures
  • In alignment with DPH requirements (1-8-21) for low to moderate risk indoor sports, “All participants, coaches, and officials will utilize a mask that completely covers the nose and mouth, and that is worn directly on the face, at all times including during active play.
  • All equipment must be sanitized before and after practice and any time it is reused during practice by another cohort of athletes.
  • Whistles are not permitted.

Entry/Exit Procedures – Athletic Environment:  Entry/Exit Procedures

  • Upon entry everyone must have a mask. A mask will be provided  if necessary.
  • One coach will be designated to monitor entry/exit procedures to the courts and fields for practice and games
  • Students will be directed towards an entry/exit location for practice and games
  • Coaches will prepare indoor/outdoor practice areas with necessary markings for social distancing
  • Signage will be displayed on Covid-19 Safety practices at the entry/exit locations of indoor facilities

Forms needed for Participation – Athletic Environment

  • All Hartford Public Schools Athletic participation forms must be completed online
  • Participation Consent forms must be signed by parents
  • Students must have a current Physical on file to participate in Hartford Public Schools Sports. Per CIAC physicals have been extended from 13 to 15 months for this school only..

 

TStandard Operating Procedure for:

FAMILY & COMMUNITY ENGAGEMENT
PAGE | 18

 

This HPSSOP is based on the guidelines from Centers for Disease Control (CDC), local, state and federal for Family Engagement & After School Programming/Extended Day safety guidelines and describes how best to implement family engagement and after school/extended day programming for the upcoming school year.

Questions? Contact Nuchette Black-Burke at 860-471-7424

 

Key Dates Changes Depending on Virus Scenario
Administrators

  • No later than July 31, 2020 provide final recommendations to the RTLA Family and Community Partnerships Working group on After School & Extended Day Programming guidelines for school buildings.
  • Provide an anticipated start date for programming to the RTLA Family and Community Partnerships Working group by August 31, 2020.  
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED After school and extended day program providers deliver programming online.
ORANGE After school and extended day programs providers will shift to a Hybrid or fully online model. Social distancing protocols will be closely monitored
YELLOW Some grade levels switch to hybrid learning model, follow SOP below for all in-person activities.
GREEN All grade levels are able to return to fully in-person learning. Follow SOP Below.

 

  • Daytime Programming:  Family and Community engagement programs and offerings will be held virtually (school governance councils, workshops, and training).  Community-Based Partners who are not lead agencies will not be granted access to school buildings for day-time programming.  (Day-time program providers are encouraged to provide programs virtually.) 
  • Extended Day Programming: Before Care and After school programs are offered at specific schools.  These programs will operate in person only if schools are reopened.  Extended Day programs will modify their schedules if health concerns pertaining to the virus are modified.  
  • Cohorts/Scheduling: Apply the same cohort recommendations for the school day, when feasible. Consider utilization of classrooms for on-site after-school programming that minimizes students’ exposure to other students and common areas. For example: staff participating in the after-school program use the same classroom that students are in during the school day and provide after school care from the end of the school day until 5 p.m. (Per health guidelines staff ratios of 4:1 for grades PreK – 2; 10:1 or 14:2 for grades 3-5)
  • Physical Distancing: Social distancing will be adhered to by all providers and students participating in the program. Limit exposure to other students during classroom instruction, activities, meals, bathroom usage and transportation.
  • Masks: All attendees in after school/extended day must wear a mask. (Mask breaks will be built in per established mask protocol.)
  • Health Monitoring:  Before-Care and After school/Extended Day employees will go through the health check process at the beginning of their shift. The health check screening for Before-Care and After school/Extended Day staff will be conducted by t.
  • Contact Tracing: Attendance will be taken each day and saved for contact tracing. This will help us trace back any contacts that were made during after school. Daily attendance must be cataloged and submitted back to the program manager.  
  • Cleaning: Spaces used for after school and extended day programming will be cleaned following the stated schedule of the school.

 

 

TStandard Operating Procedure for Facilities PAGE | 19

 

This HPSSOP is based on the guidelines from CSDE and the CDC.

Questions? Contact Executive Director of Facilities at 860-695-3233.

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Fully remote learning until COVID-19 threat level improves.
ORANGE Reduction in school capacity and increased level of cleaning and disinfecting.
YELLOW Some grade levels switch to hybrid learning model, follow SOP below for all in-person activities.
GREEN All grade levels are able to return to fully in-person learning. Follow SOP Below.

 

  • Place tape demonstrating 6-foot social distance spacing in areas where students may form lines in hallways and common areas.
  • Close water fountains
  • Identify isolation space for students who become ill with COVID-19-related symptoms and must wait for parent pick-up. Assign a staff member(s) to monitor symptoms and wait with the student. A staff member(s) must be present. 
  • Identify and clearly label designated doors for student morning entry into the building.
  • Display signage on elevators allowing only one person or one student and staff member at a time.
  • Cleaning/Disinfecting protocol to include high-touch areas throughout the day to include front desk/lobby area, restrooms, offices, elevators, handrails, phones, computer equipment, countertops, doorknobs, staff kitchen/break room areas, copy machines.
  • Restrooms to be cleaned and disinfected twice daily during school hours.
  • Alternate Sinks and Urinals to be covered and closed to promote social distancing.
  • Hand dryers to be replaced with paper towel dispensers where possible.
  • Hand Sanitizers to be placed at all entrances, lobbies, main offices, and classrooms. 
  • Library books will not be accessible during this time. 
  • No use of lockers
  • Doors in shared areas inside buildings should remain open to minimize contact with door handles.
TStandard Operating Procedure for Classroom Design PAGE | 20

 

This HPSSOP is based on the guidelines from CSDE and CDC.
Questions? Contact Department of School Leadership at 860-695-8000.

 

Key Dates Changes Depending on Virus Scenario
Administrators:

March 1st

  • All hybrid students return to fully in-person
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students will participate in distance learning.
ORANGE All grade levels will transition to the Hybrid or remote model, potentially allowing for increased physical 

distancing between students.

YELLOW SOP below.
GREEN SOP below.

 

  • Remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts).
  • Arrange student furniture within the classroom to accommodate the maximum distance. Desks, facing front not in groups.
  • Each student station (either desks or tables) must maintain the maximum distance as possible
  • Arrange furniture keeping in mind the space required for teaching walls, circulation to student restrooms and storage, etc.
  • Measure and mark off new furniture arrangement to assure correct furniture placement throughout the day.
  • Remove unnecessary chairs or seating areas to discourage student gathering. Alternately, stack and store excess furniture within the classroom if alternative location is not available, taping off the area to discourage student gathering.
  • Remove all necessary items and furniture and store in a different location, where possible. 
  • Refer to the following sketches for examples of furniture layout, keeping in mind that a variety of classroom layouts exist and each may accommodate more or fewer student stations.
  • Classroom lunch distribution (see Elementary and Secondary Food Services SOP)

 

  •   Pre-School Design
    • Set station rotations to allow for great distancing
    • Limit number of students at each of the station rotations
    • Adopt cleaning protocols between station rotation schedule blocks 

 

TStandard Operating Procedure for In-School Transitions

 

PAGE | 21

 

Contact: Evette Avila, Chief of Schools, evette.avila@hartfordschools.org.

 

Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students will participate in distance

learning

ORANGE Reduced in-person attendance (and therefore greater physical distancing) as schools shift to hybrid model
YELLOW
GREEN Standard Operating Procedure below

 

(D)= responsibility of the district; (S)= responsibility of the school

 

Arrival and dismissal (parent drop off/pickup vs. bussing):

  • Establish curbside drop-off and pick-up to limit direct contact between parents and staff members, maintaining physical distancing.(S) 

Entries and exits: 

  • Identify and clearly label designated doors for student morning entry into the building. (S) 
  • Limit face-to-face encounters by designating foot-traffic patterns and by designating entrance-only and exit-only doors, when feasible.(S) 

Hallways and stairwells: 

  • Limit face-to-face encounters by designating foot-traffic patterns. Place tape demonstrating 6-foot physical distance spacing in areas where students may form lines in hallways and common areas. (S) 
  • Consider staggered passing in the hall by changing schedules around periods to ensure students change rooms, if necessary, at different times. Keep traffic moving in stairways and halls. (S) 
  • Display signage on elevators allowing only one staff member or one student and staff member at a time if applicable.(S) 

Doors: 

  • Doors in shared areas inside the building should remain open to minimize contact with door handles. (S) 

Main office: 

  • Limit the number of visitors and staff in this area. (S) 
  • While in the office ensure physical distancing, 6 feet apart by label areas for standing. (S) 
  • Limit seating. Replace seating with chairs that are easily cleaned. (S) 

 

Staff common areas: 

  • Place tape markings demonstrating 6-foot physical distancing in staff common areas, such as break rooms, copier/workrooms, meeting rooms. (S) 
  • Remove unnecessary chairs or seating areas to discourage the gathering of students or staff. (S) 

Bathroom: 

  • Create cohort-specific bathrooms; for example, have grade levels use a specific bathroom. Increase supervision. (S) 

Breakfast and lunch: See information in Food Services SOP

Mask/Recess/movement breaks: 

  • Provide mask breaks daily in an outdoor space weather permitted. If necessary, in large spaces such as gym or cafeteria, maintain 6 feet of physical distance. (S)  
  • Develop recess activities that have no physical contact. (S) 
  • Consider staggering recess times for each class/cohort.(S) 

 

TElementary (PreK-8) Food Service

 

PAGE| 23

 

This HPSSOP is based on the guidelines from CDSE and the CDC.
Questions? Contact Lonnie Burt, Senior Director at 860-695-8491.

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students will participate in distance learning. Curbside pickup of meals for all students.
ORANGE Use classrooms as additional designated spaces for meals to enable greater distancing. Classroom meals for PK-2. Curbside meal pickup for remote and hybrid learners.
YELLOW Use classrooms as additional designated spaces for meals to enable greater distancing. Classroom meals for PK-1 or in any grade where 6 ft distancing cannot be achieved in the cafeteria or designated spaces. Curbside meal pickup for remote and hybrid learners.
GREEN SOP below. Meal service in cafeteria or designated spaces. Curbside meal pickup for remote learners..

(D)= responsibility of the district; (S)= responsibility of the school 

 

  • Schools with PK-8 grade configurations will follow this SOP.
  • Schools with Pre-K-12 grade configuration will follow this SOP for the elementary grades and the secondary SOP for the secondary grades.
  • Breakfast at all grade levels will be “Grab and Go” breakfast carts for classroom consumption.  Carts will be placed in key entrance areas.

 

MEAL DELIVERY OPTIONS:

 

Cafeteria Service

  • Students will eat in the cafeteria or designated spaces following social distancing guidelines.  
  • (S) Designate seating that face the same direction or is only on one side of table, to maintain 6 ft of physical distancing. Consider alternate eating locations including the gymnasium, auditorium, and outsides areas (weather permitting).
  • (S) Stagger meal times to decrease students in serving lines and seating areas.  Consider additional or shortened lunch waves if needed.
  • (S) Provide time for students to wash hands before and after meals.
  • (S) Provide enough time between meal times to allow for sanitizing protocols to be completed.

 

Classroom Meals

 

    • Classroom meals at lunch will be pre-packed in coolers for classroom consumption and served to students by teacher/adult.  School personnel will assist food service staff with  pick up and distribution of lunch coolers.
    • Classroom meals will require a meal ordering system for lunch to provide cafeteria staff with accurate classroom counts for packing.  An electronic format will be used to decrease physical contact.
    • Classroom meals will require a roster system to account for the number of lunches served per classroom.  This is not the same as the lunch count provided in the morning and must be completed at time of lunch service by the adult serving the meals in the classroom.
    • (S) Determinations for classroom meals: 
      • Designate table to distribute food to students
      • Maintain physical distancing during distribution
      • Roster with student name/id checked off when received a meal
      • Training of staff on how to distribute meals and proper accountability
      • Identify students with allergies in each classroom.  Ensure student gets appropriate food items
      • Sanitize desks/tables after meal service
      • Staff distributing meals will wear masks and gloves when distributing meals.
      • Trash removal including liquids removed after breakfast and lunch.
      • Provide time for students to wash hands before and after meals.
  • (S) The seating area of the cafeteria may need to be used as a staging area for food by food service staff.   Tables and floor space may be needed to set up service carts, stocking the coolers and thermal bags needed for transporting the food to classrooms, or packing of meals for curbside pickup.  

 

Curbside Pickup

 

  • Curbside meal pick-up will be provided for remote and hybrid learners at posted locations and times.  

 

TSecondary Food Service

 

PAGE  25

 

This HPSSOP is based on the guidelines from CSDE and the CDC.
Questions? Contact Lonnie Burt, Senior Director at 860-695-8491.

 

Key Dates Changes Depending on Virus Scenario
Administrators

  • By Aug. 10 Submit the “Grab & Go” Breakfast Cart locations to Food Services
  • By Aug. 10 Submit to Food Services the staggered pick-up time for lunch cooler bags, and the identified school staff to assist with distribution
  • By Aug. 10 Provide lunch/breakfast schedules, teacher name/room number, and student classroom count to Food Services

Central Office 

    • By Aug 3 Food Services to disseminate the e-process/e-document to collect data (mentioned above) from schools 
    • By Aug 3 Food services to disseminate the e-meal ordering system (for breakfast and lunch)
  • By Aug 21 Food Services to disseminate the webinar on meal distribution and accountability 
  • By Aug 21 Food Services and Communications to disseminate meal protocol posters/checklists to schools
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students will participate in distance learning.  Curbside meals available for all students.
ORANGE Reduced classroom capacity and increased distance learning.  Meal service points or classroom delivery as needed. Curbside meals available for remote and hybrid learners.
YELLOW Meal service in cafeteria or designated spaces. Curbside meals available for remote and hybrid learners.
GREEN SOP below. Meal service in cafeteria. Curbside meals available for remote learners.

 

  • Schools with 6-8 or 6-12 grade configurations will follow this SOP.
  • Schools with K-12 grade configuration will follow this SOP for the for the secondary grades and the K-8 SOP
  • Breakfast at all grade levels will be “Grab and Go” breakfast carts for classroom consumption.  Carts will be placed in key entrance areas.

 

MEAL DELIVERY OPTIONS:

 

Cafeteria Service

  • Students will eat in the cafeteria or designated spaces following social distancing guidelines.  
  • (S) Designate seating that face the same direction or is only on one side of the table,  to maintain 6 ft. of physical l distancing. Consider alternate eating locations including the gymnasium, auditorium, and outsides areas (weather permitting).
  • (S) Mealtimes should be staggered to decrease students in serving lines and seating area.  Consider additional or shortened lunch waves if needed.
  • (S) Provide time for students to wash hands before and after meals.
  • (S) Provide enough time between mealtimes to allow for sanitizing protocols to be completed.

 

Meal Service Points

  • (S) Remote food kiosk stations will be in strategic spots in the building to allow for minimal movement of students.  
  • (S) Students will leave classroom to select their meal at the food kiosk and return to class to eat.
  • (S) Classroom release should be staggered to decrease students in kiosk line to maintain social distancing.  Consider additional or shortened lunch times if needed.
  • (S) Provide food service with daily attendance counts.
  • (S) Provide time for students to wash hands before and after meals.

 

Classroom Meals

    • Classroom meals at lunch will be pre-packed in coolers for classroom consumption and served to students by teacher/adult. 
    • Provide food service with daily attendance counts.
    • Food service staff will go to each classroom, knock on the door, confirm number of students eating, and provide each classroom with required number of meals. Consider additional or shortened lunch times if needed.  Food service staff will maintain accurate meal count records.
    • Provide time for students to wash hands before and after meals.
  • The seating area of the cafeteria may need to be used as a staging area for food by food service staff.   Tables and floor space may be needed to set up service carts, stocking the coolers and thermal bags needed for transporting the food to classrooms, or packing of meals for curbside pickup.  

 

Curbside Pickup

 

  • Curbside meal pick-up will be provided for remote and hybrid learners at posted locations and times. 

 

T Transportation  PAGE | 27

 

This HPSSOP is based on the guidelines from Centers for Disease Control (CDC), local, state and federal transportation safety guidelines and describes how best to transport our students.
Questions? Contact Bill Mason at 860-695-8899.

 

Key Dates Changes Depending on Virus Scenario
Administrators

  • By July 24 Transportation lists submitted from Special Education Department, Jumoke, CREC, Achievement First, Prince Tech, Trinity Academy, and Grace Academy (This request has already been sent)
  • By Aug 1 Notify Bill Mason of changes in students attending school 

Central Office

  • By July 24 Secure transportation lists from Special Education Dept, Jumoke, CREC, Achievement First, Prince Tech, Trinity Academy, and Grace Academy (This request has already been sent)
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Significantly reduced bus capacity for remaining students participating in in-person learning. 
ORANGE Further reduced bus capacity at all grade levels and increased frequency of cleaning.
YELLOW Reduced bus capacity at the secondary school level and increased frequency of cleaning.
GREEN All grade levels are able to return to fully in-person learning. SOP below.

 

  • Capacity: Maximum capacity on each General Education bus will be 78 students. (Full busing as normal). Special Education buses can hold up to 11 students depending on the number of wheelchair students. This will continue to be the same. Due to the capacity challenge, only eligible students per policy will be able to ride their assigned buses. Siblings of Special Education students will ride their assigned bus until further notice.
  • Physical distancing: Signs will be displayed on the bus. Students must practice physical distancing at the bus stops. Load buses from back to front to avoid students passing by other students as much. Windows to remain open on buses if possible and weather permitting. Front 2 rows on all Hartford regular school buses to be blocked off from student seating.
  • Masks: All bus riders must wear a mask. No student will be allowed on the bus without a mask. Bus drivers will have extra masks on hand for students without. All students must follow the bus rules.
  • Health monitoring: Students that are sick must stay home. All transportation employees will go through the health check process every morning.
  • Contact tracing: Attendance will be taken on all buses each day and saved for contact tracing. This will help us trace back any contacts that were made on buses. Daily attendance will be submitted back to dispatch daily. Dispatch will collaborate with the HPS Transportation Manager. Notification within 24 hours if contact is necessary. 
  • Cleaning: Each bus will be cleaned after each trip and at the end of the day.
  • Schedules: Elementary schools are to receive the general education bus riders at the regular scheduled time per their school tier (10 minutes before bell time). This will help us to unload and continue to pick up our next tier students.  
  • Additional Safety Recommendations: We recommend all students in PK-3 be accompanied by their caregivers to and from the bus stop and school. Report any unusual safety concerns to their parents and school officials immediately. 

 

T Technology  PAGE | 28

 

This HPSSOP includes key operational steps required to sustain a 1:1 device model for students and school-based reopening responsibilities. It is based on state guidelines, national research and the Return to School Roadmap.

Questions? Contact Dave Draxyl – Technology Coordinator – ddraxyl@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
Administrators

    • By March 5 Confirm receipt of school technology deliveries
  • By March 19 Determine plan for distribution of in-school student devices throughout building (ie: classrooms, carts, etc)
  • By March 19 Report inventory of student devices on-hand (including returned and broken devices) to Dave Draxyl

Central Office 

    • By March 19 Communicate to families through “Technology Check-Up” messaging to assess current state of student devices
    • By April 1 Purchase additional needed technology (include in-school devices for grades PK-3)
  • By April 16 Asses school technology reports to determine additional device needs and plan for device repairs, refurbishment, and recycling.
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students move to remote learning until 

COVID-19 threat level improves. 

ORANGE All grade levels switch to hybrid or remote 

Learning. Follow SOP below for all 

in-person activities.

YELLOW Some grade levels switch to hybrid

 learning model. Follow SOP below for all 

in-person activities.

GREEN All grade levels are able to return to fully 

in-person learning. Follow SOP below.

(D)= responsibility of the district; (S)= responsibility of the school 

  • (S) Designate a single point of contact in each school to plan and communicate with district technology teams.
  • (D) Survey families to check in and collect information about the numbers, types, and condition of devices used at home.
  • (S) Identify general technology support lead for each school. Consider elevating that position to a more formal role.
  • (S) Where practical, consider identifying family technology liaisons to support communication regarding the use of technology and serve as a “help desk.”
  • (D) Develop district-wide procedures for return and inventory of district-owned devices as part of a return to school technology plan. The procedures should include: Safely bagging devices collected at schools; Sanitizing the devices prior to a repair or replacement evaluation; Ordering accessories that may be needed over the summer.
  • (S) Stage device processing areas as needed to run procedures. Staging areas should be organized and prepared for technicians to perform repair work on-site. 
  • (S) Organize returned devices by their condition (ie: Broken Screens, Missing Keys, Not Charging, etc.)
  • (D/S) Place orders for replacement devices based on results of school technology reports. Submit this data to Dave Draxyl.
  • (S) Continue to monitor device usage and support needs – direct students/families to utilize the HPS Zendesk Help Center platform (hartfordschools.zendesk.com)
  • (D/S) Ensure every student has access to the appropriate technology and connectivity needed to continue learning during the transition to in-person.
  • (D/S) Compile technology-related “lessons learned” for inclusion in the district’s updated remote learning/working plan.
    • What worked well?
    • What pain-points were experienced?
    • What opportunities for improvement do you see?
  • (D/S) Identify chronic technology issues that arose during the Orange status and use them to begin the development of a long-term technology maintenance plan.
    • What are the most common technical issues being experienced?
    • Are there certain devices that seem to have the most problems?
    • Report this data to Dave Draxyl monthly

 

T Visitors  PAGE | 29

 

This HPSSOP pertains to visitors and seeks to limit access to school buildings to help prevent the spread of COVID-19.  In the limited instances in which visitors are permitted access this SOP  establishes uniform screening procedures for visitors consistent with the screening the HPS staff partakes in prior to reporting to in person work.  These protocols are established to best maintain the health and safety of the school environment to help prevent the spread of COVID-19.
Questions? Contact Chief of Schools Evette Avila at 860-695-8000 or Staff Attorney Edward Wilson, Jr. at 860-695-8461.

 

Key Dates Changes Depending on Virus Scenario
.    If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students in the district will participate in fully remote learning until COVID-19 threat level improves. No visitors, parents, interns, or community partners permitted in buildings. 
ORANGE Hybrid model for grades PK-9.Hybrid model for grades 10-12.  No visitors or parents permitted in buildings.  Student interns and community partners outposted in buildings allowed access only after completing a “visitor acknowledgment form” and with a daily (everyday they report to a building) Raptor check-in for health assessment screening questions. 
YELLOW Fully in-person model for grades PK-9.

Hybrid model for grades 10-12. Generally, no visitors or parents are permitted in buildings.  Exceptions to this requirement can be made at the discretion of the Principal (following safety protocols).  Visitors, student interns, and community partners outposted in buildings allowed access only after completing a “visitor acknowledgment form” and with a daily (everyday they report to a building) Raptor check-in for health assessment screening questions. 

GREEN Opt-in option for fully distance learning available to any family.  Visitors and parents may be permitted after checking in at the security desk and completing the Raptor screening tool.  Student interns and community partners outposted in buildings allowed access only after completing a “visitor acknowledgment form” and with a daily (everyday they report to a building) Raptor check-in for health assessment screening questions. 

 

  • The district “visitor acknowledgement form” is required to be signed by our student interns and community partners that report to our buildings.  This form is to be completed and provided to Jill Rippington in risk management. 
  • Upon daily report, each student intern or community partner that reports to a building is required to check in with the School Safety Officer for completion of the Raptor Health Screening questions.   
  • Raptor screening questions:
  1. Have you had known contact with someone diagnosed or suspected to be diagnosed with COVID-19?
  2. Have you traveled, in the last 10 days, to any of the locations outside of CT determined to be a CDC hotspot as listed below? [States are provided on Raptor Tool]

 

  1. Are you experiencing any of the below that are different from your baseline health?

 

  1. Feeling feverish
  1. Shortness of breath
  1. Temp of 100.00 or greater
  1. Difficulty breathing
  1. Chills
  1. Loss of taste or smell
  1. Uncontrolled new cough
                              8. Vomiting and/or Diarrhea

 

  1. Any individual who answers the health related questions in the affirmative will be denied access to the building with direction to report the results to their organization, school, program and/or supervisor and to Jill Rippington at Hartford Public Schools Risk Management. 

PAGE | 31

RTLA Standard Operating Procedures for Welcome Center   

 

 

This HPSSOP is based on the guidelines from Centers for Disease Control (CDC), local, state and federal for Family Engagement and Enrollment  safety guidelines and describes how best to implement family engagement .

Questions? Contact the Welcome Center at 860-695-8400

 

Key Dates Changes Depending on Virus Scenario
Welcome Center

  • By March 15, 2021 provide an update on the status of the Raptor screening tool. Office is open by appointment only  until the health screening tool provided through Raptor is operational.
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Services are provided on-line and  by phone.
ORANGE Services are provided on-line and  by phone to the extent possible.  In-person services are by appointment only.  
YELLOW Services are provided on-line, by phone and in-person by appointment only.
GREEN Services are provided on-line, by phone, and in-person.

 

  • Limit the number of visitors and staff in this area. (D)
  • While in the office ensure physical distancing, 6 feet apart by label areas for standing. (D)
  • Limit seating by installing social distancing straps. (D)
  • Raptor screening questions:
  1. Have you had known contact with someone diagnosed or suspected to be diagnosed with COVID-19?
  2. Have you traveled, in the last 10 days, to any of the locations outside of CT determined to be a CDC hotspot as listed below? (States are listed on the Raptor Screening tool and are updated consistent with Governmental guidance)
  3. Are you experiencing any of the below that are different from your baseline health?
    1. Feeling feverish
    2. Temp of 100.00 or greater
    3. Chills
    4. Uncontrolled new cough
    5. Shortness of breath
    6. Difficulty breathing
    7. Loss of taste or smell

Any individual who answers the health related questions in the affirmative will be denied access to the building and services/questions  will be responded to virtually. 

 

PAGE | 32

RTLA Standard Operating Procedures for Recess   

 

 

This HPSSOP is based on the guidelines from CSDE and the CDC.

Questions? Contact Health Service Coordinator Deb Chameides at 860-695-8760.

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED Switch from Hybrid model to fully remote learning until COVID-19 threat level improves.
ORANGE Reduction in school capacity and increased level of cleaning and disinfecting.
YELLOW Some grade levels switch to hybrid learning model, follow SOP below for all in-person activities.
GREEN All grade levels are able to return to fully in-person learning. Follow SOP Below.

 

  • Place tape or create markings demonstrating 6-foot social distance spacing in areas where students may form lines outside
  • Hand sanitizer and masks must be available at the entrance to the building
  • Staff and students will sanitize hands upon entering the building
  • Maintain cohorting by determining separate areas for each cohort to use. Classes will not be combined
  • Students will need to be monitored in their designated areas and continue to practice physical distancing
  • Staff and students must wear masks.
  • Identify and clearly label designated doors for student entry into the building. 
  • Limit the use of physical education equipment and eliminate the use of equipment that would be passed between or shared by multiple students throughout a class period.
  • Playscapes are permitted however the number of students on the playscape should not exceed a number that does not allow for physical distancing.
  • If necessary, follow appropriate CDC guidelines for sanitizing equipment.

 

PAGE | 33

RTLA Standard Operating Procedures for Staff Safety  

 

 

This HPSSOP is based on the guidelines from guidelines from the Centers for Disease Control (CDC), as well as local health authorities, and indicates how best to maintain health and safety in the school environment to help prevent the spread of COVID-19.
Questions? Contact Chief Evette Avila at 860-695-8664 or Staff Attorney Edward Wilson, Jr. 860 695 8461

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students in the district will participate in fully remote learning until COVID-19 threat level improves.
ORANGE Hybrid model for grades PK-9. Hybrid for grades 10-12.
YELLOW Fully in-person model for grades PK-9.

Hybrid model for grades 10-12.

GREEN Opt-in option for fully distance learning available to any family.

 

  • To keep everyone safe and control the transmission of the virus, all staff are required to follow all Health and Safety protocols. 
  • Staff are required to complete the Kokomo Daily Wellness Screener every day before reporting to work. 
  • Staff exhibiting symptoms, or feeling ill, should also call their medical provider to report their symptoms and ask about testing prior to seeking in-person care at a clinic, physician’s office, or hospital. 

They should also contact the district Health and Safety Nurse (Susan Walsh at walss001@hartfordschools.org, Adra Carignon at caria001@hartfordschools.org) or their supervisor/principal by phone and email. Staff who have exhibited systems or felt ill must receive clearance from the district Health and Safety Nurse or their supervisor/principal before reporting back to work.

  • To the extent possible, avoid touching your eyes, mouth, and nose.
  •  Wash your hands frequently, but especially after using the restroom and before preparing or consuming food. Using soap and hot water, wash for at least  20 seconds. When soap and water are not available, use hand sanitizer. Avoid coughing or sneezing into your hands or in the air. Always try to cough or sneeze into a tissue, then throw the tissue away. If you don’t have a tissue, cough/sneeze inside the elbow of your arm. 
  • Masks are to be worn at all times.  See mask protocol. Face shields are optional and can be requested from the PPE captain at your school. 
  • In-person staff meetings are prohibited. All staff meetings should be held virtually.
  • Maintain physical distancing (at least 6 feet) to the extent possible between yourself and other adults at all times.
  • To the extent possible, do not eat lunch with other staff members. If it’s absolutely necessary for you to eat around another staff member, physical distancing (at least 6 feet) between yourself and others must be maintained and staff should be facing the same direction. Masks must be worn before and after you are finished eating.
  • Staff are required to comply with all Executive Orders pertaining to Health and Safety to include travel guidelines.  
  • Staff are required to comply with District, State and Federal requirements on quarantining. 

 

PAGE | 34

T RTLA Standard Operating Procedures for Face Masks   

 

 

This Mask Protocol  SOP is based on the guidelines from the Department of Health and the Center for Disease Control
Questions? Contact Nurse Services Coordinator Deb Chameides at  or Staff Attorney Edward Wilson at 860-695-8461. 

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students in the district will participate in fully remote learning until COVID-19 threat level improves.
ORANGE Hybrid model for grades PK-9.Hybrid model for grades 10-12.  No visitors or parents permitted in buildings. . 
YELLOW Fully in-person model for grades PK-9.

Hybrid model for grades 10-12. 

GREEN Opt-in option for fully distance learning available to any

Family

Hartford Public School Face Mask Protocol

All Hartford Public Schools students in grades Pre-K through 12th, staff, parents, and visitors will be required to wear a face mask while on Hartford Public Schools property. Face masks are being required based upon guidance from the CDC, State of Connecticut public health and education officials, local health authorities, and stakeholders including administrators, teachers and parents. 

According to the CDC, face masks are an effective tool in stopping the spread of COVID‐19, along with social distancing, frequent handwashing, and cleaning and disinfecting frequently touched surfaces.  Each school site will have a school-based COVID-19 Response Team to address COVID-19 related issues with guidance from the District Health and Safety Team.

Frequently Asked Questions

Who will be required to wear face masks?

All students in grades Pre-K -12th, staff, visitors, and vendors will be required to wear face masks unless an approved exemption applies.

Will people have to wear face masks all day?

Masks and face coverings will be required while on HPS property. Teachers may remove cloth/disposable masks while teaching so long as they are properly physically distanced and wearing a face shield. Teachers and students can also remove masks and face shields while eating, drinking, or when outside provided they are able to physically distance.

Will there be exemptions?

Yes. The following approved exemptions apply:

  1. Persons eating or drinking while maintaining physical distance (6 feet).
  2. Persons for whom a face mask would cause an impairment due to an existing health condition (Medical documentation required, please inform the Human Resources and the District Health and Safety team if a staff member is in this category).
  3. Persons who need to communicate with someone who is hearing impaired and need to see the person’s mouth to communicate while maintaining physical distance and wearing a face shield.
  4. Teachers and students when a face mask would be an impediment to instruction and they are maintaining physical distance and wearing a face shield in accordance with CDC guidelines.

Will there be mask breaks for our students?

Yes. Across all grades and age groups, teachers shall utilize a minimum of a five-minute mask break every hour. The five minutes do not have to be done all at once and the teacher can utilize more than five minutes to the extent circumstances require or dictate the need for more time. If appropriate physical distancing can be maintained during a mask break while in the classroom, instruction can continue.

Prior to the mask break, the teacher should ensure all students are appropriately physically distanced (6 feet). While this can be done in the classroom if class size and spacing permit the maintaining of the required distance, we encourage the use of larger spaces in the buildings such as the gym or outside areas when and where appropriate. Regardless of where it takes place, 6 feet of physical distancing is always required during the mask break.

Will students be required to wear a face covering when participating in co‐curricular and extra‐ curricular activities?

Yes. Students will be required to wear a face mask when physical distancing cannot be maintained unless the function cannot be performed with a face mask.

Can students and staff bring their own face masks?

Yes.  The CDC recommends cloth masks with multiple layers.  Face masks must comply with the dress code found in the Code of Student Conduct so that they do not disrupt school activities, are not obscene or otherwise inflammatory, and do not endanger anyone’s health or safety.

What happens if a student forgets, loses, or damages their face covering?

If a student forgets, loses or damages their face mask, the District/school will provide a disposable or cloth face mask. All schools will be provided with an ample supply of PPE and assigned a PPE captain to address these concerns.

What happens if a student refuses to wear a face mask? Will student refusal to wear a mask constitute a disciplinary violation?

Face masks will be required for all students, staff, parents and visitors. Every attempt, including re-educating and supporting the students, will be made to ensure that the student and the student’s parents understand the importance of wearing a face mask. If these attempts are unsuccessful, the school/District will work with families to identify the more appropriate learning arrangements including remote learning options.

School administrators, in consultation with their School Level Response Team, should use their best judgment in determining if a student’s refusal to wear a mask is a situation requiring re-educating or discipline.

What happens when a visitor or vendor refuses to wear a face mask?

Face masks will be required to be worn by visitors and vendors. Individuals without face masks will not be allowed to remain on HPS property.

Will face masks be required everywhere on a school campus?

Face masks will be required on all HPS property  unless an approved exemption applies (see exemption section of this document).

Will face masks be required on buses?

Yes. It will be the student’s responsibility to wear a face mask while on district transportation; disposable face masks will be available for students who forget their face mask.

Will SSO’s be enforcing the face mask requirement?

The School Level COVID-19 Response Team (which includes an SSO) at each school will work with students and staff to encourage and ensure compliance.

How will the face mask requirement apply to students with special needs?

Appropriate accommodations will be made based on the individualized needs of the students. Staff working with students requiring accommodations will have additional PPE.

Will staff refusal to wear a mask constitute a disciplinary violation?

Yes. If no exemption applies and a staff member refuses to wear a mask, this may constitute a disciplinary violation.

Will replacement masks be only for students?

No. While the District encourages staff and students to bring their own mask, provided it complies with safety requirements and does not interfere with educational programming and/or violate any District rules, replacement masks will be available for staff and students.

The District will also be providing face shields for all staff that prefer to wear a face shield in addition to their mask.

____________________________________________________________________________

The health and safety of our students and staff is our highest priority and is at the forefront of our planning. State guidance and policies related to school reopening safety plans apply to all students, including students with special needs who qualify for individual education programs under the IDEA and accommodation plans for eligible students under section 504 of the Rehabilitation Act. Under the guidelines, masks, physical distancing, and hand washing protocols are required for all students.

Certain exceptions are allowed under the state regulations. As exceptions, any modification to the mitigating processes (mask wearing, physical distancing, and handwashing) will be carefully considered on a case by case basis using documentation and data. Exceptions for students include accommodations for anyone who has a medical reason (supported by a doctor’s note) making it unsafe to wear a face mask, students with special health care needs or disabilities whose learning (e.g., direct instruction) or other needs (e.g., assisting with toileting or ambulation) may require closer proximity and/or direct contact.

Special consideration will be given to students who may have difficulty acclimating to the standard protocols (students with significant communication and/or executive functioning deficits, students with impaired vision, hearing, and/or other physical disabilities). Developmentally appropriate instructional strategies will be implemented. Examples include but are not limited to the use of social stories, visual cues, video modeling, and other appropriate developmental strategies used to reinforce new concepts and protocols.

Staff supporting students with special healthcare needs (students not able to wear masks and who may need assistance with activities of daily living, such as toileting and eating), conducting certain assessments, language acquisition activities, and staff working with students who may exhibit significant behaviors that require de-escalation strategies and emergency safety protocols will be afforded increased protective equipment (including but not limited to face shields, disposable gowns and gloves).

Please do not hesitate to contact our Hartford Public Schools Co-COVID-19 Compliance Liaisons, Deborah Chameides CHAMD001@hartfordschools.org or Edward Wilson, Jr. Wilse002@hartfordschools.org with any questions regarding the face mask protocol.

 

PAGE | 37

T RTLA Standard Operating Procedures for Pre-K  

 

 

This HPSSOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning.

Questions? Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@hartfordschools.org

 

Key Dates Changes Depending on Virus Scenario
If the level of COVID-19 in our community worsens significantly, requirements and guidance may change in the following ways:

RED All students will participate in distance learning.
ORANGE Reduced in-person attendance (and therefore greater physical distancing) as schools shift to hybrid model
YELLOW Reduced in-person attendance (and therefore greater physical distancing) as schools shift to hybrid model
GREEN SOP below

All preschool classrooms will follow all district specific operating plans.  This document is for additional preschool specific guidance.

 

Health and Safety Policies and Protocols:

  • Children 3 years of age and older are required to wear masks while in child care programs. 
  • This change is effective September 21, 2020 and will continue during the duration of the public health and civil preparedness emergencies unless earlier modified by the Commissioner of Early Childhood.
  • Please see district mask protocol for exceptions. 
  • ‘Mask breaks’ may be planned and scheduled throughout the day. Mask breaks indoors must maximize physical distance between individuals, maintaining at least 6 feet of distance wherever possible.
  • Use resources available to prepare children and help them get used to people wearing masks:

 KidsHealth: Helping Kids Get Used to Masks            Conscious Discipline: Masks and Gloves — a Printable Story  

 

Arrival/Dismissal:

  • Preschool students must be signed in and out daily.  STAFF will sign the parent’s name and time.  No sharing of pens. 
  • Weekly fees will be collected by preschool staff at all School Readiness programs and placed in an envelope attached to sign in clipboard as parents will not have access to the classroom.

 

Student Cohorts/Class size:

  • Preschool students will remain in their classroom cohorts to minimize interaction with other cohorts throughout the school day.  
  • Cohorts are a primary prevention strategy for preschoolers due to the unrealistic nature of asking preschoolers and preschool teachers to maintain social distancing. As a result, public school preschool classrooms should maintain a class size that is consistent with current OEC guidance. This requirement currently limits group size to no more than 20 children. 
  • Consider reserving an area in the room where therapists/specialists can work with children and limit interaction and exposure to other children or staff.

 

Interactions:

  • Teachers and paraprofessionals should continue to interact with and support young children. This may involve physical contact as preschool students need physical assistance and emotional support.  However, teacher’s interactions with children will be different because staff are wearing masks to follow health and safety guidelines.
  • It is suggested to post pictures of all teaching staff with and without masks to provide comfort and familiarity.

 

Classroom layout:  

  • Space classroom tables and seating  around the classroom to promote distancing. If able, limit 3 children per table.
  • Space children, ideally 6 feet apart, at meal or snack times.  
  • At nap time ensure children’s cots are spaced out as much as possible, ideally 6 feet apart.  Place children head to toe to further reduce the potential for viral spread.
  • Prepare floor markings by bathroom and sinks to remind children of proper spacing when waiting.
  • Prepare floor markings for lining up for dismissal to encourage proper spacing.
  • Prepare marked spaces that create distance on carpet for circle time.  Classroom carpets do NOT need to be removed.

 

Student Center Time:

  • Center time will be a planned station rotation. Students will move to a new center after a set amount of time.
  • Planning for centers should account for both numbers of children allowed in each center and distance between centers.
  • If possible, limit the number of students per center to 2-3. 
  • Remove extra classroom seating at centers to accommodate desired students’ numbers and to promote distancing.
  • Distance centers as much as possible.  Consider combining two centers (writing/library) to provide for larger space.
  • Center time will be provided twice a day and allow for cleaning during rest time.

 

Outdoor/Gross Motor Play:

  • See Recess SOP..
  • Staff will engage students in gross motor activities that limit physical contact with other children. 

 

Meals:

  • Sanitize all tables before breakfast, lunch and/or snack  is served.
  • If able, limit 3 children per table.
  • All meals will be individually packed and served in the preschool classroom.
  • No sharing of food among children and staff.

 

Handwashing:

  • All preschool students and staff will wash hands upon entry into the classrooms, before meals, after using the restroom, sneezing or coughing.
  • All preschool students must wash hands before and after using sensory materials such as play dough, sand and water. If staff cannot maintain a strict handwashing protocol for the use of these materials it is recommended that they not be used.
  • If a sink with soap and water is not available, provide hand sanitizer with at least 60%+ alcohol.

 

Bathroom Protocol:

  • Preschool classrooms that have a bathroom in their classroom will only use those bathrooms.
  • For preschool classrooms that do not have a bathroom in their classroom you will follow your school designed classroom cohort policies for shared bathroom use.
  • For young children who require diapering or have toileting accidents requiring a change of clothing, classroom staff should assess current protocols and consider any enhanced cleaning and sanitizing requirements that may be necessary.

 

Sanitizing Materials/Toys:

  • “To Be Sanitized” bucket will be placed next to the classroom sink for any and all items that need to be disinfected and sanitized due to contamination (NAEYC).  
  • Materials are not to be shared with other classrooms unless they are thoroughly cleaned, sanitized and disinfected.
  • Surfaces and objects that are frequently touched, especially toys and manipulatives, are a part of a routine of cleaning, sanitizing and disinfection.
  • Classroom center areas will be cleaned daily during rest time.
  • Remove all soft toys that are a challenge to disinfect or sanitize.
  • Consider assigning packets of materials to individual students to reduce items that need to be regularly disinfected. (e.g.,crayons, markers, gluesticks, scissors)  

 

The contents of this plan may change based on future guidance from the State of Connecticut, local health agencies, and the CDC.

Questions? Email Support@hartfordschools.zendesk.com