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

Tuesday, September 8th is 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.

 

Click here for printable copy.   [En español]

 

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The Return to Learn Manual

July 30, 2020 (in digital format; identical to PDF format above.)

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
09 | Health & Safety
10 | Communications
11 | Learning Models

11 – Fully In-Person

12 – Distance Learning

13 – Hybrid

14 – Virtual Academy

15 | Athletics and Extracurricular Activities
16 | Before/After-School Programs & Extracurricular Activities
17 | Facilities
18 | Classroom Design
19 | In-School Transitions
20 | PreK-8th Food Services
21 | 9th-12th Food Services
22 | Transportation
23 | Technology

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

 

 A Letter from the Superintendent

PAGE | 02

Dr. Leslie Torres-Rodriguez, Superintendent

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 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

 

The 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:
1.      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.

2.      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.

3.      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.

4.      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.

 

Starting on the left, as we all know from the past few months, COVID-19 will continue to ebb and flow in our community—if we are in the Green, which means that COVID-19 is at a minimal and controlled level, then we will return fully in-person, as reflected in the column on the right. If all students return to school in September, it is very likely that we will not be able to maintain six feet of distance between students at all times; our classroom capacities will not allow it.

 

If, however, health conditions are in the yellow or orange, and in consultation with health officials we determine that it is not tenable to remain fully in-person without strict physical distancing, then we will shift to a hybrid model. This means that students will only be able to attend in-person instruction some of the time, thereby reducing group sizes and allowing for greater distancing between students in our classroom spaces.

 

Any movement between colors will be informed by public health conditions as established by local, state, and federal experts, as well as state guidance and/or mandates. This meter will be updated with specific metrics prior to the start of the school year. Below are explanations for each color:

If these external conditions are present: Our plan is:
RED A severe and uncontrolled level of COVID-19 in our community, meaning outbreaks are present and worsening. Authorities are advising residents to take action to minimize contacts with others wherever possible and avoid leaving home except for the most essential needs. All grade levels shift to fully online learning until the COVID-19 situation improves. Some small-group instruction may be allowed with strict social distancing protocols in place.
ORANGE 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. All grade levels will shift to a Hybrid or fully online model. Social distancing protocols will be closely monitored and “high risk” activities may be restricted or prohibited.
YELLOW 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. Some grade levels (TBD) will shift to a Hybrid model. Wednesdays will be online learning for all grade levels operating in the Hybrid model so campuses can be deep cleaned. Social distancing protocols will continue to be monitored and large group and/or “high risk” activities may be restricted.
GREEN 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. 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. Students and families will always have the option to opt out of in-person instruction.

 

Continuum of Learning Models and Options

PAGE | 07

 

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.

 

 

Learning Options for Families

PAGE | 08

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)
Option C:
Online learning for the entire quarter 
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
HPS Virtual Academy
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:

o   Monday/Tuesday Group A:

o   Wednesday: All Distance Learning

o   Thursday/Friday: Group B

●       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.

●       Fully Online Academy: Students and families that are confident they will want to remain in virtual instruction for at least a full marking period will be enrolled in the fully virtual academy. Transitions back to in-person instruction will be considered on a quarterly  basis to allow for continuity of curriculum and will most likely involve a change in the students’ primary instructional staff.

●       Certified content teachers delivering instruction.

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 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 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 Not applicable

 

RTLA Standard Operating Procedures for Health & Safety

PAGE | 09

To ensure that school and district leaders operate in a formalized, coordinated, and consistent manner when implementing the RTLA plan, we have developed Standard Operating Procedures (SOP). Each SOP includes specific processes, structures, and actions for each area of the RTLA plan, and each level of the Operational Decision Meter.

 

There is still a lot we don’t know about COVID-19. The following SOPs are based on current conditions and guidelines from the Center Disease Control (CDC), as well as other local, state and federal safety guidelines as of mid-July. This plan will be updated when new information becomes available.

                   

 Contacts: Staff Attorney Edward Wilson, Jr. at 860-695-8461 or Health Service Coordinator Deb Chameides at 860-695-8760.

 

  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 The majority of students move to remote learning until COVID-19 situation improves.
ORANGE Move to Hybrid schedule with remote learning for all grade levels on Wednesdays so campuses can be deep cleaned.  Physical distancing protocols will be closely monitored and “high risk” activities may be restricted or prohibited.
YELLOW Move to our Hybrid schedule with remote learning for all grade levels on Wednesdays so campuses can be deep cleaned.  Physical distancing protocols will continue to be monitored and large group and/or high risk activities may be restricted.
GREEN Utilize a M, T, W, TH, F schedule for all students.  Large group and/or high risk activities will continue to be restricted as needed.

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

 

  • Provide training/educational materials on district COVID-19 health and safety protocols.(D)
  • 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.(D)
  • Communicate face mask policy with staff (D)
  • Communicate accountability/discipline for staff and students who refuse to or cannot wear a mask.(S)
  • Develop building level response teams. Designate a team member that will work closely with the District Compliance Liaison(s) (Edward Wilson and Deb Chameides) in responding to COVID-19 concerns.  (S)
  • Communicate how staff are to utilize the health screening tool prior to their daily report to in person instruction. (D)
  • Identify the isolation/containment room for sick students.(S)
  • 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.  (S)
  • Limit health room exposure to appointment.(S)
  • 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 the school building has the necessary PPE in coordination with the District operations team.
  • Develop the building level response team.  Designate a team member that will work closely with the District Compliance Liaison(s) (Edward Wilson and Deb Chameides) in responding to COVID-19 concerns.
  • Communicate how staff are to utilize the health screening tool prior to their daily report to in person instruction.
  • Limit access to the health room.  Teachers are to 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 appointments only.
  • 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 are to demonstrate proper hand washing daily.
  • Review infection control guidelines for health office visits with the custodial staff.
  • Ensure that the school building has the necessary PPE in coordination with the District operations team.

 

Standard Operating Procedure for Communications

PAGE | 10

 

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)

LEARNING MODELS:

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

PAGE | 11

 

This SOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning. Contact: Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@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 Switch from fully in-person to fully remote learning until COVID-19 situation 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.

 

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

 

Schedule: 

  • Regular workday schedule: Mon, Tue, Wed, Thur, Fri.
  • 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 requests for changes in the instructional model need to be processed by the Office of School Choice.

 

Staffing:

  • 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)
  • Staff assignments to be informed by results of surveys.
  • Support area staff will travel to “homeroom” classrooms to provide their respective content instruction.
  • Determine lunch coverage options: support staff, staggered lunch times, teacher coverage (with coverage during other period)(S)

 

Student Supports:

  • Implement IEP and language acquisition support plans to the greatest extent possible, as outlined by the State at the beginning of the pandemic. (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).(S)

 

Professional Learning: 

  • 8/25, 8/26, 8/27, 9/4 (ER), 10/12, 11/3, 12/11 (ER), 1/4, 1/5, 2/12 (ER), 3/12 (ER), 4/1 (ER), 5/14  (will depend on finalized school calendar)
  • Coordinate time for professional learning and coordination/collaboration of scope and sequence of instruction on early release Wednesdays(S)

 

 

Standard Operating Procedure for Learning Model:
DISTANCE LEARNING (OPT-IN) INSTRUCTION

PAGE | 12

 

 This SOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning. Contact: Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@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 in the district will participate in fully remote learning until COVID-19 situation improves.
ORANGE Opt-in option for fully distance learning will be available to any family. Students in the Hybrid model will participate in person 2 days per week, and online all other days. See Hybrid Model SOP for more details.
YELLOW
GREEN Opt-in option for fully distance learning available to any family

 

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

 

Schedule: 

  • 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
  • Possibility of  some in-person small groups instruction on Wednesdays.

 

Student Groups:

  • 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. (S)
  • *Parental requests for changes in the instructional model need to be processed by the Office of School Choice.

 

Staffing:

  • 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. (S)
  • Staff assignments to be informed by results of surveys.

 

Student Support:

  • Office of Family & Community Partnerships will offer trainings for families around how to support students effectively with distance learning(D)
  • 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 to the greatest extent possible, as outlined by the State at the beginning of the pandemic. (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).(S)

 

Professional Learning: 

  • 8/25, 8/26, 8/27, 9/4 (ER), 10/12, 11/3, 12/11 (ER), 1/4, 1/5, 2/12 (ER), 3/12 (ER), 4/1 (ER), 5/14  (will depend on finalized school calendar)
  • Coordinate additional time for professional learning and coordination/collaboration of scope and sequence of instruction on Wednesdays(S)
  • Determine set of supports to provide support to teachers providing distance learning(D)

 

Standard Operating Procedure for Learning Model:
HYBRID MODEL INSTRUCTION

PAGE | 13

 

 

This SOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning
Contact: Dr. Madeline Negrón, Chief Academic Officer at madeline.negron@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 Switch from Hybrid model to fully remote learning until COVID-19 situation 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 with possibility of some in-person small groups instruction 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:

  • 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, and Fri. On Wednesdays, all students learn remotely to enable time for teacher professional learning and deep cleaning of facilities.
  • SWDs and ELs attend school in-person all four days, Mon/Tues and Thurs/Fri

 

Student Cohorts:

  • Students must be in group sizes of 14 – 16 (maximum)
  • 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.(S)
  • For HS, district will provide additional guidance on ways to solve for scheduling and cohorting in hybrid model(D)
  • Ensure families with siblings are scheduled all on an A day or B day schedule across classrooms and schools.(D)

 

High School:

  • Submit lists through the district-provided template of highest enrolled courses to be prioritized for in-person instruction and courses that could be offered fully virtually.(S)

 

Staffing:

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

 

Student Support:

  • Implement IEP and language acquisition support plans to the greatest extent possible, as outlined by the State at the beginning of the pandemic. (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).(S)

Professional Learning:

  • 8/25, 8/26, 8/27, 9/4 (ER), 10/12, 11/3, 12/11 (ER), 1/4, 1/5, 2/12 (ER), 3/12 (ER), 4/1 (ER), 5/14  (will depend on finalized school calendar)
  • Coordinate additional time for professional learning and coordination/collaboration of scope and sequence of instruction on Wednesdays.(S)

Standard Operating Procedure for Learning Model:
HPS VIRTUAL ACADEMY

PAGE | 14

 

 

This SOP is based on the CT Reopening Schools and CSDE guidelines and describes how best to return students to learning. Contact: Dr. Madeline Negrón, Chief Academic Officer, madeline.negron@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 in the district will participate in fully remote learning until COVID-19 situation improves.
ORANGE Hybrid model with remote learning for all grade levels on Wednesdays.
YELLOW Hybrid schedule with remote learning for all grade levels on Wednesdays with the 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.

 

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

 

Schedule: 

  • Regular day schedule
  • SEL component, and a school-identified unified arts area (4-week cycle)
  • Everyday synchronous instruction, small groups, and office hours

 

Student Groups:

  • As much as possible, ensure virtual learning students have peer connections and teacher connections that foster a sense of belonging. (D)

 

Staffing:

  • Staffing assignments centrally determined. (D)

 

Student Support:

  • Office of Family & Community Partnerships will offer trainings for families around how to support students effectively with distance learning(D)
  • Cluster ELs and SWDs by grade level for Remote Learning to be provided by case manager/EL staff utilizing Google Classroom.(D)
  • Implement IEP and language acquisition support plans to the greatest extent possible, as outlined by the State at the beginning of the pandemic. (D)
  • Organize for weekly collaboration of support staff and teachers to differentiate/modify Tier I content lessons.(D)
  • Organize for use of weekly accountability charts and Distance Learning Plans to document service delivery, communication logs (SWDs) and language acquisition plans (ELs).(D)

 

Professional Learning:

  • 8/25, 8/26, 8/27, 9/4 (ER), 10/12, 11/3, 12/11 (ER), 1/4, 1/5, 2/12 (ER), 3/12 (ER), 4/1 (ER), 5/14  (will depend on finalized school calendar)
  • 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(D)

 

Standard Operating Procedure for Athletics

PAGE | 15

 

 

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.

 

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 Only virtual conditioning
ORANGE Only virtual conditioning
YELLOW Reduce teams participating in outdoor conditioning
GREEN Some teams will participate in virtual and/or outdoor conditioning

 

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

 

Sanitation and Safety Procedures – Athletic Environment/Equipment

  • Programs will condition in cohorts of 5-10 students
  • 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 completely disinfected and sanitized
  • All gym floor surfaces and hallways will be swept and mopped with approved clean
  • 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
  • Coaches must wear masks at all times. All students must wear masks when not participating
  • Whistles are not permitted.

 

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

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

 

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 Physical on file for the last school year 2019-20 to participate in Hartford Public Schools Sports. Per CIAC physicals have been extended from 13 to 15 months.

 

Standard Operating Procedure for
FAMILY ENGAGEMENT, BEFORE/AFTER SCHOOL PROGRAMS & EXTRACURRICULAR ACTIVITIES

PAGE | 16

 

 

This SOP describes how best to implement family engagement, before/after school/extended day programming, and extracurricular activities.

Contact: Nuchette Black-Burke at 860-471-7424

 

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 After school and extended day program providers deliver programming on virtual platforms.
ORANGE Implement hybrid model for After school and extended day programs providers (in person and Virtual).
YELLOW After school and extended day program providers operate at a reduced capacity.
GREEN SOP below.

 

(D)= responsibility of the district; (S)= responsibility of the school; (PP)= Program Provider

 

Daytime Programming:  

  • Family and Community engagement programs and offerings will be held virtually (school governance councils, workshops, and training).  (PP)
  • 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 asked to provide programs virtually.(S)

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.  (S)
  • Extended Day programs will modify their schedules if health concerns pertaining to the virus are modified.  (PP)

Cohorts/Scheduling:

  • The same cohorting recommendations for the school day will be applied, when feasible. (PP)
  • Use classrooms for on-site after-school programming that minimizes students’ exposure. Use 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 )(S)

Physical Distancing:

  • Social distancing will be adhered to by all providers and students participating in the program. (PP)
  • Limit exposure to other students during classroom instruction, activities, meals, bathroom usage and transportation.(PP)

Face coverings/Masks:

  • All attendees in after school/extended day must wear a mask. Mask breaks will be built in per established mask protocol.(PP)

Health Monitoring:

  • Students attending the after school/extended day program will go through the health check process. Temperature check at the beginning of the program.(PP)
  • After school/Extended Day employees will go through the health check process at the beginning of their shift.(PP)

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. (PP)
  • Daily attendance will be cataloged and submitted back to the program manager.  The program manager will update school administration.(PP)

Cleaning:

  • Spaces used for after school and extended day programming will be cleaned following the stated schedule of the school.(PP) (S)

 

 

Standard Operating Procedure for Facilities

PAGE | 17

 

 

 

 Contact: Claudio Bazzano, Executive Director of Facilities at 860-695-3233.

 

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 Schools closed.
ORANGE Further reduction in school capacity and increased level of cleaning and disinfecting.
YELLOW Reduced school capacity as schools shift to the Hybrid model.
GREEN See SOP below.
 

 

 

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

 

  • Place tape demonstrating 6-foot social distance spacing in areas where students may form lines in hallways and common areas.(S)
  • Close water fountains(S)
  • Identify isolation space for students who become ill with COVID-19-related symptoms and must wait for parent pick up. (S)
  • Assign a staff member(s) to monitor symptoms and wait with the student. A staff member(s) must be present. (S)
  • Identify and clearly label designated doors for student morning entry into the building.(S)
  • Close playscapes(S)
  • Display signage on elevators allowing only one person or one student and staff member at a time.(S)
  • 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.(S)
  • Restrooms to be cleaned and disinfected twice daily during school hours.(S)
  • Alternate sinks and urinals to be covered and closed to promote social distancing.(S)
  • Hand dryers to be replaced with paper towel dispensers where possible.(S)
  • Hand Sanitizers to be placed at all entrances, lobbies, main offices, and classrooms. (S)
  • Library books will not be accessible during this time. (S)
  • Doors in shared areas inside buildings should remain open to minimize contact with door handles.(S)

 

 

Standard Operating Procedure for Classroom Design

PAGE | 18

 

 

 

 

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

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 class size and increased physical distance between students. Schools will follow the hybrid model.
YELLOW
GREEN SOP below.

 

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

 

  • Remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts).(S)
  • Arrange student furniture within the classroom to accommodate the maximum distance. Desks, facing front not in groups.(S)
  • Each student station (either desks or tables) must maintain the maximum distance as possible, a minimum of six feet spacing between students in all directions during level yellow and orange.(S)
  • Arrange furniture keeping in mind the space required for teaching walls, circulation to student restrooms and storage, etc.(S)
  • Measure and mark off new furniture arrangement to ensure correct furniture placement throughout the day.(S)
  • 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.(S)
  • Remove all necessary items and furniture and store in a different location, where possible. (S)
  • 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.(S)
  • Classroom lunch distribution (see Elementary and Secondary Food Services SOP)(S)

 

Pre-School Design

  • Set station rotations to allow for great distancing (S)
  • Limit number of students at each of the station rotations (S)
  • Adopt cleaning protocols between station rotation schedule blocks (S)

Standard Operating Procedure for In-School Transitions

PAGE | 19

 

 

 

 

 

 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)
  • No playground and fitness equipment will be used. (S)
  • Develop recess activities that have no physical contact. (S)
  • Consider staggering recess times for each class/cohort.(S)

 

 

Standard Operating Procedure for Grades K-8 Food Service

PAGE | 20

 

 

 

Contact: Lonnie Burt, Senior Director at 860-695-8491.

 

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 meal pick up offered for all students. District  distribution sites will be assigned.
ORANGE Classroom feeding only. Curbside meal pickup for remote learners.
YELLOW Increase grades or number of classrooms receiving classroom feeding. Curbside meal pickup for remote learners.
GREEN SOP below. Meal service in cafeteria, classroom feeding for grades PK-1. Curbside meals available 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 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

Cafeteria Service

  • Students will eat in the cafeteria/designated space following physical distancing guidelines.  (S)
  • Designate seating to maintain physical distancing. Consider alternate eating locations including the gymnasium, auditorium, and outsides areas (weather permitting).(S)
  • Stagger mealtimes 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 meals to allow for sanitizing protocols to be completed.(S)

 

Classroom Feeding

  • 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.(S)
  • An electronic meal ordering system will be developed to provide lunch counts.(D)
  • Teacher/Staff will use the electronic meal ordering system to provide cafeteria staff with accurate classroom counts for lunch packing.  An electronic format will be used to decrease physical contact. (D)
  • Develop an electronic 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. (D)
  • Adult serving lunch must complete roster at the time that meals are being served in the classroom(S)
  • Requirements for classroom feeding:
    • Designate table to distribute food to students(S)
    • Maintain physical distancing during distribution(S)
    • Roster with student name/id checked off when received a meal(S)
    • Training of staff on how to distribute meals and proper accountability (D)
    • Nurse identifies students with allergies in each classroom.  Ensure students receive appropriate food items based on the student’s allergy..(S)
    • Sanitize desks/tables after meal service(S)
    • Staff distributing meals will wear masks and gloves when distributing meals.(S)
    • Trash removal including liquids removed after breakfast and lunch.(S)
    • 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.  (S)

Curbside Pickup: Curbside meal pick-up will be provided for remote learners. Cafeteria staff will prepare “Grab and Go” lunches for remote learners.(D)

 

Standard Operating Procedure for Grades 9-12 Food Service

PAGE | 21

 

 

 

 

Contact: Lonnie Burt, Senior Director at 860-695-8491.

 

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 meals available for all students. District  distribution sites will be assigned.
ORANGE Meal service points and/or classroom delivery. Curbside meals available for remote learners.
YELLOW Increase grades or number of classrooms receiving classroom feeding. Curbside meal pickup for remote learners.
GREEN SOP below. Meal service in the cafeteria. Curbside meals available for remote learners.

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

  • 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

Cafeteria Service

  • Students will eat in the cafeteria/designated space following physical distancing guidelines.  Designate seating to maintain physical distancing. Consider alternate eating locations including the gymnasium, auditorium, and other inside/outsides areas.(S)
  • Mealtimes should be staggered to decrease students in serving lines and seating areas.  Consider additional or shortened lunch waves if possible.(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.(S)

Meal Service Points

  • Remote food kiosk stations will be in strategic spots in the building to allow for minimal movement of students.  (D)
  • Students will leave the 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 the kiosk line to maintain social distancing.  Consider additional or shortened lunch times if possible.(S)
  • Provide food service with total daily attendance counts and attendance by class daily(S)
  • Provide time for students to wash hands before and after meals.(S)

Classroom Feeding

  • Classroom feeding at lunch will be pre-packed in coolers for classroom consumption and served to students by teacher/adult. (S)
  • Provide food service with daily attendance counts and attendance by class daily (S)
  • Food service staff will go to each classroom, knock on the door, confirm the number of students eating, and provide each classroom with the required number of meals. Consider additional or shortened lunch times if needed.  Food service staff will maintain accurate meal count records.(S)
  • 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.
  • Requirements for classroom feeding: 
  • Designate table to distribute food to students (S)
  • Maintain physical distancing during distribution (S)
  • Mealtime schedule to allow for food service staff to reach each classroom in designated timeframe.(S)
  • Nurse identifies students with allergies in each classroom.  Ensure students receive appropriate food items based on the student’s allergy.(S)
  • Sanitize desks/tables after meal service(S)
  • Staff distributing meals will wear masks and gloves when distributing meals(S)
  • Trash removal including liquids removed after breakfast and lunch.(S)

Curbside Pickup

  • Curbside meal pick-up will be provided for remote learners. Cafeteria staff will provide “Grab and Go” lunches for remote learners.

Transportation

PAGE | 22

 

 Contact: Bill Mason, Transportation Manager  at 860-695-8899.

 

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 School closed. No transportation. All students participate in Distance learning.
ORANGE Further reduced bus capacity and increased frequency of cleaning.
YELLOW Reduced bus capacity (and therefore greater physical distancing) as schools shift to hybrid model.
GREEN SOP below

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

 

Opt-in:

  • In order to get an accurate count of students needing transportation, parents will be asked to Opt-in. Once parents opt-in, students will be scheduled for transportation and parents will be notified. (D)
  • Parents will be notified of safety protocols and requirements, including that masks must be worn at all times. (S)
  • Behavior support protocol will be in place for students not following safety guidelines. (S)
  • An opt in link will be sent by school messenger and link to the opt in page.  In the absence of access to a link, parents may call transportation on the number provided in the message.(D)

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.(D)

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.(D)

Masks:

  • All bus riders must wear a mask. No student will be allowed on the bus without a mask. (D)
  • Bus drivers will have extra masks on hand for students without. All students must follow the bus rules.(D)

 

Health monitoring:

  • Students that are sick must stay home. (S)
  • All transportation employees will go through the health check process every morning.(D)

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 will be made within 24 hours if contact is necessary. (D)

Cleaning:

  • Each bus will be cleaned after each trip and at the end of the day.(D)

Schedules:

  • Elementary schools will 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.  (D)

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.(D)

 

Technology

PAGE | 23

 

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

 

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 move to remote learning until COVID-19 threat level improves.
ORANGE We will move to our Hybrid schedule with remote learning for all grade levels on Wednesdays so campuses can be deep cleaned. Physical distancing protocols will be closely monitored and “high risk” activities may be restricted or prohibited.
YELLOW We will move to our Hybrid schedule with remote learning for all grade levels on Wednesdays so campuses can be deep cleaned. Physical distancing protocols will continue to be monitored and large group and/or “high risk” activities may be restricted.
GREEN We would use a M,T,TH,F , Wednesday half day schedule for all students. Large group and/or “high risk” activities will continue to be restricted as needed.

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

  • Designate a single point of contact in each school to plan and communicate with district technology teams.(S)
  • Survey families to collect information about the numbers, types, and condition of devices used in their homes to support remote learning.(D)
  • Purchase necessary services to facilitate distance learning and classroom management (ie: GoGuardian) and plan for professional learning.(D)
  • Obtain quotes for accessories that students will need for use with their device in the classroom (ie: Headphones).(S)
  • Identify general technology support lead for each school. Consider elevating that position to a more formal role and providing additional support potentially with parent volunteers.(S)
  • Where practical, consider identifying family technology liaisons to support communication regarding the use of technology and serve as a “help desk.”(S)
  • 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. (D)
  • Stage device processing areas as needed to run procedures.(S)
    • This should be a secure area that can be locked.
  • Develop triage of staff and student devices to minimize the time that staff may be without a device.(D)
  • Place orders/source from inventory, for replacement device based on responses to technology needs.(D/S)
    • Schools: Assess needs for technology based on any input received from families. Where possible, obtain quotes for purchases in anticipation of requisition entry. Submit this data to Dave Draxyl
  • Continue to monitor device usage and compliance with online learning programs.(S)
  • Ensure that students can submit assignments and be evaluated accordingly.(S)
  • Provide on-demand virtual staff training on platforms and tools. (ie: recorded webinars)(D)
  • Ensure every student has access to the appropriate technology and connectivity needed to continue learning, including Pre-K.(D/S)
    • Schools: Conduct follow-up with families to assess individual needs (device, internet).
    • Schools: Continue to report data as incidents occur once school starts (damaged device, etc).
  • Compile a list of software/online services being used. Report this data to Dave Draxyl.(S)
  • At an upcoming staff meeting, compile technology-related “lessons learned” for inclusion in the district’s updated remote learning/working plan.(D/S)
    • Schools: At an upcoming staff meeting, address the following questions:
      • What worked well?
      • What pain-points were experienced?
      • What opportunities for improvement do you see?
      • Report this data to Dave Draxyl
    • Identify chronic technology issues that arose during the school closure period and use them to begin the development of a long-term technology maintenance plan.(D/S)
      • Schools: At an upcoming staff meeting, address the following questions:
        • 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

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