Plan for Reopening

September 2020

Our Lady Queen of Martyrs Catholic Academy

72-55 Austin Street

Forest Hills, NY 11375

Reopening Task Force:

Our Lady Queen of Martyrs Catholic Academy established a volunteer Reopening Task Force to

plan the September 2020 reopening of OLQMCA. The task force members each brought a level

of expertise and commitment which allowed the team to consider past practices, current

conditions and review proposed regulations/recommendations. The team’s focused purpose

was to create and establish protocols and procedures for students, faculty, and staff to safely

return to in-person instruction in September, 2020. Additionally, the team was mindful of the

likelihood that some students would continue to distance learn for health and family reasons.

Task Force Members Included:

Simon Borg- parent, OLQMCA marketing committee member

Doreen Caracappa- OLQMCA jr high teacher

Chris Chesleigh- OLQMCA board member/ facilities committee chair

Carol Donnelly- OLQMCA school nurse/RN

AnnMarie Foertsch- OLQMCA early childhood teacher

Raquel Gavilan- OLQMCA PKA director

Meredith Howley- OLQMCA parent-teacher, school administrator

Cathy Kaminsky- OLQMCA early childhood teacher

Liz McNally- OLQMCA primary grade teacher

Deborah Ramoutar- OLQMCA parent-RN NYCH&H

Kathy Scapp- OLQMCA administrative assistant

*Mark Scapp- Academy Board Chairman

Nelson Tai –OLQMCA parent- global network architect, certified CISCO internetwork expert

Michael Urmeneta- OLQMCA parent-marketing committee member

Helena DeLuca Weitman- OLQMCA parent, psychologist, PsyD

*Anne Zuschlag –Academy Principal

*Responsible for Communication, Monitoring and Adherence to Overall Plan

Additional coordinating parties responsible for specific areas noted throughout plan.

Considered Reopening Models: Accounting for the uncertainty of the impact of the Covid-19 on our school and neighboring

community over the course of the 2020-2021 school year, the Task Force considered the

following three reopening models in our planning:

100 % In-Person Model- OLQMCA is able to achieve 100% in- person learning in grades K-8. To

meet the social distancing guidelines of 6 feet for all classroom members we would limit each

class using a traditional classroom to no more than 18 students. To achieve this we would need

to split students in grades 1-5 into two classrooms each, hiring a teaching assistant/aide to

support learning in the overflow class and provide supervision. The split room model will be

facilitated via live casting and a combination of asynchronous/synchronuos work. Students

learning in-person will be assigned to grade level cohorts of no more than 18 students with the

intention cohort assignments will remain stable. Additional classroom space would be created

in the academy gym by installing temporary “walls” to define space and reduce noise. All

re-imaginings take into account fire code regulations and supervision requirements.

Hybrid Model: A hybrid model responds to the articulated desire of a high percentage of

OLQMCA families to have students participate as distance learners. Due to the limited space

and large class size at OLQMCA this model changes very little for the in-person learner from the

100% in-person model. However, it adds the component of incorporating equitable learning

opportunities for the remote learners. Students learning in-person will be assigned to grade

level cohorts of no more than 18 students with the intention cohort assignments will remain

stable.

Hybrid B- In the event OLQMCA finds the academic integrity of its junior high program

compromised by an inability to limit sound distraction in the re-imagined gym classrooms we

will reconsider adjusting our 5x per week in-school model for our in-person learners. We will

evaluate the benefits of a staggered 3x per week in-person and 2x per week full remote model.

Hybrid C- OLQMCA continues to consider the benefits of an abbreviated 5x per week in-person

day. In our hybrid C model all in-person live learning would end with a 1:30 dismissal. Teachers

would break for lunch and resume learning with distance learners at 2pm. This will also provide

additional flexibility to create joint professional planning sessions. In- person learners would be

expected to complete a prerecorded special subject activity after they return home and have

lunch. Students will have a working snack in school before dismissal. ** This is our planned

model.

100% Distance Learning: OLQMCA is prepared for this model should conditions/criteria

necessitate a shutdown of in-person learning. OLQMCA will adhere to all criteria for closing

which is set by state agencies. OLQMCA will meet the challenge of distance learning using the

strategies for engagement, data collection, assessment, live interactions and family

communication listed in Technology and Curriculum and Instruction.

In response to NYS Education Department health and safety recommendations for reopening,

OLQMCA has ordered PPE materials for staff, faculty and students in the amounts indicated in

the Reopening Guidance published on July 16, 2020. Additional support materials have been

ordered to maintain 6ft social distancing and traffic flow, ex. floor decals to alert students to

distancing inside, floor stencils to paint signage reminders outside, laminated signage of proper

mask usage. All staff, faculty, students and visitors will be required to maintain 6 ft. social

distancing on academy grounds and in the academy itself. Facial masks must be in place upon

entering academy grounds and in the academy itself, other than the times and ages specified

for mask removal by NYS Education Department, ex. to eat lunch, brief mask break in

classroom with 6 ft. distance, children younger than 5.

Restart Operations:

Additional responsible parties Kathy Scapp, Carlos Corales (maintenance), Raquel Gavilan, Liz McNally, Carol Donnelly Hygiene, Cleaning and Disinfection: OLQMCA has arranged for a deep cleaning of the school

facility prior to our September reopening. Additional OLQMCA has purchased the materials

needed to allow for routine disinfecting of classroom surfaces (by teachers) and lavatories

(custodian) at times scheduled by the Classroom Protocol and Health and Safety Sub

Committees of the reopening Task Force, ex. before and after eating in classrooms, hourly in

lavatories. Additionally, OLQMCA will continue to utilize the services of a professional cleaning

company to perform nightly disinfection of areas used by staff, faculty and students.

Cleaning protocols, health and safety practices and hand and respiratory hygiene procedures

will be reviewed with teachers, staff, students and families prior to their return to school.

Teachers will continue to review procedures and expectations routinely with students upon

their return. CDC and DOH guidelines on proper hand washing, mask wearing and social

distancing will be posted throughout OLQMCA.

In an additional measure to ensure minimal contact with surfaces and reduce the spread of

disease, OLQMCA has contracted for all lavatory faucets to be replaced with no touch fixtures,

flushometers, paper towel and soap dispensers to be installed.

Before and After School Programs: The extended day programs provide a necessary service for

working families at OLQMCA. Therefore, every effort will be made to continue to provide them

for families. Every effort will be made to limit exposure by maintaining cohorts, keeping family

members together, disinfecting spaces before and after usage. Student cohort members will be

logged, attendance records will be maintained and disinfecting routines will be documented by

supervising staff. Family members dropping off/picking up children will have limited access

tothe building. Teachers will log in and out students. During Before School our security guard

will receive students. After School program supervisors will escort students to the main exit

door and release them to their family member.

Vulnerable Populations: Students and families who are at increased risk for severe COVID-19

illness and/or may not feel comfortable returning to an in-person educational environment

have been offered the opportunity to participate as distance learners. OLQMCA will make

additional modifications as needed based on specific student and family circumstances, ex.

altering submission dates, recording sessions, additional materials and modified schedules

Faculty and staff – To the extent possible, faculty and staff who are at increased risk for severe

COVID-19 illness and/or may not feel comfortable returning to an in-person educational

environment will be offered accommodations which may include, but are not limited to,

remote telework, modified work settings, and/or providing additional PPE to individuals with

underlying health conditions.

Transportation: Metrocards will continue to be distributed to all students who meet distance

criteria developed by the NYC DOE Dept of Transportation.

OLQMCA will adhere to any and all yet to be released guidelines developed by the NYC DOE

Dept. of Transportation and provide these guidelines to families upon their release.

Food Services: OLQMCA plans to continue its participation in the NYC Free Lunch for All

program for all our students. Additionally, we will continue to provide breakfast to the PreK for

All students. Lunch will provided to meet NYC and NYS guidelines such as individual and

prepackaged lunches. As NYC program guidelines are detailed we will work to meet them.

Students who do not order lunch will bring lunch with them.

In the event OLQMCA moves its in-person learning to Hybrid C model, students will have a

working snack in school and be offered the opportunity to take their NYC provided lunch home

with them.

Mental Health, Behavioral and Emotional Support Services:

Additional responsible party- school counselor

OLQMCA acknowledges the tremendous ramifications the Covid-19 pandemic has created for

the members of our school community. It is critical that we prioritize training and programs for

the social and emotional well being of our students, staff, faculty and family members.

Addressing the social and emotional health of our participants is necessary for academic

development.

Strategies to be implemented include but are not limited to:

Separate pre-opening online meetings with families and teachers/staff to determine concerns and familiarize them with new protocols.

Engage students in pre-opening online meetings with their classrooms teachers to familiarize them with new procedures and experiences that they will encounter in school.

Establish regular opportunities for engagement with teachers and families with OLQMCA administration prior to our reopening and during the school year.

Maintain our Reopening Task Force to support shared decision making, input of volunteer mental health professionals and our school counselor.

Maintain an up to date database of support resources and referrals for community members needing support.

Regularly scheduled opportunities for staff and faculty to engage in “check-in” meetings.

Provide professional development opportunities for faculty and staff to learn and build supports for coping and resilience skills for students, faculty and staff, in addition to insights into recognizing warning signs in members of our community.

Monitoring: Additional responsible parties- Kathy Scapp, Raquel Gavilan, Carol Donnelly Screening: OLQMCA intends to adopt and adhere to all screening requirements established by NYS and NYC agencies. Protocols and procedures for mandatory health screenings, including temperature checks of students, faculty, staff and where applicable, contractors, vendors and visitors to identify any individuals who may have Covid-19 or who may have been exposed to the virus will in acted when announced.

Testing Protocols and Responsibilities: OLQMCA intends to adhere to all screening requirements established by NYS and NYC agencies. At the time of planning these include the policies stated below and adopted by OLQMCA. As we await further recommendations from government agencies our designated health team has begun to contact local urgent care facilities and testing centers to compile a list to provide to families in need of testing referrals. We will continue to update the list to provide accurate information as the need exists.

Health and Safety Measures: Monitoring and Containment

General Information

Administration, Faculty, Staff and Students will be reminded to stay home if they feel ill.

Administration, Faculty, Staff and Students will be reminded to stay home if they were within

less than six feet for a prolonged period of time with a person with COVID-19

Training will be provided to all administration, faculty and staff on recognizing the signs and

symptoms of COVID-19 and what to do if a child or adult are displaying symptoms.

Information will be provided to parents on the signs and symptoms of COVID-19 in children

Schools will ensure that any personnel performing in-person screening activities, including

temperature checks, are appropriately protected from exposure to potentially infectious

individuals entering the facilities. Personnel performing screening activities should be trained by

employer-identified individuals who are familiar with CDC, DOH, and OSHA protocols.

Screeners will be provided and use PPE, which includes at a minimum, an acceptable face

covering or mask, and may also include gloves, a gown, and/or a face shield.

Daily Health Screening

Temperature Checks

It is the recommendation that parents take their child’s temperature every day before leaving

for school. If the child’s temperature is 100.0 degrees or higher, the child should remain home

and see a doctor.

Temperature screening and screening questions as outlined in the NYS Guidance for In-Person

Instruction at Pre-K–Grade12Schoolsduringthe COVID-

19PublicHealthEmergencyaretobetakenaseachstaffmemberandstudententersthe building:

Persons who have fevers of 100.0degreesFahrenheitoraboveorwhoareexhibitingothersignsof

illness shall not be admitted to the school.

If the school has a nurse, the nurse will conduct the screening. In schools where

a nurse is not present ors unable to conduct the screening, trained school personnel will

be designated to do so.

In schools utilizing multiple entrances to avoid gatherings and enhance social distancing

a designated trained school personnel should be at each entrance to conduct the daily

temperature check.

Schools are prohibited from keeping records of student, faculty, staff, and visitor health data

(e.g., the specific temperature data of an individual), but are permitted to maintain records

that confirm individuals were screened and the result of such screening (e.g., pass/fail,

cleared/not cleared). (FERPA)

Health Screening Questionnaires

Screening is strongly recommended to be conducted remotely (e.g. by electronic survey,

digital application, or telephone, which may involve the parent/legal guardian), before

the individual reports to school, to the extent possible; or may be performed on site at

the school.

Remote screening should be coordinated to identify individuals who should not go to

school and should be referred to their health care provider for further evaluation and

COVID-19 testing.

On-site screening should be coordinated in a manner that prevents individuals from

intermingling in close or proximate contact with each other prior to completion of the

screening

Screening for all students, faculty, staff, must be completed using a questionnaire that

determines whether the individual has:

knowingly been in close or proximate contact in the past 14 days with anyone who has

tested positive through a diagnostic test for COVID-19 or who has or had symptoms of

COVID-19;

tested positive through a diagnostic test for COVID-19 in the past 14 days;

has experienced any symptoms of COVID-19, including a temperature of greater than

100.0°F, in the past 14 days; and/or

has traveled internationally or from a state with widespread community transmission of

COVID-19 per the New York State Travel Advisory in the past 14 days.

Schools should implement health screening practices for unscheduled visitors (e.g.,

members of the public allowed to use school grounds).

Schools must require individuals to immediately disclose if and when their responses to any of

the questions changes, such as if they begin to experience symptoms, including during or

outside of school hours.

Symptoms and Signs of Illness

School Personnel will monitor staff and students throughout the day for signs of illness. Symptoms

potentially include the following:

• Fever of 100.0 degrees Fahrenheit or higher

• Cough

• Stuffy nose

• Chills

• Shortness of breath/difficulty breathing

• Loss of taste or smell

• Congestion/runny nose

• Nausea/vomiting/diarrhea

• Muscle/body aches

• Fatigue

• Sore throat

• Headache

Screening Positive for COVID-19 Symptoms at School

Any individual who screens positive for COVID-19 exposure or symptoms, if screened at the

school, must be immediately sent home as outlined below with instructions to contact their

health care provider for assessment and testing.

Schools must immediately move students who are exhibiting COVID-19 symptoms to the

Isolation room where they will be monitored while they await pick-up and safe exit from

the building.

Isolation Rooms when in use, must be occupied by a school staff member wearing full

PPE, with external ventilation increased within the area of isolation so as to encourage

air flow (windows opened, non-mechanical ventilation disabled).

Administration, Faculty or Staff will be discreetly asked to leave the building immediately and to

report their symptoms to a medical professional.

Schools and maintenance personnel will be required to close off and restrict the areas accessed

by any sick individual or any individual exhibiting symptoms.

The Isolation Room, or any room or area occupied by sick or symptomatic individuals, must not

be reopened or utilized until cleaning and disinfection have taken place in an acceptable and

prescribed manner following the CDC prescribed guidelines.

Schools are to wait twenty-four (24) hours before custodians clean and disinfect the Isolation

Room

Staff members tasked with cleaning the affected areas must wear appropriate personal

protective equipment and arrange for optimal ventilation conditions during the cleaning

Schools are to advise sick staff members and students not to return to school until they have

met the CDC criteria to discontinue home isolation for COVID-19 and non-COVID-19 related

illnesses, which includes three days with no fever, an illustration that symptoms have improved,

and ten (10) days elapsed since the symptoms first appeared.

School leaders should monitor staff absenteeism as well as present symptoms or types of illness

among students and staff to guide decision-making and next steps.

All quarantine orders issued by the federal, state, and local government directives must be

followed by students, faculty, and staff.

Reporting a Positive COVID-19 Case

School Health and Safety: To ensure the safety of students, faculty and staff OLQMCA has adopted the following procedures:

Early Warning Signs- maintain data on the reporting of any Covid-19 cases in our school and neighboring community. Recognize metric indicators 9%as provided by the DOH and NYS) in advance of numbers rising above an acceptable level and be prepared to close cohorts or the full school to ensure the safety of the overall community.

Isolation: OLQMCA will maintain an isolation room for any student who screens positive upon arrival or develops symptoms during the school day. Family members will be notified by the school nurse to arrange pick up of the child and any siblings who may be present. A staff member, provided with appropriate PPE, will gather the student’s belongings and supervise the child until a family member is able to arrive. The symptomatic child will be escorted to the front door for pickup. Any faculty or staff member who reports or becomes symptomatic will be sent home. The area where the student, staff and/or faculty member was working will be disinfected immediately. Classroom coverage will be taken up by a special subject teacher.

Infected and Exposed Individuals: OLQMCA is awaiting recommendations/regulations on the requirements an individual must meet to return to the building after testing Covid-19 positive. We await similar guidance on the requirements of an exposed individual by asymptomatic individual before they return to OLQMCA. We plan to adopt the DOH/NYC/NYS protocols once established.

Contact Tracing: OLQMCA supports the plans for local health departments to slow the spread of Covid-19 by tracing the contacts of an infected individual and alerting individuals to their possible exposure. We await further guidance by state agencies and intend to adhere to all established protocols. We will rely on NYC agencies for tracing.

Communication: OLQMCA plans to share safety protocols and measures taken by the school regarding possible exposure with all relevant parties in the school and local community within the boundaries of HIPA regulations.

Face Coverings

Office of the Superintendent of Schools ~ Diocese of Brooklyn

Students are required to wear face coverings when in the school building and maintain

appropriate social/physical distancing. Students should bring an appropriate face covering from

home. The school will have surgical masks available for students as needed.

Faculty and Staff shall be required to wear masks. Masks will be provided to all staff members

by the individual school. Choosing to wear a mask of their own is equally acceptable. In

addition, face shields will be provided upon request, but they are not to be used in lieu of a

mask.

All visitors to the school for any reason will always be required to wear a face covering while on

school grounds or in the school building.

All masks for faculty, staff, and students are subject to approval by the principal and Office of

the Superintendent of Schools. Masks should be plain and free of any objectionable statements

or support for any group, product, political view, and so on, other than the name of their Parish

School or Catholic Academy.

Non-disposable mask should be washed daily.

NYS Department of Health Interim Guidance for In-Person Instruction at PK – Grade 12 schools

during the COVID-19 Public Health Emergency (July 13, 2020) recommends that if face

coverings are to be worn by all individuals at all times, students should be allowed to remove

their face coverings during meals, while outside in the fresh air, and for short breaks so long as

they maintain appropriate social distance.

CDC recognizes that wearing cloth face coverings may not be possible in every situation or for

some people. In some situations, wearing a cloth face covering may exacerbate a physical or

mental health condition, lead to a medical emergency, or introduce significant safety concerns.

Adaptations and alternatives should be considered whenever possible to increase the feasibility

of wearing a cloth face covering or to reduce the risk of COVID-19 spreading if it is not possible

to wear one.

Cloth face coverings should not be placed on:

Children younger than 2 years old.

Anyone who has trouble breathing or is unconscious.

Anyone who is incapacitated or otherwise unable to remove the cloth face covering

without assistance.

Appropriate and consistent use of cloth face coverings may be challenging for some students,

teachers, and staff, including:

Younger students, such as those in early elementary school.

Students, teachers, and staff with severe asthma or other breathing difficulties.

Students, teachers, and staff with special educational or healthcare needs, including

intellectual and developmental disabilities, mental health conditions, and sensory

concerns or tactile sensitivity.

While cloth face coverings are strongly encouraged to reduce the spread of COVID-19, CDC

recognizes there are specific instances when wearing a cloth face covering may not be feasible.

In these instances, parents, guardians, caregivers, teachers, and school administrators should

consider adaptations and alternatives whenever possible. They may need to consult with

healthcare providers for advice about wearing cloth face coverings.

Clear Face Coverings or Face Shields

Teachers and staff who may consider using clear face coverings or face shields include;

Those who interact with students or staff who are deaf or hard of hearing, per

the Individuals with Disabilities Education Actexternal icon

Teachers of young students learning to read

Teachers of students in English as a second language classes

Teachers of students with disabilities

Face shields are not to be used for normal everyday activities or as a substitute for cloth face

coverings because of a lack of evidence of their effectiveness for source control.

Practical Recommendations

Include cloth face coverings on school supply lists and provide cloth face coverings as

needed to students, teachers, staff, or visitors who do not have them available.

Include clear face coverings on school supply lists for teachers and staff who regularly

interact with students who are deaf or hard of hearing, students learning to read,

students with disabilities, and those who rely on lip reading as a part of learning, such as

students who are English Language Learners.

Ensure that students and staff are aware of the correct use of cloth face

coverings, including wearing cloth face coverings over the nose and mouth and securely

around the face.

Ensure that students, teachers and staff are aware that they should wash or sanitize

their hands (using a hand sanitizer that contains at least 60% alcohol) before putting on

a cloth face covering.

Ensure that students, teachers, and staff are aware that they should not touch their

cloth face coverings while wearing them and, if they do, they should wash their

hands before and after with soap and water or sanitize hands (using a hand sanitizer

that contains at least 60% alcohol).

Ensure teachers and staff are aware that they should wash or sanitize hands (using a

hand sanitizer that contains at least 60% alcohol) before and after helping a student put

on or adjust a cloth face covering.

Ensure that all students and staff are aware that cloth face coverings should not be

worn if they are wet. A wet cloth face covering may make it difficult to breathe.

Ensure that all students and staff are aware that they should never share or swap cloth

face coverings.

Students’ cloth face coverings should be clearly identified with their names or initials, to

avoid confusion or swapping. Students’ face coverings may also be labeled to indicate

top/bottom and front/back.

Cloth face coverings should be stored in a space designated for each student that is

separate from others when not being worn (e.g., in individually labeled containers or

bags, personal lockers, or cubbies).

Cloth face coverings should be washed after every day of use and/or before being used

again, or if visibly soiled.

Students and schools should consider having additional cloth face coverings available for

students, teachers, and staff in case a back-up cloth face covering is needed during the

day and to facilitate every day washing of cloth face coverings.

Closure: Additional responsible parties Carol Donnelly, Raquel Gavilan, Kathy Scapp Closure Triggers: OLQMCA is awaiting further recommendations from the DOH and

government agencies regarding indicators to warrant closure. We will work in consultation with state and local agencies to indentify conditions for closure and meet established guidelines. Operational Activity: OLQMCA will utilize upcoming closure trigger criteria to determine which operations must be decreased, ceased in entirety and/or conducted remotely. Once guidance is disseminated a process for the Communication of such closure and possible the phasing a possible closure by key milestones will be adopted.

APPENDIX A – FLOOR PLANS

5th GRADE GROUP B /8 STUDENTS

5th GRADE GROUP A /19 STUDENTS

2nd GRADE GROUP A /18 STUDENTS

2nd GRADE GROUP B /15 STUDENTS

3rd GRADE GROUP B /14 STUDENTS

3rd GRADE GROUP B /15 STUDENTS

DO

WN

4th

GR

AD

E G

RO

UP

A /

16 S

TU

DE

NT

S

4th

GR

AD

E G

RO

UP

A /

16 S

TU

DE

NT

S

UP

PRE-K ONE / 18 STUDENTS

PRE-K GROUP B/C - 18

STUDENTS

1st GRADE GROUP A /15 STUDENTS

1st GRADE GROUP B /17 STUDENTS

NURSARY - GROUP A/B - 18 STUDENTS

DO

WN

UP

KIN

DE

RG

AR

TE

N 2

/ 1

5 S

TU

DE

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S

KIN

DE

RG

AR

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N 1

/ 1

5 S

TU

DE

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S

6th GRADE/ 33 STUDENTS 7th GRADE / 33 STUDENTS 8th GRADE / 33 STUDENTS

Logistics and Planning Our Lady Queen of Martyrs Catholic Academy

7255 Austin St. Forest Hills, NY 11375

July 31, 2020

*Responsible for communicating

and maintaining overall plan

Contingent on the Governor, State, City, New York State Department of Health (NYSDOH), New York City Department of

Health (DOHMH), New York State Education Department (NYSED) and CDC guidelines

The Logistics and Planning Re-Opening includes three plans to allow

for possible scenarios come September 2020.

As we continue to plan for September 2020 we remember that all plans are based on what we know today, and therefore should be flexible,

focused on the health and safety of all, and that we accept changes with patience and common

sense.

Logistics &

Planning

Task Force:

Anne Zuschlag – Principal*

Mark Scapp-Board Chair*

Carol Donnelly- RN, School

Nurse

Deborah Ramatour- RN NICU

Nurse

Kathy Scapp- Academy Admin

Assistant

Raquel Gavilan- PK Educaiton

Director

Meredith Howley- Parent

Chris Chesleigh – Board

Member

Kingsley Ho – Parent

Nelson Tai- Parent

Plan A

Full opening with Social Distancing, Hand and Respiratory Hygiene, Testing and Tracing, Face Coverings

Plan B

Hybrid opening with Social Distancing, Hand and Respiratory Hygiene, Testing and Training, Face Coverings

Plan C

Full Distance Learning with no return to in-school instruction

Department of Health and Mental Hygeine: Public Health Tenets

These tenets will remain in place until a vaccine is developed or daily transmission levels are close to zero. These tenets have implications for school

reopening.

Stay home if

sick

Keep physical

distance

Keep hands

clean

Wear a face

covering

Only leave for

essential medical care

and testing or other

essential errands.

Stay at least 6 feet

away from other

people.

Wash your hands

often with soap and

water. Use hand

sanitizer if soap and

water are not

available.

You can be contagious

without symptoms.

Protect those around

you by wearing a face

covering.

Promoting Behaviors That Reduce the Spread:

Staying Home When Appropriate Hand Hygiene and

Respiratory Etiquette

Cloth Face Coverings Adequate Supplies

Signs and Messages

• _____________________________________________________________________________________________________________

Maintaining Healthy Environments Cleaning and Disinfection Shared Objects

Ventilation Water Systems

Modified Layouts Physical Barriers and

Guides

Communal Spaces Food Service

______________________________________________________________________________________________________________

Maintaining Healthy Operations Protections for Staff and Children at Higher Risk for Severe Illness from COVID-19 Regulatory

Awareness

Gatherings, Visitors, and Field Trips Cohorting and

Staggered Scheduling

Designated COVID-19 Point of Contact Participation in

Community Response Efforts

Communication Systems Leave/Absence

Policies

Back-Up Staffing Plan Staff Training

Recognize Signs and Symptoms Sharing

FacilitiesSupport Coping and Resilience

_______________________________________________________________________________________________________________

Preparing for When Someone Gets Sick Advise Staff and Families of Sick Students of Home Isolation Criteria Isolate and Transport

Those Who are Sick

Clean and Disinfect Notify Health

Officials and Close Contacts

Source: CDC. (2020, May 19). Considerations for schools. https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html

CDC: Considerations For Schools

Arrival protocols for students, teachers, and visitors ● All four entrances will be used during drop-off and pickup.

Cohorts will enter and be dismissed together. Times will be staggered in order to eliminate waiting at doors. Siblings will enter the building together so that families do not need to use multiple doors.

● Each parent will be required to complete a questionnaire on behalf of the student which will attest to tracing requirements if required by CDC guidelines.

● Visitors will enter only through the main entrance where they will sign in, be temperature checked and be required to complete an attestation questionnaire.

● Teachers will enter through one of two doors and have temperature checks and have attestation questionnaire filled out.

Dismissal protocols for students and teachers

●All four entrances will be used during dismissal. Cohorts will be dismissed together. Times will be staggered in order to eliminate waiting at doors. Siblings will leave at their cohort’s door and parents will have additional time to pickup at each door.

●Visitors will leave from only the front door.

●Teachers will leave through the same two doors that they have entered.

Know the symptoms-COVID-19 ⚫ Stay home from school if you have

⚫ Fever or chills (fever 100 degrees Fahrenheit or greater)

⚫ Cough

⚫ Shortness of breath or difficulty breathing

⚫ Fatigue

⚫ Muscle or body aches

⚫ Headache

⚫ New loss of taste or smell

⚫ Sore throat ⚫ Congestion or runny nose

⚫ Nausea or vomiting

⚫ Diarrhea

Know the symptoms Multisystem Inflammatory Syndrome in Children (MIS-C) associated with COVID-19

Mild

⚫ Fever

⚫ Abdominal pain

⚫ Vomiting

⚫ Diarrhea

⚫ Neck pain

⚫ Rash

⚫ Bloodshot eyes

⚫ Feeling extra tired

Severe

Trouble breathing

Pain or pressure in the

chest that does not go

away

New confusion

Inability to wake or stay

awake

Bluish lips or face

Severe abdominal pain

Routines for Daily Health Checks ● Requirements of NYS, DOH and DOE will be followed. We are

prepared to carry out the following, if necessary.

● Daily Attestation for students will be required. Parents will complete a

questionnaire for each child.

● Daily Attestation for Faculty and Staff will be done through an online

app

● Students and faculty will have their temperature checked upon arrival in

the building. A pass/fail record will be kept. (Pass will be a temperature

reading under 100° )

● Faculty will be screened upon re-entering if they leave the building.

● Visitors will have temperature checks at the entrance. They will be

required to complete a attestation questionnaire at the door and will

sign in with their name and phone number for tracing purposes.

Policy for Visitors

● Visitors will have temperature checks at the entrance.

They will be required to complete a attestation

questionnaire at the door and will sign in with their name

and phone number for tracing purposes.

● All visitors must wear a mask.

● Visitors will be limited to essential persons only.

● Virtual meetings and phone conference will be used to

limit in person contact.

Treat students who are sick Isolate and Dismiss Those Who are Sick

● The staff and families instucted that they (staff) or their children (families) should

not come to school and that they should notify school officials (e.g., the

designated COVID-19 point of contact) if they (staff) or their child (families)

become sick with COVID-19 symptoms, test positive for COVID-19, or have been

exposed to someone with COVID-19 symptoms or a confirmed or suspected

case.

● An isolation room has been established to separate anyone who has COVID-19

symptoms or tests positive but does not have symptoms. A teacher

aide/assistant will stay with the child until someone comes to pick them up. The

staff member will use caution and additional PPE while waiting with the student.

● Students who show symptoms of COVID-19 during the day will be immediately

separated to the quarantine room. A parent will be contacted for immediate

pickup. Siblings of the quarantined students will also be required to go home.

Upon arrival, parents will be given written protocols of what they need to do. A

list of local testing sites will be provided.

● Students will not be readmitted to the building until they have met all the

benchmarks for return as provided by NYS and DOH guidelines.

After student/faculty is sent home Notify Health Officials and Close Contacts (CDC May 19, 2020)

⚫ In accordance with state and local laws and regulations, school administrators will

notify local health officials, staff, and families immediately of any case of COVID-19

while maintaining confidentiality in accordance with the Americans with Disability Act

(ADA).

⚫ Those who have had close contact with a person diagnosed with COVID-19 will be

informed to stay home and self-monitor for symptoms, and follow CDC guidance if

symptoms develop.

⚫ Families should report any international travel or if they have come within proximity

of international travelers. They will also report if they have traveled to any of the

states that require quarantine.

Clean and Disinfect

⚫ Close off areas used by a sick person and do not use these areas until after

cleaning and disinfecting.

⚫ Wait at least 24 hours before cleaning and disinfecting. If 24 hours is not feasible,

wait as long as possible. Ensure safe and correct use and storage of cleaning and

disinfection products, including storing products securely away from children.

Social Distancing Protocols in the Classroom ● Classroom layouts have been reconfigured for

social distancing.

● Student groupings will be as static as possible

by having the same cohort of students using

the same classroom daily.

● Desks will be 6 feet apart.

● Desks will be facing in the same direction.

● Children will keep their belongings at their

desk instead of using a shared closet.

• Principal will notify the state and local health department about the case if diagnostic test results are positive for COVID-19 and follow the state and local health department guidance on notification and for next steps.

• Principal will distribute this notification to school staff members and families.

• No identifying information is to be used in any communications regarding the individual who may be symptomatic

• Maintenance staff will ensure compliance with CDC disinfection procedures and timelines guidance.

• We will follow all health department directives on school closures, because of COVID-19.

• In consultation with the local health department(s), about the requirements for determining when individuals, particularly students, who screened positive for COVID-19 symptoms can return to the in-person learning environment. This returning to learning requires a written note of medical clearance from a licensed NYS health care provider, proof of a negative COVID-19 testing after having no fever for three days, and symptom resolution, or if COVID-19 positive, medical release from isolation.

In keeping with HIPAA law, at no time should the identity of the individual, who is COVID-19 positive, be revealed. Schools must take extreme and extenuating measures to protect the identity of the individual. This is a critical violation of a person’s civil rights, and appropriate action for the failure to do so could result in disciplinary action up to and including termination.

Reporting a Positive COVID-19 Case

Scheduling Options to Facilitate Reduced Capacity -100% In-Person Model

⚫ Social Distancing guidelines of 6 feet for all classroom members.

⚫ Split students in grades 1-5 into two classrooms each, hiring a

teaching assistant/aide to support learning in the overflow class and

provide supervision. The split room model will be facilitated via live

casting and a combination of asynchronous/synchronous work.

⚫ Students learning in-person will be assigned to grade level cohorts

with the intention cohort assignments will remain stable.

⚫ Additional classroom space would be created in the academy gym by

installing temporary “walls” to define space and reduce noise. All

re-imaginings take into account fire code regulations and supervision

requirements.

Scheduling Options to Facilitate Reduced Capacity –Hybrid Models

Hybrid Model

● Responds to the articulated desire of a high percentage of OLQMCA families to have

students participate as distance learners.

● Due to the limited space and large class size at OLQMCA this model changes very little for

the in-person learner from the 100% in-person model.

● ADDS the component of incorporating equitable learning opportunities for the remote

learners.

● Students learning in-person will be assigned to grade level cohorts of no more than 18

students with the intention cohort assignments will remain stable.

Hybrid B

● Possibility academic integrity of junior high program may be compromised by an inability to

limit sound distraction in the re-imagined gym classrooms - reconsider adjusting our 5x per

week in-school model for our in-person learners.

● Evaluate the benefits of a staggered 3x per week in-person and 2x per week full remote

model.

Hybrid C

● Continue to consider the benefits of an abbreviated 5x per week in-person day.

● In-person live learning would end with a 1:30 dismissal.

● Teachers would break for lunch and resume learning with distance learners at 2pm.

● Also provide additional flexibility to create joint professional planning sessions and

additional cleaning.

● In- person learners would be expected to complete a prerecorded special subject activity

after they return home and have lunch.

● Students will have a working snack in school before dismissal.

● Should conditions/criteria necessitate a shutdown

of in-person learning. OLQMCA will adhere to all

criteria for closing which is set by state agencies.

● OLQMCA will meet the challenge of distance

learning using the strategies for engagement, data

collection, assessment, live interactions and family

communication listed in Technology and Curriculum

and Instruction Protocol.

Scheduling Options to Facilitate Reduced Capacity – 100% Distance Learning

Social Distancing Protocols Outside of Classroom ● Hallways will be marked with social distancing markers 6ft apart.

Also, the hallway will be divided in half and one side will be up and the other will be down. Each stairway will be used for only up or only down (except during drop-off and pickup times).

● Restrooms will have social distancing markers at the sinks. Students will be limited in numbers in restrooms and will use restrooms only in their cohorts.

● Lunch will continue to be eaten in the classroom. Hot lunch will continue to be delivered to the classroom. One adult only will distribute the lunch.

● Mass and prayer services will be offered by cohorts. The church is large enough to keep at least 2 cohorts significantly far apart to allow for two cohorts at each service.

● Extracurricular activities besides Before School (BSP)and Afterschool (ASP)will be temporarily suspended.

● Cohorts will be maintained in both BSP & ASP and cleaning protocols will follow same guidelines as regular school day protocols.

Maintaining Confidentiality

⚫ Confidentiality will be our priority. The quarantine

room will be private, with a discreet exit.

⚫ Attestation results will be stored securely.

⚫ Temperature screening will be done and recorded

on a pass/fail basis only. (Pass is a temperature under 100°.)

⚫ Tracing will be done in confidence.

Accommodation to all Students and Staff who are High Risk or Live with a Person at High Risk

⚫ Students and Staff have the option to learn/work

remotely or in smaller cohorts in order to minimize

exposure to COVID 19.

⚫ Remote learning will consist of live classes and

assignments.

Cleaning and Hygiene Supplies

⚫ Several consortiums have been formed to purchase EPA and DOH

approved supplies.

⚫ Staff members will be supplied with masks. Students will be required to

wear masks preferably cloth reusable masks. A 12-week supply of

disposable masks and gloves has been ordered and already received.

⚫ Our contracted cleaning company has assured us that they have

adequate supply and supply chain for all required cleaning materials

⚫ Touchless paper towel and soap dispensers have been ordered with 12

weeks of supply to ensure adequate hygiene in restrooms.

Plan for deep-cleaning of facilities and high touch areas

● There will be a deep-cleaning done to our facility prior to the opening of the school in late

August.

● Our contracted cleaning company has a defogger and will be defogging on Christmas Break.

● The academy and church will be purchasing a defogger to have available to use should

there be a need to clean one classroom or area of the academy at a given time.

● High touch areas will have a scheduled cleanings throughout the day, and a log will be kept.

● Regularly scheduled interval cleaning throughout the school day, specifically bathrooms and

frequently touched surfaces.

● Deep cleaning and disinfecting at the end of every school day after the building has been

vacated

● Storage of cleaning and disinfection products will be used and stored safely and securely

away from children. We will use products that meet EPA disinfection criteria.

Protocols for wearing face masks including creating plans for students with sensory issues ● Masks will be required for staff, students (ages 4 and up), parents and

visitors anywhere on campus grounds-both inside and outside the

building.

● Mask breaks will be scheduled for the students.

● Masks will be worn anytime students leave the classroom, i.e bathroom,

recess, dismissal

● Students may use alternative PPE to facilitate learning.

● Students do not have to wear face coverings, where such covering would

impair their health or mental health or where such covering would

present a challenge, distraction or obstruction to education services and

instruction. (Note required from doctor)

● Anyone who has trouble breathing or is unconscious does not have wear

face covering

Emergency Contact Plan ● Consistent with applicable law and privacy policies, staff and families will be

required to self-report to the school if they or their student have symptoms of

COVID-19, a positive test for COVID-19, or were exposed to someone with

COVID-19 within the last 14 days in accordance with health information and

sharing for COVID -19 related issues and other applicable federal and state

laws and regulations relating to privacy and confidentiality, such as the Family

Educational Rights and Privacy Act (FERPA).

● In cases where students or staff have come down with symptoms of COVID-

19 or self-report a positive test result, the OLQMCA community will be notified

in a manner which protects the patient’s identity through our Parent Alert

System. A cloud-based alert system that every family has access to.

● The appropriate health and local authorities will be notified in a timely manner

of any cases or concerns in our community.

Safety Drills ● According to Education Law 807 the school will conduct 8 evacuation

and 4 lockdown drills per year

● Drills will be modified by conducting them on a “staggered” schedule,

allowing for appropriate social distancing and minimizing contact of

students in the hallways, stairways and evacuation site.

● Lockdown drills will maintain social distancing and use masks.

● Lockdown drills will not include hiding/sheltering but will provide how

to shelter or hide in the classroom

Keeping Stakeholders Informed and Receiving feedback

⚫ We will host periodic grade level parent meetings

throughout the year via Zoom.

⚫ Surveys will be created to gather feedback which

will inform future instruction and implementation.

Our Lady Queen of Martyrs Catholic Academy "We Answer God's Call to be More"

Diocese of Brooklyn Forest Hills, New York

Doreen Caracappa – OLQMCA Jr. High Teacher

AnnMarie Foertsch – OLQMCA Early Childhood Teacher

Cathy Kaminsky- OLQMCA Early Childhood Teacher

Liz McNally- OLQMCA Primary Level Teacher

Anne Zuschlag – OLQMCA Principal *

* Responsible for Communication and Monitoring of Overall Plan

Curriculum mapping In developing a curriculum map, you can focus on themes and essential questions.

Incorporation of NYS learning standards and skills.

Teachers should integrate instructional strategies for remote/hybrid learning in all of their plans.

Ways to implement Planning will be done in teams, by grade level. Teachers will consider learning gaps when unit and lesson planning. Unit Plans will incorporate the tech tools and learning platforms (Google Classroom, Google Meets, Zoom, Class

Dojo etc.), which could be used to implement lessons. Common planning time should be provided to allow teachers the opportunity for collaboration.

Professional Development In moving forward it is strongly recommended that Professional Development be provided to support teachers

in developing and implementing Curriculum mapping.

Instructional Strategies to be incorporated in Synchronous and Asynchronous Planning Lessons should always include a direct teaching, guided practice and independent

practice. Lessons should include videos, models, authentic examples, etc.

Ways to Implement

Teachers will use the Google platform, to create “teams” of students to work together. The balance of synchronous/asynchronous will be maintained. Differentiation of content, process and product will be addressed.

The learning goal must be identified.

Instructional strategies will include practices such as: Conferencing, Think/Pair/Share, peer partnering, debates, role playing, discussions, conferencing, inquiry-based questioning, reports, essays, projects, videos, etc.

Teachers will plan and film mini-lessons ahead of time. Teachers will create a data bank of instructional/direct instruction/mini-lesson videos

per unit so students can access at any time Teachers will use live sessions for guided practice and direct support in addition to

modeling. Through lesson and unit planning, student assignments will be open-ended and

authentic, allowing for student choice. Providing students with different methods of demonstrating understanding will be a

priority. Examples such as: creating their own Kahoot, video/audio recording of material, power points/google slides, Edpuzzle, etc.

Teachers will balance individual activities with collaborative assignments in order to enhance student engagement.

Professional Development

In moving forward it is strongly recommended that Professional Development be provided to support teachers in developing and implementing Synchronous and Asynchronous planning.

Purpose of Formative Assessment

The on-going monitoring that occurs throughout the process of learning, providing students with feedback on how they are doing and what their next learning steps are.

Formative assessment is necessary to guide and inform instruction and is even more critical on a remote platform as students are not with teachers for regular conferences/check-ins

Ways to Implement

We will use critical thinking questions to monitor student understanding and application of knowledge.

We will utilize multiple platforms and apps to provide varying assessments. For example: Google platform is routinely utilized - sheets, forms, slides, docs. Other examples which could be used includes: ThinkCentral/HRW, NewsELA, Quizzizz, Nearpod, Kahoot, BrainPOP, DiscoveryED, Pearson Realize, Khan Academy, Edulastic, SuperKids, IXL and other apps to create assignments and assessments for students

We will provide formative assessment during synchronous instruction via the chat feature in Zoom, Google Meet, Nearpod, Google form etc.

Professional Development

In moving forward it is strongly recommended that Professional Development be provided to support teachers in developing and implementing various formative assessment methods.

Purpose of Small Group Instruction Small group instruction can provide a comfortable environment and boost the confidence of students who

might not otherwise participate in a lesson or activity. Small group instruction encourages team work as everyone in the group is working towards achieving the same

goal. Small group instruction allows the teacher to zone in and be more precise in the delivery of the instruction of a

skill or understanding. Ways to Implement Students will attend in class/remote sessions with their teacher, engaging in class discussion, asking questions,

and submitting individual and/or group work. Teachers will schedule breakout sessions to allow for small group instruction, assessment, and conferencing. A resource teacher will be utilized to work with small groups for instruction and remediation. Professional Development In moving forward it is strongly recommended that Professional Development be provided to support teachers

in developing and implementing small group strategies.

Supporting the Special Needs Student Rationale For many student with disabilities and for many without the key to success in the classroom lies

in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities in an inclusive environment.

Ways to Implement Students should have a working computer, high speed Internet connection, webcam, headset

(optional), and adult supervision. They will be provided with a schedule, outlining details of scheduled meeting times, directions to join a live, and transcripts generated using tactiq for online live sessions.

Online educators will engage students using enthusiastic body language, expression, and tone of voice and by having materials prepared beforehand.

We will begin each lesson by being welcoming and inviting to all students, realizing students might be anxious and uncomfortable attending classes online

Ways to Implement

We will provide students with a very clear set of expectations up front. These expectations will include

what they can expect for their class schedule, modes of communication and frequency, homework and

activities, and the conduct students will display online.

We will build trust in an online learning environment starts with regular touch points that demonstrate

consistency and reliability. Whether we work with students in pairs, or in small groups, we will

facilitate opportunities for collaboration during a session as well as outside of a live, online class. We

will outline clear expectations, office hours, and regular forms of communication.

We will use applications like Remind, ClassDojo or Edmodo as tools to provide ongoing collaboration

between teacher-student and student-student.

Ways to Implement When learning online, we will provide flexibility to break subjects into smaller chunks and meet

more often throughout the day and week which will enable students to get ready, learn, apply,

reflect and repeat. We will work with students in pairs or in small groups of 3-4 students at a

time.

We will plan learning activities to address agreed goals of Individual Education Plans (IEP) for

students in our class, where appropriate.

We will communicate with family and students frequently.

Teachers will work to differentiate instruction for special needs students.

Students will receive IESP-recommended support services via in-person or distance providers.

All students will utilize self-differentiating platforms IXL and iReady to meet their specific

needs.

Professional Development

In moving forward it is strongly recommended that Professional Development be provided for

teachers to develop and implement an inclusive learning environment.

Purpose for Benchmark Screening To Identify students’ academic strengths and weaknesses and use that information to guide future instruction,

and support success on later summative and high stakes tests. Benchmark assessment can assist instructional planning by providing teachers with information needed to meet

student learning needs. Ways to Implement The Diocese will be adopting a benchmark assessment tool, which will be administered three times a year.

We will utilize textbook platforms for benchmark assessment on a more granular content level. This will allow for differentiation, accommodating students in remediation and/or acceleration.

Pearson Realize and HMH ThinkCentral are examples of programs which incorporate content based assessments.

Additional online platforms are also available such as IXL, Mathletics, Newsela, ReadWorks, Khan Academy, etc. to help track growth.

Professional Development Diocesan wide professional development will be provided by the benchmark assessment vendor as well as being

integrated into the PD support offered by instructional coaches.

On-going continual communication between school and families is priority in order to ensure student accountability and achievement. Parent-Teacher communication is a great opportunity to discuss behavioral issues, completion of assignments, social-emotional well-being and academic progress.

Ways to Implement We will create and communicate a schedule and calendar that identifies student expectations including, assignments,

due dates, meeting times etc. Regular feedback will be provided to students and families on student learning progress through progress reports,

phone calls, emails etc. We will Integrate PDHP counselors into classroom, faculty, and parent discussions; as well as facilitate group sessions

remotely, to provide emotional support. We will maintain open lines of communication among all stakeholders. Teachers will report to each other, principal, and PDHP counselor when they have concerns about a student behaviorally

or academically. Professional Development Teachers should be supported in a Social-Emotional Learning curriculum specific to a remote platform.

Authentic Assessment An authentic assessment is one that requires application of what the students learned to a new situation and that demands

judgement to determine what information and skills are relevant and how they should be used. Authentic Assessments are focused on complex real world and their accompanied constraints. They can include a real- world

audience of stakeholders or clients. Students can work individually or in groups.

According to Grant Wiggins an assignment is authentic when it

1. is realistic

2. requires judgement and innovation

3. asks the student to “do” the subject

4. replicates or simulates the context in which adults are “tested" in the workplace or in civic or personal life.

5. assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex

task.

6. Allows appropriate opportunities to rehearse, practice, consult and get feedback on and refine performance and products. Examples: journaling research, artistic approaches, portfolios, PowerPoints, debates, projects, group work, Jeopardy, group

discussion, web site, experiments

Way to Implement We will utilize "Backwards Design" to create our lessons. We will break down projects into many small steps to ensure equitable learning We will provide a choice of tasks on projects, in order to facilitate student interest in

learning. We will provide student reflection pieces on assignments. We will provide rubrics for student self-assessment on assignments. Students we use digital presentation/media: iMovie, Canva, Google Slides, Slide Deck,

Animoto, Prezi, Google Form, Edpuzzle; etc., to keep assessments authentic. Professional Development: In moving forward it is strongly recommended that Professional Development be

provided to support teachers in developing and implementing authentic assessments.

Considerations

When purchasing textbooks we will consider series that includes an online platform for a smooth transition from classroom to remote learning.

We will assess the value of free digital resources used in spring 2020 and consider budgeting for the purchase of online learning platforms.

We will assess the readiness of our building’s infrastructure to accommodate a hybrid model. For example, wiring and cameras etc.

We will supply services providers with access to google accounts in order to remotely contact students (with parent consent).

We will coordinate assignments, deadlines, projects and assessments among teachers to ensure a manageable workload.

We will create a shared Google Calendar for all teachers to coordinate and share assignments, projects, and assessments that can be shared with families and students.

We will work to plan grade band meetings for teacher collaboration and planning. We will evaluate grading practices to ensure grades reflect progress on standards as well

as dispositions such as responsibility or work ethic.

SOCIAL AND EMOTIONAL WELL BEING

OUR LADY QUEEN OF MARTYRS CATHOLIC ACADEMY

72-55 AUSTIN STREET

FOREST HILLS, NY 11375

SOCIAL AND EMOTIONAL WELL BEING TASK FORCE

• Raquel Gavilan- OLQMCA PREK for All Director

• Meredith Howley- OLQMCA parent, professionally: teacher and

school adm.

• Dr. Helena Deluca- OLQMCA parent, professionally: pyschologist,

PsyD

• Anne Zuschlag- OLQMCA Principal*

* Responsible for Communicating and Monitoring plan

CONSIDER POSSIBILITIES FOR CREATING COMMUNITY AND CONNECTING WITH STUDENTS VIA EXISTING AND NEW CONFIGURATIONS

• Buddying different grades via Zoom/Google Meets

• Online Mass celebrations via Zoom/Google Meets

• Outside Mass celebrations (Sept., Oct., Nov.)

• Classroom mass celebrations (Recruit Pastors and

priests)

• Newsletters highlights all goals

• Inspirational messages and stories from

stakeholders)

• Posting on academy/school social media

• Zoom/Google Meets sessions to bring different classes

together to socialize

• Classroom meetings addressing shared experiences

• Recess with different classes via Zoom/Google Meets

FACILITATE COMMUNITY BY CONNECTING WITH FACULTY AND STAFF

• Strong leadership must come from the top. Superintendent to deputy superintendent and boards.

• Principals should communicate with district superintendents weekly or as needed

• Monthly “virtual” faculty meeting

• Advisory Team of teachers on grade bands and specials to meet with Principal bi-weekly disseminates information to other

teachers

• Due to the limited time meetings can be digital to limit interaction

• Connect with clear goals at start of sessions and utilize follow up notes/minutes

• PDHP counselors will provide appropriate referral for

• Post traumatic stress, Health emergencies, Grief and bereavement, anxiety, depression, other health challenges

• Spiritual Support for faculty and staff (Recruit Pastors, priest, nuns, deacons or DREs)

• Faith Based discussion groups

• Weekly rosary

• Diocesan meditation and stress reduction oppportunites

ONBOARDING STUDENTS TO ORIENT TO THE NEW REALITIES OF THE CLASSROOM AND SCHOOL

• Plans must be consistent across the whole school

• Teachers given guidance on how to implement plan

• Parents must be educated on plans

• virtual Back to School Meeting in August

• Rubric plan must be made if students do not comply with new realities of the classroom

• Student check-in to discuss how they are feeling

• Principals will send a video message to the families

• welcome back and reassure them of the safety measures taken

• Implementing Support for Students Exposed to Trauma (SSET)

• implemented by PDHP Counselors

• SSET provide lessons

• anxiety or nervousness

• withdrawal or isolation

• depressed mood

• acting out in school

• impulsive or risky behavior

DEVELOPING A DIFFERENTIATED ON-BOARDING PLAN FOR STUDENTS THAT ARE NEW TO THE SCHOOL (TRANSFER STUDENTS)

• Create a buddy system where new students are linked

with other students in the class via Zoom/Google Meets

sessions

• Engage parents to buddy with new families

• Have principal highlight events to ensure communication is

open

• Post important events on school social media pages

• Classroom meetings addressing shared experiences

• If beneficial principal should meet with stakeholders to

inform and dispel rumors

• Coffee, tea or lunch

AUTHENTIC WAYS FOR PARENTS TO CONNECT WITH THE SCHOOL

COMMUNITY IN A VIRTUAL WORLD

• Have communication forums such as google meets or zoom meetings

• Parent support groups via google meets

• Customized remote parent learning programs for grades K-3 through PDHP

• Engage parents social well –being

• Coffee/Tea Time

• Cooking Classes

• Zumba/Yoga

• Meditation

• Engage parents spiritual well-being

• Faith Based discussion groups

• Weekly Rosary

• Support parents emotional well-being

• Bereavement/Loss/Grief Group

MAINTAIN DAILY RITUALS AND ROUTINES

• Define new norms for schools

• Morning and afternoon prayers in classes via P.A. system

• Mornings announcements including birthdays etc as has done previously. E

• Incorporate opportunities to highlight grades and teachers each month.

• Virtual calendars for months

• Students of the Month and Christian Leaders of the Month announced on

designated bulletin board and a digital recognition page

• Homeroom Page - Each class should have a separate google homepage that

could be a communication hub. This should be the page for all

announcements, messages, and school handouts.

MITIGATE STRESS RESPONSES IN STUDENTS, TEACHERS, AND FAMILIES WHERE POSSIBLE

• Limit emails (Establish clear office hours)

• All communication should come from one source used by all teachers in

school instead of multiple types of communications and emails

• Advisory Team of teachers on grade bands and specials

• Meet with Principal bi-weekly disseminates information to other teachers

• HAA/Class Parent

• Regular with the principal

• Disseminates appropriate information to families

• Homeroom Page

• Classes have Google homepages used as communication hubs

ENHANCED APPROACHES TO SUPPORT SOCIAL EMOTIONAL LEARNING

• Communication must be open with principals,

teachers and administration

• Responsive Classrooms

• Emotional Literacy

• Investigate free and fee based SEL assessment tools

and programs such as:

• Friendzy, Ruler Approach & CASEL

• PDHP Counselors

ADJUST RECRUITING AND MARKETING PRACTICES TO ATTRACT NEW FAMILIES AND MAINTAIN CONTACT WITH THOSE NEWLY ENROLLED.

• Virtual tours

• Contact families via weekly alert updates

• Engage new families in a buddy system via phone, Zoom, Google Meets

• Include board members when contacting families

• Continue to post on social media

• Uploaded recorded messages to the school website

• teachers, parents or students

• I love it here because…

• Hold zoom meetings for new families

Our Lady Queen of Martyrs Catholic Academy 72-55 Austin Street

Forest Hills, NY 11375

Theresa Bryant- OLQMCA Tech Consultant*

Doreen Caracappa – OLQMCA Jr. High Teacher

Jenny Haddock- OLQMCA Intermediate Level Teacher

Anne Zuschlag OLQMCA Principal*

* Responsible to Communicate and Monitor the Plan

Delivery Method/ Potential Solutions Detail Tech needed Staffing Impact Pros/Cons

Hybrid model: Combining distance learning and in-person learning Split a class, ie: ½ students are in-person, ½ at home or any ratio to meet health guidlines

Students report to building on alternating days or weeks A/B split by: -Alternating day -Alternating week - Alternating day-part

Minimal - for the in-person sessions Students would need access and devices for pre-recorded lessons and asynchronous material while at home

Staffing counts could remain the same

-Teachers would need to plan for two different groups each week

+Teachers will have in-person contact with all students

- parents have a ½ day childcare need if day-part split - Increased sanitization between groups

100% in-person model:

Class size set to health/ safety guideline.... A/B split-room model (ie: ½ class in another room w/aide for asynchronous work) *or class size meets guidelines, no change

Students are assigned a room, teachers rotate

Minimal

Increased staff = Increased $ Increase to lesson planning for teachers (2nd classroom work assignments)

+ Allows for full day in schools/5 days +Viewed as the most educationally sound; every student is in-person, every day

- Health/safety impact to consider -"space grab concerns" of utilizing all the space in the building

100% Distance Learning: All students are at home/All teachers at home.

Utilize distance-learning platforms, video conferencing, and synchronous and asynchronous work

High - Need to assure devices, connectivity and safe at-home study place for all - long term

Potential to reduce staff needs through efficiency

+Maximum health/safety +May be required +Desired by some parents -Not desired by some -Technoloy concerns - Will not support working parents w/o assistance

Delivery Method/ Potential Solutions Detail Tech needed Staffing Impact Pros/Cons

Choice Model: @home or @in-person based on parent need STAFF assigned to teach @home or in-person

Teachers are designated as @home teachers or In-person teachers May need grade-band bridge grouping based on enrollment Students can be assigned to a group based on ability (supports differentiation)

Minimal- for the in-person sessions

Students would need access and devices for "live" video conferencing and asynchronous material while at home

Unknown - based on enrollment

+ Parent choice - good PR, increases buy-in +Addresses student needs and differentiation

-Fractured community -Administrate issues (Staff assignments) -The in-person population numbers are less predictable

Centralized On-line Catholic Academy Serving all Diocesan students for distance-learning needs Combine resources, teachers' specialties, and best practices to serve the online students from one platform

In part; create a library of learning - asynchronous video lessons for self-paced learning

The distance-learning could be run from one center, with specialized teachers who enjoy teaching on-line and employ best teaching practices School locations would focus on in-person operations only Library of videos, accessible to all, to set groundwork for lessons

Students will need access and devices for "live“ video conferencing and asynchronous material while at home

Possible reduction of staff needs at certain locations Allows teacher choice to maximize buy in

+ Saves on cost by efficient

personnel assignment + Serves demand +May be required in the case of second wave closures +Opportunity to serve students regardless of address *Student gets to stay in school even if family moves

For the Early Childhood levels: For the Early Childhood levels; students should be engaged for at least 45 minutes to 60 minutes per day. It is recommended that this time be broken up into 10-15 minute intervals. Students in Kindergarten should be expected to read independently for approximately 30 minutes a day, perhaps partnering with a family member, or possibly an older sibling for pair-share reading.

For Grades 1-2: students should be engaged for at least 90 minutes per day. It is recommended that this time be broken up into 20-30 minute intervals. Students in First and Second should be expected to read independently for approximately 30 minutes a day.

For Grades 3-4: students will be engaged for 120 minutes per day. It is recommended that this time be broken up into 30-minute intervals. Students in Grades 3 and 4 should read independently a minimum of 45 minutes a day.

For Grades 5-8:students will be engaged for approximately 3 - 4 hours daily. This will allow for 45-minute time blocks for the five major subjects, (ELA, SS, Math, Science and Religion). Time can also be devoted to Phys Ed and other specials, if available. Students in Grade 5 should read independently a minimum of 45 minutes a day, and students in grades 6 through 8 should be reading at least 60 minutes a day independently.

All assignments must be authentic learning tasks, directly connected to the curriculum. Students must have the ability to demonstrate or provide that learning occurred. Nothing assigned is “busy work.”

Lessons should always begin with some type of live component, or teachers should model, and/or walk students through new material as a piece of guided instruction .

Avoid an over-reliance on asynchronous activities during distance learning. The balance of synchronous/asynchronous activities must be monitored.

In addition, students will have homework and graded assignments to complete. Submitting assignments ensures students are engaged in work throughout the day.

Students will attend live sessions with their teachers, engage in class discussion, ask questions, and submit individual and/or group work

Building in independent work time between live sessions gives students opportunity to work on asynchronous assignments immediately following live instruction.

Teachers should work with students who need assistance or enrichment, scheduling small groups as needed.

Teachers and OLQMCA administration will share resources for family activities, virtual fieldtrips, and educational videos to supplement what the teachers are doing, and to keep students engaged, enriched, and entertained.

Record all Zoom/Meet sessions and post for students who missed the session.

Pre-record mini-lessons and/or read-alouds which can be accessed at any time.

OLQMCA teachers will be flexible with the submission of asynchronous assignments where appropriate.

Develop and maintain solid family-school relationships and communication

Provide access to on-line sources through device roll-out via DeSales/CTN.

OLQMCA will adopt one platform to use across all grade-levels; ie: GSuite for Education, MicrosftOffice, or OptionC. Enforce all teaching and learning on one platform.

Teachers will increase knowledge and use of Google classroom apps.

Teachers will use a consistent platform for open communication with parents, as well as updating assignments and taking attendance.

OLQMCA will leverage school-wide textbook products like ThinkCentral/HRW, Pearson Realize, Sadlier, and others to create assignments and assessments for students.

Quizzizz, EdPuzzle, Peardeck, Khan Academy and Kahoot! are some free platforms teachers will continue to use. OLQMCA will consider subscriptions to Nearpod, NewsELA, BrainPOP, DiscoveryED, Duolingo, etc.

OLQMCA teachers will utilize IXL Math and Ela subscriptions purchased through gov’t funding.

Platform Purpose/Usage

GSuite for Education, Microsoft Office Enforce all teaching and learning on one platform; Allows for a standardized application strategy, and "single sign-on" for all apps

ThinkCentral/HRW, Pearson Realize, Sadlier Educational resources provided by textbook companies to support teaching a learning; provides learning standards, assessments, teaching strategies, learning activities, etc.

Nearpod, EdPuzzle, Flipgrid, Spiral, Peardeck, Edmodo

Web-based educational tools for interactive lessons and video

Mentimeter, Formative, Kahoot!, Plickers, Quizzizz, Slido, Socrative, Edulastic, HRW

Web-based educational tools for quizzing, polling, and student response

ZOOM, Google Meets, Microsoft Teams Platforms for "in-person" video conferencing and presentations

School owned devices are networked to the school’s filtering system and linked to a device management software maintained by IT. Apps, updates, etc. can be “pushed out” to all devices at once. The tech team will also has remote access to devices to troubleshoot and do resets.

Utilize the Google GSuite for Education Platform for device and application management for Chromebooks which allows for the force install of Apps and extensions on start up.

Utilize mobile device management Airwatch for iPads and Macbooks.

Almost all school applications today are browser-based applications that can be accessible on any device (mobile and desktop).

OLQMCA will continue to provide school email addresses for students and staff and utilize a “single sign-on” protocol – ie: all apps are linked to that address and user profile – less need to remember passwords, require password resets, etc.

OLQMCA emails offer a measure of protection for students communicating with others within the school organization.

All school-owned devices are networked and therefore filtered through the school’s server or device management software.

Implement Distance-Learning Management Software (allows teachers to monitors students' devices for testing and avoids plagiarism and cheating) Software such as GoGuardian, LanSchool etc., can provide additional data, and filtering support with screen monitoring capabilities.

An additional distance learning etiquette form may be required.

Update Academy Acceptable Use Policies & Device Management Policies to reference the new world of distance-learning. OLQMCA will require a signed acceptable use policy from all students and staff members. Language will cover behaviors both within and outside of school.

OLQMCA continue to utilize contracts for use of student and staff devices, including serial numbers, and expectations about how devices are to be handled, and penalties in case of breakage or loss.

OLQMCA will investigate the implementation and monitoring of off-site (at home) device filtering.

When possible parents will be enrolled to receive parent alerts from distance-learning platforms, and allow for direct communication from families to teachers and administration.

Ensure School Safety Policies Including Training Of Digital Citizenship For All Device Users, Use Of Student Passwords, Protection Provided By A School Firewall, etc. (continued)

A schedule will be created assuring adequate spacing of families for pickup learning materials and requested devices. Scheduling will be done by family last name. Families who are unable to come at their assigned time will be accommodated with a reschedule time, but may not come at an unscheduled time so we can ensure social distancing.

A single entrance will be used to enter and a different door will be used to exit to allow for a simple flow in and out of the building.

Ample staff will be present to oversee the process.

All participants will be required follow the safety protocols - distance, masks, gloves, etc.