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Immediately after we shut down we hired an environmental engineering firm to conduct an audit of our HVAC systems. We wanted to make sure our schools were safe for our students and staff.
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We created our Road to Recovery program which became our Road to Success plan. On that team were the superintendent, administrators, union leaders, supervisors, staff, students, the BOE president, Walter Jackson’s youngest daughter was a student representative, the Franklin Township Health Officer who also happens to be the County Health Officer, Dr. Reddy and topped off with our amazing lead nurses,
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We offered a hybrid model where half of the students physically went to school on a “blue” day and the other students went on the “gold” day. Our special needs students were “green” and went every day. Fridays were used for professional development, teacher meetings, teacher office hours, and tutoring.
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We were able to provide laptops to all of our students who wanted, or needed one. Staff members came into the schools to sign out laptops to our students.
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We provided mobile hotspots to students who did not have internet.
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We provided over 1 million meals to our students, charter students, and any student. We know that kids can’t learn when they are hungry.
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We had just entered into an agreement with Rutgers Behavioral Health before the pandemic hit and we were able to add their services to our already robust mental health roster.
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As soon as possible, we brought back our special needs students so they could receive services.
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We started Tech Tuesdays for our staff and families because they had to immediately learn Google Meet and Google Classroom.
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We purchased user-friendly software for our younger students, Ready Rosie for PreK and SeeSaw.
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We did whatever we could to support our staff who dug deep into their creative toolkit to keep students engaged.
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For students that weren’t logging on in class we had principals and counselors calling to check-in.
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We had mental health resources available to our students, families, and staff.
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We took advantage of the lowered construction prices and buildings being closed to work on facilities projects.
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Our facilities staff made sure all of our buildings were cleaned on a daily basis.
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We didn’t have students turn their cameras on because we didn’t want to embarrass students who “went to school” in their bed, car, or surrounded by so many other family members.
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Throughout the entire pandemic the safety, security, and mental health of our students, staff, and families was always at the forefront of our decisions.
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The Board met remotely in the beginning and as soon as we had our hybrid schedule the Board met in public with our masks.
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Utilized ESSER funds to:
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Partnered with Rutgers UBHC to provide a Mental Health Clinician and a Family Resource Coordinator to provide both Tier II and Tier III mental health supports.
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Continue Operation Great Expectations (FHS Positive Impact Mentoring Initiative).
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Allocated funds to provide Workshops for staff and Parents: Mental Health Literacy, Recognizing Early Warning signs, and Strategies at Home.
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Provide more intensive training to counselors and/or CST in methods to identify students exhibiting warning signs.
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Provide training and technical assistance to educators in order to support students in Tier 3 interventions as they return to in-person learning.
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Continue to provide professional development in Social Emotional Learning and Culturally Responsive and Linguistic practices.
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Address accelerated learning and overcoming pandemic-related learning challenges through:
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Elementary Tutorials, Summer & Saturday Academies
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Middle / High School Summer Transition Academy
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High School English & Math Tutorials (After school/Lunch)
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Purchased software:
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Science Software (Gizmo, Mystery Science, Generation Genius)
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Mathematics Software (Math IXL, Delta, Gaming) -
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English Language Arts Software (Literably) -
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World Languages Software (Middlebury) to provide World Languages instruction to elementary students.
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Through a grant of more than $680k addressed accelerated learning and educator support by:
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Teaching and learning that fosters the social and emotional well-being of students, families and educators.
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Improving equitable access to grade-level content and high-level content and high-quality resources for each student.
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Prioritizing the depth of instruction rather than the pace.
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Implementing an accelerated learning cycle to identify and address gaps
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Facilitating other professional learning that will empower educators to meet the needs of their students better.
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