Insecurities
Vulnerable student populations, including students from economically disadvantaged families, students with disabilities, migrant students, English Language Learners (ELs), students experiencing homelessness, and children and youth in foster care, have been disproportionately impacted by the pandemic. As a result, it is crucial that LEAs plan specific strategies to help ensure that they are addressing the unique needs of these students. In order to effectively address the needs of vulnerable student groups, it is recommended that LEAs consider utilizing a tiered system of supports that meets academic, social, emotional, and behavioral needs of students and staff. LEAs should conduct comprehensive needs assessments that drive implementation of evidence-based practices to equitably support students and staff and ensure the effective and efficient use of federal funds.
Attendance and Student Engagement
- Has the LEA engaged underserved families – including parents/guardians of students of color, students from low-income backgrounds, students with disabilities, English learners, students experiencing homelessness, and students in foster care—in the reopening process?
- Has the LEA and school staff provided or intend to provide training for teachers, administrators or families on trauma-informed practices to support the social, emotional, and physical health of all staff, students, and families?
- Has the LEA examined both quantitative and qualitative attendance data disaggregated by age, grade, race/ethnicity, geographic location, and special needs to identify and address inequitable patterns in attendance and student engagement?
- Does the LEA utilize a multi-tiered system of support to identify students at greater risk of chronic absenteeism due to the pandemic and provide targeted interventions to improve attendance patterns?
- What behavioral and mental health resources has the LEA identified to support students and their families in grades Pre-K through 12 as they transition to in-person learning environments?
- Has the LEA consulted with partnering agencies to provide enrichment opportunities to promote engagement and accelerated learning?
- Has the Board of Education or Board of Trustees updated and adopted LEA policies regarding attendance and suspension to ensure they are sensitive to the trauma students may have experienced during the pandemic and to the needs of students and families?
School Climate
- Has the LEA focused attention on actions to provide students with physically, socially, and emotionally safe learning environments in order to rebuild trust, reengage students, and recover from the impacts of COVID-19?
- Has the LEA considered utilizing a comprehensive school climate assessment tool to understand the perceptions of students, staff, and families in order to identify and respond to emergent and ongoing school climate needs?
- Important Note: In Fall 2021, NJDOE, in collaboration with the School Climate Transformation Project, will pilot a free online school climate survey for students (Grades 3–12), staff, and families. Schools that apply for the pilot will be granted access to a provisional online platform which collects survey responses and provides schools with data reports. The platform will also use responsive technology which will assist with schools’ data analysis and needs.
- What evidence-based strategies has the LEA implemented to build positive school climates based on climate survey results and other data sources (e.g., attendance rates, discipline referrals)?
- Has the LEA considered the specific impacts the COVID-19 pandemic has had on specific populations of the school community (e.g. Asian Americans) and taken steps to address potential HIB concerns?
Student Discipline
- Has the LEA allocated time to explicitly and regularly teach expectations and appropriate behavior to students, considering students may have experienced inconsistent behavior and academic expectations for an extended period?
- Has the LEA implemented, or does it plan to implement select restorative practices (e.g., restorative circles, student conferences, nurturing healthy relationships) to promote prosocial student behaviors?
- Has the Board of Education or Board of Trustees reviewed the LEA code of conduct policies to ensure that those implemented are designed to best support and respond to students returning to in-person instruction?
- Has the LEA replaced punitive discipline measures such as suspensions and expulsions (which decrease a student’s connectedness to school), with positive and effective discipline practices (ideally within a tiered system of supports) that are culturally responsive and restorative?
Trauma-Informed Supports
- Has the LEA added supports through a multi-tiered system of supports (MTSS) framework, as needed, to address potential trauma that students and staff may have faced during the COVID-19 pandemic (e.g., illness, isolation, fear, economic hardship, loss of family and friends, burden of systemic racism)?
- Has the LEA adopted a schoolwide trauma-informed approach to support all students as needed?
- Has the LEA provided opportunities through scheduling and other incentive for staff to build strong, nurturing relationships with students that foster a sense of belonging?
- Has the LEA provided additional supports through counseling or targeted interventions for students, educators and families with higher rates of adverse childhood experiences (ACEs) and/or stressors during school closures that put students at higher risk of trauma? Stressors may include,
- Parental substance use and abuse;
- Exposure to domestic violence;
- Child maltreatment;
- Homelessness and worsening poverty and economic gaps;
- Housing and food insecurities;
- Mental health issues or exacerbation of underlying issues;
- Family separation; and/or
- Grief/loss
- Has the LEA supported the implementation of MTSS with fidelity in accordance with the New Jersey Tiered System of Support Getting Started Guide and the New Jersey tiered system of support webpage?
Resources
- Building Trauma-Sensitive Schools Training Package
- Help Youth at Risk of ACEs
- Integrating Trauma-Informed Support in MTSS
- Multiple Responses, Promising Results: Evidence-Based Nonpunitive Alternatives to Zero Tolerance (PDF)
- NJ School Climate Survey and Online Platform (New for 2021)
- School Climate Strategy Resource Guide (PDF)
- Confronting COVID-19 Related Harassment in Schools (PDF)
- School Discipline Support Initiative
- New Jersey Positive Behavior Support in Schools
- New Jersey Tiered System of Supports Webpage
- New Jersey Tiered System of Supports Getting Started Guide
- In what ways has the LEA provided support addressing the social-emotional and wellness needs of staff?
- Has the LEA provided educators with the regular communication and opportunity to have a dialogue about their concerns and needs in a safe and supportive environment?
- Has the LEA provided specific training for staff to develop skills and abilities to provide support to students and navigate areas such as SEL, trauma-informed/healing-centered practices, and grief and loss?
- Has the LEA provided, opportunities for staff to re-establish connections with each other, and receive in-school supports that promotes their healing or connections to outside mental health providers?
- Has the LEA prioritized educator self-care and wellness to ensure that it becomes embedded in the school culture?
Resources
- Has the LEA made deliberate efforts to communicate the importance of SEL to students and families and how it relates to student success in school?
- Has the LEA provided professional development to support educators in addressing the social and emotional needs of students that may include:
- The integration of SEL in their teaching, including the skills to foster positive learning environments and techniques for embedding SEL into instruction.
- Important Note: The NJDOE has developed a series of modules for educators which includes all materials necessary (e.g., PowerPoint slides, guides for facilitators, handouts) to facilitate professional development sessions on SEL. Module 1 provides an overview of SEL. Modules 2-6 further examine each competency.
- The ability to leverage SEL to promote educational equity and affirm diverse cultures and backgrounds.
- Protocols for identifying and supporting students who may be experiencing social-emotional, behavioral, and mental health challenges.
- The integration of SEL in their teaching, including the skills to foster positive learning environments and techniques for embedding SEL into instruction.
- Has the LEA planned to explicitly teach critical social and emotional skills found in the New Jersey Social Emotional Learning Competencies and Sub-Competencies in all grades, including preschool?
- Has the instruction and curriculum of the LEA been revised to intentionally embed social and emotional learning competencies and skills into academic subjects?
- How has the LEA supported students’ growth in self-awareness and self-management by providing assistance, time and space to regulate emotions (e.g., restorative circles, mindful moments)?
- Has the LEA provided students with access to support from school counselors, school psychologists, and other trusted staff members?
Resources
- Has the LEA coordinated and utilized the various COVID-19 relief funds to enhance and build additional mental health supports for students and staff?
- Has the LEA developed, implemented, and/or enhanced a system for conducting regular mental health check-ins with students?
- How has the LEA created and/or enhanced designated space in the school building for students and staff to access that promotes wellness and proactive coping strategies?
- How has the LEA incorporated trauma-informed practices and social emotional learning into classroom instruction in a manner that supports equity and inclusion and reflects cultural responsiveness?
Resources
Supporting Students with Disabilities
- Has the LEA included Special Education Parent Advisory Groups (SEPAGs) in the LEA reopening planning process?
- Has the LEA implemented practices and/or policies to evaluate the efficacy of innovative instructional practices during COVID-19 remote/hybrid learning to inform in-person instruction?
- Has the LEA reviewed the plan for the use of IDEA funds to support student needs related to reopening?
Resources
- Special Education Advocacy Network Quick Guide to Reopening (PDF)
- START: Special Education Advocacy Network Advisory Groups
Supporting English Language Learners (ELLs)
- Has the LEA involved parent(s) of ELLs in the development and review of the LEA reopening planning process?
- Has the LEA reviewed the plan for the use of Title III and Title III Immigrant funds to support student needs related to reopening?
Resources
- WIDA ELD Standards
- ELL Entry & Exit Guidance (PDF)
- NJDOE Gifted & ELL Guidance (PDF)
- NJDOE Approved English Language Proficiency Tests
Supporting Homeless, Migrant, and Gifted/Twice Exceptional Students
- Has the LEA reviewed policies to ensure that students experiencing homelessness are immediately enrolled, and reviewed/revised policies and practices (regarding immunization and health records, residency requirements, birth certificates, school records, and guardianship) to ensure they do not act as barriers when enrolling homeless students?
- How will the LEA liaison for homeless students engage with families to support positive transitions back into traditional school settings?
- Has the LEA reviewed policies to ensure that migrant students are immediately enrolled, and reviewed/revised policies and practices (such as those regarding immunization and health records, residency requirements, birth certificates, school records, and guardianship) to ensure they do not act as barriers when enrolling migrant students?
- Has the LEA considered the unique needs of migrant students and caregivers during school reopening?
Resources
- Improving the Educational Outcomes of Children in Out-of-Home Placements: An Interagency Guidance Manual (PDF)
- I2MPACT Learning Materials
- Supporting the Emotional Needs of the Gifted (SENG)
- New Jersey Strengthening Gifted and Talented Education Act
- NAGC Gifted Programming Standards
- NAGC The Knowledge and Skills Standards for all Teachers